Assignment 4-final

Colorado State University Dining Services: Employee Wellness

Program on Exercise and Stress Management

Assignment #2

Project Design and Learning Objectives

Leesa Harris, Katherine Hoffman, Megan Blackburn

FSHN 451: Community Nutrition

10/26/2015

Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.

Signature: ______________________________________

Signature: ______________________________________

Signature: ______________________________________

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TABLE OF CONTENTS

Team & Work Distribution............................................................................................................................ 2

Team Members, Team Leader................................................................................................................. 2

Work Distribution/Plan to Accomplish Team Project................................................................................2

Community Partner...................................................................................................................................... 3

Context: Target Audience & Community Description...................................................................................3

Problem Statement, Project Purpose & Brief Description............................................................................4

Problem Statement.................................................................................................................................. 4

Project Purpose........................................................................................................................................ 5

Description of Proposed Project...............................................................................................................6

Behavior Change Theory & Research Basis...............................................................................................7

Social Cognitive Theory (SCT) Definition.................................................................................................7

SCT Constructs Selected for This Project & Rationale............................................................................7

Research Basis........................................................................................................................................ 8

Lesson Plan Table..................................................................................................................................... 11

Evaluation Table........................................................................................................................................ 13

Logic Model............................................................................................................................................... 15

Presentation.............................................................................................................................................. 17

Summary of Findings................................................................................................................................. 17

Reflection................................................................................................................................................... 17

Acknowledgments...................................................................................................................................... 17

References................................................................................................................................................ 17

Appendices................................................................................................................................................ 19

Appendix 1: CSU Dining Hall Health and Wellness Program Survey....................................................19

Appendix 2: CSU Dining Services Pre and Post Tests.........................................................................21

Appendix 3: CSU Employee Stress Management Class.......................................................................22

Appendix 4: How to Handle Stress Handout.........................................................................................24

Appendix 5: Observation........................................................................................................................25

Appendix 6: Discussion.......................................................................................................................... 26

Appendix 7: One Month after Class Survey...........................................................................................27

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TEAM & WORK DISTRIBUTION

TEAM MEMBERS, TEAM LEADER

Leesa Harris

Katherine Hoffman (Team Leader)

Megan Blackburn

WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT

Katherine Hoffman- Research behavioral capability construct sources, researched

“Approach to Promoting Wellness in an Australian Workplace”, drafted the Social

Cognitive theory constructs. Drafted and completed evaluation table. Finished Logic

Model. Added to Appendices. Presentation Paragraph. Acknowledgments. Met with

other group to prepare and complete PowerPoint for the presentation. Practiced

presentation.

Leesa Harris- Research environment construct sources, researched “Field Test of a

Web-Based Health Promotion Program”, and researched information for providing

resources. Drafted Behavioral Capability construct rational. Cited and created

appendices. Finished Logic Model. Added to Appendices. Added Summary of Findings.

Met with other group to prepare and complete PowerPoint for the presentation.

Practiced presentation.

Megan Blackburn- Research environment construct sources, researched “Field Test of

a Web-Based Health Promotion Program”, and researched information for providing

resources. Drafted Environment construct rational. Made track changes to Assignment

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2. Finished Logic Model. Added to Appendices. Reflection Paragraph. Made track

changes from assignment 3. Met with other group to prepare and complete PowerPoint

for the presentation. Practiced presentation.

COMMUNITY PARTNER

The goal of Colorado State University Dining Services is to provide valued and quality

service to both students and employees on the CSU campus. They work tirelessly to

offer a countless variety of resources, including many food options, nutritional education

and community events available in six on-campus dining halls; all within a safe and

friendly environment. These establishments take great pride in their image and strive to

provide adequate resources, education and benefits to their customers, as well as their

147 full-time employees. Brittney Stuard communicated that “Colorado State University

Residential Dining Services’ main goal is to exceed our customers’ expectations for

quality, service and value” (September 15, 2015).

