News from the Nest

Managing multiple instructors and student sections can be challenging, but Hawkes Learning makes it easier with Course Administrator access. As a Course Administrator, you have full control and access to: All instructor section settings All student settings and grade data The ability to update grades manually for any student The ability to add new instructors to Hawkes With these permissions, administrators can ensure courses are properly set up, assignments are aligned, and instructors have what they need to succeed. Here’s a closer look at the features that make course management smoother with step-by-step instructions on key processes. Adding New Instructors → Watch the Video Tutorial: Adding New Instructor, Permissions Explained, & Sending Course Invitation As a Course Administrator, navigate to Tools > Manage Instructors. Select Add Instructor. Enter the new instructor’s first name, last name, email address, select their role, and click Save. Once added to the course, the instructor will receive a course invitation email with steps to create their Hawkes Teach account and add the course to their Dashboard. If a newly added instructor cannot locate the invitation email, the Course Administrator can resend it by selecting the instructor, clicking  Actions, and choosing Send Invitation Email. Creating & Configuring Sections for Instructors from a Templated Section → Watch the Video Tutorial: Using a Templated Section to Push Out for Instructors If you have an existing, templated section with assignments and settings already assigned and would like to use it to copy out to other instructors, follow these steps. Navigate to Tools > Manage Sections. Click on Add Section and use the dropdown to select the instructor for whom you’re creating the section for. Enter the request details: section name, section start date, section end date, meeting times (optional) and section visibility. Click Save or Save and Add Another if needing to repeat for another instructor. Once the section is created for the instructor, you can configure the settings to copy assignments and settings from the templated section. Configuring Section Settings Select the new sections by clicking the box next to the instructor(s) name and section(s). Click Actions and Configure Section. Select the templated section you want to copy settings from using the “Apply From” dropdown. Click Apply Settings to push out the configuration. Making a Templated Section Available for Instructors to Copy & Create Their Own → Watch the Video Tutorial: Making a Templated Section Available for Instructors to Copy Create the Templated Section. Navigate to Tools > Manage Sections. Select the Templated Section, Actions, and Manage Facilitators Share the Templated Section. Select "All Facilitators" to include all instructors, or choose specific individuals. Click Submit to push the section to each selected instructor's Teach accounts. Mark the templated section as "Inactive" using the "Visibility" column. October 2025 Update: Course Admins now experience an updated "Manage Sections" Simply toggle on "Manage Section Templates" as highlighted in the screenshot below to see all templates tied to a section in one place. From here, updates can be made directly, allowing you to ensure accuracy and save time. Self-Help PDFs Explore printable directions and more guidance with Course Admin permissions below. Course Administrator – Creating Sections for Instructors from Templated Section.pdf Course Coordinator – How to Add a New Instructor.pdf Course Coordinator- Making Templated Section Available for Instructors to Copy.pdf Platform Roles and Permissions.pdf

Must-Know Features for Course Administrators Using Hawkes Learning

February 6, 2026

Managing multiple instructors and student sections can be challenging, but... Read More

We're excited to announce the launch of the 7th Edition of Introductory Algebra by D. Franklin Wright! Designed to help students build a strong foundation in algebraic concepts, the 7th edition expands its focus on real-world applications, expanded practice opportunities, and updated content, while maintaining a streamlined structure ideal for a single-semester Introductory Algebra course. With newly developed exercises, application-based chapter projects, and enhanced courseware, this edition supports a seamless transition from prealgebra to algebra. What’s New in the Introductory Algebra 7th Edition The 7th edition introduces new content and a streamlined table of contents to improve organization and pacing, while continuing to support the foundational topics instructors expect in a single-semester Introductory Algebra course. New in this Edition: New Chapter: Strategies for Academic Success New Chapter: Geometry and Statistics New Lesson: Least Common Multiple of Polynomials These additions complement core algebra topics such as solving linear equations and inequalities, exponents and polynomials, rational expressions, and quadratic equations, ensuring comprehensive coverage with added flexibility and relevance. Explore the Full Table of Contents Expanded Practice & Assessment Questions To support diverse learning preferences and create more opportunities for skill development, Courseware exercises have been significantly expanded. What's New in the Courseware Question Bank: 1,500+ new questions added 300 application-based questions (a 149% increase from the previous edition) 84 specific to the Strategies for Academic Success chapter With these additions, the 7th edition now includes over 3,300 courseware questions—a 92% increase from the previous edition! New Features More Ways to Connect Algebra to Everyday Life and Work Building on prior real-world applications, the 7th edition places a stronger emphasis on relevance—introducing brand new chapter projects and expanding opportunities for students to apply algebra to everyday situations, careers, and collaborative problem-solving. Real-World Connections & Collaborative Projects 22 ready-to-assign chapter projects (two per chapter) promote collaboration and connect mathematics to hands-on, real-world scenarios. “Connections” chapter openers link key concepts to everyday experiences, helping students answer the question, "Why do I need to know this math?" An expanded emphasis on applications helps develop real-world problem-solving skills. Learning Support for Immediate Practice and Confidence New Completion Examples guide students through concepts with partial solutions in the Courseware, reinforcing understanding and allowing students to quickly check their work. This approach reinforces learning and helps students build confidence as they progress. Improved Organization & New Instructional Content Updates in the 7th edition reflect feedback from instructors and students, with a focus on relevance, flexibility, and student success. A streamlined table of contents improves content flow, progression, and the overall student experience. New chapter: Strategies for Academic Success Covers time management, test-taking strategies, note-taking, and stress reduction to help students thrive in any math course New chapter: Geometry and Statistics Offers additional topics to give instructors more flexibility in their instruction and provide topics for deeper learning and skill-building New lesson: Least Common Multiple of Polynomials Updated examples and lesson content for modern relevance and improved clarity New and updated calculator instructions and formula tables Designed for Single-Semester Introductory Algebra Courses With a refined scope and sequence, the 7th edition further supports single-semester Introductory Algebra courses, helping instructors plan, pace, and assign content efficiently while preparing students for subsequent math topics. Want a Closer Look? Get Trial Access

Introductory Algebra 7th Edition: New and Updated Content, Expanded Practice, and Real-World Applications

January 26, 2026

We're excited to announce the launch of the 7th Edition of Introductory Algebra... Read More

Creating a corequisite course can feel overwhelming, but with the right tools, you can build a learning experience that’s both structured and customizable, giving each learner the support they need without adding to your workload or taking away from valuable class time. That’s where Hawkes Learning shines. Built on a mastery-based framework, we combine diagnostics, personalized practice, and robust reporting to help instructors deliver equitable, effective learning experiences to each student. Hawkes uses data-driven diagnostics to individualize learning paths and provide targeted support to make learning more efficient. Here’s how: A Focus on Integrated Review & Prerequisite Skills Hawkes’ Integrated Review products organize prerequisite skill-building into structured review chapters that precede core Math and English content, giving students just-in-time access to foundational concepts before moving into the primary curriculum. With just-in-time remediation built directly into the learning experience, instructors can support skill development without adding extra materials, redesigning their syllabus, or slowing the pace of the course. Smarter Diagnostics for a Stronger Start “The diagnostic abilities of Hawkes are a game changer.” – Carrye Wilkins, Associate Director of the REACH Learning Center at the University of Louisville Every student brings a different level of foundational knowledge to class. Hawkes’ diagnostics help you identify and then bridge skill gaps by individualizing instruction. Make Remediation more Efficient With diagnostics, students can quickly place out of topics they already have mastered, allowing them to focus on the topics that need extra attention, making every study session more effective. Pre-created and Customizable Ready-to-use diagnostic tests give you a quick, accurate read on student readiness with the ability to edit, remove, or add questions to fit your unique course goals or standards. Insights at Multiple Levels Diagnostics are available at the course, chapter, and lesson levels, so you can gauge understanding across broad concepts or drill into specific skills. Shining a Spotlight on Efficiency One of the key pillars of Hawkes’ mastery approach is efficiency, helping students make the most of every learning moment. Instead of practicing without purpose or having to “re-prove” their understanding, these flexible pathways allow them to focus their time on intentional learning and meaningful progress. This quick video shows how the Diagnostic Tests in Hawkes’ platform customize lesson plans from the students’ perspective. Data That Drives Instruction So, you’ve individualized each student’s to-do list with the diagnostics tool—now what? Hawkes’ real-time reporting and analytics transform diagnostic results, time-on-task data, and performance trends into actionable insights, helping students stay on track, build confidence, and progress at their own pace. With Hawkes, you can: Monitor trends – Track individual and course-wide performance over time to spot early warning signs. Filter and customize reports – Apply built-in filters to focus on specific groups, objectives, or activities. Export results – Download data in formats that work for your department, institution, or personal tracking. Guide instruction efficiently – Use insights to prioritize teaching, intervene early, and support each student effectively. Additional Tools to Support Your Corequisite Success While Diagnostics and Reporting are the foundation, Hawkes offers a full suite of tools to make course setup, instruction, and student engagement easier, no matter your course model. Course Customization Custom Learn Screens: Integrate your own course materials, notes, hyperlinks, images, or YouTube videos. Flexible Assignment Grouping: Mix review and non-review assignments, exclude assignments from grades, adjust weights, and more. Course Management Roles, Permissions, and Manage Facilitators: Share responsibilities and streamline support by giving TAs, tutors, or co-instructors appropriate access levels. Export to Word: Download WebTests and Certify assignments to view offline, edit, create multiple versions, and print for in-person exams. Student Learning Support Academic Learning Aids: Students get immediate feedback and clarity from tools like AI Tutor right when they need it most without ever leaving the courseware. Designed for Equity, Built for Efficiency Corequisite teaching is all about giving students multiple paths to success, and Hawkes’ tools are designed to make that mission attainable. From just-in-time review and AI-powered tutoring to interactive lessons and unlimited mastery attempts, Hawkes ensures every learner gets the support they need succeed. Ready to see how Hawkes simplifies corequisite teaching? Explore Integrated Review Solutions

How Hawkes Learning Simplifies Teaching a Corequisite Course

January 15, 2026

Creating a corequisite course can feel overwhelming, but with the right tools,... Read More

At Hawkes, instructor feedback is critical to guiding product enhancements. We actively seek input from educators and use those insights to guide updates that make a real difference in teaching and learning. In response to recent instructor feedback, we’ve added 283 new questions across 14 lessons in our Calculus courses—expanding both the quantity and quality of practice available to students. These new questions include: More lower-difficulty questions to help students build confidence Textbook-aligned exercises that integrate smoothly into existing courses Conceptual questions that emphasize reasoning, interpretation, and understanding For instructors, these additions offer more flexibility in homework and assessments while helping students engage more deeply with core calculus concepts. New Questions at a Glance Want to see what’s new and where these questions appear? Access the quick reference guide for your Calculus title below: Single Variable Calculus with Early Transcendentals, 2nd Edition See What's New → Calculus with Early Transcendentals, 2nd Edition See What's New → Calculus with Early Transcendentals Plus Integrated Review, 2nd Edition See What's New → Tips & Instructions for Incorporating These New Questions Which titles received the new questions? Single Variable Calculus with Early Transcendentals, 2nd Edition Calculus with Early Transcendentals, 2nd Edition Calculus with Early Transcendentals Plus Integrated Review, 2nd Edition Are serial numbers available for Hawkes instructors? Yes! Check out these quick reference guides for a breakdown of the latest questions in each title including what changed, corresponding lessons, and serial numbers. Are new questions automatically added to my assignments? New questions are not automatically added to the Hawkes Default Curriculum. You’ll need to take a few simple steps to incorporate them into your assignments or Custom Curriculum using the steps in the dropdown questions below. If you have any questions about this question bank expansion project or need help assigning them to your courses, our Customer Success Team is always available to help! Contact them any time at instructorsupport@hawkeslearning.com. How do I add these new questions to an existing assignment? In your instructor dashboard, select Assignments > Manage > WebTest. Select Manage in the top-right corner, then select the test name and Copy button. Select the Edit icon to the left of the copied test. Select “Default Curriculum” if you have not assigned the questions in a Custom Curriculum yet. Otherwise, select your Custom Curriculum. Select a Chapter, then Lesson from the left column. New questions will be labeled “New” and displayed towards the bottom of the left column as highlighted in the screenshot below. Select the +Add button to include the questions in your assessment. Be sure to Save your changes. How do I add these new questions to a custom curriculum? In your instructor dashboard, select Assignments > Manage > Curriculum. Select any course which has the Curriculum you would like to update assigned. Select a Lesson Name in the left column. New questions will be labeled “New” and displayed towards the bottom of the left column as highlighted in the screenshot below. Select the +Add button to include the questions in your Custom Curriculum. Be sure to Save your changes. We know that every new question is another opportunity for students to practice, build confidence, and make progress toward mastery. These updates reflect your feedback and our shared focus on student success. More enhancements are always on the roadmap, and we look forward to continuing to build alongside instructors like you!

You Asked. We Built. Expanding Our Calculus Question Banks with 283 New Questions

January 14, 2026

At Hawkes, instructor feedback is critical to guiding product enhancements. We... Read More

Highlights Improved grades and retention: The average grade in the General Psychology course significantly improved by approximately 23.08%, rising from a low “B” average to a mid-“A” average. Improved pass rate: The pass rate increased by approximately 25.64%, and drop rates nearly disappeared by fall 2024. Decreased test anxiety: Excluding the years 2019-2020 due to the influence of COVID-19 on test anxiety, we observe a 40% drop in the first year Hawkes was implemented, based on the 2018-2019 report of 10 students, followed by an 80% decrease and eventually a 100% elimination of students reporting test anxiety at the Center for Testing Support. This case study demonstrates the value of making thoughtful, research-informed changes to course design, particularly when addressing both academic performance and student mental health. Background and Context In the 2019-2020 school year, the psychology faculty at Neosho County Community College (NCCC) were concerned about the pass rate and overall grades achieved in their introductory-level General Psychology course. Some of the concerns were that on average, 6-9% of the students starting the course dropped and that 14-18% received “Ds or Fs” as their final grades. The faculty felt these were not acceptable scores for a 100-level class. (These results were for the cumulative in-person and online courses offered.) On average, the college hosts 250-300 students in the General Psychology class each semester. A secondary issue occurred in the in-person classes on the main campus in Chanute, Kansas. This issue was that each semester 6-11 students were reporting mental health issues about taking the class as well as often voicing concern over their entire class load. Mr. Mark Johnston, a professor on the main campus, runs a test anxiety clinic for all students on the campus. He noted that many students reporting test anxiety or generalized anxiety were concerned about the work required and the assessments in their General Psychology courses. The psychology department saw a need for changes in the course and the course materials used. They also hoped to adjust teaching methods to address these issues. The psychology department reviewed several different textbooks and support materials, seeking a better tool to address the problems and make the course more enjoyable and meaningful overall. “Hawkes is a learning system, not just a textbook or software. Students are immersed in their learning from the moment they start to the very end of the course. The system has so many intuitive elements that even students who are not very computer literate find working in it easy and fulfilling.” – Professor Mark Johnston Implementation In the spring of 2020, the department decided to adopt Hawkes Learning’s Introduction to Psychology. This decision was reached due to a few reasons, one of which was that the courseware was mastery-based, something the faculty agreed was needed. They also valued the support Hawkes was offering to implement the change. The faculty also reviewed other schools’ use of the Hawkes system and felt that Hawkes’ supporting software would fulfill their needs. Over the remainder of the 2019-2020 school year, the faculty worked out a plan to present a uniform class with the same materials and the same teaching methods. Their goal was to provide all students taking the General Psychology class with a similar teaching and learning environment. This included standardizing the associated PowerPoint slides, lecture highlights, and, where appropriate, recorded lectures for online students. Similarly, weekly quizzes, exams, and papers were all standardized to present every student with the same materials and assessment procedures. Beginning in the 2020-2021 school year, the faculty implemented the Hawkes system. To their delight, the results exceeded their expectations. Outcomes within the course all exceeded state standards, and drop rates were almost nonexistent. Similarly, the overall grade averages rose from a low “B” average to a mid-A average. A similar unexpected outcome was noted in the text-anxiety clinic. Likewise, student self-reports on the course were all very positive for the Hawkes system and the mastery-based approach that the psychology faculty implemented. Over the ensuing school years, grades and satisfaction with the Hawkes Learning system have remained high. Similarly, the number of students coming in for test anxiety has less than or equal to 1 for four consecutive semesters. This suggested that the new system not only addressed academic struggles but also alleviated psychological barriers to success. At the start of the Fall 2024 semester, the department implemented the second edition of the textbook and learning tools. This included Hawkes’ AI Tutor feature to support students during their homework sessions. Grades across all General Psychology courses have remained high, as have student reports of the Hawkes system. At first, the AI Tutor tool was not often utilized, as students were afraid that using AI to help them might result in academic dishonesty charges. Once it was made clear that AI Tutor only supports learning and not actual testing, usage improved. Conclusion The integration of the Hawkes Learning System at Neosho County Community College has significantly transformed the General Psychology course, leading to remarkable improvements in both academic performance and student well-being. By embracing a mastery-based learning approach and standardizing course materials and assessments, faculty at NCCC effectively addressed persistent challenges such as low pass rates, high drop-out rates, and mental health concerns, particularly test anxiety. The results have exceeded expectations, with student grades improving, engagement rising, and anxiety-related issues sharply decreasing. These results demonstrate that students flourish in a supportive, engaging, and mentally healthy environment, further establishing Hawkes as a model of effective, student-centered education. Learn more about Hawkes Learning’s Psychology curriculum and mastery-based offerings here.

