Oronne Chimzi Wami EDAD 510 Final The program I decided to do an assessment of for student affairs is a WellnessProgram for first year students who did not do well academically during their first schoolterm. Student would be those recommended by academic advisers. The goal of thisprogram is to makes students aware of the correlation between their holistic wellness andtheir academics. Another goal of this program is to offer resources to students that in turnraise their GPA. The students would be encouraged to attend programs that are createdaround themes that are in line with the six parts of the Wellness Wheel (emotional,financial, spiritual, intellectual, physical and social). Assessment is a key component to gauging the success and effectiveness ofprograms in higher education and student affairs. Assessment assists in finding out if thelearning goals of a particular program are affective. The major aspect of assessment isvalidity and fairness in assessment as well as valid. Assessment helps gauge the voids inprogramming and helps to mold program planning. Seeing positive outcomes fromassessment often can serve as a justification for funding on a university campus. This isvery important in these tough economic times. The assessment of the First Year Student Wellness Program would be aquantitative assessment. Student would be given fixed response answers in a pre-assessment survey. This could either be given online using a tool like survey monkey orin paper form. Questions would have options for students to identify parts of thewellness wheel and subsections with examples of the meanings of each of the six parts of
the wellness wheel. The GPAs of the students in the program would be recorded also inthis pre-assessment. After this program, which would take place during a full term schoolterm (semester or quarter). The post program assessment would be identical to the pre-assessment. Theresults of the post assessment would be compared to the pre-assessment.The Learning outcomes domain would be as follows: SWiBAT SWi(not)BATAdvanced Fully comprehends the varied components of wellness. Has the ability to apply the six parts of the wellness wheel to their lives. Increase in GPA.Competent Comprehends the wellness Fully comprehends the wheel. Can apply some, but varied components of not all – of the wellness wellness. Has the ability to component wheel to their apply the six parts of the lives. Increase in GPA. wellness wheel to their lives. Increase in GPA.Emerging Has partial comprehension Comprehends the wellness of wellness wheel. Cannot wheel. Increase in GPA. apply wellness wheel to real life. GPA Increases.Needs Improvement Unable to comprehend or Has partial comprehension apply the wellness wheel to of wellness wheel. Cannot academic life. No GPA apply wellness wheel to real Improvement. life. GPA Increases.#2 The cross tabulation aims to see if there is a correlation between the gender of astudent and whether or not a student takes a math pre-test. 1375 students were asked ifthey take pretests never, sometimes, often or always. 60.1% of respondents were female
while 39.9% were male. Females consistently pretested more than males in thesometimes, often and always categories. The null hypothesis would be that there is no significant correlation betweengender and taking math pretests. The alternative hypothesis is that there is a significantcorrelation between gender and taking pretests. Based on the chi-square value of .007there is sufficient evidence to state that there is a significance between the male andfemale pretest takers.