Brittney Stuard is the Nutrition and Wellness Programs Manager for the CSU Dining

Services. She has a Master of Public Health and is also a Registered Dietitian

Nutritionist. Currently, the wellness ambassadors and her are working to develop and

engage full-time employees in a Wellness Program combining the benefits of good

nutrition, physical fitness and mental well-being into one inclusive package. This is the

basis of the community project, in which our group will work directly with Brittney to help

benefit employees and encourage them on their path to holistic health.

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CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION

The target audience, being full-time CSU Dining Services employees, is part of a large

population fulfilling many demographics. The income of the employees, on average,

ranges anywhere from $21,000 to $50,000 annually, as Brittney Stuard mentioned

(September 15, 2015). This number is slightly lower than the state average of

$45,1351and the national average of roughly $54,6292 per capita per year. Brittney

stressed the severity of low-level income for many of the employees. As a result,

numerous employees, half of which have families to support, are not able to afford

meals outside of work. Brittney also mentioned the low-levels of literacy for several staff

members, which closely resembled the adult national average of 14% illiteracy.3

According to the Centers for Disease Control and Prevention, “more than one-third of

U.S. adults are obese”.4 Brittney Stuard stated that a great deal of the employees in the

dining services are obese and also struggle with disease related problems, including

diabetes, heart disease and a recent history of strokes (September 15,2015). In

addition, Brittney Stuard also mentioned that 30% of the employees smoke, which is

also a risk factor for poor health and leads to poor work quality and presenteeism

(September, 15 2015).

Together, all these factors create the need for a community program centered on the

employees that directly benefits their well-being and health.

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PROBLEM STATEMENT, PROJECT PURPOSE & BRIEF DESCRIPTION

PROBLEM STATEMENT

About one half of the employees within the CSU Dining Services program are not able

to afford food for themselves or their families in a healthy and economically viable way.

One half of these individuals are also not properly educated in lifestyle factors such as

proper exercise habits and management of mental health to aid them in living a more

fulfilling life. This puts many of them at higher risk for obesity, related illnesses and

depression. Nationally, people with a lower socio-economic status exercise 3.4 times

less than someone of a higher economic status. They are also shown to have a BMI 1.5

times greater than someone with higher income.5 This puts many of the employees in

direct risk for greater and more frequent health problems.

Colorado State University Dining Services full-time employees need more access to

resources to help develop personal health and wellness goals. CSU genuinely cares

about the well-being of their employees, and is developing a wellness program to assist

them in living a better quality of life. Many of the employees do not have the resources

to look else-where for these programs. Recognizing this, the dining hall services feel it

is their responsibility to engage their employees in a health program that provides them

convenience, reliability and manageability.

PROJECT PURPOSE

The purpose of the employee wellness program benefiting CSU Dining Service

employees is to provide them with tools and resources to live a more active, healthy

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lifestyle, which will ultimately improve their quality of life. The target areas include

exercise habits to improve weight and general health, as well as stress, anxiety and

depression management to improve mental health states. This program will

hopefully work to support the specific audience in hopes of improving many aspects

of their personal and professional lives relating to health. Brittney Stuard stated that

many of the CSU Dining Hall employees have reached out to her in need of tips to

handle stress at work as well as how to improve their physical activity

(September 15, 2015).

DESCRIPTION OF PROPOSED PROJECT

The idea behind our specific program will be to educate employees on the

importance of their own physical fitness and different approaches to managing

stress. In doing so, our goal is to aid employees to enhance lifestyle factors in order

to increase energy levels both at home and at work.

In order to carry out this project, we plan to conduct a survey to help us better

understand their current lifestyle habits that directly affect their energy levels on a

day-to-day basis. During one of their weekly employee meetings, Brittney will hand

out our survey to be completed. From obtaining survey information, we will work

towards conducting a class to further provide education and support for how to

change the behavior of employees in order to enhance energy levels. We plan to

offer one class in Academic Village at the end of November for employees to attend.

