Recess Your Stress

Program Evaluation Plan

Prepared by:

Carolina Gabaldon
Doris Buezo
Karina Corral
Robert Leumaga

CSUSB
Master of Public Health

11 June 2017

1. Introduction and Stakeholder Engagement

This program evaluation for the CSUSB Student Health Center THR!VE division, Recess Your
Stress, aims to describe the program’s function, characteristics, relevancy, and overall public
health outcomes for CSUSB students. Stakeholders who need to be involved in the evaluation
are CSUSB students participating in stress management workshops on campus, as well as the
200 participants of the Second Annual Run Like a Mother 5K Walk/Run. Their purpose in this
program evaluation serves to determine the effectiveness of the program to allow the planning
team to take appropriate measures in adapting the program to better fit the needs of the
students on campus.

Evaluation Purpose
Evaluating the Recess Your Stress program serves a critical purpose to examine and verify the
extent in which the program effectively helps to reduce stress levels among CSUSB students.
This evaluation process determines how efficient the program (including the Zine and PSA) are
in helping to facilitate behavior change for lifelong stress management. The findings from this
evaluation will be used to change or adapt the activities for the Recess Your Stress program to
better fit the interests of CSUSB students, which can be dependent on many factors such as
age, gender, or varied interests by majors. This program evaluation fits with the overall goal of
the CSUSB Student Health Center, specifically the THR!VE Health Promotion’s goal of
providing cost-effective and preventative health services to the student community by ensuring
that the program is reducing stress. If this evaluation proves that the program is beneficial in
reducing stress, life-long complications associated with stress such as poor mental health or
weight gain, can be prevented. Prevention of these complications is essential in ensuring that
Recess Your Stress and the Student Health Center’s THR!VE Health Promotion are working
effectively to promote positive health outcomes among CSUSB students.

Stakeholders
The specific department that should have an interest in the outcomes of this evaluation is the
CSUSB Student Health Center since this department provides the resources for other stress
management classes within CSUSB. Also, the stakeholders related to the Run Like a Mother 5K
Run/Walk should have an interest in this because the information would be presented during the
Second Annual Run Like a Mother 5K Run/Walk event at school. Also, the Department of
Health Science and Human Ecology would have a thorough interest in the outcomes of this
evaluation since it is dependent on many factors associated with public health and the health
sciences. The 200 participants of the 5K Run/Walk would also have a primary interest in the
outcomes of this evaluation because they comprise the group of individuals who are receiving
the Recess Your Stress program, Zine, and PSA. Their interest is of critical concern for the
overall success of the program.

The CSUSB departments mentioned, including the staff within those departments, would most
be interested in the outcomes and impacts regarding the program to verify that the program and
materials presented demonstrate CSUSB values in promoting positive health outcomes. The
effectiveness of the program is important to them to make sure that most students are being
helped. Also, they would be interested in evaluating the program from a cost-effective approach,
meaning that CSUSB departments must find it feasible to provide printed materials of the Zine,
acquire appropriate space to display the PSA, and make sure that the program’s methods of
reducing stress will not be a financial burden to the students. Also, it would be imperative to
evaluate the program on level of appropriateness to make sure that the Recess Your Stress
program can be highlighted on many of the CSUSB social platforms. These platforms would
include announcements across campus, in club organizations, and social media accounts. Their
role in this evaluation plan is to serve as external reviewers and validate the significance of the
program goals, and ensure that the program objectives meet the goal to be achieved. The
planning team would be most interested in how the resources mentioned in both the Zine and
PSA meet the needs of the CSUSB students participating in the program. Their role in
developing and implementing this program is essential and most critical. They would be most
interested in collecting data dependent on measures of dissemination. For example, their
interest involves collecting data on the demographics of participants, recording the amount of
times the presentations were given, determining the number of Zines handed out, and
identifying the types of questions most commonly asked among participants. It is essential for
them to receive these results and properly interpret their findings to determine if Recess Your
Stress is effective for CSUSB.