Transforming Student Success: How Hawkes Learning Boosted Grades, Retention, and Student Well-Being at Neosho County Community College

November 4, 2025

Highlights Improved grades and retention: Read More

The Hawkes Team has released some powerful enhancements to provide an even better teaching and learning experience for all instructors and students. From easier grading and faster navigation to increased student understanding and better accessibility, we’ve heard your feedback and we’re listening! Instructor Experience Smarter Scoring and Faster Navigation for Edit Scores by Student Grading just got smoother! You will now see both Points Earned and Points Possible on the Edit Scores by Student page. This gives more flexibility in how scores are entered. Whether input by percentage or points, the other column updates automatically in real time. You can once again manage Other Assignment scores through Edit Scores by Student. Enter a new score by inputting the points or percentage earned or use the ‘Reset’ option to clear an existing grade and signal the student hasn’t yet received a score. With just a single click, you can easily navigate to the next student. Use the new left and right arrows to select the next student in the list without needing to open the dropdown menu. All Student Scores Report Update Need to remove credit for an assignment? You can now flip a graded Lesson or Other Assignment back to ‘Not Graded’ directly from the Edit Scores module in the All Student Scores Report, saving you time. To update a lesson, simply delete the date. To update an Other Assignment, delete the score or points earned. Instructor-Provided WebTest Direction Functionality is Here! Custom directions can now be added to WebTests, which will display directly in the student view, giving you more control and personalization to your assignments. Directions may include links that automatically open in a new window, providing students with easy access to additional resources or reference materials—all without leaving their test. Instructor Experience: Student Experience: Managing Section Templates is Now Easier than Ever! No more clicking through multiple pages to manage section templates. A new Manage Section Templates view (toggle) allows you to see all templates tied to a section in one place. Updates can be made directly within the Manage Sections view, allowing you to ensure accuracy and save time. User to User Messaging Enhancement Other instructors or colleagues within your school can now be added as recipients when emailing students. This makes it easier for all individuals to be in the loop on student communications, ensuring everyone stays aligned and informed. Student Experience Spanish Translation Live in AI Tutor – Early Launch AI Tutor has expanded to support Spanish-language tutoring. Students are now able to communicate with the AI Tutor in Spanish within a safe space by receiving clear, helpful answers in Spanish. This provides equitable support to a wider range of learners by reducing language barriers. Students simply type within the AI Tutor in Spanish, and AI Tutor will automatically respond in Spanish. Note: This is an early release of the tool and will be improved as we gain more student interaction and feedback. Accessibility Enhancements Hawkes Learning is committed to ensuring a better learning experience for all students and instructors. Each deployment is dedicated to delivering targeted accessibility improvements that address screen reader compatibility, keyboard navigation, and visual feedback. The Student Login page and buttons throughout the experience are updated to achieve full accessibility standards. As always, if you have any questions or need assistance, please don’t hesitate to reach out to our Customer Success Team any time at instructorsupport@hawkeslearning.com

What's New: October 2025

October 9, 2025

The Hawkes Team has released some powerful enhancements to provide an even... Read More

We’re delighted to offer an exciting internship program to students from colleges and universities across the country. This fall, we have an excellent group of student interns joining us for our Hawkes Learning Student Ambassadors program! Each semester, our Student Ambassadors offer guidance and one-on-one assistance with all things Hawkes to fellow students on campus, helping them to find homework assignments, create practice tests, learn best practices for using Hawkes’ courseware, and more. Read below to get acquainted with this semester’s team of talented Student Ambassadors. Ella from Guilford College Ella is a senior at Guilford College, pursuing a degree in Environmental Studies with a minor in Religious Studies. After graduation, she hopes to keep learning about natural processes and do meaningful work with plants and animals. With her free time, she enjoys walks in the Guilford Woods, looking at birds, and honing her arts and crafts skills through woodburning and watercolor. Margaret from Purdue Global Margaret is completing her degree in Project Management at Purdue Global at the age of 40, taking on her second journey in higher education with dedication and determination. She is from Indiana and is a proud mother of four, including one child currently in nursing school. In her free time, she enjoys attending concerts and spending quality time with her family and friends. Jay from San Diego City College Jay is a future linguist stationed at their local City College in sunny San Diego, California. With a passion for language, Jay is currently studying Humanities and Language Arts with the goal of transferring to complete a Bachelor’s degree in Linguistics next year. The first time they used Hawkes was during the Spring 2025 semester in their Elementary Statistics course. Outside of San Diego City College, Jay enjoys reading, video games, art, and working at the San Diego Museum of Art. Joe from SUNY Old Westbury Joe is a Biology major at SUNY Old Westbury. His dream is to perform noteworthy research and make an impact on the world through science. Joe is interested in wildlife and marine biology, as well as cytology and teaching. He is passionate about nature and animals, among many other things. When he is not learning about science, he can be found teaching guitar and bass, practicing martial arts, exercising, hiking, and traveling. Ash from the University of Charleston Ashton is a junior at the University of Charleston, studying Biology and Data Analytics. He is also enrolled in an online Mathematic B.S. program through Indiana University. Ash holds an institutional GPA of 4.0 at both universities, with a cumulative GPA of over 3.9. After graduating, his goal is to pursue medical school and continue research. In his free time, Ash likes to go on walks, tend to his plants, and spend time with his cat Pythagoras. Stephanie from Walla Walla University Stephanie, now a sophomore, attends a small town college in Walla Walla, known as Walla Walla University, in Washington. When she is not studying for an exam or drinking caffeine to stay awake to study, you will find her hanging out with friends, watching movies, or listening to music. She is recently trying to get back into playing chess again and to read more books. Trenton from Prairie View A&M University Trenton is a senior at Prairie View A&M University. He is studying mathematics and hopes to get his teacher certification so that he can teach future students in various math classes. He loves to tutor students who need help with many forms of math. He loves to play video games and watch football and basketball in his free time. He also loves to create content for YouTube and TikTok. He is also a sneakerhead and has a large collection of Nikes and Jordans. This is his fourth semester as a Hawkes Learning Student Ambassador. Nicholas from Piedmont University Nicholas attends Piedmont University and is a sophomore majoring in biology. He is looking to go into the medicine field, as he has always felt he has a calling and a purpose to help people. Although medicine is his passion, he is devoted to helping others in a general sense. One of his favorite quotes is “learning how to learn,” which reflects his position as a Hawkes Ambassador this semester as he helps students “learn how to learn” through Hawkes. He is looking forward to having a great semester and a great learning experience through Hawkes’ various programs. Are you interested in becoming a Hawkes Student Ambassador? Learn more about this exciting internship opportunity and submit your application here!

Meet our Fall 2025 Student Ambassadors!

September 24, 2025

We’re delighted to offer an exciting internship program to students from... Read More

Can courseware really make a difference? For one determined student and mom, the answer is yes. Meet Jessica Skinner, a full-time mom, full-time student, and aspiring mechanical engineer at the University of Arkansas – Fort Smith. While juggling parenting and college life, Jessica found that Hawkes Learning didn’t just help her stay on track, it transformed how she learned. With built-in instructional videos, step-by-step problem guidance, and a mastery-based approach, Hawkes gave Jessica the structure and flexibility she needed to succeed. But the impact went beyond the classroom. Her children often watched her work, celebrating every mastery check and learning the value of persistence by example—especially her seven-year-old, who began putting more effort into his own schoolwork. Read the full story to see how Hawkes is helping students like Jessica achieve their goals—while inspiring the next generation along the way. *Interview responses have been slightly edited for content and clarity. Hawkes has played a significant role in my strategies for success, both academically and personally. My children often watch me work on my assignments, and they celebrate with me whenever I achieve mastery. This visible demonstration of progress and perseverance has had a positive impact, especially on my seven-year-old, who has started to put more effort into his own schoolwork. I believe this is directly influenced by seeing me actively engage in my studies and strive for success. Unlike other courses I attend on campus, Hawkes provides a clear, visual representation of progress, which not only motivates me but also serves as a source of inspiration for my children to value hard work and determination. Hawkes Learning offers several features that support my engagement and promote a positive attitude toward learning. One of the most helpful aspects is the inclusion of instructional videos, which visually explain the lessons and make complex topics easier to understand. Additionally, the platform’s step-by-step guidance allows students to work through problems without simply giving away the answers. This approach encourages independent problem-solving and helps reinforce the learning process in a way that supports long-term understanding and success. I am a visual learner, and when I have somebody working out the problems and showing me how to work them out, it is a game changer. The biggest way that Hawkes Learning’s platform has assisted me in overcoming my challenges would be the Step-By-Step part of the Practice section. It helps me understand and work out the problems myself while teaching me how to solve them. I appreciate Hawkes’ mastery-based approach to learning. It functions like a quiz at the end of each lesson, ensuring that I fully understand the material before moving on. This method promotes deeper learning and helps reinforce key concepts. I also find the unlimited practice opportunities especially helpful, as they allow me to learn from my mistakes without added pressure. Overall, this approach reduces frustration and supports long-term academic success by focusing on comprehension rather than speed. In my experience, I would utilize all of the tools they offer you. Be sure to watch all of the videos along with doing the reading. While the professor is working out the problems and explaining them to you, I suggest working them out as well. If you don’t understand how to work a problem, the Step-By-Step option in Practice will help you work the problem out while letting you answer it yourself. Hawkes Learning has so many tools to help you succeed; all you have to do is utilize them. "Hawkes Learning has so many tools to help you succeed; all you have to do is utilize them."

Mastering Math and Motherhood: Jessica’s Hawkes Success Story as a Full-time Mom, Full-time College Student & Aspiring Mechanical Engineer

June 25, 2025

Dr. Korey Kilburn teaches mathematics and leads the Aeronautical Sciences program at PennWest University–Edinboro. He stays very busy outside of the classroom as he also teaches jiujitsu, is a pilot, serves as a Hawkes Faculty Consultant, and is a former college wrestling athlete. Recently, Hawkes had the opportunity to learn more about Dr. Kilburn’s journey as an instructor and is delighted to shine a spotlight on his passion for mathematics. Read along to learn more about Dr. Kilburn’s experience as a Hawkes instructor! Dr. Kilburn teaches the following courses with Hawkes Learning’s materials: Calculus I, II, and III — Calculus with Early Transcendentals, 2nd Edition College Algebra — College Algebra, 3rd Edition Essentials of Calculus — Essential Calculus with Applications, 3rd Edition Precalculus — Precalculus, 3rd Edition Elements of Statistics — Beginning Statistics, 3rd Edition Statistics and Data Analysis — Discovering Statistics and Data, 3rd Edition While Dr. Kilburn originally attended PennWest University–Edinboro as an undergraduate wrestling athlete, he then pursued three advanced degrees, including his Ph.D. in Mechanical Engineering and Applied Math. He attributes his pursuit of higher education in math to his mentors, Mrs. Judy Scaletta and Dr. Anne Quinn. He shared that Mrs. Scaletta, his 12th grade math teacher, helped him realize he had a knack for the subject. Dr. Anne Quinn taught him in his undergraduate math courses at PennWest University–Edinboro and helped him realize all the opportunities available to him in pursuing a graduate degree in mathematics; they are now colleagues at PennWest–Edinboro. As a first-generation college student, Dr. Kilburn said that he truly appreciated Dr. Quinn’s guidance in exploring the opportunities a future in mathematics could provide for him. Dr. Kilburn’s experience as a former college athlete is applied in his classroom as he reminds his students to continue to show up and work hard in their pursuit of educational success. He reminds them that education is about the big picture, explaining, “It’s not a sprint, it’s a marathon.” Dr. Kilburn teaches a wide array of mathematics courses, ranging from College Algebra to Statistics and Data Analysis to Differential Equations. Dr. Kilburn explained, “Each semester, I look at my schedule, and if there is a corresponding Hawkes textbook I can use for my courses that semester, I will use Hawkes each chance I get.” He was initially introduced to Hawkes during an initiative to bridge the gap for incoming students who had weaker backgrounds in algebra. He enjoyed using Hawkes because of the friendly, timely support he and his students received, Hawkes’ mastery approach, and the HawkesTV video library provided to students. “I think Hawkes and I just get along well; I can implement it into my classes very easily and seamlessly, and the students are happier. I’ve noticed a lot of improvements just since I started using Hawkes,” he explained. Dr. Kilburn uses the Hawkes Sync Tool to link his Hawkes courses with his learning management system, Brightspace. He also utilizes an inclusive access model to distribute his course materials to his students so that they can have access to the Hawkes student platform on the first day of class. When asked his top reasons for returning to Hawkes each academic year, he replied, “The customer service, in general, is through-the-roof amazing. One thing I like about Hawkes is how quickly they help. Not only do they help, but they also really walk you through it. They’ll do everything to make sure you understand.” He continued, “I feel a lot of support there. I don’t feel like I’m just some number,” as he described Hawkes’ Support Team as a friend who genuinely wants to help you. When asked what advice he’d give to an instructor considering adopting Hawkes’ materials, he replied, “First, I would highly recommend it. Secondly, I would say not to be afraid to reach out and ask questions.” He has observed that his students really appreciate the straightforward structure that the Hawkes “Learn, Practice, Certify” sequence provides to them. He also enjoys how easy Hawkes makes it to customize, grade, and manage his courses within the instructor platform. Dr. Kilburn has noticed positive trends since switching to Hawkes in his courses. He explained that when he made the switch to Hawkes in his courses, he did not change his final exams, nor did he change his approach. He said that he noticed both grades and student morale improved, and he believes that is due to the Hawkes approach, which leads to true mathematical understanding. Dr. Kilburn is gifted with the ability to see mathematical applications all around him, from his car tires’ coefficient of friction to an airplane’s rates of ascent and descent. He hopes to help his students see the same applications and relevance of mathematical subjects. This is especially considered when it comes to his calculus sequence courses. He teaches Calculus I through Calculus III with Hawkes’ Calculus with Early Transcendentals. Calculus can be intimidating, so Dr. Kilburn tries to remind his students that mathematics builds upon itself and that the heart of calculus is actually algebra. He appreciates that Hawkes provides students with not only thorough content within the textbook and courseware but also comprehensive free instructional videos to bring the concepts to life. Dr. Kilburn believes that helping students make the connection of mathematics at work around them can be a motivating factor, expressing, “It’s really all around us. We have to just be aware of it.”

Instructor Spotlight – Dr. Korey Kilburn from PennWest University – Edinboro

May 27, 2025

Dr. Korey Kilburn teaches mathematics and leads the Aeronautical Sciences... Read More

Professor Christos Noutsos teaches his Biology I courses at SUNY–Old Westbury with Hawkes Learning’s Biology courseware. As a valued Hawkes Faculty Consultant, we were eager to learn more about his journey as a professor. We invite you to read along to learn more about Professor Noutsos’ experience as a Hawkes instructor below! Professor Christos Noutsos has been teaching since 2017 and has been using Hawkes Learning’s Biology courseware in his courses for three semesters. When asked about what inspired a career in teaching, Professor Noutsos reflected on his childhood. He grew up in Vrisochori (Βρυσοχώρι), Greece. It was in “Gymnasio” (what could be compared to “middle school” in Greece) that he was drawn to learning more about plants and their biology. He considers this time period of his life as what sparked a desire to teach others about biology and what led him to pursue the goal of being a part of an institution that would allow him to both teach and conduct research. He expressed that his current institution gives him this opportunity now. Professor Noutsos also shared a memory of when he had the opportunity to participate in a field trip where his uncle led a lesson in how to cultivate plants. This example sparked creativity, leading to his teaching style today that surrounds helping students become hands-on with their learning. The villiage of Vrisochori (Βρυσοχώρι), located at the broader region of Zagorochoria Ioannina (Ζαγοροχώρια, Ιωάννινα) in Greece. We asked Professor Noutsos what he would consider to be the most valuable lesson he has learned as a teacher. He replied, “The most important thing I’ve realized is that we are dealing with humans… so I think the most important thing is patience; it’s the best approach to reach the students.” He has certainly applied patience in his teaching, as he described exploring different classroom styles throughout his career. He has found that lectures on their own are not as effective, so he employs a combination of lecture with hands-on learning experiences. He has also used the flipped classroom approach, having students choose a topic and present in class on their topic. Through these adaptations, he has found that the broader umbrella of active learning is what is working best for today’s students. He believes that the students’ biggest challenge is to balance all their responsibilities, so it is important to provide strong structure for them when possible. Challenges and Solutions for the Modern Classroom When asked what he believes to be instructors’ greatest challenge today, Professor Noutsos explained that it can be challenging to engage students properly with the material. He emphasized that discovering what best supports each student requires compassion, active outreach, dedication, and patience. Professor Noutsos explained that his courses have smaller class sizes. This aids in promoting hands-on learning and student engagement within the classroom, as it allows him to get to know his students rather quickly. As he gets to know his students, he learns how to guide them in making meaningful connections between the lecture material and their corresponding lab work. He also has taken an alternative approach to his office hours. In the past, he held traditional office hours within his office on campus. Recently, he has started hosting office hours at the campus café and campus library. By being in a more casual environment, he feels that the students are more comfortable asking their questions. How Hawes Supports Students & Instructors like Prof. Noutsos Affordability and thorough coverage of topics are what have kept Professor Noutsos coming back each semester. He appreciates that students can use the same Biology courseware in both the Biology I and II courses. He also loves that the students have lifetime access to the courseware for continued learning. “The students also love the depth of the book and the style that the platform uses… They like the fact that they can Certify themselves,” Professor Noutsos shared. He went on to say that the Hawkes Support Team has made a difference to him as an instructor, expressing that the 24/7 Live Chat has been extra helpful during late-night questions and on weekends. Professor Noutsos expressed that having a Hawkes Student Ambassador on campus has also provided significant additional support to the students. He has found that one-to-one training meetings with his Hawkes Customer Success Specialist have been beneficial, as they help him set up his entire semester in a single meeting, helping lift a large burden for him in semester preparations. He has especially enjoyed the “Assignment Reminder” feature, which allows instructors to set up automatic assignment reminder emails to be sent to the students throughout the term. “The flexibility is huge – I can choose what I want for my course. I can do that in a very straightforward and easy way. I don’t have to spend hours… I can go exactly where I need to go.” When asked what advice he’d give to new Hawkes instructors, Professor Noutsos said, “Take advantage of the one-to-one sessions. It will save a lot of time throughout the semester. Take the time to explore the platform, because there is so much you can get out of it to help you evaluate your students.”