We will give guidance to employees on how to exercise with restrictions in both time

and money. Our team also plans to provide knowledge and resources on how to

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handle stressors related to home and work life, with both seamless accessibility and

affordability. These tools should be able to make a difference in the attitude, lifestyle

factors and, ultimately, the energy levels of employees working in the CSU Dining

Services.

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BEHAVIOR CHANGE THEORY & RESEARCH BASIS

SOCIAL COGNITIVE THEORY (SCT) DEFINITION Social cognitive theory is the idea that there is a reciprocal determinism between personal, environmental and

behavioral factors to influence an individual’s change of actions. In the context of nutrition, this is the idea that

many factors contribute to a change in lifestyle, including the external environment, individual capabilities and self-

efficacy.6 The Social Cognitive Theory specifically applies to nutrition because we have personal preferences of

what food we eat, the environment affects when and what we can eat, and our behavior chooses what we choose

to eat.

SCT CONSTRUCTS SELECTED FOR THIS PROJECT & RATIONALE1. Observational learning: Change behavior by observing actions and outcomes of others’ behavior 7 : This

construct relates to our project because we are giving them information which could potentially change what

they do in their lives, and they could observe other employees’ doing it as well, motivating them to change their

behaviors.

2. Environment- factors external to the individual (physical and social) 7 This construct applies because being in

the specific work environment incorporates a lot of stress into their daily lives, which can be very detrimental to

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overall health. The environment can promote positive behavior because people usually imitate the people they

surround themselves with.

3. Research Basis

**Complete this table for two selected research studies that support your project design**Citation

(AMA format)Setting & Participants Intervention

description (include Social

Cognitive Theory

constructs)

Evaluation strategies (include how SCT constructs were

measured)

Describe study findings relevant to

your project outcomes

Based on their findings, what can you expect

for your project?

Cook RF, Billings DW, Hersch RK, Back AS, Hendrickson A. A Field Test of a Web-Based Workplace Health Promotion Program to Improve Dietary Practices, Reduce Stress, and Increase Physical Activity: Randomized Controlled Trial. Journal of Medical Internet Research. 2007;9(2):e17. doi:10.2196/jmir.9.2.e17.

419 employees of a Human Resources Company (company not given) engaged in a test to compare the effectiveness of online versus paper teaching methods for their workplace wellness program. The demographics of the employees are as follows: race was 80% white, followed by 14% African American, 1% Asian, and 5% other. Ethnicity was 90% non-Hispanic and 10% Hispanic. 302 out of the 419 employees were female, and ~80% had a bachelor’s degree. ~60% of employees were married while

The intervention evaluated the effectiveness of web-based health promotion multimedia versus a paper system to improve dietary practices, reduce stress and increase activity level. The intervention focused on the observational learning social construct to evaluate the best way to present

This study used randomized controlled trial design with pre and posttest comparisons to test which environmental communication tool was more favorable to the employee wellness program: online or paper communication. Employees were either assigned to an online or paper questionnaire, where they were evaluated for a period of 3 months to measure improvements in health behavior and attitudes.

The study found that web based multimedia for health promotion was more effective than print materials in nutrition and diet such as eating habits, food choices and preparation methods. However, this was not more effective in reducing stress or increasing physical activity. Receiving materials in print such as handouts and brochures was more effective.

For our project we are aiming to reduce stress levels of the employees. We now know that print materials and hands on classes are better at helping to reduce the stress levels of employees participating in worksite wellness programs, as seen in this study. We can expect that our project will be more beneficial if we use hands-on material rather than print

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Citation(AMA format)

Setting & Participants Intervention description

(include Social

Cognitive Theory

constructs)

Evaluation strategies (include how SCT constructs were

measured)

Describe study findings relevant to

your project outcomes

Based on their findings, what can you expect

for your project?

30% were single, and 10% were divorced, widowed, or other. 70% of them had an income of over $50,000.The mean age was 42 years old.

employees with tools and resources.

materials.

Huddleston H, Fry M, Brown T. Corporate Fitness Members’ Perceptions of the Environment and Their Intrinsic Motivation. Revista de Psicología del Deporte. 2012;21(1):15-23.

