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ResearchFanshawe Magazine Issue 2
Get PDFhttps://first.fanshawec.ca/researchfanshawemag/1001/thumbnail.jp
Correlating Student Mathematics Diagnostic Testing and High School Mathematics Grades with Performance in the Fanshawe College Pre-Health Science Program
Get PDFA diagnostic mathematics test has been administered to incoming Fanshawe College Pre-Health Science (PHS) students for many years. A perception that this test was a good predictor of incoming students’ success in the PHS mathematics curriculum has traditionally been the basis for justifying the necessity of this test. In addition, the PHS program required students to have completed Grade 11 University, Grade 11 University/College, Grade 12 University or Grade 12 College level math upon completing high school. This study aimed to evaluate the relationship between mathematics diagnostic test scores and final grades in all PHS courses, as well as overall grade point average (GPA) in the PHS program. It also aimed to evaluate the relationship between each high school math course and the associated high school math grades with performance in the PHS program. The study used histogram, bar graph and relative frequency analyses; Pearson or Spearman correlation coefficients at a 5% level of significance ( = 0.05); and a Kruskal-Wallis One Way Analysis of Variance on Ranks followed by all pairwise multiple comparison procedures (Dunn’s Method) at = 0.05. From a statistical standpoint, the diagnostic mathematics test alone was not a clear predictor of a student’s performance in the PHS program. Students who had taken Grade 12 Mathematics for College and Apprenticeship (MAP4C) in high school showed significantly different PHS GPAs ( = 0.05) than students who had taken other high school math courses. Also, some important trends existed that may aid PHS program staff in identifying students at risk, such as a highly right-skewed distribution of student diagnostic test scores, high PHS semester 1 math failure rates for students scoring below 41% on the diagnostic test, and high PHS semester 1 math failure/withdrawal rates for students scoring very high or very low on the diagnostic test. The study recommends using a combination of student diagnostic mathematics test scores and high school courses taken to identify students at risk and to provide appropriate support for these students
UNBOUND
Get PDFAs part of the graduating class of Fanshawe College\u27s Fashion Design program, we are leaving the comfort of our cocoon to transform ourselves into full-fledged designers. Our aspirations have developed, and our goals have become clear. Reaching the heights of new age fashion is now possible with the wings that have been provided to us through the articulate direction and constant devotion of our advisors. With all of the help and guidance that our professors have given us, we are now able to go into the industry with confidence.
The creativity within the Unbound show is a reflection of the intellect, devotion, passion and strong will that our designer\u27s possess. We have collected ourselves as individuals and have successfully pulled together in a collaborative effort to attain excellence and success in tonight\u27s Unbound fashion gala.
- Graduating Class of 2009https://first.fanshawec.ca/famd_design_fashiondesign_unbound/1005/thumbnail.jp
A Two-Step Approach to Diagnostic Assessment in College Math, Fall 2007
Get PDFThis study examines a modified strategy for diagnostic testing and its use as a predictor of performance in college math. A study conducted in 2005 analyzed the results of a single diagnostic test given at the beginning of first semester to all students in the School of Manufacturing Sciences post-secondary programs at Fanshawe College. The range of topics covered by this single test was comprehensive. The attempt to find correlation between the results of this test and grade outcomes in first semester college technology math was inconclusive. The current study examines the results of a system of two similar tests, administered to students of the 2007 Fall intake of the same school. The first of the two tests was given during the first mathematics class of the semester; the second test after approximately two weeks of the semester. The content of the first test was reviewed during lectures in the intervening two week period so that student progress could be gauged with respect to results from the first assessment. The results of the combined diagnostic test results provide a more effective predictive tool than the results from the 2005 study. Specifically, the findings of this study show that 67.9% of students who failed the diagnostic tests (combined mark) failed first semester mathematics in the Fall of 2007. The current study and the 2005 study show that both grade 11 and 12 mathematics courses have a significant effect on performance in first semester college mathematics. The pathway MBF3C–MAP4C (11C-12C) is the most common pathway chosen by first semester entrants and further, this pathway is insufficient preparation for first semester college technology mathematics of post-secondary programs offered by the School of Manufacturing Sciences. This study finds that an overwhelming number of students who took the applied stream mathematics course in grade 10 pursued the pathway MBF3C-MAP4C. Students who chose an alternate pathway culminating in the grade 12C course, MAP4C, fared much better in first semester technology mathematics, suggesting that the choice of grade 11 mathematics course has the greater impact on success in college mathematics. Both this study and the previous study show that all students who had taken Mathematics for College Technology in grade 12 (MCT4C) passed first semester college technology mathematics in the School of Manufacturing Sciences post-secondary programs in the Fall of 2005 and 2007
Reclaiming Our Heritage: Ritual and Ceremony in Nursing Education
Get PDFCeremonies have been a tradition in nursing. Such traditions strengthen ties to an institution and serve as connecting experiences for students and faculty. They can also help to enhance students’ commitment to nursing as a career. The adaptation of traditions to contemporary nursing education can be meaningful (Elgie, 2007; Lee, Idczak, Moon & Brown-Schott, 2006; Philpin, 2002
Identification of Plant Sources for Wildflower Honey Production, Final Report RIF-2008-10
Get PDFKnowledge of the botanical origin of honey is useful for making decisions on which plants to maintain in certain area, and for product marketing purposes
2008 Fine Art Graduation Exhibition Catalogue
Get PDFMinty Fresh
Graduation Exhibition 2008
Fanshawe College Fine Art Program
McIntosh GalleryApril 10-27, 2008
Guest SpeakerMatthew Carverhttps://first.fanshawec.ca/famd_design_fineart_gradcatalogues/1018/thumbnail.jp
Innovation in English Grammar Instruction – Phase II
Get PDFThe research undertaken with the support of this Pilot Innovation Fund (PIF) grant was part of a larger, two-phase project. Phase I, supported by a Curriculum Innovation Fund (CIF) grant in the Winter Term of 2006, consisted of a literature review and the creation of alternative grammar instructional materials. Phase II of the project consisted of implementing and testing the alternative materials in a pilot-control study conducted during the 2006 fall term.
Traditional types of grammar study materials were used for the control group. These control materials consisted, as grammar study materials typically do, of standard sentences and passages on various everyday topics. The experimental grammar materials, created under the CIF grant, were intended to be humourous and entertaining for students to read and work with, but otherwise needed to correspond with control materials in terms of the content tested and level of difficulty. The study was conducted using students enrolled in three sections of a first-year Business Communications course, COMM 1023, each section having about 45 students.
The study specifically focused on the lab portion of the course, which is delivered through FanshaweOnline (FOL). Implementation included a number of steps: Reviewing the alternative teaching materials to ensure they adhered to the necessary criteria, i.e. that readers considered them to be more interesting or entertaining to read than traditional grammar materials. Making the alternative materials available in an e-learning context (FOL Lab Quizzes) Surveying students to gather information about attitudes in the control and experimental groups toward studying English, communications and grammar (surveys were conducted at the beginning and end of the course in the sections taking part in the study). Tracking and comparing behavior and performance in the control and experimental groups
UNBOUND
Get PDFFeatured here, are the extraordinary works of our graduating Fanshawe Design class. This accomplishment is truly a celebration of the three years of passion, hard work, and dedication put forth by our students. It is our greatest hope that family, friends and the fashion industry will enjoy the creative endeavors of these emerging designers from the Fashion Design program at Fanshawe College in London, Ontario.https://first.fanshawec.ca/famd_design_fashiondesign_unbound/1001/thumbnail.jp