The 200 participants experiencing the program would most be interested in the resources and
activities involved or associated with Recess Your Stress. This is essential to them because
they need to find motivation to partake in the program’s highlighted resources across campus,
such as the Aquatics Center, “Talk It Out” Peer Groups, and meditation classes which they
probably did not know about before. Through this, they become exposed to the stress
management activities that best suit their individual needs and interests. Also, the outcomes are
of interest to them because they need to find certainty that participating in behavior change of
stress management will lead to self-efficacy in managing stress, and determine the long-term
outcomes of lifestyle management associated with Recess Your Stress.

Table 1. Stakeholder Assessment and Engagement Plan

Stakeholder Name Interest or Perspective Role in the Evaluation

College Students that have received the Program Participants Participants

intervention by PSA or Zine

CSUSB Student Health Center CSUSB Staff External Reviewer

CSUSB Health Science and CSUSB Staff- hosts of the External Reviewer
Human Ecology 5K event

200 participants of the Second Program Participants Participants

Annual Run Like a Mother 5K

Recess Your Stress Planning Program Staff Planning Team/

Committee Interpreters of Results

Community Leaders Program Beneficiaries External Reviewer

Cultural Competence
Stakeholders such as the 200 participants of the Second Annual Run Like A Mother 5K
Run/Walk and the entire CSUSB campus will be engaged through the various social media
platforms on campus such as Facebook and Instagram, as well as student emails aiming to
promote the marathon event and the program. Face-to-face discussions would also be
extremely beneficial to build rapport among participants. The program will be accounting for the
influence of context and culture within this evaluation design by gathering appropriate
demographic data regarding the stakeholders to ensure that there are no biases within the
program resources and activities. The overall intention is to create a culturally
competent program that will showcase the diverse students of CSUSB. To accomplish this,
communication among the program planning team will be enhanced to properly acquire
appropriate stakeholder data and interpret the significance of the various perspectives into
effective program evaluations.

2. Description of Recess Your Stress

Recess Your Stress is a program comprised of the Stress Management PSA and Zine,
incorporating many of the already-existing CSUSB resources, such as the Aquatics Center or
Recreational Center, aimed to help students manage their stress levels. The goal of the
program is to reduce stress levels among the intended audience comprising of the CSUSB
community. Specific objectives aimed at achieving this goal were formulated using SMART
concepts and potential process-evaluation questions were formulated to identify the needs of
the intended audience. The Following SMART objectives were developed:
1. By the end of the Second Annual Like a Mother 5k on October 21 2017, 200 students
will be educated on how to better manage stress in college by identifying three sources
and three effects of stress.
2. By the end of the Second Annual Like a Mother 5k on October 21 2017, 200 students
will be able to Identify 5 Ways to Relieve Stress with 2 DIY Techniques and 3 CSUSB
Resources.

The purpose of this program evaluation is to determine if the current needs of CSUSB students
regarding stress will be met through implementation of this program. This evaluation also serves
to ensure that the goals and objectives can be met through the various activities planned and
resources highlighted within the Zine and PSA. This is a critical process which will be evaluated
in the data collection section which was obtained from the participants. Currently the program is
still in the planning stage of development and this evaluation serves to assure that appropriate
steps have been taken to validate the effectiveness and potential use of the program.

Need
The Recess Your Stress program is designed to meet the need of CSUSB students dealing with
increased stress levels. As mentioned in the PSA, stress has negatively affected the academic
performance in 33% of college students, and 86% of college students said they felt
overwhelmed by responsibilities. Due to the many personal, social, and environmental
challenges that arise in college, students seeking to attain a college education face many
overwhelming emotions. Creating an outlet for students to reduce their stress and find support
among their peers is essential for the sustainability of a healthy life and positive health
outcomes.

Context
Evaluating the context or implications of the program is significant in ensuring that the program
is creating a successful environment to reduce stress levels among college students. Contextual
factors that need to be considered are participants’ ages and what year they are in college.
Determining what majors or backgrounds they are focusing on will create better insight into how
the program can be tailored to better fit needs and identify struggles. Identifying how many
years of college the participants have completed thus far is imperative to assess whether
incoming freshman have higher or lower stress levels than graduating seniors. This can be
relevant in identifying whether differences in age have a correlation with stress levels.
Examining the differences between gender and culture is also imperative for the overall success
of the program because it is important to identify if males and females generally have different
ways of coping with stress and/or whether they have differing factors that affect their stress
levels. Lastly, cultural differences is an implication that can affect the implementation process of
the program because differing cultures may have different ways of coping and managing stress
that the program may fail to provide. These factors are important to consider because they are
specific and identifiable reasons that could distinguish whether the program is effective or not.