143 employees of a corporate company in the mid-southern region of the United States were a part of a company-wide fitness center provided through a health initiative. The average age of the participants was around 40 years old. The majority were Caucasian, and a smaller amount were African American, Asian and Hispanic. They had no mandatory requirements to completing health-related activities, but were encouraged to do so through the company program and the encouraged involvement of their managers and peers.

This intervention focused on the environmental construct to determine what environmental motivators gave employees the most incentive for participation in a workplace wellness program through using the fitness center. At the time of the research study, employees had been using the fitness center for up to roughly 3.5 years and

The effectiveness of this program, including the environmental factors people found within the program, was evaluated by both employee review surveys and harder health data found from the exercise psychologist. The surveys provided the company with a way to evaluate the overall satisfaction of employees with the program by determining what they thought were successful incentives to completion, such as personalized health and individual attention.

This study concluded that employees find more motivation to engage in healthy behaviors such as exercise when they feel a sense of self-efficacy and confidence, as well as when they feel supported by the work environment and their managers.

This study outlines the benefits of using positive and encouraging language to help build the confidence of the employee participants in this class. We plan to do this by providing them with information on stress management and exercise habits, but then in turn encouraging them to work on their stress management after the class. We need to prepare them with adequate

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Citation(AMA format)

Setting & Participants Intervention description

(include Social

Cognitive Theory

constructs)

Evaluation strategies (include how SCT constructs were

measured)

Describe study findings relevant to

your project outcomes

Based on their findings, what can you expect

for your project?

attended the gym an average of 4 times per week. health and weight.

information, but explain to them that it is their responsibility to take the given stress management techniques into their own hands.

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LESSON PLAN TABLESpecific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized:

Some physical activity is better than none, for most health outcomes, additional benefits occur as the amount of

physical activity increases through higher intensity, greater frequency, and/or longer duration. Health benefits occur

for children and adolescents, young and middle-aged adults, older adults, and those in every studied racial and

ethnic group.8

**Complete this table for each lesson developed**

Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

Exercise and Stress Management Techniques

Environment-Socioeconomic status, background, family life, work life

Behavioral capability- knowledge, education, resources, willingness

STRESS:The workplace is a big contributor to stress in the average American’s life. We plan to teach employees how to manage this stress by educating them on ways to manage stress and providing tips on easy things they can do to destress both in the workplace and at home.

EXERCISE:Exercise has been shown to be a large

STRESS:At the end of this lesson, we predict 50% of participants will be able to identify at least 5 different stressors in their lives and at least one way to manage each of these stressors. This will be measure by the CSU Dining Hall Health and Wellness Program Pre and Posttests to compare knowledge before and after the class.

STRESS:Anchor: have employees brainstorm stressors in their livesAdd: provide information on how to manage stress, including techniques and resourcesApply: group activity with stress management scenariosAway: talk about how stress management will positively impact their work,

Given prior to the class date (collects demographics, lifestyle factors and knowledge base prior to the class):CSU Dining Hall Health and Wellness Program Survey (See Appendix 1)

Given directly before and after the class:CSU Dining Hall Health and Wellness Program Pre-Test(See Appendix 2)

CSU Dining Hall Health and Wellness Program Post Test

We will evaluate the effectiveness of our program by providing a pre and post-class test measuring employees on the topics we cover, and identifying their intent on carrying out stress management and exercise techniques into their future lives. (See Appendices 1 and 2)

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Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

stress reliever.9 We plan to teach the employees ways they can get more exercise in their daily lives by combining it with their busy schedules. This will include walking to work, stretching on breaks, and utilizing the campus recreation resources such as gym memberships and group fitness classes.

EXERCISE:At the end of this lesson, we predict 50% of participants will be willing to exercise at least 3 times per week for a minimum of 30 minutes, as measured by the CSU Dining Hall Health and Wellness Program Pre and Posttests.

personal lives and their families

EXERCISE:Anchor: have employees evaluate their current exercise habitsAdd: provide employees with information on how to incorporate more physical activity into their daily lives both at home and at workApply: do a stretching activity with employees. Also have employees listen to a brief scenario and have them identify points in the story where physical activity and lifestyle factors can be improved, and how this relates to their own lives.Apply: discuss how exercise will help employees decrease stress and improve their quality of life.