Instructor Spotlight – Professor Christos Noutsos from SUNY – Old Westbury

May 20, 2025

Professor Christos Noutsos teaches his Biology I courses at SUNY–Old Westbury... Read More

As you gear up for final exams, you may wonder what tools are available to set you up for success. Hawkes Learning offers students innovative, engaging learning tools to assist them with their homework and test prep. Take it from the pros – our Hawkes Student Ambassadors are shining a spotlight on their favorite Hawkes features for studying for finals. Step-By-Step “Step-By-Step is designed for people like me, allowing students to view the problem in a broken-down format and solve it in increments. In this way, it clearly lays out the path towards a solution, guiding you along so that you can not only review the process but also pinpoint where exactly you may have gone wrong as well.” – Ada from Guilford College → Dive deeper with Hawkes’ Step-By-Step feature HERE. AI Tutor “If there was one feature I used the most, it was the AI Learning Tutor. It was like having a 24/7 tutor who knew exactly where I was struggling and could guide me back on track. Instead of drowning in complicated terminology, it broke things down in a way that felt approachable.” – Inam from University of Virginia’s College at Wise “The AI Tutor helps students understand confusing concepts. It simplifies complicated information into step-by-step instructions, which allows learners to understand challenging concepts. It develops confidence by allowing a better understanding of confusing subject problems… resulting in students having greater academic success.” – Vatsal from University of North Carolina – Charlotte “Whenever I struggle to get through a problem, I ask the AI tutor questions about it. I can get specific answers and feedback from the tutor who can guide me through the questions.” – Trenton from Prairie View A&M University “With the new AI Tutor feature in Hawkes, you can trust the fact that the information you are getting is accurate and pulled directly from Hawkes itself. This feature gives students a unique, safe way of being able to ask questions that will help lead them in the correct direction.” – Piper from Ball State University Explain Error “The instant feedback on assignments has helped me personally. Instead of waiting for my teacher to give me my grades back, I can easily get feedback quicker along with explanations of what I did wrong. Hawkes Learning is an accessible platform and easy to navigate.” – Lillian from Oklahoma City Community College “This feature helps students use their critical thinking skills to figure out where they are going wrong and what they need to correct in the future!” – Piper from Ball State University Solution “Keep in mind that, while other programs may simply give you the answer, Hawkes provides the process as well so that you can compare your own method and figure out where you got stuck. I found this particularly helpful when dealing with highly nuanced problems that required close attention to detail.” – Ada from Guilford College Practice Tests “Being able to create my own test or quiz is another helpful tool. It is helpful because it allows me to put myself in a testing environment before my actual test. It allows you to put whatever questions you want to test yourself over. There is even a timing function to limit yourself to a certain time while testing to simulate a real testing environment.” – Trenton from Prairie View A&M University “I am a huge fan of the Hawkes Practice Test feature, which allows you to take mock exams customized to your individual needs. You can select the desired units, lessons, time limit, and number of questions, then save the test and take it whenever you want. This allows you to study under exam conditions with no learning aids so that you get a feel for your preparedness, and Hawkes generates a breakdown upon completion. From there, you have the option to review areas of difficulty and try some additional practice questions before attempting a retake. Practice tests are a wonderful way to build knowledge and boost confidence, and I highly recommend utilizing them.” – Ada from Guilford College → Learn more about how to create your own Hawkes Practice Test HERE.

Your Finals Study Plan: Hawkes Tools to Boost Understanding & Retention

April 24, 2025

As you gear up for final exams, you may wonder what tools are available to set... Read More

At Hawkes Learning, we believe that ensuring academic integrity should be simple — for both instructors and students. That’s why we’re excited to announce major improvements to our Respondus Monitor integration, making secure online testing easier and more intuitive than ever! Ready to switch to the new integration? Contact support@hawkeslearning.com and our team will help you every step of the way! A Seamless Experience from Start to Finish We’ve listened to your feedback and streamlined the entire process. The new and improved integration creates a smooth, unified workflow that allows instructors to manage everything from setup to review directly in their Hawkes Teach account. No more switching between systems or juggling different platforms. Clickable Walkthroughs Want a quick look at how to use Respondus Monitor within Hawkes? These step-by-step video walkthroughs guide you through exactly what to click and where. Instructor Experience Student Experience What’s Better for Instructors? All-in-One Access: Manage proctoring settings, view exam recordings, and review flagged events — all within your Hawkes Teach account. Save Time: Spend less time managing tech, and more time focused on teaching. Customization: Customize startup sequences (like ID verification and environment scans), adjust face detection settings, and decide whether to allow webcam overrides with a password. Comprehensive Monitoring: Access priority flags, screenshots, and time-stamped video footage of test sessions, or review the entire exam attempt via the student’s webcam in the Proctoring Dashboard. Domain Whitelisting: Easily enable access to approved external resources (e.g., web-based calculators, related YouTube videos, case studies) during LockDown Browser tests using a new WebTest setting. What’s Better for Students? Easy Launch: Students can start Respondus Monitor directly from their Hawkes WebTest. Minimal Setup: All they need is their webcam and an updated version of LockDown Browser®. Focus on the Test: With fewer steps and a smoother login process, students can concentrate on doing their best — not troubleshooting tech. Chromebook™ Support: Students using Chromebooks can now test seamlessly by installing the required Chrome extension. Note: Students must use the Chrome browser to access this feature. Why You’ll Love the Updated Integration: Streamlined for Instructors Improved Usability and Flexibility Simplified for Students Enhanced Academic Integrity Whether you’re setting up your first proctored exam or reviewing results, the process is now faster, easier, and more intuitive than ever. Roles & Responsibilities Course Administrators: You’ll need to configure the Respondus Monitor integration for your school. Once enabled, the settings apply across all Hawkes products. Instructors: After the integration is configured, you can enable Respondus Monitor for individual tests and customize settings to suit your classroom needs. After exams are complete, you can review the Proctoring Dashboard to identify potential academic integrity violations. Students: Just launch LockDown Browser, follow a few simple security checks, and begin the exam. They’ll be locked into the test environment with restrictions in place to prevent cheating but will return to their normal computer state after finishing the exam. Ready to Get Started? When you are ready to switch, contact us and our team will help you every step of the way! Contact us at support@hawkeslearning.com By simplifying the workflow, removing previous barriers, and creating a better experience for instructors and students alike, this integration helps you maintain academic integrity and gain greater peace of mind. Let’s make secure testing simpler, together.

Big News: Respondus Monitor® Integration with Hawkes Just Got a Whole Lot Better!

April 22, 2025

At Hawkes Learning, we believe that ensuring academic integrity should be... Read More

Dr. Lisa Brewer is an associate professor of English at New River Community and Technical College, where she teaches composition, research, and literature. She uses Hawkes Learning’s Foundations of English, Second Edition courseware for her Developmental English course. We first adopted Hawkes in our Developmental English course because many of our students were not able to score high enough on our placement tests to enroll in English 101. The major issues started at the basic sentence level. The areas of weakness ranged from needing to learn the parts of speech to what sentence boundaries are. Before we could work on thesis statements and paragraphs, I found that we needed to share a vocabulary for talking about sentences, and our wide variety of students in age and experience meant they had different skill levels and competencies. Some needed a refresher in certain areas, while others needed much more instruction and practice. The first thing Hawkes helped with was their diagnostic tests in reading and grammar that are tied to lesson mastery. The diagnostic tests give the student and me a look into what areas need attention and what the student has already learned. I can see how many students need to work on comma splices or apostrophes and how many students performed well with subject and verb agreement and do not need to repeat that lesson. A student’s mastery of a skill will show up in the lessons assigned so that one does not have to do lessons already mastered. This helps a great deal in preventing boredom from the traditional method of covering a particular skill with the entire class and then moving on, knowing some have already mastered it, but others are still struggling. The lessons and mastery of skills are then individualized to each student’s strengths and weakness. The initial scores also indicate which students are almost ready for English 101 and which ones have a larger gap in skills to make up. This insight helps me plan and know where to spend my time and attention. Because students are more conscious of what they are doing well and what they need to work on, they can articulate their accomplishments and become more confident about their writing skills. The Lesson, Practice, Certify method gives them concrete evidence, which I can reinforce when I see the improvement in their essay writing assignments. At mid-term and at the end of the semester, I give them a survey/writing reflection to find out how they are feeling about their writing at this point as compared to when the class started, and I receive specific feedback about what they are happy to have improved, how they had no confidence in the beginning but now they are more comfortable writing, and at mid-term, they let me know what they want to work on in upcoming classes, such as figuring out a good hook, revising introductions, and addressing their audience. They start asking the kinds of questions that I love to hear because they are not as anxious about the mechanics of writing, and their attitudes may have changed from a former negative high school experience. I was skeptical about using Hawkes at first because I thought that this would be another program in which students do grammar exercises in isolation of their own writing and that effort would not translate into improvements in essay writing. I have been pleasantly surprised because a student can not move on from a lesson until he or she has demonstrated competency and learns why an answer is correct or incorrect, so grammar isn’t just busywork. I am also getting detailed feedback, so I know when to offer additional one-on-one help or practice something as a group, and I can let them know when they are succeeding in applying a particular skill in their essays. Confidence about small victories like the elimination of comma splices is something we celebrate. Students often enter their first college English class with dread and anxiety, especially if they have not done well in it in the past. For many, the fundamentals of grammar and reading can be very dry and boring, so it’s not something they want to hear a lecture about or practice on their own. The Hawkes interactive lessons are more engaging because students know they are working on individual areas that need improvement, and they can see tangible evidence of their achievements in both the mastery of a skill and the positive feedback I can give them on their essays. Some students even work ahead and do lessons I have marked as bonus lessons because they see themselves getting better and want to cover additional topics for extra points.

Confident Writers: How Diagnostic Tests Boost English Skills | A Testimonial by Dr. Lisa Brewer

April 11, 2025

Dr. Lisa Brewer is an associate professor of English at New River Community and... Read More

With rising academic pressure and student stress at an all-time high, many students are tempted to seek shortcuts for completing assignments, with apps like Mathway and Photomath offering quick solutions. However, as many students have discovered, these tools may help solve their homework problems, but don’t foster long-term understanding. In contrast, Hawkes Learning has garnered praise for its mastery-based approach, which not only helps students solve problems but also encourages a deeper understanding of the underlying concepts. Through step-by-step guidance and personalized learning features, Hawkes helps students build real confidence and skills, preparing them for exams and future success. It’s this emphasis on genuine learning, rather than quick fixes, that truly sets Hawkes apart. Hear directly from our Student Ambassadors on how Hawkes has enhanced their own learning experiences leading to lasting success. Terrell B. from Mississippi Valley State University: “Hawkes Learning has truly helped me build a strong understanding of math by guiding me through each concept step by step rather than just giving me the answer. Unlike instant-solve apps like Photo Math, which only provide quick solutions, Hawkes ensures I learn the material through its mastery-based approach. One of the biggest advantages is that it identifies the areas where I struggle and gives me personalized questions to strengthen my understanding, making it feel like I have a tutor built into the program. This has greatly impacted my confidence and performance because I no longer memorize answers; I understand how to solve problems on my own. Thanks to Hawkes’ interactive tools and customized learning features, I’ve seen real improvements in my test scores and overall comprehension, and I know these skills will help me succeed far beyond the classroom.” Ada B. from Guilford College: “They [Hawkes Learning] want to see you succeed, and every aspect of the software works towards that goal. I say this having taken a Hawkes Statistics course in my first semester of college. With Hawkes, I easily secured an “A.” I was able to do so because everything is right there: Explain Error, Step-By-Step, lessons, 24/7 tutors. I never wanted for assistance, and was thus able to secure a passing grade, not without some difficulty, but without giving up. And even more than that, I came through with an understanding of—and even an interest in—the course. With Hawkes, you can rest assured that the help you receive comes directly from the software itself rather than some sketchy website deep within the bowels of the internet, and it is tailored to your individual needs. Learning isn’t a “one size fits all” endeavor. It, like any other art, requires a degree of personalization and adjustment. Hawkes recognizes this and sees it as an advantage rather than an obstacle.“ John S. from the University of Mississippi: “I would personally like to say how much Hawkes has helped me master my math lessons. I feel confident going into the lab to take my exam because I know that I can solve anything that is going to be asked on that test. Instant solving websites only give you an answer, that is not even always correct, instead of helping you work through the problem and explain why you got it wrong. This is where Hawkes differs because it provides the step by step solution and an AI tutor to help you understand the concept that the question is based around. In all, the instant solution websites are only momentarily helpful, while Hawkes sets students up for long-term success.“ Vatsal B. from the University of North Carolina—Charlotte: “Relying on cheating apps might save you time in the short term, but it will hurt in more challenging classes in the future. Hawkes leads to long-term success by teaching you to actually learn the concepts and formulas.” Inam O. from the University of Virginia’s College at Wise: “Hawkes actually helps you learn instead of just giving you the answer like apps such as MathWay, Studocu, or GauthMath. Those apps might seem like a quick fix, but they don’t really teach you anything. They just spit out solutions. That might get you through homework, but when it’s time for a test, you’re stuck… With Hawkes, you have to actually work through problems step-by-step, so you understand why the answer is what it is. The way it is set up forces you to practice until you really get it, which makes a huge difference when it comes to exams or using math later. Even if you’re not in a math class right now, the same idea applies to other subjects. Real learning takes effort, and shortcuts don’t lead to long-term success.“ Are you interested in becoming a Hawkes Student Ambassador? Learn more about this exciting internship opportunity and submit your application here!