Population Addressed
The population being addressed in this program and showcasing of the Zine and PSA are the
200 participants of the CSUSB Second Annual Run Like a Mother Run/ Walk, and ultimately
any CSUSB student and non-CSUSB student (i.e.CSUSB student family members or
community participants), seeking to reduce their stress levels by using resources provided to
manage their stress.

Stage of Development
The program has been in place since March 2017 when the Stress Management PSA and Zine
were first created. The program Recess Your Stress incorporates those components in order to
be formally presented to the CSUSB community and participants participating in the program for
2017. Currently the program is in the planning stage of development in which the resources for
the program are coming from the CSUSB Student Health Center THR!VE division. Planning this
program will be effective because these resources are being allocated with appropriate activities
related to stress management.

Resources/Inputs
Resources and inputs mostly available to support the program include partnerships with the
CSUSB Student Health Center, Student Union, Health Science Department, Student Recreation
and Wellness Center, Psychological and Counseling Center, and Aquatics Center. Space is
provided in various buildings across campus in which workshops for time management, peer
groups, meditation classes, and instruction of DIY techniques are held. Space can also be found
on the various gardens around campus which help promote stress management through
relaxation and distraction. The technology resources available on campus help to ensure
accessible and timely viewings of the PSA video and funding would be provided to print multiple
Zines at the Pfau Student Library. Use of CSUSB technology will be also be incorporated into
data collection methods with the use of Coyote One ID card scanners, monitoring software, and
computers. These resources and inputs all work cohesively to endorse the effective behaviors in
managing stress and monitor participation with confidentiality. They all emphasize the
importance that the stakeholders should take in finding activities to reduce stress.

Activities
The specific activities conducted and planned to achieve the program’s outcomes from the
planning side of the program include duplication of educational materials such as the Zine and
PSA to reach many students interested in stress management during the Second Annual Run
Like a Mother 5K on October 21, 2017. Also, the program planning team activities will focus on
increasing student access to the Zine and PSA, as well as conducting a community health
assessment to better collect data during the showcasing of the program. Activities planned to
achieve the program’s outcomes also include continuing to plan for quarterly Pet Therapy
sessions during finals week to provide optimal resources during a critical and stressful time.
Activities that will influence the reduction of stress also include having spinner games such as
Stress Monitor Cards, participating in deep breathing exercises, and having participants make
their own cost-effective stress ball with rice and balloons. Providing activities of guided imagery
and how to make an affordable Zen garden are essential in making the program a fun and easy
way to manage stress. Lastly, providing education regarding the dangerous health effects of
stress have been planned to meet the outcome of increasing awareness to the serious factors
associated with stress. Activities also include referrals to other CSUSB campus resources that
may present a need among students. Overall the purpose the of the activities is to engage the
students and help them discover ways to enhance their quality of life and stress self-awareness.

Outputs
The activities incorporated into the program produce meaningful outputs in delivering effective
stress management resources and materials. The Zine and PSA are the primary resource
materials incorporated into the Recess Your Stress program. Materials also include the rice and
balloon stress balls that the participants can create on their own and use for all future stress
management endeavors.