(See Appendices 2)

PowerPoint for CSU Employee Stress Management Class (See Appendix 3)

How to Handle Stress Handout (See Appendix 4)

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EVALUATION TABLE

Process Evaluation (these are measures that will tie to the activities and participants you outlined in your logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc., listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

Definition (include reference) “Process evaluation involves

analyzing how program activities are delivered.”10

“Impact evaluation is an behavior change assessment of how the intervention being evaluated affects outcomes, whether these effects are intended or unintended.”11

“Outcome evaluation tells us what kind of change has occurred, an impact evaluation paints a picture as to how a program might have affected participants’ lives on a broader scale.”12

Specific purpose of each type of evaluation for our project

Process evaluation is used to assess whether or not the program was implemented as originally intended. For our project we would measure if employees at the end of the class could identify three different stressors in their lives and if they have learned different ways to cope with those stressors.

Impact evaluation measures whether there were immediate effects of the program.The impact evaluation for our project would be the post-test (See Appendix 2) that was handed out to CSU employees immediately after the class.

Outcome evaluation measures if there were long-term, health changing effects of the program.Our outcome evaluation for our project is the One Month After Class Survey (See Appendix 7) that was given to CSU Employees one month after the class to see if it benefited them in any way.

1 to 3 4-part objectives for each type of evaluation (action, population, measure of success, time frame)

1. At the end of our stress management class, we will have engaged 100% of CSU Dining Service employee participants in a discussion about stressors and stress management techniques as measured by a group discussion. Specifically, we will have each participant share a stressor in their

1. After identifying stressors in their lives, each CSU Dining Service employee participant will be able to name 3 ways they will manage this stress through a list of techniques provided in our class handout. (See appendix 4) This will be measured by a discussion session within the

1.(Theoretical) 1 month after our stress management class, 30% of the CSU Dining Service employee participants will feel they can better manage their stress using 3 or more techniques they learned in the class from the PowerPoint presentation and class handout. (See appendices 3 and 4) This will be measured through a

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Process Evaluation (these are measures that will tie to the activities and participants you outlined in your logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc., listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

lives and a technique they use to manage that stress, and will measure this success by observation of the group. (See appendix 5)

group where participants share the 3 techniques they find most feasible in their own lives. (See appendix 6)

written survey presented to the employees at their place of work by the Wellness Program Coordinator, Brittney Stuard. (See appendix 7)

2. (Theoretical) 1 month after our stress management class, 30% of the CSU Dining Service employees will be exercising 3 times per week for 30 minutes each. This will be measured through a written survey presented to the employees at their place of work by the Wellness Program Coordinator, Brittney Stuard.(See appendix 7)

Method/s used to measure each objective for each type of evaluation

Team member (Kaite, Leesa and Megan) observation during the class presentation. (See appendix 5)

Discussion section between group members facilitated by Team members (Kaite, Leesa and Megan). (See appendix 6)

Written Survey supplied by Wellness Program Coordinator, Brittney Stuard. (See appendix 7)

Summary of actual results OR expected results from each type of evaluation method described above

(Expected) We expect that 100% of the employees in attendance for the class will be able to identify and name one stressor in their lives and one way they currently handle that stress.

Expected) We expect that 100% of employee attendees will be able to choose three of the given stress and stress management techniques from the handout that will be achievable fort their current lifestyle. (See appendix 6)

(Expected) We expect that 30% of employees that attended the class will be using 3 new stress management techniques in their lives. We also expect that 30% of employees will be exercising 3 times per week for 30 minute sessions each.