Hawkes Learning: The Solution for Lasting Academic Success

March 26, 2025

With rising academic pressure and student stress at an all-time high, many... Read More

We live in an age of instant, accessible information. I won’t deny it, nor will I pretend it is without its benefits. With a quick dance across the keyboard, we have the ability to glean knowledge like never before, from history and current events to science and art. That said, the corresponding convenience is tantalizing and has its pitfalls. Access can quickly sour and become abuse, and we find ourselves not so much learning as avoiding. I don’t have to join the legions of broken records enumerating the moral objections to cheating. I don’t have to add to the volumes of cautionary tales warning against dishonest academics. We know that cheating is wrong. But it’s also tempting. I understand it—I really do. Life happens. Things pile up. You get flustered, frustrated, and sometimes it’s easier to feed a few commands to a generator and receive a solution than to toil away for hours at something you just can’t seem to understand. But that’s why we have Hawkes Learning. The software is specially designed so that you don’t have to resort to cheating in order to pass. It’s likely you’ll encounter professors who take pride in their low pass rate—who enjoy being designated as “the difficult class”—but, fortunately for all of us, Hawkes isn’t like that. They want to see you succeed, and every aspect of the software works towards that goal. I say this having taken a Hawkes Statistics course in my first semester of college. If it tells you anything about my relationship with math, I am a Creative Writing major. Suffice it to say that I struggle (sorry to all my language arts folks for perpetuating the stereotype, but it’s true in my case). With Hawkes, I easily secured an “A.” I was able to do so because everything is right there: Explain Error, Step-By-Step, lessons, 24/7 tutors. I never wanted for assistance, and was thus able to secure a passing grade, not without some difficulty, but without giving up. And even more than that, I came through with an understanding of—and even an interest in—the course. With Hawkes, you can rest assured that the help you receive comes directly from the software itself rather than some sketchy website deep within the bowels of the internet, and it is tailored to your individual needs. Learning isn’t a “one size fits all” endeavor. It, like any other art, requires a degree of personalization and adjustment. Hawkes recognizes this and sees it as an advantage rather than an obstacle. You’ve heard it before, and you’ll hear it again, but cheating won’t help you in the long run. Even if you don’t care about a subject in and of itself, if you want a decent grade, you’ll have to learn the material sometime or other. Artificial intelligence is useless on an exam, but a firm grasp of the coursework isn’t. Take advantage of the resources at your fingertips, and if you’re unsure about anything, get in touch with your school’s Hawkes Student Ambassador. We’re happy to help. It’s what we’re here for. Meet the Author Ada Boroughs is a first-year student at Guilford College in Greensboro, North Carolina. She is double-majoring in Creative Writing and Environmental Studies, and hopes to someday work in conservation in addition to becoming a published author. Outside of school, Ada enjoys reading, writing, drawing, listening to music, and dancing, the latter of which she pursues with Greensboro Ballet. She is a huge fan of J.R.R. Tolkien, The Arcadian Wild, hot chocolate, and petting every dog she meets, and if you visit her Pinterest board, you will find dragons, roses, vintage maps, and a collection of delightfully cheesy Lord of the Rings memes. Learn More: Student Ambassador Internship

Combatting Cheating with Hawkes Learning: A Student’s Perspective Guest Blog by Ada Boroughs from Guilford College

March 18, 2025

We live in an age of instant, accessible information. I won’t deny it, nor will... Read More

The integration of artificial intelligence into education is transforming how students receive support, making learning more personalized and accessible. AI Tutor, an innovative tool from Hawkes Learning, is at the forefront of this change. Designed to cater to individual student needs, the AI Tutor provides instant, tailored assistance that empowers students to learn independently and with greater confidence. Through direct feedback and on-demand guidance, students are experiencing firsthand how AI can enhance their educational journey. This blog curates real student feedback, shedding light on how Hawkes Learning’s AI Tutor tool is reshaping student support and fostering a more engaging learning experience. *Students’ interview questions and responses have been slightly edited for content and clarity. “The most helpful aspect of the AI Tool is its ability to provide instant, step-by-step explanations tailored to each student’s learning needs. By offering real-time feedback and breaking down complex concepts into simpler terms, it makes learning more accessible and efficient. I believe it will help students by presenting different approaches to problem-solving, which may differ from what they’ve been traditionally taught. Additionally, it can handle redundant questions, allowing students to reinforce their understanding without frustration. It helped by breaking down steps further and not assuming I would automatically understand everything right away. This made it easier to follow along and grasp difficult concepts at my own pace.” Terrell B. from Mississippi Valley State University “AI Tutor supports students by providing instant help and explanations. If you do not understand a certain part, you can ask AI Tutor to explain more until you understand. It will allow students to grasp the concepts, making it simpler to understand complex topics.” Lilian S. from Oklahoma City Community College “I believe the best feature of the Hawkes AI is the suggested questions section. When a person is lost in a problem and may not know what or how to ask a question, the suggested questions tab is there to help. I believe that it made learning more engaging because it gave me direct feedback on questions I had on [math] problems. It helped clarify questions by showing me the steps to solve them.” Trenton J. from Prairie View A&M University “Hawkes’ AI Tutor is fairly unique in that it allows students to receive personalized step-by-step help based on specific questions they articulate themselves. I also appreciate that it draws strictly from content found within Hawkes Learning rather than presenting potentially faulty information from the wider internet. It encourages students to engage with the learning process, ensuring that they understand the material. Whereas many supplemental resources take a generalized approach to instruction, the Hawkes AI tool is designed to adjust according to each student’s needs so that they receive the most effective help for their learning style. It also provides an alternative to other AI platforms whose use of the internet often leads to inaccuracies.” Ada B. from Guilford College “Overall, it’s easy to use and very helpful. It makes studying faster and less confusing. It helps students understand tricky topics right away. It makes learning more interesting by giving quick feedback. Fast answers keep students focused and motivated.” Vatsal B. from University of North Carolina – Charlotte “I feel the most helpful aspect of the AI tool is the fact that I can type in any question that I have, or I can use the ‘suggested questions’ options that are available. I would describe my overall experience as beneficial in helping me learn why problems are solved the way they are instead of just mindlessly trying to find the answer. It also helped clarify difficult concepts by putting these problems into simple wording that anyone can understand and apply to their work. I would say it made [learning] more engaging because, with just a click of a button, I can get an in-depth answer to any question I may have.” John S. from University of Mississippi “I was surprised at how clear and helpful the explanations were. Instead of searching online for a long time, I could just ask a question and get a direct, simple answer. It saves time, makes learning easier, and helps when I get stuck on something. It’s like having a tutor available 24/7. It makes learning more interactive. Instead of just reading from a textbook, I can ask questions, get examples, and see different explanations until I fully understand a topic.” Inam O. from University of Virginia’s College at Wise To hear more about students’ experience with AI Tutor, check out our AI Tutor student panel hosted at Hawkes Learning’s Innovative Educators Summit: Learn how Hawkes Learning’s AI Tutor can enhance your students’ learning experience and see a demonstration: AI Tutor

Personalized Learning with AI Tutor: Real Student Feedback

March 11, 2025

The integration of artificial intelligence into education is transforming how... Read More

“Hawkes has earned its place as my top choice for educational support.” Professor Niki Stovall at Prarie View A&M University is committed to helping students succeed in mathematics. Like many instructors, she’s seen firsthand how challenges like lack of motivation, poor study habits, and gaps in foundational knowledge can hinder student progress. Titles & Courses: College Algebra, 3rd Edition Plus Integrated Review – Comprehensive Math Skills for College Algebra College Algebra, 3rd Edition – College Algebra Beginning Statistics, 3rd Edition – Elementary Statistics Precalculus, 3rd Edition – College Algebra and Trigonometry Read on to hear firsthand how Professor Stovall has seen Hawkes make a lasting impact, helping students stay engaged, develop stronger study habits, and build the confidence they need to succeed. Many students struggle with motivation, which makes it challenging for them to study consistently, attend class regularly, and seek extra help when needed. Additionally, a significant number of students enter college-level courses without the necessary background knowledge or foundational skills, particularly in areas like reading comprehension and organization. This lack of preparedness can hinder their success in higher education. Thankfully, Hawkes has been an incredible resource, offering valuable support to both students and instructors in multiple ways. Here are just a few of the ways Hawkes has made a difference: Useful Study Resources One of the key aspects of Hawkes’ success is the high-quality study resources they provide. The Hawkes team created a formula sheet for MATH 1314 that is well-designed—concise, easy to read, and highly effective for exams. This tool has proven to be incredibly helpful for students, offering a clear and effective way to prepare for exams. Student Training Hawkes also provides top-notch support and training, which has been invaluable for students navigating the platform. The Hawkes Student Ambassador and Customer Success teams have been essential in helping students develop effective learning strategies. Joshua from Hawkes’ Customer Success Team, in particular, has been a great asset, leading training sessions, answering questions, and providing in-class support. His presence in the classroom has significantly boosted student confidence and comprehension. Students have recognized that Hawkes Support is always available, fostering trust that they will receive the help they need when they reach out. “Students have recognized that Hawkes Support is always available, fostering trust that they will receive the help they need when they reach out.” Encouraging Study Habits Hawkes has also fostered positive study habits and created a more engaging and supportive learning environment. We had a great turnout of students who attended our Final Exam Review at the conclusion of the Fall 2024 term. This event showed how Hawkes’ thoughtful initiatives contribute to a more collaborative and supportive atmosphere, making students feel more prepared and encouraged to succeed. The Tutor button housed in Hawkes’ Practice mode has been especially beneficial to the students’ study time. It walks students through step-by-step solutions and explains errors, helping them learn from mistakes and improve problem-solving skills. Positive Impact on Final Exam Results We had a great turnout for the final exam review session, and overall, final exam results for my classes were pretty good. Having a member of Hawkes Learning’s Customer Success Team come to my class to train students was especially helpful. His presence reinforced that students could rely on Hawkes for support. Exceptional Customer Support One of the standout aspects of Hawkes is their exceptional customer support. I can always count on Hawkes for anything—student support, instructor assistance, and more. Their customer service is outstanding, available 24/7, ensuring we receive help immediately, even after midnight and on weekends. The Hawkes support team is well-trained, helpful, and polite, making every interaction a positive one. Customer support is crucial in any educational platform, and Hawkes truly excels in this area. When students face technical issues, many other publishers are slow to respond—or don’t respond at all—leaving faculty to troubleshoot, which can be time-consuming. Hawkes stands out by providing timely, reliable support. Their tech support team is understanding, proactive, and quick to diagnose and resolve issues, even when instructors aren’t sure what’s wrong. Personalized Support from Marissa Maffei Another huge benefit of Hawkes is the personalized attention we receive from our dedicated Customer Success Specialist, Marissa Maffei. Marissa’s support has been invaluable to both instructors and students. At the start of each term, she conducts in-person meetings to assist with course setup and consistently checks in throughout the semester to ensure we have everything we need. Her eagerness to help and commitment to top-notch support provide a sense of ease, knowing assistance is always available. Marissa makes connecting effortless by offering a direct scheduling link, allowing us to book meetings at our convenience. Thanks to her support, we feel confident using Hawkes every step of the way. Peace of Mind for Faculty and Students Overall, Hawkes has made a positive impact by providing academic, financial, and student support, making learning more accessible and effective. The level of support Hawkes provides has made a significant impact on both faculty and student success. With Hawkes’ dedication to student success and their exceptional customer service, I know that we will always have the resources and assistance we need to thrive in the classroom. Hawkes has earned its place as my top choice for educational support. “The level of support Hawkes provides helps both faculty and students succeed and gives me peace of mind knowing that support is always available.”

Closing the Gaps: How Hawkes Learning Helped My Underprepared Students Succeed

February 28, 2025

“Hawkes has earned its place as my top choice for educational support.”... Read More

Sheri Stewart, a lecturer at Prairie View A&M University, has found Hawkes Learning to be an invaluable resource across the various courses she teaches. Read along to learn more about the impact Hawkes has made in Professor Stewart’s math classes! Titles & Courses: Mathematics with Applications in Business and Social Sciences – Finite Math Viewing Life Mathematically, Second Edition – Contemporary College Algebra Precalculus, Third Edition –Trigonometry College Algebra, Third Edition – College Algebra “I first started using Hawkes for my Contemporary College Algebra class, and it was a better fit in comparison to what we were using before,” Professor Stewart shares. She appreciated that the platform aligned with her teaching needs, offering engaging content that meets the demands of both face-to-face and online classes. After the math faculty saw Hawkes’ positive impact, they chose to expand its use to other courses, including College Algebra, Trigonometry, and Finite Math. Professor Stewart says that one of the standout features of Hawkes is the Learn-Practice-Certify model. “If students miss class or do not understand something during class, they have Learn to review the material again. Practice gives them all the tools they need if they’re not getting it,” Professor Stewart explains. For online and face-to-face students alike, Hawkes provides the necessary tools for mastering difficult concepts, particularly with its step-by-step guidance and AI-powered feature, AI Tutor. “The AI Tutor is great, and the tool answers the students’ questions in a way that we as professors would do. The other Tutor resources in Practice provide students step-by-step guidance and new iterations of problems to practice,” she says. Professor Stewart appreciates how the Certify feature incentivizes students to work through challenges and reach mastery in each homework lesson. “Who doesn’t like the opportunity to prove you’ve mastered at least 70% of the material and earn a 100% for your grade? This gives the students the incentive to really try,” Professor Stewart expresses. She loves that her students can revisit content until they truly understand it, without pressure. She has noticed that many students enjoy the ability to revisit material until they grasp it fully, without feeling overwhelmed. Additionally, she expressed that her students enjoyed using Hawkes enough to apply to intern for the company! Per her recommendation, her student, Trenton Jeffers, applied for the Hawkes Student Ambassador internship program, which has provided extra Hawkes support to the students on campus. Hawkes Learning’s customer support has been a key positive in Professor Stewart’s experience. “Whenever I’ve had a question or encountered an issue, I’ve been able to speak directly with a knowledgeable person who resolves my problem quickly,” Professor Stewart expresses. She says she’s utilized both Hawkes’ phone and chat service, finding that the Support Team’s response has always been prompt and effective. “Whenever I’ve had a question or encountered an issue, I’ve been able to speak directly with a knowledgeable person who resolves my problem quickly.” She also values the long-term access that Hawkes provides to students. “One thing I especially appreciate is the access that students have to Hawkes materials beyond the current semester,” she notes. For students progressing through a math sequence, such as from College Algebra to Trigonometry, Professor Stewart is happy the students can still access previous course materials online. “This kind of long-term access is not something I’ve seen with other platforms,” she says. Professor Stewart encourages her students to use the “Create Your Own Practice WebTest” feature to help them focus on areas of difficulty. She values this test-prep option Hawkes provides as it allows her students to select sections they’re struggling with and quiz themselves with customized practice tests. Overall, Professor Stewart highly recommends Hawkes Learning for its comprehensive platform, customizable learning tools, and strong support. “It can give you everything that you look for,” she concludes. Ready to learn more about Hawkes Learning? Explore Hawkes’ materials here!

Hawkes Learning: A Game Changer for Math Courses

February 27, 2025

Sheri Stewart, a lecturer at Prairie View A&M University, has found Hawkes... Read More

We’re thrilled to once again team up with students from colleges and universities nationwide for our exciting internship program, the Hawkes Learning Student Ambassadors! Each semester, these selected students provide guidance and personalized support to their peers on campus, helping them navigate homework assignments, create practice tests, master best practices for using Hawkes’ courseware, and much more. Continue reading to meet this semester’s exceptional and talented group of Student Ambassadors. Piper from Ball State University Piper Kinder is a freshman at Ball State University in Indiana who is currently studying Radiography. Next year, she will be at the IU Health Methodist Hospital in Indianapolis to complete her clinicals. After her graduation in August of 2026, she plans to work as a medical imaging professional in X-Ray, CT, and MRI. When she is not busy with school, Piper enjoys spending her time with family and friends and working out! Terrell from Mississippi Valley State University Terrell Booker is a sophomore at Mississippi Valley State University pursuing a bachelor’s degree in computer science with a focus on cybersecurity; he currently holds a 3.00+ CGPA on a 4.00 scale. His ultimate goal is to become a cybersecurity professional, and he plans to earn industry certifications such as the CompTIA Security+ to advance his career. Terrell was born and raised in Memphis, TN. He loves collaborating with his peers on technical challenges, and in his free time, he enjoys programming and following the NFL season. Inam from University of Virginia’s College at Wise Inam Osmani is an aspiring data scientist with a passion for coding, statistics, and leveraging data-driven solutions for social issues. He enjoys reading, playing guitar, and working out in his free time. With an analytical mindset, he aims to apply his skills in coding and statistical analysis to create meaningful impact in his field. John from University of Mississippi John Stubbs is from Mobile, Alabama, and is a Freshman at the University of Mississippi. He is in the Patterson School of Accountancy and is a member of the Mississippi Gamma chapter of SAE. John has striven to maintain a high academic standing, as shown by his inclusion in the National Honor Society and continuous appearances on the honor roll in high school and college. John is the oldest of four and a big role model for his younger brother and younger twin sisters. John enjoys spending most of his free time with friends, on the golf course, or in the woods. John was on a two-time state championship-winning golf team in high school, as well as a member of the football team. John loves to spend time with family at their hunting camp in Catherine, Alabama, by hunting the big fields or just sitting by the fire and relaxing. Sonja from SUNY Old Westbury Sonja Jerome is a Biological Science major at SUNY Old Westbury. Her dream is to teach biology and do meaningful research. When she’s not studying for her next exam, she loves to spend time with family and friends. She likes the beach, reading, writing, running, skating, visiting new places, and weight training. Her goal for this year is to learn how to swim. Trenton from Prairie View A&M University Trenton Jeffers is a Junior at Prairie View A&M University. He is studying mathematics and hopes to get his teacher certification so that he can teach future students in various math classes. He loves to play video games and watch football and basketball in his free time. This is his third semester as a Hawkes Learning Student Ambassador. Vatsal from University of North Carolina – Charlotte Vatsal Bhakar is into finance and stock markets, learning more about investments and following economic trends. He is a hardcore Chicago Bears fan, and he enjoys watching the NFL. Having a taste for adventure in and above water, he has gone scuba diving in Florida. Vatsal is also an Eagle Scout, reflecting leadership and commitment to community service. Ada from Guilford College Ada Boroughs is a first-year student at Guilford College in Greensboro, North Carolina. She is double-majoring in Creative Writing and Environmental Studies, and hopes to someday work in conservation in addition to becoming a published author. Outside of school, Ada enjoys reading, writing, drawing, listening to music, and dancing, the latter of which she pursues with Greensboro Ballet. She is a huge fan of J.R.R. Tolkien, The Arcadian Wild, hot chocolate, and petting every dog she meets, and if you visit her Pinterest board, you will find dragons, roses, vintage maps, and a collection of delightfully cheesy Lord of the Rings memes. Are you interested in becoming a Hawkes Student Ambassador? Learn more about this exciting internship opportunity and submit your application here!