Outcomes
The Recess Your Stress program long-term outcomes are to reduce stress levels and improve
stress management techniques among CSUSB students with the help of short-term outcomes.
Short-term outcomes involve participants using campus resources during their entire college
experience at CSUSB. Participating in these activities during enrollment establishes the
knowledge gained regarding adverse consequences related to stress. Although this may seem
like a long-term outcome, it is a short-term outcome because students eventually graduate and
will need to remember what they have learned in stress management programs on campus to
carry it through their lives after graduating from college. The outcomes involve improved
decision-making when determining and identifying what is causing the individual participants
most stress in their life. This outcome is met when students engage in group therapies and
meditation classes because they have identified the stress trigger and are working to resolve it.
This is also a critical outcome which will influence the use of the stress management techniques
by providing ways that work to motivate participants to find support through group therapies or
individual exercise. Participating in this program will allow students to increase their health
literacy on the subject matter of stress, which will cause an increase in behavior change such as
increased physical activity to reduce their chances of developing chronic diseases associated
with stress. Overall the major outcome of this program involves taking better control of the
individual factors that increase stress, and finding ways to cope and manage it in a positive way.

Logic Model

Project Name: Recess Your Stress

Long-Term Problem: Stress can lead to many negatie ealt outcomes if stress management tec niques are
not acquired.
Goal 1: Reduce stress leiels in CSUSB students by presentng basic informaton regarding CSUSB resources and
tps to beter manage stress.
Objective 1: By t e end of t e PSA/Zine presentatonn students will be able to identfy at least one
component of t eir life causing t em to feel stress.
Objective 2: By t e end of t e PSA/Zine presentatonn students will determine w at CSUSB resource is
most appropriate to t em in managing t eir stress.
Objective 3: By t e end of t e quartern students partcipatng in a CSUSB meditaton classn will be able to
successfully manage and reduce t eir stress leiels.

Resources/ Activities Outputs, Outcomes, and/or

Inputs Impacts

⇨ ⇨ ⇨
Collaboration with Duplication of Use of the Attendance of
the Student Zine/PSA on all Recreational these
Health Center, social media and Center which is programs will
Student Union, and school platforms open Monday- help students
Recreational (printed, email) is an Friday 6am-12am on campus
Center to promote effective technique in and the Guided find ways to
the various reaching CSUSB Meditation class reduce and
meditation students. Continued that is every day manage
workshops, use of meditation at 11:30am individual
physical activity classrooms and Pet deliver effective stress levels
classes, and Therapy at the end of strategies in by seeking
relaxing gardens each quarter will help helping to combat group support
already existing in students develop stress while also and/or
campus will help healthy relationships promoting health individual
reduce barriers to and wellness for approaches
student access. CSUSB students. through
Necessary inputs fitness and
for data collection lifestyle
include CSUSB management
Coyote One card
swipers, computer
monitors for each
stress management
resource location,
software for
participant intake
and participation
monitoring or paper
and pen materials if
electronic materials
are not available.

3. Evaluation Design

Stakeholder Needs
To determine successful implementation of the Recess Your Stress program, program
developers, key stakeholders, and the Student Health Center will monitor program operations to
evaluate how well the program is working and identify any challenges in program accessibility.
Findings from the evaluation will be used to develop necessary improvements in the Recess
Your Stress program implementation as necessary to ensure effective delivery of the program
while meeting program objectives. Continued monitoring of program success will provide the
opportunity to identify significant changes in the Recess Your Stress program and the targeted
population’s interest in the program. Stakeholders will participate ethically with program
developers to identify positive and negative aspects of the program and provide valuable input.
Stakeholders will participate in program evaluation by assisting in development of evaluation
questions and the interpretation of the findings. Evaluation will determine if there have been
sufficient inputs in program delivery to meet goals and reduce stress levels in the targeted
population. Program staff training will also be assessed for credibility of program material and
science-based evidence education delivery.

Process Evaluation Questions

1. Did program staff collaborate with stakeholders in the design of the program?
2. Were stress management resources disseminated and applicable to all CSUSB students?
3. What challenges were encountered in the Recess Your Stress program delivery?
4. How acceptable is the Recess Your Stress program to the targeted population, CSUSB
faculty, and program staff?
5. Is the program being implemented as designed or does it need improvement?

Outcome Evaluation Questions

1. Were program participants able to successfully meet program goals and objectives?
2. Can this activity reasonably be expected to lead to a decrease in stress-related health
effects?
3. Did program delivery result in the reduction of stress in the targeted population?
4. Does this program benefit those who are most-affected by stress?
5. How closely aligned is the program with stakeholders’ interest?