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LOGIC MODELInputs Outputs Impact -- Outcomes

Activities Participation Short Medium LongTimeEmployee Incentives (60 minute massage)ResearchMaterialsPowerpoint and projectorEmployee participants, Wellness Program Coordinator (Brittney Stuard), and group members (Leesa, Kaite, and Megan)

What did you do?We conducted a class session for the employees educating them on the relationship between exercise and stress management through an interactive and discussion-based PowerPoint presentation. (See Appendix 3).

Prior to the class, we handed out a suvey for CSU employees to complete to assess their stress and exercise levels (See Appendix 1).During the class, we handed out a pre and post-test (See Appendix 2) to evaluate their knowledge before and after the class.We also distributed a “How to Handle Stress” handout (See Appendix 4) so the employees could refer to this after the class.

Who did you reach?

Employees of the CSU Dining Hall Services. (See Appendix 1 and 2)

What did they learn? What were their

immediate changes?Current teachings are still in progress. Our short-term impact is to have employees leave the class feeling more confident that they can manage their stress through management and exercise techniques.

We will be able to measure this by comparing the pre and post-test that was handed out at the beginning and end of the class session. (See Appendix 2)

What actions (behaviors) are they

now doing?

Within a 1 month period, our hope for

the medium term outcome is that 30%

of employees are utilizing 3 or more

stress management techniques discussed in our class, and have

increased their exercise levels to 3

days per week for 30 minutes each.

How will health conditions improve?

Within a 6 month period, our hope for

the long term outcome is that 20% of employees report lower stress levels

from work and home lives, and an overall

increase in happiness levels due to

improved use of stress management

techniques.

Within a 6 month period, our hope for

the long term outcome is that 20% of employees report increased exercise levels up to 5 times

per week for 30 minutes each.

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Inputs Outputs Impact -- OutcomesActivities Participation Short Medium Long

Assumptions (beliefs you have about your project, the people involved, and the way you think the project will work) External Factors (environment in which your project exists, interacts with and

influences the impact of your project)

We believe we will have 30 employee participants attending our stress management class. We hope employees will be engaged in discussions on

sources of stress and ways of managing it. We think the class will run smoothly with the help of the Employee Wellness Program Coordinator Brittney Stuard.Our future projection is that six months after the class, 20% of employees will

report that they have lower stress levels and have also increased their physical activity.

This program will take place in the worksite of these employees, which is the Durrell Dining Hall at Colorado State University, in a small conference room. This will

create an easily accessible, convenient and familiar environment for the employees to feel comfortable interacting with our group and their fellow employees

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PRESENTATIONFor our presentation, we are planning to highlight the major points of our community service

project and touch on all areas of our collective assignments. As a full team, we will have several slides at

the beginning of the presentation that include a description of our community partner and the program

coordinator Brittney Stuard, as well as a depiction of our service learning experience and intervention

plans. In addition, each team has a separate section to describe their intervention project, goals, setting

and materials, evaluation, recommendations and lessons learned.

In our individual section, our team attached pictures of documents, including surveys, quizzes and

handouts intending to be used for our stress management workshop class. This will give our audience a

visual representation of the materials and evaluation techniques for our project.

SUMMARY OF FINDINGS

We were not able to host our stress-management class session, and for this reason, no

conclusive findings were collected. However, if the class was able to take place, we predict our results

would have reflected our goals set during the creation of our logic model. This includes: T

The immediate effect of employees feeling more confident in managing their stress

The one month effect of 30% of employees utilizing the techniques provided to manage their

stress.

The 6 month effect of 20% of employees feeling less stressed and 20% have increased their

exercise levels to 5 times per week.

REFLECTION

Looking back on this assignment, it is apparent that there were many components of community

nutrition we were not fully anticipating or prepared for. The first of these is that it is clear not all members

of the target population will be interested in improving their health or will be engaged in the program.