Meet our Spring 2025 Student Ambassador team!

February 21, 2025

We’re thrilled to once again team up with students from colleges and... Read More

“Combining the narrative mode with a purposeful assignment and incorporating some AI might be an answer to writers who lack confidence, instructors who are suspicious of the value of narrative writing, and educators who distrust the use of AI for writing essays.” Professor Elizabeth Cobb If we want our teaching to take hold, to matter to our students, we all know our lessons must point to the real world. To accomplish this from the starting line, I have relied on beginning each semester with narrative writing. Over the years, I have listened to colleagues’ criticisms of this mode of writing. Many of them argue that it is not academic enough. With the advent of AI usage in our composition classes, though, I have observed this attitude come full circle. Whenever a big change in education occurs, we find ourselves reassessing our objectives, our goals, and our assignments, and this is why I think more writing teachers are willing to take a second look at narrative writing as a bona fide and worthwhile endeavor. Indeed, partly to discourage the heavy AI copy-and-paste strategy of many reluctant writers, I decided to reimagine my narrative essay assignment in my developmental reading and writing course. But I also wanted my students’ stories to contain a real-world application, so I put a new spin on their first essay which spawned my “narrative business letter” assignment. The prompt for the assignment is: “You will be writing about yourself but for the specific purpose of introducing yourself and ‘selling yourself’ for admission into an academic program OR for applying for a specific job. Essay writing can take different forms, but that isn’t always obvious to students. I wanted you to have a real-world experience with writing on this essay with a specific audience in mind and a specific purpose for telling your story.” I jumpstart the assignment with some pre-writing activities as taught in Hawkes’ Foundations of English, Chapter 7.3 “Choosing Topic and Scope for a Longer Text.” I jumpstart the assignment with some pre-writing activities as taught in Hawkes’ Foundations of English, Chapter 7.3 “Choosing Topic and Scope for a Longer Text. In particular, students can use “free-writing,” writing non-stop on their essay ideas for a set length of time (I suggest five minutes) to generate initial thoughts. Then, they can use “grouping” as taught in the chapter to begin organizing what they wrote. This strategy could even take a graphic form such as a mind map or cluster wherein the writer groups ideas from their free-write into categories for their narrative business letter. Their groups might consist of “personal anecdote,” “experience,” “practical skills,” and “soft skills.” After the idea-generation phase, students can begin to form a working “purpose statement” as taught in Chapter 7.4: “Writing a Thesis or Purpose Statement.” For the narrative business letter piece, they will need to express what they are applying for and how they are qualified for the endeavor. Completing this step will allow students to move on to organize their main ideas into an outline form which is covered in Chapter 7.5, “Organizing and Outlining a Longer Paper.” The “Working Outlines” section of this chapter does a particularly good job of explaining how the pre-writing activities of free-writing, grouping, and thesis development can naturally lead to outlining their essay. On my assignment sheet I offer guidance on what should be included in each paragraph as can be seen below: Introductory Paragraph “In a friendly, professional manner, introduce briefly who you are and why you are writing. Try to do this in a creative, attention-getting way.” What a student wrote: “Understanding. Time consuming. Perspective changing. Motivating. Leadership. Relationship building. Change. Flexibility … I know that if I were accepted into the Elementary Education program at FGC, I would be an example of what patience looks like and how to use it in everyday classrooms. With multiple experiences, I feel I am qualified to be a part of this program not just to learn more, but to be an example.” Body Paragraph #1 “Lead into a condensed biography of yourself to give your reader an idea of who you are and a bit about your background. Choose your details wisely to fit the purpose of your letter.” What a student wrote: I grew up in Iloilo, a small city in the Philippines, and I was surrounded by people with gentle hands, people who love and care for each other all the time. As a child, I was a dreamer… when I was in third grade, my teacher asked us what we wanted to be when we grew up. I confidently raised my right hand and answered, ‘I want to be a nurse when I grow up.’ I heard, “ohhhs” from my classmates and it made me feel like a celebrity, which then inspired me further to pursue that dream.” The student goes on to trace the development of her interest in the nursing field. Body Paragraph #2 “Transition from your more general biography to sharing one anecdote [brief story] of something important that happened in your life that would somehow be related to your chosen academic program or job. If, for example, you plan to apply to the EMT program at FGC, you might choose to share the time you witnessed your neighbor’s fire and assisted the EMS team in ensuring all the people got out of their house. Obviously, this experience could influence a person’s decision to become a firefighter or a paramedic.” What a student wrote: “Interestingly, I noticed that I have a unique bond with children as I can make them stop crying, or I can make them laugh easily. One time, my one-year-old cousin was throwing tantrums and wouldn’t stop crying. It was around ten minutes of non-stop wailing to the point that she was turning blue. I saw how her mother panicked…” [The writer finished the story and explained how she has developed some nursing skills naturally.] Body Paragraph #3 “From the story you shared in the previous paragraph, segue into an explanation of the knowledge and skills you can bring to the program or job in which you are interested.” What a student wrote: “Although I am only in the beginning of my teaching career and still have so much to learn, I believe I would be a great attribute to the Elementary Education program at FGC.” [the student goes on to discuss several soft skills she has developed.] Conclusion “Without sounding too repetitious, wrap up your letter by reminding your readers of what it is about you that sets you apart, and that will show them what you can and desire to contribute to their program/organization. You can refer to something in your bio or your anecdote as well. This is your last chance to make your mark.” What a student wrote: “Being dedicated, hardworking, flexible, willing, and patient will only help me succeed in the Elementary Education program and future. I will always have a desire to learn more and improve myself in any way possible. I hope you have felt my passion and love for teaching and will accept me to be a part of this program.” To support my teaching of this specific organization pattern, I find that Chapter 7.8 “Using Paragraphs Effectively” closely matches the composition skills I am trying to foster in my students: hooking the readers’ interest in the introduction followed by a clearly articulated thesis; using anecdotes, descriptions, examples, and reflections in the body paragraphs; and sharing the writer’s overall takeaway on the subject in the conclusion with a call for the reader [the employer or college administrator] to take action in considering their application. A couple of other important aspects of the project’s process are the peer review element and the review of a business letter format. Students submit their rough drafts to a peer review assignment in Canvas. This feature in Canvas allows me to set up anonymous peer reviews, which are assigned by Canvas. This gives them a chance to see how another student handled the assignment, and when they provide feedback, I think the assignment encourages critical thinking about the task at hand. Additionally, I provide a simple lesson on how to set up a business letter, and there are plenty of resources available from a quick Google search as well. Making assignments meaningful is a step in the right direction in demonstrating to students that writing can be useful and purposeful. An assignment such as this could provide them with a positive experience and help them gain confidence in writing, which might discourage copying and pasting from AI. However, there are places in the process where I could introduce responsible use of AI technologies, such as the idea generation phase, perhaps in researching what kinds of soft skills a person can possess or soliciting some ideas on what employers look for in an application letter. It would also be helpful to look up letter formats using AI. I will move toward integrating some of these strategies in the future. Combining the narrative mode with a purposeful assignment and incorporating some AI might be an answer to writers who lack confidence, instructors who are suspicious of the value of narrative writing, and educators who distrust the use of AI for writing essays. References: Foundations of English. Hawkes Learning, 2023. To learn more about Hawkes’ Foundations of English textbook and request a preview, please click here. Meet the Author Professor Cobb holds a master’s degree in English and boasts an impressive 25-year career in teaching across various educational settings, including high schools, universities, and community colleges. Currently, she dedicates her expertise to a small, rural community college in Northeast Florida, where she has been an integral part of the academic community for 15 years. In her current role, Professor Cobb passionately teaches developmental reading and writing, freshman composition, and a survey course in literature. The diversity of her student population in this beautiful, wooded part of the country brings her immense joy and fulfillment.

Making the Narrative Mode Meaningful – A Guest Blog by Professor Elizabeth Cobb

February 11, 2025

“Combining the narrative mode with a purposeful assignment and incorporating... Read More

Our Hawkes Student Ambassador Raegan Fisher interviewed Professor Jacob Kaltenbach, PhD, a multidisciplinary and professional studies professor at Purdue University Global. Professor Kaltenbach currently teaches composition courses in the English and Rhetoric Department at Purdue Global. He has also previously taught in the Humanities Department, including various critical thinking, literature, and philosophy courses. In the future, he hopes to teach the new doctoral-level writing course for Purdue Global graduate students. Professor Kaltenbach has been teaching for more than 30 years at universities across the country and around the world, including more than 20 years in the online format for Purdue Global. In this interview, Professor Kaltenbach shares his experiences using Hawkes and how it has supported student learning outcomes in their courses. *Interview questions and responses have been slightly edited for content and clarity. What do you find is your favorite thing about teaching? I really take pleasure in helping our students better represent themselves using the written word to better express themselves and to integrate their critical thinking skills into their professional communication. At the same time, I learn so much from our students myself. I get the chance to teach students from all different disciplines. Our assignments encourage students to cover recent trends and changes in their fields, as well as their hobbies, communities, and careers. For example, our students write on community proposals for change in CM220. I get exposed to all these different, exciting ideas from these types of assignments—from human services, from the health fields, from industrial psychology, from entrepreneurship—which is almost like having a subscription to a wonderful magazine. I get exposed to so many new trends in different fields, and that keeps me interested in my work, in figuring out the best ways to help students leverage their existing professional communication skills for their career advancement. I have the opportunity to hear perspectives from all different regions of the country, as well as many people overseas. How long have you been using Hawkes in your classroom? I’ve been teaching with Hawkes in our English courses for about five years at this point. I participated in the early trials of Hawkes being integrated into our classes. We’ve seen some real benefits for our students and had the chance to really customize support for our students. Hawkes is one of our most essential tools to help target those different skill levels and different learning needs. What would you say is your favorite thing about Hawkes and using it? I defer to the students, and students tell me it challenges them. The same students will tell me they enjoy the content, the mode of delivery, the chance to build skills, and seeing their efforts validated through the Certification mode. That’s the kind of review we want to see from our students, right? I mean, you don’t want to hear, “This was easy, and I liked it,” and you don’t want to hear, “This was too hard, and I hated it.” They are saying, “This is really tough, but I enjoyed it.” I think that’s the sweet spot we want to see as educators. Did you find that the students appreciated the opportunity to use the Practice mode as much as they personally needed to? As a learner of other languages, if I’m learning Spanish or French, Russian or Chinese, and I am in a region or country where the language is spoken, I can go out on the street the next day and use a new skill I learned in the classroom. The moment I use it, it activates it, and it becomes real. There’s a real disconnect if you were just learning it theoretically and not applying it. I think Hawkes’ model does that in a way because you’re relearning these skills that you touched on or learned by osmosis in grade school, but you’re putting them to work in your papers right away. Hawkes helps students reflect on what they’ll need to go back and redo. Students can connect areas they did not 100% internalize, and I think Hawkes helps them actually internalize the material. Do you believe Hawkes stands out as a helpful resource among other resources that might be available to students? Yeah, absolutely—our students are very busy. Many of our students are full-time working adults and often parents as well. I think, on the one hand, they don’t have time to look for many other tools. It’s really nice that Hawkes is integrated into our courses. Hawkes is also where the students get the sense that they’re receiving some extra help, and they’re getting it from an outside voice. What goes alongside that is our own Writing Center, and I think they work together quite nicely. Because our faculty has been involved in customizing our application of Hawkes, we’ve ensured continuity and correspondence between our resources and the Writing Center resources. The Writing Center resources stand out too, so I think that they’re a perfect complement. I wouldn’t want to see one without the other. Have you found Hawkes to be helpful in building the students’ self-checking skills? That’s what makes a good editor. I tell students who already have these really advanced professional writing skills, there’s always a place to learn from. I think you learn from what you do, and what many of our students can also learn to do is to become a better editor of their own work, which requires self-checking. I think Hawkes models that a little bit in its Certification method. Have you noticed a difference with your students’ learning and grades since using Hawkes? Absolutely—just the ability to refer our students to both Hawkes and the Writing Center—that helps diminish the frustration. We can cut down on the kind of deferred questions and issues that are going to affect student retention and success. Additionally, many students defer their questions. This is like deferred maintenance on your house; it’s going to catch up with you eventually. That’s often why a paper fails. This can be a simple question such as, “Do I need another source here?” or “Do I need a better transition here?” I think students are sometimes afraid to ask those questions of the instructor, who will also be involved in their assessment and grading process. I try to encourage students that there are no stupid questions. I’m not going to review your whole paper and give you a grade in advance of grading, but if you ask me, “Is my tone and voice consistent?” I’m going to look at it and give you an answer. I think Hawkes helps students build that self-check skill, and I think it helps cover some of the questions that they might have and may not ask me. They get the answers for themselves through Hawkes, and if it doesn’t answer their question, it spurs them to communicate with me because it gives them a vocabulary. Students are afraid to ask a question because they don’t have the terminology. Hawkes gives you that terminology. The student can then realize, “OK, I’m having a problem with passive voice, so I’ll ask Professor Kaltenbach.” The students are empowered and given that terminology to come back with some measure of expertise to the classroom space. I think that builds confidence. I’m pretty sure we’ve seen an increase in our retention and success rates in CM107 over the last five years, and I don’t think we can ignore Hawkes as a contributor to that increase. Do you have anything else you want to add or any information you would like to share for other students using Hawkes? I think that Hawkes’ approach definitely improves our students’ basic skills, and it improves their eventual writing assignment grades. We don’t offer test scores, so I can’t say it boosts our students’ test scores in this way, but it boosts your final assignment grades. These skills need continuous revisiting. They need continuous improvement, and the approach that Hawkes offers to adult learning is very effective, as is its platform design. I can’t imagine our current course without Hawkes as part of its learning environment. I really appreciate the opportunities that Hawkes has offered many of our students to succeed in the CM107 class and outside the courses. Meet the Author Raegan Fisher is a student at Purdue University Global pursuing an advanced degree in Health Care Administration. She is a health care professional with over 25 years of experience in the industry and plans to use her degree to further her goals of becoming a health care administrator. In her personal life, she is a wife and mother of two teenage daughters. She enjoys spending time with family, pets, cooking, reading, and attending her girls sporting and other extracurricular activities.

Instructor Spotlight – Dr. Jacob Kaltenbach from Purdue Global

January 27, 2025

“The addition of AI Tutor in Hawkes Learning is an exciting step forward in building stronger supports for student learning!” – Professor Hunter Chandler, Bluegrass Community and Technical College Like Professor Chandler, I am extremely excited about Hawkes’ new learning tool, AI Tutor, and I want to share more information on how well the launch has gone. On October 1, 2024, Hawkes Learning proudly launched the AI Tutor—a groundbreaking tool designed to provide students with personalized, on-demand support 24/7. While we are still in the early days, it has already shown tremendous potential in establishing how students and instructors can leverage AI tools in a learning environment. Based on market feedback, we have the leading AI tool in use in higher education today. Built on Hawkes’ proven pedagogy and trusted content, AI Tutor meets students where they are, delivering real time assistance in a safe and supportive learning environment. Key Objectives AI Tutor was created with these core goals in mind: Support Where it’s Needed—When it’s Needed – Today’s students benefit from help exactly when they need it. AI Tutor is always available to supplement instructors and provide timely assistance. A Safe, Secure Learning Space – By combining Hawkes’ trusted content with advanced AI technology, AI Tutor delivers precise, reliable guidance in a safe, secure learning environment. Promoting Critical Thinking – Rather than providing quick answers, AI Tutor encourages students to engage deeply with their work by offering thoughtful, relevant hints and guiding them on where to begin. A Judgement-Free Space to Learn – Students can freely ask questions and explore concepts without fear of judgment, fostering confidence and curiosity in a supportive environment. AI Tutor converses empathetically, providing support even when learning becomes frustrating for the student. Designed with the Instructor in Mind – Instructor feedback played a crucial role in shaping AI Tutor, ensuring alignment with classroom teaching methods to seamlessly extend instructor reach. How We are Achieving This Hawkes Content: By integrating AI Tutor with our trusted, robust curriculum and legacy tutoring aids, students are given precise and actionable support. Hawkes Pedagogy: AI-powered support is designed to align with the proven teaching methods instructors rely on, ensuring a seamless and consistent classroom fit. Enhanced User Experience: We have prioritized simplicity and targeted prompts and focused responses to engage students and maximize learning outcomes. Early Results & Insights After nearly three months, we are thrilled with the results! While over 40% of our users have tried AI Tutor, daily usage stands at an impressive 15% of active users with steady engagement since launch. Feedback from both students and instructors has been overwhelmingly positive, highlighting AI Tutor’s ability to provide timely, accurate, and empathetic support while maintaining a non-judgmental, secure learning environment. “Hawkes’ new AI Tutor tool creates a safe space for me to ask questions I might hesitate to ask in a classroom setting for fear of being judged. It feels like I have a private tutor who allows me to explore the topics and learn at my own pace!” – Lauren Zafonte, student at Nassau Community College At the same time, we have identified valuable opportunities for growth. For example, some students prefer a more subtle approach for when AI Tutor steps in after periods of inactivity, and we’re eager to fine-tune this experience. Additionally, while the tool is performing well across disciplines, we are actively exploring ways to enhance mathematical explanations by incorporating alternative models and refining how the AI processes data. The Road Ahead We are just getting started—we can’t wait to expand on AI Tutor with innovative features like multilingual support, speech-to-text functionality, and self-diagnostic tools. These enhancements will enable us to reach even more students and provide an even richer learning experience. The early success of AI Tutor reinforces our belief in the transformative power of AI in education. By offering personalized, on-demand support in a safe and encouraging environment, we’re empowering students to unlock their full potential. Together, we are not just adapting to the future of learning—we are actively shaping it. Thank you for joining us on this journey!