Evaluation Design
The evaluation design is a combination of pre-and post-non-experimental and time-series
designs. The intervention group is defined as the 200 participants of the CSUSB Second Annual
Run Like a Mother Run/Walk and other interested participants at the event or on campus. There
will be no control group due to the inability to form an appropriate control group or control the
program exposure because the PSA is available on the public mass media platform: YouTube.
To determine how individuals gained exposure to the stress management program, during
intake, individuals who access CSUSB stress management resources will be asked how they
were referred to the resource. This intake question will allow program staff to determine if
resource participants were exposed to stress management program delivery at the 5K event,
through class presentations, through mass media YouTube videos only, or through another
source. It is necessary to identify how program recipients were referred to determine the impact
of program delivery at the CSUSB Second Annual Run Like a Mother Run/Walk 5K event.
Because the initial program evaluation plan is primarily focused on program delivery at the 5K
event, data must be collected during resource access intake to validate that program delivery
was provided specifically at the 5K and evaluate the how effective the program delivery at the
5K event was in recruiting stress management resource participants.
Program evaluation will be further composed of time-series design to monitor for changes over
time. The intervention group’s processes and outcomes will be monitoring quarterly with data
collected at the beginning and end of each quarter to evaluate use of the program. The multiple
collections of data over time will help to identify trends in the program, which will be of interest to
key stakeholders.
During intake, stress management resource participants will be given an intake form with the
following questions borrowed from the NYSUT Social Services Stress Assessment Scale to
establish baseline data regarding stress-related health effects:
How frequently do you find yourself experiencing such problems as headaches, problems going
to sleep or staying asleep, frequent sickness, inability to concentrate, uncontrolled anger, or
frustration? Using the table below, assess the frequency that you experience these common
symptoms of stress:

Intake participants will also be asked the following questions also borrowed from the NYSUT
Social Services Stress Assessment Scale to establish baseline data related to current ability to
manage stress:
Individual scores on this scale can range from 0 to 40 with higher scores indicating higher
perceived stress. Scores ranging from 0-13 would be considered low stress. Scores ranging
from 14-26 would be considered moderate stress. Scores ranging from 27-40 would be
considered high perceived stress. This questionnaire will be provided again at the end of each
quarter to evaluate program effectiveness and to establish a link between program delivery and
program outcomes.

4. Gather Credible Evidence

Data Collection Methods

New data will be collected pre-post intervention participation in program activities at the event
by new of stress management related resources, and by participant satisfaction surveys near
the end of each quarter. To evaluation program delivery to the public, access tracking on social
media platforms will provide secondary data for those exposed to program material.
Participants will be asked to sign in with Coyote ID and email information at the 5K event.
Students who utilize the resources provided by the program will be monitored by swiping their
Coyote ID or by physical sign in and cross-referenced to the participants who signed up for the
program.
Participation rates will be monitored and confirmed by registration for services by an intake form
that asks the way they heard about the resource. The number of times an individual accesses
the campus program resources will be monitored by each card swipe or sign in for future
sessions. To select a sample for evaluation outcomes, sample criteria will be those who signed
up for program information at the 5K event and followed up with the attendance at any one of
the program resources, such as time management workshops, the Student Recreation and
Wellness Center, the Aquatics Center, Meditation sessions, Pet Therapy, or Counseling and
Psychological Services as indicated by how referred and cross-referenced by Coyote ID.
Participants who match the criteria will then be sent a follow up email thanking them for their
participation in the program with a request to complete a follow up satisfaction survey that
assesses the effectiveness of program delivery, services, and outcomes. If using a card swipe
method of service access, a computer monitor, Coyote One card swiper, and program to
indicate login will need to be available at each of the six resources listed. Alternatively, sign in
sheets, clipboards, pens, and regular retrieval of logs will need to be considered to effectively
collect data.