Next, we realized how important motivation and incentive are in getting employees to participate in

community health interventions. Not every employee will have the same drives for improving their health

so it is important to identify and aim toward these motivators from the beginning. For example, if we were

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to hold our class we would have provided an incentive for the chance to win a free massage. This would

give employees a reason to attend the class session aside from the information provided, and would

hopefully aid in their engagement in the program. One last thing we learned is the paramount importance

on provider-audience communication through a community intervention such as this. In our case, we

noticed disconnect of information between the program manager, Brittney, and the employees. This may

be solved through more readily distributed newsletters, frequent emails, or direct announcements during

staff meetings

ACKNOWLEDGMENTS

We would like to acknowledge our project supervisors, including our instructors Colleen Burke

and Leslie Cunningham-Sabo, as well as our community partner coordinator, Brittney Stuard. Without the

guidance of these three leaders we would not have learned the same lessons through the service

experience and gained real-world knowledge on implementing a community-wide health program in our

future career. We would also like to acknowledge the CSU dining service employees who allowed us to

volunteer in the dining halls to gain hands-on experience, and also those who completed our pre-class

survey. This information was viable for the success and of our project, and we are grateful for the time

and energy committed by all.

REFERENCES

1. Per Capita Personal Income by State. Bureau of Business & Economic Research. Website. https://bber.unm.edu/econ/us-pci.htm. Updated March 2, 2013. Assessed September 15, 2015.

2. GDP per capita (Current US$). The World Bank. Website. http://data.worldbank.org/indicator/NY.GDP.PCAP.CD. Updated 2015. Accessed September 15, 2015.

3. The U.S. Illiteracy Rate Hasn’t Changed in 10 Years. The Huffington Post. Website. www.huffingtonpost.com/09/06/illiteracy-rates_n_3880355.html. Published September 6, 2013. Updated December 12, 2014. Accessed September 15, 2015.

4. Division of Nutrition, Physical Activity, and Obesity. Centers for Disease Control and Prevention. Website. www.cdc.gov/obesity/date/adult.html. Updated September 21, 2015. Accessed September 23, 2015.

5. Fiscella K, Williams DR. Health Disparities based on socioeconomic inequities: implications for urban health care. Academy of Medicine, 2004; 12: 1137-1149.

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6. Anderson E., Winnet R., Wojcik J. Self-regulation, Self-efficacy, Outcome expectations, and Social Support: Social Cognitive Theory and Nutrition Behavior. Annals of Behavioral Medicine. 2007;34:304-312.

7. The Social Cognitive Theory. Boston University School of Public Health. Website. http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html. Published 2013. Updated January 22, 2013. Accessed November 15, 2015.

8. 2008 Physical Activity Guidelines for Americans Summary. Health.gov. http://health.gov/paguidelines/guidelines/summary.aspx. Accessed October 25, 2015.

9. Mayo Clinic Staff. Exercise and Stress: Get Moving to Manage Stress. Mayoclinic.org. www.mayoclinic.org/health-lifestyle/stress-managment/in-depth/exercise-and-stress/art-2004469. Updated April 16, 2015. Accessed October 25, 2015.

10. Using Process Evaluation to Monitor Program Implementation. Substance Abuse and Mental Health Services Administration Website. http://www.samhsa.gov/capt/tools-learning-resources/process-evaluation-monitor-implementation. Updated: September 9, 2015. Accessed Date: November 13, 2015.

11. What is the Difference Between Process, Outcome, and Impact Evaluation? Nonprofit Answer Guide Website. http://nonprofitanswerguide.org/faq/evaluation/difference-between-process-outcome-and-impact-evaluations/. Accessed Date: November 13, 2015.

12. Outline of Principles of Impact Evaluation. Organization for Economic Co-operation and Development Website. http://www.oecd.org/dac/evaluation/dcdndep/37671602.pdf. Accessed Date: November 13, 2015.

