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Tenure-track positions at institutions of higher education are often highly coveted because they offer job stability, academic freedom, and higher pay. Despite this allure, the academic career path is fraught with challenges, particularly during the first few years of a tenure-track position where one must balance new demands and escalating expectations. We synthesized existing literature with data collected through an online survey of leisure academics and discussions derived from the "Growing Up Academic" panel sessions that took place during the 2016 Academy of Leisure Sciences Teaching Institute to examine the challenges and opportunities that individuals must navigate during the early years on the tenure track. Challenges identified included concerns about transitioning identities, divergent responsibilities, insecurities, and uncertain expectations regarding tenure and promotion. Many of these issues were more pronounced for faculty of color. However, participants also highlighted some key strategies that could be employed to address challenges: (a) Know expectations and document progress, (b) Collaborate regularly, (c) Seek professional mentors, (d) Develop an academic identity, (e) Be proactive and strategic in all areas of scholarship, and (f) Be realistic. Emerging scholars who heed this advice will be better equipped to navigate the early stages of academic life and successfully achieve tenure.

Graduate school is critical period of professional development in the lives of aspiring scholars, presenting a number of challenges and opportunities. Synthesizing insights from an online survey of individuals on The Academy of Leisure Sciences (TALS) listserv, a group of academics and professionals at various levels within the parks, recreation, tourism, and leisure field around the world, this article aimed to highlight these challenges and identity strategies for surviving and thriving during graduate school. The thematic analysis revealed five major themes. Challenges identified included juggling responsibilities, funding support, equity and institutional barriers, imposter syndrome, and finding the right job. Participants also highlighted some key strategies that could be employed to navigate challenges, including focus on and finish the dissertation, finding reliable mentors, cultivating professional networks, consider a transition job first, and be true to yourself. Doctoral students who heed this advice will not only be more likely to successfully complete graduate school, but they will also be better positioned for future success in an academic career.

The complex and uncertain academic job search is often a terrifying prospect for aspiring recreation and leisure scholars. New doctoral candidates are eager for meaningful lived experiences and useful advice regarding the steps for a successful job search, including finding the right opportunities, submitting applications, interviewing well, and negotiating effectively. In this article, we address the significant challenges and considerations doctoral students face throughout the academic job search process. By outlining some of the best practices and strategies for success through the lens of recreation and leisure studies, we hope to help readers know what to expect and how to prepare--ultimately converting the seemingly daunting task of finding the right academic job into an exciting and rewarding opportunity.

Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold: 1) to capture a snapshot of the assessment methods being used to measure and evaluate undergraduate student learning in parks, recreation, and leisure studies curricula, and 2) to learn how undergraduate program coordinators perceive the value of a variety of assessment methods. The purpose of assessment, the overall assessment process, assessment methods and challenges in park, recreation, and leisure studies academic programs are discussed. (Contains 4 tables.)

Pedagogically, the term "bottleneck" refers to a moment when students may face barriers to understanding content in the process of learning. As instructors identify "bottlenecks" within their courses, they are faced with the challenge of how to best assist students in overcoming them. Further, most instructors want to know what selected teaching strategies to implement in the classroom to increase student learning. The seven-step process of Decoding the Disciplines (Middendorf & Pace, 2004) provides a platform for helping students learn how to think instead of what to think to successfully progress through identified bottlenecks. The model also allows for instructors to collect evidence-based results of student learning that contribute to the scholarship of teaching and learning, while infusing deeper meaning and learning into the classroom. The model is particularly useful for instructors who face challenges in incorporating alternative pedagogical strategies. (Contains 1 figure.)

This exploratory study provides insight into the perceived physical activity levels of students attending a Midwestern 2-year community college. Over 60% of respondents were classified as overweight or obese based on a BMI measurement. The majority of respondents were not participating regularly in physical activity to gain any health benefits, even though 65% indicated they were currently physically active. Although 50% of the respondents indicated they were regularly physically active, only one fifth were meeting the minimum guidelines for physical activity. However, respondents indicated a willingness to make changes to increase physical activity. Future planning of recreational sports programs and facilities is important for engaging and enhancing students in greater levels of physical activity., For the last two decades, the rise in the incidence of overweight and/or obesity in the United States has reached global epidemic proportions and is a critical public health concern [...]

This study investigated the Stages of Motivational Readiness for Change (SMRC) related to the physical activity of community college students. The transtheoretical model was the basis for examining frequency and intentions of physical activity, relationships between behaviors, and demographic variables such as age, gender, income, relationship status, dependents, GPA, and BMI. A conceptual model was also created to depict statistically significant predictability for the stage of readiness for change, BMI, intention to use facilities, and current physical activity frequency. Findings revealed that stages varied according to gender, relationship status, and having children. In addition, SMRC was found to be a key predictor of students' current physical activity habits. Understanding the SMRC is helpful for administrators to determine levels of physical activity as it can provide a greater understanding of student mindset and result in determining appropriate programs, marketing strategies, and facility improvements for students to become more physically active. [ABSTRACT FROM AUTHOR]

This study examined campus recreational sport professional staff job satisfaction in relation to demographic and various work-related variables. The results of the regression analysis suggest that education, position title, salary, and years of full-time experience in the field and current position impacted job satisfaction and are significant predictors of the level of professional staff overall job satisfaction in campus recreational sport. [ABSTRACT FROM AUTHOR]

Collegiate recreational sports provide many avenues for student development resulting in various benefits that have been supported through theoretical and empirical research. This study examined social outcomes of participation in intramural sports. The data revealed differences in social outcomes related to gender, age, year in school, ethnicity, residence, and division of competition. Differences were found between groups in the degree of social outcomes experienced. The data contribute to a body of empirical research which shows that intramural sport participation serves as a vehicle for social development among college students, which not only improves overall well-being but can also help serve as a potential reason for why students persist at universities. Specific areas of development include social interaction, time management, ability to work within a team, overall happiness, sense of belonging, and feelings of self-worth. The results of this study will assist university recreational sport professionals and administrators in further understanding the role and importance of intramural sports as a vehicle for social development while also providing evidence of differences between groups. [ABSTRACT FROM AUTHOR]