To determine readability and reliability of data collected, participation data will be analyzed with
SPSS Statistical Software to determine standard deviations and actual scale intervals will be
used to determine validity of participant responses. Cultural appropriateness will be measured in
post-intervention surveys that ask questions of participants related to comprehension, clarity,
the need for additional assistance, whether the program reflects diversity, and ways the
program could be improved to reflect diverse cultural values. To ensure that cultural
competence has been reflected in program design, before implementation, program strategies
will be compared to the guidelines set forth by the Centers for Disease Control and Prevention
Practical Strategies for Culturally Competent Evaluation to ensure that diverse perspectives are
included in program design, implementation, and evaluation.

New participation data will be collected at the 5K event pre-program delivery and used to pilot
further dissemination of program material. With program modifications, new data will be
collected for any additional resources added to the program. If no program modifications will
occur, new data will be collected each quarter. After 4 quarters, the program will be evaluated to
determine the most effective use of program resources by self-reporting, log ins, and completed
surveys. Data will be collected from the participants who receive the intervention and then follow
up by accessing at least one of the six campus resources. Quality data requirements and
collection methods will be established in collaboration with program developers and key
stakeholders and will be evaluated for accuracy by program staff. Electronic participation data
using the swipe of a Coyote ID card is the most reliable method for participation due to the
already established Coyote One ID system and will confirm the identity of the participants.

Errors will be minimized with electronic data collection and easier to correct and track. In the
case that this method is not feasible due to lack of equipment, participation data can be
collected with minimal cost using alternative methods of logging activity. The potential for error
increases with paper and pen sign data collection; therefore, participant verification will be
established by documentation of the Coyote ID number. Participation rate data errors will not be
included in data collection for analysis and will consequently result in a smaller sample size.
Pre-intervention data will be collected by an intake sign in sheet at the 5K event and post-
intervention data will be collected by email survey requests. To ensure quality data, clear
instructions will be provided on all pre-intervention forms and evaluated for completeness. The
post-intervention survey will be designed within IRB approval requirements and will evaluate
satisfaction and effectiveness of the Recess Your Stress program.
Table 3: Evaluation Questions and Associated Data Collection Methods
Evaluation Question Data Collection Method Source of Data

Q & A between Team 7 Participant students

1. What challenges were
and participants, and
encountered in the Recess Your interviews
Stress program delivery?
Feedbacks & surveys Participant students

2. Were stress management Feedbacks & surveys All stakeholders: Participants

resources disseminated and students, Team 7, faculty
applicable to all CSUSB
students? From Faculty/Instructors Faculty, Instructors
asking direct questions to
the participant students
attending classes for
comments about the
program

Reports from the CSUSB Campus resources facilities.

campus resources, if Ex. CSUSB Student Health
participant students used Center, campus gym &
their facilities because of swimming pool
the Recess Your Stress

5. Data Analysis and Interpretation

Indicators and Standards

Indicators are critical parts of the Recess Your Stress program during the Second Annual Run
Like a Mother 5K in the Fall 2017. It designates simple, measurable, and/or observable features
of the 5K Recess Your Stress evaluation that effectively measures the performance of the
Recess Your Stress program. Indicators can be identified through observations and reflections,
feedbacks, interviews, and surveys of the 200 students and other participants. Also, indicators
help evaluate if the Recess Your Stress program achieves desirable outcomes or addresses a
need for change to the program. The measurable elements include the number of students who
signed in at the 5K Recess Your Stress presentation of the stress management PSA and Zine.
The facilitators (Team 7) would conduct a Question & Answer session after the presentation.
Followed by, one-on-one or group interviews, on-paper surveys, and counted number of the
actual participants during the PSA and Zine presentation, to measure the Recess Your Stress’s
performances.

The success of the Recess Your Stress program will be determined by the indication of self-
reported stress reduction, through interviews, surveys, feedbacks among the participant
students, and/or the utilization of campus resources. It is expected that a minimum of 25
students out of 200 participant students constitute success for the program. The minimum
outcome number must fully benefit from the PSA and Zine evaluation. The outcomes indicated
means establishing their reduction or their ability to manage stress after partaking in stress
release techniques and/or using various campus stress relief intervention resources.

Table 4. Indicators and Success

Evaluation Question Criteria or Indicator Standards

(What Constitutes “Success”?)