Hawkes’ AI Tutor: A Promising Beginning | Written by G. Scott Virkler, CEO of Hawkes Learning

January 8, 2025

“The addition of AI Tutor in Hawkes Learning is an exciting step forward in... Read More

Our Nassau Community College Hawkes Learning Student Ambassador, Lauren Zafonte, had the pleasure of interviewing Dr. Murray Fullman and learning more about his devotion to teaching, especially as it relates to using Hawkes Learning. After 62 years of teaching, Dr. Fullman has seen it all – from teaching at the college level to junior high and high school. His passion for education and connecting with students has kept him going strong. Now, he’s found a valuable tool in Hawkes Learning for the past 6-7 years, which he uses for his Intro to Psychology courses. Dr. Fullman praises Hawkes’ concise, engaging content and the variety of learning modalities it offers students. He’s also been impressed by the exceptional support system from the Hawkes team. Truly an inspiring educator! *Interview responses have been lightly edited for content and clarity Can you start by telling me a bit about how long you’ve been teaching? I am probably going to shock you with this, but believe it or not, I’ve been teaching 62 years! I have been at Nassau Community College for 56 years. I actually started teaching when I had a graduate fellowship for my master’s degree. I’ve taught every level. I went from a graduate fellowship or teaching at the college I went to for my doctorate, where they never sent off my transcript, so I wound up teaching at a junior high school because I had to find a job. I ended up leaving the junior high because it was down in the South where I was only allowed to teach history up to 1865. Any memorable moments you’d like to share from your teaching experience? One of my students became a very famous singer. I was teaching at Hicksville High School, where he went at the time, and he played on Friday nights at the dances. I always say, if you find a job that you enjoy doing, you’ve worked the last day of your life. The interaction with students is my favorite part of teaching. I love being with people. When I get students like yourself, that to me is the most rewarding thing about teaching. You feel a sense of accomplishment, and I feel fortunate as to the number of people who are my colleagues now who really have gone into the field because of my influence. I was standing in line to board a plane during one of my many commutes between New York and Florida, because I taught in both states for 16 years, and suddenly a student walked up to me. He asked, “Are you Dr. Fullman?” He said he knew it was me because of my smile. He told me he is in the field now and actually has four offices. That to me, is the most rewarding thing. How long have you been teaching with Hawkes? When you first contacted me, I looked it up to see how long it had been. I was originally contacted by a fabulous representative. She came up to Nassau Community College and asked if she could demonstrate the courseware. She did such a fabulous job that I was totally enthralled by the program and what it had to offer. That was back in 2018, so I’ve been using Hawkes for quite a while. Which classes are you using Hawkes for? Intro to Psychology. Believe it or not, when I first came to Nassau, I did not like teaching Intro to Psychology. Before Hawkes, I only taught Abnormal Psychology for about 25 to 30 years. Then when I was introduced to Hawkes, I said to myself, maybe it is time for a change of pace. Since then, I do not even teach Abnormal Psychology. I love Hawkes so much that I will only teach Intro to Psychology. Would it be correct to say you’ve noticed a difference in the students since using Hawkes? Yes, I noticed the difference immediately with Hawkes. I’m the type of person that likes to be succinct and get to the point. I read Hawkes, and I find it really enjoyable. It’s short. It’s simple. I like the fact that you can get through reading the text without dragging yourself through it. I really think they are doing an excellent job. What is your favorite thing about Hawkes? Their resources are fabulous. The opportunity for the student to learn on multiple levels is incredible. We all have different learning modalities – some of us are visual learners and some of us are auditory learners. So, if you happen to be an auditory learner, you have the opportunity to listen to the material. I highly recommend Hawkes; I tout it off to other people when I’m talking about it. I think the support system is absolutely phenomenal! Meet the Author Lauren is a freshman Nursing major at Nassau County Community College, where she maintains a 3.9 GPA and a spot on the Dean’s List. She aspires to one day become a Psychiatric Nurse Practitioner specializing in mental health. Her favorite classes are psychology and English. She is proud to serve as Treasurer of the ASAP (Advancing Success in Associate Pathways) program at NCC. While she does occasionally enjoy a good Netflix binge, her true loves are reading, poetry, and audiobooks. Lauren has a three-year-old pitbull, Luna, who loves to play and run, which keeps her active.

Instructor Spotlight – Dr. Murray Fullman of Nassau Community College

December 20, 2024

Our Nassau Community College Hawkes Learning Student Ambassador, Lauren... Read More

Hawkes Student Ambassador Kristin Jellison recently sat down with Associate Professor of Mathematics Paul Patison to learn more about his experience using Hawkes Learning at Navarro College. Professor Patison, a Navy veteran, embarked on a teaching career after completing a program sponsored by Texas A&M University-Commerce. He later earned a Master’s degree and found his passion for teaching at the college level. In this interview, Professor Patison shares insights into his Hawkes journey – from first adopting the platform in his classes to the impacts he’s observed on his students’ learning outcomes. Learn more about Professor Patison’s experiences below. Please describe your academic journey and what made you fond of the academic system. I graduated high school at 18 and I didn’t go straight into a college or a preparatory program. I was in the Navy from 18 to 22, and then when I left the Navy, I already had a family. That said, I had to work to support my family and therefore was only able to attend school part-time. As I approached 30, I found an educator preparation program at Texas A&M University-Commerce that was on the Navarro College campus and started taking the classes. Paul (front row, second from the left) receiving a Navy unit commendation award in 1990. I thought, “You know what? This might be my calling.” After I got my certification, I taught in the ISDs for 15 years from elementary to junior high and even high school with some dual credit classes. I had already worked to achieve my Master’s degree. I started teaching at Navarro for 7 years and have loved every minute. When you teach, do you take inspiration from anywhere or anyone? I had an instructor when I was working on my teaching degree at Texas A&M University-Commerce who inspired me. She challenged me on the very first night of class when I had to take a competency exam. When she was passing out the test, she stopped right in front of me, looked at me, and said, “I bet you $10 that you can’t pass this.” I would say that pushed me to seek and learn. So, I would say that instructor definitely inspired me to always continue to be better. As we reflect on your academic journey, is there a specific moment you recall working with a student where you were reminded of why you love teaching? I’ll just put this in a general sense, wrapping up more than one story or one person into one. Students will come to you for tutoring, but they’re reluctant. They’re like, “I don’t know why I’m not getting it, but if this is going to help me, then I’m going to come to you.” As they build that relationship with you, they start to trust you. Then they’re like, “You know what? I am gaining a little bit of confidence here. Yes, I can do this!” I think that is key, even at the college level. They can show their work to a professor and ask, “Am I doing this right?” and when they get the confirmation that yes, they are getting it, it just boosts that confidence to do it on their own, especially through the Hawkes program. How have you seen the Hawkes program support students? Hawkes supports the students simply because if they are not ready to demonstrate mastery of the lesson, they can get into the practice section and work on it. What I like about Practice is that students can skip lessons they have a firm grasp on already. For example, if there are five objectives in a lesson, and they are confident in two out of the five, they can just work on the three objectives. They don’t have to keep working over and over again on concepts they already mastered; instead they can simply focus on the three objectives that they’re struggling with. Also, the step-by-step solutions – I mean, you couldn’t ask for anything better! Really it’s a guided solution that the students can work through. How do you incorporate Hawkes into your teaching style and how you approach math? Typically, the problems are presented in Hawkes mirror how I teach. I’ve tried other products, but the problems are just not structured the way I teach. I use the Webtest tool to help my students, so students can mimic the testing environment and help ease their test anxiety. What classes do you teach? I teach College Algebra 1314, and NCBM 0314, which is the support class for College Algebra. I teach 1324 which is Elementary Statistics, Business Math I, and Business Math II. Business Math II is sometimes referred to as Business Calculus. You mentioned that you like how Hawkes allows Practice before doing the Mastery; therefore, students can get comfortable with the subject before moving on. Would you say that the Practice feature in Hawkes is your favorite? Yes, Practice is my favorite because of the tools that are built-in to help students. I hear from students that working in Practice is very encouraging, instead of jumping straight into Certify. There are so many students that come to us with math anxiety, and I think Hawkes does help relieve a little bit of anxiety with mathematics. Ultimately, it takes away the pressure of getting a grade. Meet the Writer Kristin Jellison is a Hawkes Student Ambassador for the Fall 2024 semester. Kristin is a sophomore at Navarro College where she is majoring in chemistry and plans to transfer to a 4-year university for forensic chemistry. Her academic interests include math and sciences, but outside her studies she enjoys reading and writing. After graduation, her career goal is to work in a forensic chemistry lab.

Hawkes Instructor Spotlight – Paul Patison of Navarro College

November 11, 2024

Hawkes Student Ambassador Kristin Jellison recently sat down with Associate... Read More

My students no longer saw the course as a struggle between the professor and the students, but as a team effort… It changed an ‘I-win-you-lose environment’ into a ‘win-win environment.' Dr. Lawrence (Larry) Marsh has used Hawkes since the 1980s. When he initially adopted Hawkes Learning’s materials for his courses, he adopted Dr. James Hawkes’ Adventures in Statistics. Throughout the years, Dr. Marsh has watched Hawkes grow into what it is today. Dr. Marsh enthusiastically tells other instructors about the excellent resources Hawkes provides, and as of recently, he has spread this excitement around the globe! Over the summer 2024 semester, Dr. Marsh implemented Hawkes’ Discovering Business Statistics in his regression analysis course. This course was unique in that it was taught in the Tunis City of Sciences, a major educational and cultural institution located in the capital city of Tunisia, under the sponsorship of Carthage University, Avila University and the United States Embassy. The Tunis City of Sciences (Cité des Sciences à Tunis)1 The course was taught in a lecture format with the assistance of two Tunisian professors who showed the students how to use MINITAB and EVIEWS to run the regressions for the Hawkes Learning exercises. In the afternoons, Dr. Marsh would provide additional opportunities to support the students in their homework. meet with the students in a conference room to help them with their Hawkes homework. He could quickly see the students were eager to learn and participate in the course. After his summer course, Dr. Marsh shared the following comments: Hopefully, the students learned an important lesson. Under colonial rule and/or a dictatorship, it is more about who you know, and not so much about what you know. I was allowed to recommend one student for a full scholarship to attend Avila University. I recommended a student who had successfully completed all of the Hawkes’ homework well before the others. I hardly noticed him, but he did the work and got the full scholarship recommendation. The students could see that under freedom and democracy, it is what you know that counts. The students learned about regression analysis and the Hawkes Learning System, but they also learned that it is hard work and accomplishment that really matter in a land of freedom and equal opportunity. My Tunisian experience shows, once again, that the Hawkes Learning System is spreading around the world to, hopefully, be available to benefit all students everywhere. In addition to the Hawkes homework lessons, the students were required to carry out a statistical study as a research project and give a presentation to the class. Dr. Marsh says that he chooses Hawkes time and time again due to the great framework it provides to instructors. He has found that it helps him keep track of his teaching materials while also providing further support resources to him such as activities and exercises for his homework and tests. He also appreciates how Hawkes provides a supportive learning environment for students outside of the classroom. He says, “My students needed a place to learn and gain a better understanding of the course material during times when I was not there to help them. The Hawkes ‘Practice’ exercises are excellent and give my students a very solid understanding of the material.” Dr. Marsh values how Hawkes allows instructors to pinpoint where students spend the most time on their homework. This insight helps him tailor his lectures more effectively, enabling him to emphasize key concepts in class. As a result, students can complete their assignments more easily and use their time more efficiently. “A gamechanger for the professor-student relationship.” Dr. Marsh describes Hawkes as “a gamechanger for the professor-student relationship.” He says, “by using the Hawkes software, my students no longer saw the course as a struggle between the professor and the students but as a team effort with the professor helping the students be successful in achieving certification. It changed an ‘I-win-you-lose environment’ into a ‘win-win environment.'” The professor was no longer seen as the barrier to student success but as providing great encouragement and assistance to the students in gaining a more complete understanding of the material needed to certify in the Hawkes software homework exercises, quizzes and exams.” Dr. Marsh says that his student course evaluations have improved significantly by using Hawkes Learning. He says, “The Hawkes system got me better organized and gave my students excellent instruction to supplement my classroom lectures to give my students a more complete understanding of the material.” Nasreddine Nas’h, CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0, via Wikimedia Commons ↩︎

Dr. Larry Marsh Testimonial: “Supporting Students through Hawkes Learning – Domestically and Internationally”

October 16, 2024

Hawkes Learning, a leading provider of educational technology solutions, is excited to announce the launch of its newest innovation, AI Tutor. Launched October 1st, and available in all Hawkes courseware, AI Tutor is a secure, AI-driven tool designed to empower students by providing immediate, individualized support with contextualized responses, enhancing mastery, and building confidence. Extending Instructor Impact with AI Tutor AI Tutor acts as a personal tutor for each student, offering guided prompts and simplified explanations to help them better understand complex material. This student-directed learning aid encourages learners to seek in-the-moment guidance as they navigate their coursework, ensuring they remain focused and engaged without external distractions. “Hawkes already has many student support aspects built into the learning sequence, and this is just one more tool in the toolbox!” shared Professor Emily Carpenter of Seminole State College. “The autonomy that students will exercise utilizing the AI Tutor to get automatic support will be invaluable as they build academic success skills AND conceptual knowledge.” “AI Tutor is aligned with my favorite feature of Hawkes–students are never alone. The program is there to support them even if I can’t be.” — Professor Melinda Clardy, South Louisiana Community College A Secure and Ethical Approach to AI in Education With a strong emphasis on security and ethical practices, AI Tutor offers instructors peace of mind by operating within a secure environment. The AI references only vetted Hawkes instructional content, protecting user data and preventing the sharing of answers. AI Tutor encourages a thoughtful approach to learning, prompting students to engage deeply with the material. Explore the Future of Learning with AI Tutor Hawkes Learning invites educators and students to explore how AI Tutor can transform the learning experience and drive student success. This innovative tool represents the future of education, providing a secure, student-centered approach to mastering course material in a technology-forward future. Experience AI Tutor in action at the Innovative Educators Virtual Summit, the industry’s largest gathering of higher education professionals from across the nation. This virtual Summit transcends professional development, offering educators from diverse backgrounds and institutions the chance to shape their teaching journeys through cutting-edge presentations, modern pedagogical approaches, and practical implementation strategies. For more information about AI Tutor and how it can enhance the learning experience, please visit www.hawkeslearning.com/aitutor. “We are thrilled to introduce AI Tutor, a tool that aligns with our commitment to delivering trusted, high-quality, cost-effective educational content and materials,” said Scott Virkler, CEO of Hawkes Learning. “By staying within the course material, AI Tutor ensures that students receive accurate and curriculum-aligned support, tailored to their unique needs.” About Hawkes Learning Partnering with the higher education community since 1979, Hawkes Learning has harnessed the transformative potential of technology to provide reliable course materials and exemplary service in the shared pursuit of student success. By combining student-centered innovation with AI-based tutoring and a proven, mastery learning approach, Hawkes cultivates an effective learning experience for students while simultaneously supporting educators. For more information, please visit www.hawkeslearning.com.

