The document summarizes an assessment plan for a proposed wellness program for first-year students who did not perform well academically in their first term. The program would focus on the six components of wellness and provide resources to improve student wellness and GPA. Both quantitative pre- and post-program surveys would assess students' understanding of wellness components and changes in GPA. Learning outcomes are defined at advanced, competent, emerging, and needs improvement levels based on comprehension and application of wellness concepts as well as GPA increases.

1. Oronne Chimzi Wami
EDAD 510 Final
The program I decided to do an assessment of for student affairs is a Wellness
Program for first year students who did not do well academically during their first school
term. Student would be those recommended by academic advisers. The goal of this
program is to makes students aware of the correlation between their holistic wellness and
their academics. Another goal of this program is to offer resources to students that in turn
raise their GPA. The students would be encouraged to attend programs that are created
around 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 of
programs in higher education and student affairs. Assessment assists in finding out if the
learning goals of a particular program are affective. The major aspect of assessment is
validity and fairness in assessment as well as valid. Assessment helps gauge the voids in
programming and helps to mold program planning. Seeing positive outcomes from
assessment often can serve as a justification for funding on a university campus. This is
very important in these tough economic times.
The assessment of the First Year Student Wellness Program would be a
quantitative 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 or
in paper form. Questions would have options for students to identify parts of the
wellness wheel and subsections with examples of the meanings of each of the six parts of

2. the wellness wheel. The GPAs of the students in the program would be recorded also in
this pre-assessment. After this program, which would take place during a full term school
term (semester or quarter).
The post program assessment would be identical to the pre-assessment. The
results of the post assessment would be compared to the pre-assessment.
The Learning outcomes domain would be as follows:
SWiBAT SWi(not)BAT
Advanced 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 a
student and whether or not a student takes a math pre-test. 1375 students were asked if
they take pretests never, sometimes, often or always. 60.1% of respondents were female

3. while 39.9% were male. Females consistently pretested more than males in the
sometimes, often and always categories.
The null hypothesis would be that there is no significant correlation between
gender and taking math pretests. The alternative hypothesis is that there is a significant
correlation between gender and taking pretests. Based on the chi-square value of .007
there is sufficient evidence to state that there is a significance between the male and
female pretest takers.