1.What are some measurable or Observation Students sign-in & attend PSA/Zine
observable elements indicated by Presentation. 25 out of 200 students
the 200 students? find the program very useful

Interviews (one-on- Students are interested in engaging

one or group) and participating in stress relief
techniques

2.How do the facilitators (Team 7) Surveys Participant students addresses they

know the Recess Your Stress
program achieved positive
outcomes?
manage stress
Reports Participate students able to improve
grade levels and steadily uses stress
relief resources in campus. Strong
support from the CSUSB Students
Health Services.

Feedbacks Students and teachers express

support of Recess Your Stress
program, a catalyst for improving
grade among participant students.
Also, students are able to deliver the
message to others – family
members and friends, as a form of
outreaching.

Analysis
To analyze the collecting data of participating students of the Recess Your Stress program
during the Second Annual Run Like a Mother 5K, the descriptive statistics technique will be
used. First, the technique summarizes the sample of 200 participant students and deliver
measurable and observable elements that describe the engagement of the students during the
program evaluation. Second, the data collected would be entered into a database and checked
for possible errors. Third, the percentage of students participating in the 5K would be analyzed
to compare to the desired possible outcome we would expect. Fourth, the data would be
analyzed to examine variables like sex, race, CSUSB attendant or not, and the type of major
pursued, and then make comparisons. Along with that, tables would be utilized to express the
before and after satisfaction results of 200 sample students. The tables also, explore how they
would be able to handle stress from a 1 (less manage) to 10 (manage stress) category, and
examine the probability of which students pursue to benefit from the program.

Interpretation
The CSUSB Student Health Center, CSUSB Health Science and Human Ecology, the 200
participant students of the Second Annual Run Like a Mother 5K, and the Recess Your Stress
Planning Committee (Team 7) and faculty are significant to the evaluation findings. These
groups help confirm the rationality of interpreting the findings of the programs, ensuring that the
findings are not biased and appropriate. The CSUSB Student Health Center provides strong
support and advocates quality of health among students on campus. The CSUSB Health
Science and Human Ecology, and the faculty departments provide direct guidelines and
recommendations towards formulating the Recess Your Stress program. The 200 participant
students are the critical leg, in providing feedback that offer vital reasons, if the program works
or not. The Planning Committee (Team 7) has the calling of finalizing the program if it needs
adjustment or not.
One important aspect of the program is to consider and expect limitations of the Recess Your
Stress program evaluation that hinder its success. Or, limitations that cannot be avoided. The
plan needs to consider the possible biases and the validity of the results, that need further
explanation by Team 7.
Furthermore, justifying the conclusions emphasized another great importance to the program
evaluation. Team 7 will coordinate the analyzing of the data so that findings can be interpreted
corrected based on the guidelines from the faculty. The programs outcomes must be compared
to possible expected desired outcomes, existed results of similar programs, and other well
documented standards.

6. Use and Communication of Evaluation Findings

Use
The Recess Your Stress findings benefit all the stakeholders discussed previously. It included
the CSUSB Student Health Center, CSUSB Health Science and Human Ecology, the 200
participant students of the Second Annual Run Like a Mother 5K, and the Planning Committee
(Team 7) and faculty. The timeline is well coordinated in that the feedbacks from the participant
students could put a voice on the stress problem that affected students on campus. The ability
to gather potential findings encouraged CSUSB health services department to address the
stress issue among students. It can provide a positive intervention approach. In addition, the
success of the program teaches the participants to expand to others (family members, friends,
etc.) and the techniques in managing stress problems.
The CSUSB Student Health Center, Team 7, and faculty are responsible for creating and
monitoring an action plan to guide the implementation of evaluation recommendations for the
Recess Your Stress program. All participant students must be followed up after each quarter to
find out if their stress reduction approach is still valid and successful. Inputs from any
stakeholders must be documented as part of the program reviewed. The students could have
related and reported the knowledge of the impact of stress in their studies or life if not properly
managed

Communication
The participant sample of students must be continually followed-up with, and updated on any
changes of the Recess Your Stress program. There is a need to volunteer, invite, and allow
them to participate in meetings that share the program’s findings and addresses concerns
regarding the problem of stress management. In-person meetings and emails are the methods
to communicate with evaluation stakeholders of the program. Therefore, using these methods
won’t display the specific evaluation stakeholders to further unnecessary exposure or criticism
that might affect their reputations and/or criticize the findings of the Recess Your Stress
program. The student participants must also provide the awakening to the stress problem that
should be taken lightly.