Hawkes Learning Launches AI Tutor: The Future of Personalized Student Support

October 1, 2024

Hawkes Learning, a leading provider of educational technology solutions, is... Read More

Each fall and spring semester Hawkes recruits students to participate in the Hawkes Student Ambassador Internship Program. Hawkes Student Ambassadors serve their college or university by hosting weekly office hours, leading Hawkes trainings, and showing students best practices of maximizing Hawkes’ student tools for success. The Student Ambassadors also work with Hawkes in special projects such as writing for the Hawkes Blog, creating social media content, and more. If you’re interested in learning more about this internship opportunity and would like to apply for the spring 2025 semester, please visit this link: https://www.hawkeslearning.com/student-ambassador-internship Emaline from Piedmont University Emaline is a Sophomore at Piedmont University in Demorest, GA, and she majors in Communication Sciences and Disorders. She plays basketball for the university, along with being a SAIL navigator and an English peer tutor. After graduation, Emaline plans on working as Speech and language Pathologist. Outside of school, Emaline enjoys hiking and travel! Trenton from Prairie View A&M University Trenton Jeffers is a Junior at Prairie View A&M University. He is studying mathematics and hopes to get his teacher certification so that he can teach future students in various math classes. He loves to play video games and watch football and basketball in his free time. This is his second semester as a Hawkes Learning Ambassador. Kristin from Navarro College Kristin is a sophomore at Navarro College where she is majoring in chemistry and plans to transfer to a 4-year university for forensic chemistry. Her academic interests include math and sciences, but outside her studies she enjoys reading and writing. After graduation, her career goal is to work in a forensic chemistry lab. Lauren from College of Coastal Georgia Lauren Jones is a junior at the College of Coastal Georgia and plans to graduate in the Spring of 2026 with her bachelor’s degree in Middle Grades Education. With content area concentrations in Language Arts and Math, Lauren’s dream is to ignite students’ passion for reading and writing in the middle school setting. During her free time, Lauren can be found at the beach with her son and a good book. Rachel from College of Coastal Georgia Rachel is a sophomore at the College of Coastal Georgia, where she is majoring in Data Science. She hopes to use this degree to work for the FBI where she can use data to find criminals or at a major tech company like Microsoft. In her free time she likes to listen to music, play video games, and hang out with her youngest sister. Her favorite class is AI and Business Innovation where she learns about Artificial Intelligence and she hopes to use this knowledge to make an impact in society. Raegan from Purdue Global Raegan is the Senior Manager of Volunteers – North Puget Sound for Providence Swedish. As a busy professional she has found the time to go back to school and pursue a degree in Health Care Administration at Purdue University Global. She hopes to use this degree to further her career in the field of health care management. She is enjoying being back in the classroom even if it is a virtual one and currently holds a 4.00 GPA. In her free time Raegan enjoys spending time with her family and attending her kids’ sporting and musical events. She loves going to the local farmers markets and taking long bike rides through the beautiful trails of the Pacific Northwest. Spencer from Piedmont University This student accomplishes everything she puts her mind to. Spencer Davis is from Suwanee, Georgia. Before becoming a Hawkes Ambassador at Piedmont University, she began her studies at Brenau University in Gainesville, Georgia, where she was an honor student and member of the Omicron Chapter of Zeta Tau Alpha. Since transferring to Piedmont, she has done film work for the university’s Women’s Lacrosse Team, became a member or crochet club, and sister circle; a group created for young Black women to help them positively impact their community. Now that she is in her sophomore year at Piedmont and hopes to do more things with her free time and focus on her passions: reading, napping, sweet treats, volunteering at animal shelters, and writing letters to family. Lauren from Nassau County Community College Lauren is a freshman Nursing major at Nassau County Community College, where she maintains a 3.9 CGPA and a spot on the Dean’s List. She aspires to one day become a Psychiatric Nurse Practitioner specializing in mental health. Her favorite classes are psychology and English. She is proud to serve as Treasurer of the ASAP (Advancing Success in Associate Pathways) program at NCC. While she does occasionally enjoy a good Netflix binge, her true loves are reading, poetry, and audiobooks. Lauren has a three-year-old pitbull, Luna, who loves to play and run, which keeps her active. Nick from the University of North Carolina at Charlotte Nick Stevens is a sophomore at the University of North Carolina at Charlotte holding a 3.8 GPA. He is working toward a degree in marketing which he plans on using to get a job in the growing city of uptown Charlotte. He enjoys going to the gym as well as socializing with his friends at fraternity events and learning how to make new foods. Orion from Maine Maritime Academy Orion is the founding president of Maine Maritime Academy’s (MWA) Fencing Club. He is an older student who came back to school to finish a dual major program in Oceanography and Small vessel operations. Orion wants to work as a meteorologist with NOAA or NASA but likes the idea of being a boat captain as a backup plan.

Meet our fall 2024 Student Ambassador Team!

September 19, 2024

Each fall and spring semester Hawkes recruits students to participate in the... Read More

Today’s college students face a wide variety of challenges, both academically and personally, that can hinder their academic success. From struggling to grasp complex subject matter to general feelings of being overwhelmed by the demands of college life, many learners find themselves just scraping by, particularly in introductory-level courses, rather than truly thriving. To help address this need, a fresh pedagogical approach is necessary- one that puts the individualized needs of students at the center of instruction and provides the tools and support they need to take an active role in their own learning journeys. Diagnostics-Driven Instruction One major component of this student-centric model is the use of robust diagnostics. By assessing students’ strengths, weaknesses, and knowledge gaps, educators can develop personalized learning plans that target their specific areas of need. This data-driven approach ensures that instruction is tailored to each individual, rather than taking a one-size-fits-all approach. Maximizing Efficiency Diagnostic insights provided by innovative learning platforms can help optimize the educational experience for both students and faculty. By allowing students to identify and focus on their areas of weakness, diagnostic tools enable them to maximize the impact of their study time. Automated diagnostics and grading capabilities also streamline administrative tasks, freeing up valuable time for true instruction and engagement. “The diagnostic abilities of Hawkes are a game changer.” For UofL, this feature saved them from grading over 1,000 pen and paper assessments each term, allowing them to devote more resources towards direct instruction and support. Read more about how the REACH program uses Hawkes in their award-winning Learning Center. Carrye Wilkins Associate Director of the REACH Learning Center at the University of Louisville Fostering Deep Understanding Rather than simply pushing students through the material, this pedagogical approach of basing instruction on diagnostic insights focuses on cultivating a deep, lasting understanding of the subject matter. By encouraging active engagement, critical thinking, and problem-solving, students develop the skills and knowledge they need to succeed, not just in the short term, but throughout their academic and professional careers. Embracing Innovation As the landscape of higher education continues to evolve, so too must the methods used to educate and support students. By embracing cutting-edge technologies, adaptive learning platforms, and data-driven insights, implementing a student-centric pedagogical approach with diagnostics and individualized instruction ensures that you can stay at the forefront of innovation, constantly evolving to meet the changing needs of today’s learners. Empowering Students to Succeed with Hawkes By placing individualized student needs at the center of the learning experience, this pedagogical model empowers learners to take charge of their educational journeys and position themselves for long-term success. Hawkes Learning has embraced this student-centric approach, seamlessly integrating robust diagnostic tools into their courseware. These tools help students identify and address their knowledge gaps in real-time, creating personalized learning paths right in their student dashboards. With this data-driven insight, learners can maximize the efficiency of their study time and gain true mastery of the material by clearing the clutter and allowing them to focus on the concepts they need to develop further. To see how Hawkes’ diagnostic capabilities and other student-centered features can help drive student success, submit this short contact form to connect and chat with a Hawkes expert.

Empowering Students to Take Charge: A Diagnostic-Driven Approach to Learning

August 27, 2024

Today’s college students face a wide variety of challenges, both academically... Read More

In today’s fast-paced digital world, educators are constantly seeking innovative ways to engage students and improve learning outcomes. One tool that continues to prove effective, particularly with Gen Z learners, is the integration of video content into course materials. Key insights from a ScreenPal survey of over 500 educators reveal how video is being used to tackle educational challenges and enhance learning across K-12 and higher education. So, why has video become such a powerful asset in education? We can think of 10 reasons: Catering to a Variety of Students Every student has their own preferences for learning and studying. While some might thrive with just traditional textbooks, many of today’s learners absorb information more effectively with engaging visual and auditory experiences. Video content like those found in HawkesTV and Biology’s Concept Clips bridges this gap by offering a multi-sensory learning experience that can appeal to various learning preferences. Simplifying Complex Concepts Some academic concepts can be challenging to grasp through text alone, especially for visual learners. Videos can break down complex ideas into more digestible pieces, using visual aids, animations, and step-by-step explanations, significantly enhancing understanding. Increasing Engagement With students’ shorter attention spans, focused videos capture and maintain interest more effectively than long text passages. When students are engaged, they’re more likely to absorb and retain information. Flexibility and Accessibility Videos offer unparalleled flexibility in learning. Students can pause, rewind, and re-watch content as needed, allowing them to learn at their own pace. This is particularly beneficial for review sessions or when tackling challenging topics. Enhancing Lecture Preparation and Delivery For instructors, incorporating videos into instruction can add variety and depth to presentations. They can serve as excellent discussion starters or provide real-world context to theoretical concepts. Supporting Flipped Classroom Models Video content is a cornerstone of the flipped classroom approach, where students watch instructional videos before class and use class time for more interactive, hands-on learning activities to expand their knowledge of the concepts they learned at home. Providing Immediate Feedback When coupled with interactive elements like quizzes or discussions, video content can offer immediate feedback to students, helping them gauge their understanding in real-time. Accommodating Modern Learning Preferences Today’s students have grown up in a digital world where video is ubiquitous. Incorporating this familiar medium into education can make learning feel more natural and accessible to the current generation of learners. Facilitating Microlearning Short, focused videos align perfectly with the concept of microlearning – delivering content in small, specific bursts. This approach can improve information retention and make learning less overwhelming, especially for introductory-level students. Expanding Access to Expertise Video allows students to benefit from expert knowledge beyond their immediate instructors. Guest lectures, interviews with field experts, or demonstrations by industry professionals can all be easily integrated through video content. The integration of video into course materials is more than just a trend – it’s a powerful tool for enhancing the educational experience. By leveraging the unique benefits of video content, educators can create more engaging, effective, and accessible learning environments for their students. How Does Hawkes Integrate Multimedia Elements? Hawkes’ student software directly integrates video into the platform to diversify instructional content and empower all types of learners. For example, Biology features 48 short, 2-3 minute Concept Clips, followed by immediate knowledge check questions to help students assess their understanding and identify areas for additional studying while they work. These Concept Clips break down complex biological concepts into easily digestible pieces, helping students grasp intricate and complex concepts quickly and effectively while promoting active learning. Students of all disciplines can also find helpful chapter and lesson-level videos on our free, open-source site, HawkesTV. Are you ready to explore how video can transform your course materials and improve learning outcomes? Click here to request a personalized demo and see the power of video-enhanced homework in action!

10 Reasons to Integrate Video in Your Course Materials

August 27, 2024

In today’s fast-paced digital world, educators are constantly seeking... Read More

As a student, I am often enrolled in online curriculum to complete assignments and take tests. I’ve used multiple online services for classes, but out of all of them, I’ve enjoyed Hawkes Learning the best for several reasons. My Four Favorite Features: Three-step process for each lesson Clear and helpful dashboard Easy simple functions Tutor options for incorrect problems Three-Step Process for Each Lesson Before using Hawkes Learning, I would stress over every word our professor said in class, painstakingly read every word of the book, and still get confused on homework. I would get problems wrong, and never learn why. With Hawkes, the three-step process of Learn, Practice, and Certify gave me the tools I needed and confidence I lacked. In each Hawkes lesson, students start by learning the content with options of reading the eBook or watching HawkesTV videos. Next, students can practice the concepts stress-free before working on the graded homework. In the Practice mode, I love using the “Tutor” feature to learn why I was getting problems wrong, to work through them step-by-step, and read an explanation. Finally, students complete Certify, the graded portion of the homework. By the time I reach Certify, I am super confident in the concepts, and I finish it easily. I am proud that I understand everything. With Hawkes Learning, this three-step process – when done as intended – can practically guarantee understanding and confidence in classes. Clear and Helpful Dashboard Knowing what to do, and when, is imperative to a successful semester. Struggling to find due dates was always one of my problems because I could never find which of the colorful tabs would be able to display what I needed to do and by when in an organized fashion. This is probably what I appreciate the most about Hawkes – the simple organization of information. Hawkes knows what students need. When I access an online curriculum, I’m looking for specific information, and with Hawkes, I can find it the moment I’m logged in. Easy Simple Functions When I am working on homework, I get easily distracted by all the excessive buttons, extra headers, extra colors, and all the links meant to be helpful for students. So by the time I read through half of the problem, I’ve already been exploring all the buttons, procrastinating on the work, and wasting my time losing focus. What I love about the functions on Hawkes is that there are not too many buttons. There are simple colors, and I can focus on the problems. The buttons that are available with Hawkes are actually helpful and useful – links to resources that I actually use. Tutor Options for Incorrect Problems Expanding more on the Tutor option in Practice, Hawkes has been the first online curriculum I’ve found that explains to the user why a problem was wrong, shows you how to do it correctly, and allows you to try it step-by-step. This feature has increased my learning confidence tremendously – especially when having to remember the many steps in math problems. Demonstration of the Tutor feature in Practice Thanks to Hawkes Learning, I was able to navigate the semester easily. By seeing clear due dates, I could work on prioritizing tasks properly. This helped me focus on the problems, troubleshoot when I misunderstood the content, and complete assignments confidently. Thank you, Hawkes Learning! Meet the Author: Jamie Stiver is a Hawkes Learning Student Ambassador and senior studying Business at the University of Olivet. She runs on the Cross-Country team and is involved in C3 (Christian Comets Connect) on campus. Her favorite class is currently Financial Management, and she is also part of the President’s Leadership Institute. In her free time, Jamie enjoys playing piano, reading, and spending time with family and friends.

Elevate Your Learning Experience: The Best Features of Hawkes | A Guest Blog by Jamie Stiver

August 22, 2024

As a student, I am often enrolled in online curriculum to complete assignments... Read More

Starting the semester with new classes can be overwhelming; however, Hawkes provides students with many features that can make your courses more manageable and less stressful. As a student using Hawkes in my course, I found my personal favorite features. The following helped me succeed in my classes, and I hope they will do the same for you! Practice Mode Although it can feel more time-efficient to go straight to Certify, the Practice mode is a great place to start if you have all your notes ready. Personally, Practice helped me understand sections I was struggling with and simply reinforced what I already knew. Some benefits of the Practice module are: You can practice as many times as you’d like, even if you already finished Certify. The difficulty is customizable. You get immediate error-specific feedback if your answer is wrong. Tutor Feature in Practice Module I highly encourage my peers to work on the Practice module before Certify. It is not just because it helps you become more familiar with the content, but because of the Tutor feature. This option is located at the bottom left of any assignment you are doing in Practice. (Hint: It’s a red button!) What I love about the Tutor is it gives you a step-by-step process to reach the final answer. While in that Tutor, there are explanations on how and why you need each step. It surely is a unique way of studying and is great for note taking! Practice Tests We all experience some anxiety before a midterm or a final, especially if you are not so sure where to begin to study. Luckily, Hawkes has my favorite feature ever: Practice Tests. These are customizable tests that Hawkes creates for you based on the content you choose. For example, maybe you did a great job in Lesson 2.1 but need to reinforce Lesson 2.2, you can create a test just for that section! How to create a practice test: 1. Access your course from your dashboard, then find the “WEBTESTS” tab. Once you click on it, select “Practice WebTests.” 2. This is the part where you can customize your test based on what you need! Make sure to name your test. Then, you can select the sections you want to have on it from the drop-down menu. Don’t forget to type how many questions you want and how much time you will have to finish it. When you have all that information, it’s time to go! Designing a Practice WebTest 3. Once you click, “Start,” you are ready to start answering your test! Remember, don’t stress! This does not count for your grade. It is only for your practice. This layout will be the same one for your real tests, this also helps you to get familiar with the platform. When you finish your test, you can submit your final answers and see how many were correct and incorrect. It is a great way to see where you are standing and what areas might need more support. You can make as many practice tests as you want or retake previous practice tests. Overall, Hawkes has amazing tools that can smooth your journey through a course. Make the most of them! You can gain great studying and learning skills that will positively impact your future classes. Meet the Author Stephanie Mora is a sophomore at San Diego City College majoring in Philosophy. She works as an English Tutor in her college and is part of the supplemental instruction program. After finishing her Philosophy degree, she plans to attend Law school and help immigrants and their families around the country. Stephanie is a passionate music and film lover, she enjoys art, concerts and is an avid reader of fantasy books. She also loves to spend time with her two dogs Benny and Nube. Stephanie served as a Hawkes Student Ambassador throughout the spring 2024 semester. If you’re interested in learning more about Hawkes Learning’s Student Ambassador Internship Program, please click below: Hawkes Student Ambassador Internship

Streamline Your Studies: Essential Hawkes Tools for a Smooth Semester

August 17, 2024

Starting the semester with new classes can be overwhelming; however, Hawkes... Read More