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APPENDICES

APPENDIX 1: CSU DINING HALL HEALTH AND WELLNESS PROGRAM SURVEY

1. What’s your age? (Keep in mind that exercise requirements differ by age.)a. <18b. 18-25c. 25-40d. >40

2. What’s you gender?a. Maleb. Femalec. Wish to not identify

3. On average, how many hours of sleep do you get each night?a. Less than 5b. 5-6 hoursc. 7-8 hoursd. More than 8 hours

4. How do you get to and from work?a. Drivingb. Walkingc. Bikingd. Public transportation e. Other: ______________________

5. How many days per week do you intentionally exercise?a. Noneb. 1-2c. 3-4d. 5 or more

6. If you do exercise intentionally, how long do your workouts typically last?a. About20 minutesb. About 30-45 minutes c. An hour or more

7. How often do you feel stressed during the week? (This includes at home, work, family life, etc.)

a. Noneb. 1-2 days

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c. 3-4 daysd. 5 or more days

8. Where does your stress usually come from (circle all that apply)?a. Workb. Home c. Familyd. Finances e. Scheduling/time-managementf. Healthg. Other:_____________________

9. How many days per week do you feel to overwhelmed or stressed to get things done?a. Noneb. 1-2 daysc. 3-4 daysd. 5 or more days

Survey created by Leesa Harris, Katherine Hoffman, and Megan Blackburn

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APPENDIX 2: CSU DINING SERVICES PRE AND POST TESTS

1. Identify the 3 most common stressors for the average working individual in America:

a. ______________________

b. ______________________

c. ______________________

2. What is the most effective way to handle this stress?a. Ignoring itb. Smokingc. Sleeping d. Exercisee. Eating

3. How much exercise does the average adult need every day?a. 20 minutes per day, 3 days per weekb. 30 minutes per day, 5 days per weekc. 1 hour per day, 7 days per weekd. Less than 15 minutes per day, 4 days per weeke. No exercise requirements are set

4. How much exercise does the average adult get per day?a. 1 hour per dayb. 45 minutes per dayc. 17 minutes per dayd. 30 minutes per daye. Less than 15 minutes per day

5. On a scale of 1 to 10 (10 being the highest) how would you rate your knowledge of stress management and exercise techniques?

a. ____________________

Pre and Post-test created by Leesa Harris, Katherine Hoffman, and Megan Blackburn

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APPENDIX 3: CSU EMPLOYEE STRESS MANAGEMENT CLASS

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APPENDIX 4: HOW TO HANDLE STRESS HANDOUT

Stress Management TechniquesThings NOT To Do:

Drinking

Smoking

Hibernation/giving up

Eating your feelings

Holding it in

Violence or aggression

Self-blame

Denial

Things TO Do:Positive self-talk

Exercise

Meditation

Taking a bath

Cooking

Finding pleasure in activities

Sleeping

Crying

Listening to music

Talk to others/social support

Smile and laugh

Take a break or time by yourself

Take a walk

Adjusting expectations

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APPENDIX 5: OBSERVATION

OBSERVATIONWe will facilitate a session in which the employees will share one significant stressor in their life and one way they usually manage that stressor. We will encourage employees to share through opening with sharing a stressor and technique the three of us face regularly, then asking them to do the same.

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APPENDIX 6: DISCUSSION

DISCUSSIONAs team members, the three of us will regulate a discussion in which employees are given a handout that includes good and bad ways to handle stress. (See appendix 4) We will ask employees to circle three ways they plan to handle future stressors from the “good techniques” section. After this we will have employees share their three new techniques with the group.

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APPENDIX 7: ONE MONTH AFTER CLASS SURVEY

1. Do you believe you have been able to manage your stress more effectively than you were able to four weeks ago?

a. Yesb. Noc. Moderately

2. What types of stress management techniques have you incorporated in your life after learning about them in the class? (Circle all that apply)

a. Positive Self-Talkb. Exercisec. Mediataitond. Taking a Bathe. Cookingf. Finding pleasure in activitiesg. Sleeping h. Cryingi. Listening to musicj. Talk to others/social supportk. Smile and laughl. Take a break or time by yourselfm. Take a walkn. Adjusting expectations

3. How many days a week do you intentionally exercise?a. Noneb. 1-2c. 3-4d. 5 or more

4. If you do exercise intentionally, how long do your workouts typically last?a. About 20 minutesb. About 30-45 minutesc. An hour or more