The document describes the responsibilities taken on by the author in planning and implementing an educational program called Tau Time for sorority members on time management. The author and their group conducted a needs assessment survey, identified objectives, planned and implemented an educational presentation and demonstration of Google Calendar, designed and administered a post-test to assess effectiveness, tracked spending to ensure the budget was not exceeded, recruited for a bone marrow registry drive, and volunteered at a health fair teaching students about nutrition.

1. Responsibility I, I planned an educational-awareness program called Tau Time with a
group of three other senior Health Education students. We made and distributed a thirteen
item online survey to better understand what mental health problems sorority members
faced. We collected data from the National College Health Assessment Data Survey to
see what other college students experienced in the categories of stress, anxiety, sleep
problems, and relationship difficulties. We categorized the findings from our needs
assessment, and determined that this sorority had problems managing their time
efficiently.
Responsibility II, my group worked alongside our priority population, the sorority Alpha
Sigma Tau, by turning the results of our needs assessment into five measurable
objectives. The overall goal was an educational program to improve knowledge for time
management in freshman sorority members and to be able to use and develop a Google
calendar. Our sequence of delivery plan included an informal presentation, with snacks
and drinks, followed by a hand on demonstration of the calendar. A main factor that
could affect implementation was participation size.
Responsibility III, we implemented Tau Time on November 2nd, 2014, from 6:00 to 7:30
PM in the Morris University Center with a total of 22 participants. Each senior member
had observation sheets so we could monitor how effective our implementation was and to
ensure that we properly trained our participants how to use the Google resources to
manage their time.
Responsibility IV, along with my other colleagues, we designed our instrument for Tau
Time in the form of a two-question post-test. The first question asked to list 5 best ways
they could manage their time, based on the tips we presented. The second used a likert
scale asking them to choose how efficiently they could manage their time based on the
skills they learned from our presentation. We collected the post-tests, and I interpreted
the results in our to explain how we met each objective successfully. It produced reliable
and valid responses.
Responsibility V, We were given a budget to use for Tau Time. I was in charge of
ordering any materials needed for our implementation. I kept a spreadsheet, which
included calendar pens, making copies of materials and refreshments to track the money
spent to ensure staying within the budget. Along with other colleagues of my senior class,
we started a Be the Match Chapter on campus in Fall 2014. We had a 5K in October to
fundraise for the organization. I used my leadership skills and community outreach by
going to fitness stores within the community to advertise and gain their support.

2. Responsibility VI, as a member of Southern Illinois University Edwardsville’s Be the
Match chapter on campus, I have helped sign up individuals to be a part of the ever-
growing registry. I consulted with individuals by persuading them to sign up and
informing them how exactly it helps save the lives of those with blood cancers. During
this dissemination process I trained individuals on how to swab their cheeks and correctly
fill out the personal information form so that we had valid information to put them on the
bone marrow registry.
Responsibility VII, I have been member of the Health Education Honorary Society called
Eta Sigma Gamma in which we promote professional development and go out in the
community and raise health awareness. I volunteered at a health fair where we taught 4th
grade students about nutrition. We used a variety of strategies and methods such as
posters with healthy foods, handouts with information about health eating, and there was
a spin the wheel to name different food groups such as fruits, vegetables, dairy products,
and proteins.