7. Evaluation Management

Evaluation Team
Program developers, key stakeholders, and the Student Health Center will monitor program
operations to evaluate how well the program is working and identify any challenges in program
accessibility. The evaluation skills needed from the Evaluation team to conduct this evaluation
will be time management, communication skills, teamwork and data analysis. External reviewers
that will provide feedback on the evaluation plan will comprise of experts in the field.

Table 5. Roles and Responsibilities of the Evaluation Team Members

Individual Title or Role Responsibilities

Program Developers Team 7 participants Help with the implementation of

program

Key Stakeholders Department of Provide cost effective and

Health Science and preventative health services by
Human Ecology ensuring stress is reduced and
Faculty/ CSUSB no long-term complications
health center occur.

Program Staff Recess Your Collect data depending on

Stress Planning measures of dissemination.
Committee Looking at the demographics of
Members participants
Data Collection Management
Data that will be collected will be student demographics, what worked and did not work.
Information will also be collected on what challenges were encountered.
The activities that are needed to carry out data collection successfully are performing a variety
of surveys, interviews and outreach to various programs.
Surveys will be performed before the Second Annual Run Like a Mother 5K Walk/Run as
pretest surveys as well as after the completion as post-test. Participant satisfaction surveys will
be performed near the end of each quarter.
Team 7 will be the one conducting feedbacks and surveys. Faculty, instructors and participants
are also responsible in asking questions to participants attending programs.
People responsible for conducting surveys pre-and post will be Group 7 members
Team 7 will also oversee the conduct of the evaluation to assure appropriate implementation.

Table 6. Data Collection Plan

Evaluation Data Collection Activities Person(s) Due Date

Question Method Needed Responsible

1.What challenges Q&A sessions Interviews Team 7 Pre-and

did the program Post 5k
face?
Surveys Faculty Pre-and
Post 5k

Pre Survey Team 7 & 1 week

Participants before 5k
Run

Post Survey Team 7 & Post 5k

Participants Run

2. How effective Observation Team 7 During 5k

was the Zine and
PSA in reaching
the community.

Data Analysis Management and Interpretation

Only students with proper identification cards will participate electronically. Data will be analyzed
from pre-and post-surveys. Group 7 members and stakeholders will be responsible for
conducting the analyses. Stakeholders will be confirming analysis of results and interpreting
them by having community meetings.

Table 7. Data Analysis Plan

Analysis to Be Performed Data to Be Person(s) Due Date
Analyzed Responsible

Paired T Test Pre-and Post-Survey Team 7 End of quarter

Data the program is
first
implemented

Communicating and Reporting Management

Reporting of the progress made on the evaluation and/or evaluation findings will be sent t0
stakeholders. This communication and reporting to stakeholders will ensure the effectiveness of
the program. The most effective communication with stakeholders will be via email and
community meetings. Emails will be sent weekly, monthly and quarterly. Community meetings
will occur on a quarterly basis.

Timeline
Planning and administrative tasks occur before the 5k Run. Training for data collectors occur 2
weeks prior to the event. Pilot test data collection instruments will occur 1 week before the
event. Formal data collection, analysis, and interpretation tasks will begin to occur at the 5k
event. The health education information will be disseminated during the 5K run and the results
of the pre/post tests will be disseminated after analysis. Upon mapping, all of the above, on a
single timeline, no foreseeable bottlenecks or sequencing issues are expected to occur unless
survey questionnaire is not validated in a timely manner,

Wrapping Up
Acknowledgements of the contributions of planning team members and others who contributed
to the successful implementation of the plan will occur during community meetings.
Documentation of evaluation lessons learned during implementation of the evaluation will occur
via word documents, emails and community meetings. Archive of relevant documents,
instruments, and data will occur via a password protected document accessible on campus.