Dear Colleagues, Partners, and Friends, As we wind down the current academic year and prepare for the next, I find myself reflecting on my experiences this past year in the exciting world of EdTech, my first year as CEO at Hawkes Learning and the ever-evolving landscape of higher education. Join me in this open letter exploring the internal and external pressures significantly impacting both Hawkes Learning and the greater educational community. What a Year The world of higher education is arguably moving faster than ever before. Instructors are being asked to do more with less, while students are arriving less prepared and with shorter attention spans. New technology offers many opportunities, which come along with adjacent challenges. Remote learning is prevalent and here to stay, and while Artificial Intelligence holds promise for new learning methods, it also presents additional challenges in maintaining academic integrity. Schools are under pressure to lower costs and demonstrate their value amidst a politically charged environment. As a partner in higher education, it’s crucial that we fully understand these impacts and ensure we are positioned to help. Hawkes Learning is growing as we approach our 45th anniversary next month and our Mastery Learning approach becomes more widely understood and embraced. In an industry where success is often defined by maintaining the status quo year over year, we are growing by nearly 10% annually; I am immensely proud of our team and their efforts to make this happen. We continue to be a leading innovator in the field and remain focused on providing world-class service to our customers, easing the challenges faced by instructors in every way we can. Challenges in Higher Education Value of Higher Education The pressure on higher education to demonstrate its value in preparing students for a modern workforce has intensified, leading to the unfortunate closure of several smaller liberal arts colleges. This environment challenges us to continuously prove our worth and elevate our contributions to student success and career-focused skill-building. The good news on this front is enrollments for this past Spring were up 4.7% YOY for community colleges1. COVID-19 Impact We continue to see the adverse effects of the pandemic on learning for students entering college, particularly in foundational subjects. Hawkes’ courseware, with its powerful learning aids and mastery-based design, stands ready to address these gaps. However, college instructors face immense pressure to either bridge these gaps themselves or advance students prematurely, a practice that is ultimately unsustainable and detrimental to long-term student and societal success. At Hawkes Learning, our dedicated success team provides instructors with expert course implementation support and guidance that empowers them to create more supportive and efficient learning environments, ultimately enhancing student success and reducing stress for both educators and students. Increased Student Stress and Anxiety According to a 2023 Campus Pulse2 survey by Inside Higher Ed, 3 out of 4 students report that stress negatively impacts their academic focus and performance, and 76% of faculty feel that supporting students’ mental health is a job expectation. In a survey Hawkes conducted with faculty this past May, 87% of instructors surveyed felt under-equipped to navigate conversations with students needing support on topics outside of academic content. Additionally, 58% of instructors reported having insufficient mental health resources available at their institution. To help support this need, Hawkes Learning partnered with a group of passionate instructors during Mental Health Awareness Month to offer a free webinar series, aimed at equipping educators with the knowledge and strategies necessary to nurture wellness in the higher education classroom. This well-received series continues to prove valuable, with many people watching the recorded event to gain insights. Cost Initiatives and Financial Pressures Universities are striving to reduce the cost of course materials amidst rising operational expenses. While Inclusive Access programs adopted by many institutions and publishers, including Hawkes Learning, have been a lifeline for bookstore operators, they often do not translate into savings for students. Hawkes Learning is committed to providing truly affordable learning solutions beyond just Inclusive Access and is actively taking steps to lower our course creation costs, passing those savings on to students. For example, in some courses we leverage OER content as a starting point for new materials, then edit, supplement, and enhance it with robust digital learning tools, keeping student prices much lower. Additionally, to enhance our non-math offerings, we’ve launched StudyText, a cost-effective eReader priced at $36 or less for students. This new eReader is expected to significantly boost accessibility and student engagement, promoting both financial and educational sustainability. AI in Education While AI is clearly at the top of the hype cycle, the reality is the growth of AI use by students presents both challenges and opportunities. We see AI as another learning tool for us to collectively use, much like we did as one of the first innovators using adaptive technology and automated just-in-time tutoring. We are committed to leveraging AI to enhance learning while upholding high standards of academic integrity. Internal Developments at Hawkes Learning Team Growth We have welcomed five new veteran industry executives to our team over the past year and hired 20 new employees in total. We are focused on bringing in good people who are committed to working in education. We also believe in the importance of individual growth within our team, so we are providing opportunities for them to develop both professionally and personally. Innovative Educators Summit (IES) We believe that when instructors connect and collaborate, everyone benefits—especially students. That’s why we’ve made it our mission to foster a vibrant network of educators. For over ten years, the Innovative Educators Summit (IES) hosted by Hawkes Learning has been bringing instructors together to share insights, ignite ideas, and build a community of passionate educators. This spring, we had over 2,400 instructors attend the virtual Innovative Educators Summit; following up on that success, we’re excited to host a Fall IES, happening October 10th and 11th! While we will have several themes at this IES, one of major interest will focus on AI in the classroom. Mark your calendars, as this upcoming Summit will be our best yet. AI-Enhanced Tutoring Inside Higher Ed reports that student use of AI is outpacing its use by instructors3. We are piloting the use of AI to expand on our existing just-in-time tutoring help for students, ensuring they receive the support they need to succeed, exactly when they need it. We have been testing AI tools for content creation and assessment generation, but they are not up to our standard at this point. For example, while simply creating assessments is easy, validating them is an entirely different and complex process that requires a human touch. As AI continues to advance, we are committed to finding innovative ways for instructors to leverage its capabilities to enhance engagement and drive student success. Improved Instructor User Interface Over the next year, we will be rolling out a new User Interface for the instructor platform. We are excited about improving the user experience by incorporating valuable feedback from our customers and implementing ways to make course setup and management more streamlined and effective. Customer Support and Service Our focus on providing world-class customer support and service remains unwavering. All companies tout their service and support, but we live it. Our four-ring policy underscores our dedication to live support. While others continue to reduce support staff and hours to cut costs, we maintain 24/7 Live Chat for both students and instructors, achieving a 99.5% chat satisfaction rating by the end of the academic year in June! A Bright Future in Education It is an exciting time to be part of the education ecosystem. Rapid changes create opportunities for companies like Hawkes Learning to innovate and excel. We are ready to rise to these challenges and will continue to make a meaningful impact on education. My team and I are committed to providing the best learning experience possible for both students and instructors. While we can’t solve all the challenges facing educators, we can ensure we are doing our best in the areas we can impact. This means providing a cost-effective, reliable, and secure platform with easy course setup and management capabilities. Moving forward, we will continue to leverage the latest technologies, like AI and robust LMS integrations, and offer penalty-free online learning approaches to reduce student stress and anxiety. Your students can get immediate help and chat with a real person 24/7. And lastly, if you need help, just call us—we will answer the phone. We are devoted to working with the best instructors and institutions in the world to help students thrive on their learning journey. Thank you for your continued support and partnership. Sincerely, G. Scott Virkler CEO, Hawkes Learning https://nscresearchcenter.org/current-term-enrollment-estimates/#:~:text=Current%20Term%20Enrollment%20Estimates%3A%20Spring%202024&text=Gains%20occurred%20across%20all%20major,4.7%25%20over%20spring%20202 ↩︎ https://www.insidehighered.com/news/student-success/health-wellness/2023/05/23/survey-stress-hurting-college-students ↩︎ https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2023/10/31/most-students-outrunning-faculty-ai-use ↩︎

An Open Letter from the CEO of Hawkes Learning

August 14, 2024

Dear Colleagues, Partners, and Friends, Read More

Our development team has launched some exciting, and highly requested new features, including some exciting updates to the instructor platform. Watch the video below and read on to learn more about these updates. Instructor Experience Left-hand Navigation is here! Enhance your teaching experience with our all-new instructor navigation interface. By clicking the “Try New Navigation” button, you’ll unlock a streamlined workflow designed to boost efficiency and simplify course administration. This opt-in feature offers a more intuitive way to manage your courses, saving you time and effort. Try it out and let us know what you think! → Watch this short video for more information on this update. New ‘Manage Instructors’ & ‘Manage Sections’ Experiences Manage Instructors Course Admins– say goodbye to tedious instructor creation! The new Manage Instructors page allows admins to create and modify instructor profiles with ease. Create or modify instructors without the need to deal with sections, reducing clicks and saving valuable time. Find specific instructors with powerful filtering and searching tools. Make quick edits to instructor information directly within the table view with inline editing capabilities; no more navigating away to separate edit screens! → Read what Hawkes Faculty Consultant and Professor at Bellevue University, Dr. Jerome Lewis, has to say about the new ‘manage instructors’ interface. Manage Sections Whether you’re creating a single section or managing multiple courses, updates to this tool empower you to work smarter, not harder. Create new sections with only essential information required (owner, name, dates, visibility). Section creation is streamlined with Hawkes’ best practices pre-selected by default. Renamed for clarity, ‘Configure Sections’ allows users to match the settings, assignments, and policies from existing sections. Enhanced filtering and in-line editing capabilities in the Manage Sections table allow for easy modifications of sections. LMS Auto Sync If you use our LMS synchronization tools, Auto Sync will automatically power down one month after the section has concluded. Instructors will be notified if this happens for their course, and they have the option to turn Auto Sync back on at any time. Product Updates Algebra for College Students, 7th Edition is now fully available for use in your courses and available for students to purchase! If you are interested in receiving a desk copy or online access to this title, please reach out to your designated Hawkes representative or email support@hawkeslearning.com. Students can now click on the ‘Purchase Access’ buttons on the product pages for 2nd Editions of Calculus & Single Variable Calculus to get to the student platform and purchase software access directly from the Hawkes platform, which may be a cost-saving option. Students can now click on the ‘Purchase Print Materials’ button on the product page for Algebra Foundations to purchase their textbooks directly from our online bookstore. Resources Now Even More Accessible! New Accessible Chapter Projects are now available in Instructor Resources as well as the Companion Sites for every chapter of several different products. These accessible chapter projects are screen reader friendly and WCAG 2.1 compliant Companion Sites are available for the following disciplines: Calculus Economics English Psychology Sociology Statistics Biology Meet the Team We’ve added a Leadership page to our website featuring names, photos, titles, and professional biographies of our executive team members. Visit the About Us page on our website so that you can get to know and love our team just as much as we do! As always, if you have any questions or need assistance, please don’t hesitate to reach out to our Customer Success Team any time at instructorsupport@hawkeslearning.com

What’s New: July 26, 2024

July 26, 2024

Our development team has launched some exciting, and highly requested new... Read More

Highlights & Overview: Of students who passed the course, 100% scored 70% or more on the homework. Of students who passed the course, 91% scored 80% or more on the homework. For students who received less than a C, their average homework score was 55.56%. Of students who failed the course, the average homework score was 31%. For students who earned a final grade of 90 or better, their average homework score was 99%. This case study explores the link between time invested in homework and overall course success. By analyzing the homework scores and final grades, we can identify significant patterns that underline the importance of consistent homework performance. Background & Context This study analyzes Dr. Herb Baum’s use of Hawkes Learning’s course materials at Guilford College during the Spring 2024 term. Dr. Baum uses Hawkes’ Beginning Statistics in his Math112 Elementary Statistics course which is facilitated in a lecture format. He has been using Hawkes’ materials since 2018 to administer his homework lessons, midterms, and final exams. He also utilizes Hawkes’ Canvas synchronization option, providing an easy grade transfer portal while also streamlining the student sign-in process. When asked about his favorite Hawkes features, Dr. Baum reports Hawkes’ renowned Customer Support Team and the intuitive Practice mode in the student platform. Dr. Baum also shares that Hawkes’ grading system in the Instructor Platform has been very beneficial. This study was conducted with the assumption that students must have a C or above to “pass” the course and move on to the next course. At Guilford College, a “C” is equal to or greater than a final grade of 72. A final score of 55 or below indicates a failing grade in the course. With Dr. Baum’s custom course settings, students receive 100% for submitting their Certify assignments on time, 75% if it is up to two weeks late, and 0 thereafter. Data Highlights MATH112 Hawkes Product Used: 3rd Edition Beginning Statistics This scatter plot demonstrates a strong positive correlation (R² = 0.7975) between students’ homework scores and their final grades. The upward trend indicates that higher homework performance is generally associated with better course outcomes, especially with higher homework scores. Additional data analysis beyond this graph further illustrates a clear relationship between homework completion and overall success in the course, providing more detailed insights into performance thresholds and grade distributions. Homework Performance and Passing the Course 100% of students who passed the course scored 70% or more on their homework. 91% of students who passed the course scored 80% or more on their homework. Homework Performance and Lower Grades Students who received less than a C had an average homework score of 55.56%. Students who failed the course had an average homework score of 31%. Homework Performance and High Achievement Students who earned a final grade of 90 or better had an average homework score of 99%. Analysis While correlation does not necessarily equate to causation, the data demonstrates a strong trend between performance in Hawkes’ homework lessons and overall course success. Students who passed the course consistently achieved higher homework scores. The fact that every student who passed the course scored at least 70% on their homework highlights the critical threshold necessary for passing. High achievers (those earning 90 or better as a final grade) nearly perfected their homework, with an average score of 99%, indicating that top students not only complete their homework but excel in it. This is a clear reflection of Hawkes’ mastery learning approach at work. When completing a Hawkes homework lesson, the student has the opportunity to truly master the learning objectives, leading them to become test-ready. Conversely, students who received less than a C or failed the course had significantly lower homework scores, averaging from 31% to 55.56%, respectively. This suggests a clear link between poor homework performance and overall academic achievement. Conclusion The evidence presented strongly supports the notion that dedicating time and effort to homework is a key factor in academic success. Ensuring students understand the importance of homework and providing innovative interactive homework opportunities could significantly improve their overall performance in the course. The more time that students interacted with Hawkes Learning’s mastery pedagogy, their overall grade was positively impacted.

Hawkes Homework Habits: Demonstrating the Link Between Time Investment and Course Success at Guilford College

July 18, 2024

Course: General Psychology Quick Stats: Since adopting Hawkes’ Introduction to Psychology, pass rates for General Psychology now average 96% per semester, which reflects a 29.73% improvement from the previous format and materials. The campus test anxiety clinic saw the rate of students seeking help for anxiety over psychology courses drop from 18% to 6%, an almost 67% decrease. “Hawkes is a learning system, not just a textbook or software. Students are immersed in their learning from the moment they start to the very end of the course. The system has so many intuitive elements that even students who are not very computer literate find working in it easy and fulfilling.” Professor Mark Johnston teaches General Psychology with Hawkes Learning’s Introduction to Psychology materials at Neosho County Community College. When initially considering adopting Hawkes’ materials, Professor Johnston described specific challenges the psychology department hoped to improve. The first of these was the students’ pass rates when taking General Psychology. Before implementing Hawkes’ materials, Professor Johnston reported that his course’s average pass rate was at 74%, averaging a high “C.” The biggest concern was that students taking the course were not psychology majors, which often led to struggling to master the concepts and terminology associated with the field. To improve his own course pass rates as well as the others, the department decided to find out the “why” behind students’ performance, hoping to identify common factors that may be causing students to retake the course. They discovered that a significant factor affecting students’ pass rates was the anxiety associated with class assessments. Students expressed feeling overwhelmed due to their unfamiliarity with the material and lack of prior exposure to psychology in high school. This combination of factors intensified the pressure they felt when trying to succeed in the course. Upon expanding their investigation to also include students who passed the course, Professor Johnston reports that anxiety related to assessments and course material was common, even among those who performed well. As the coordinator of a campus test anxiety clinic, Johnston observed that prior to implementing Hawkes, 18% of clinic visitors specifically reported anxiety about psychology courses, with General Psychology being the most frequently mentioned. This highlighted a broader challenge: to boost pass rates, it was crucial to enhance the overall learning experience and students’ perception of the course. Professor Johnston has since investigated the stress levels of all students taking the course since now only a small minority need to retake the class. Evaluations have indicated that stress associated with the course and assessments is now quite low. Additionally, many students who had early reservations about taking General Psychology reported that by the end of the semester, it was one of their most liked classes! Students attributed this positive shift in sentiment largely to the mastery-based approach which helped alleviate their initial anxieties and encouraged them to persist through challenges. This improvement is also reflected in the campus test anxiety clinic’s data. Now, less than 6% of the students seeking help report anxiety specifically related to psychology classes; that’s 2/3 of the original number of cases since implementing Hawkes. The vast majority of visitors to the clinic now come for generalized test anxiety rather than concerns tied specifically to psychology courses. Overall, since moving to Hawkes, the department has found that students’ reports of stress related to psychology classes are almost non-existent. Student feedback at the end of the course often cites mastery-based learning as both fun and freeing. Additionally, many students, even those not majoring in psychology, report that the course is one of their favorites compared to all their other classes. The department ensures thorough course reviews at the end of each semester and as a result, General Psychology now ranks as one of the top classes for learning and student satisfaction at Neosho County Community College! “The students also report great satisfaction with the support they receive from the Hawkes team. This is especially helpful early in the semester, as students are just starting. With Hawkes Learning’s 24-hour support, they can get answers in minutes even if they’re doing their work at 2:00 AM.” Webinar: Reducing Stress & Anxiety in the Classroom As part of our Mental Health Webinar Series in May 2024, Professor Johnston addressed the critical issue of mental health in education with an emphasis on post-pandemic challenges. His insightful presentation explored methods for identifying stress and anxiety in students, and more importantly, strategies for designing coursework to alleviate these pressures. Watch the recording to gain valuable insights from Johnston’s firsthand experience in reducing classroom stress and anxiety, supporting students’ mental well-being, and empowering them to succeed academically. Watch the Recording

A Professor’s Firsthand Account: Boosting Student Success While Reducing Academic Stress

June 19, 2024

Course: General Psychology Quick Stats: Since adopting Hawkes’ Introduction to... Read More

To begin with, creating a comfortable and supportive learning environment is crucial in helping students feel more at ease with assessments. This involves establishing a classroom culture that emphasizes respect, inclusivity, and the value of every student’s perspective. I believe in fostering a positive classroom culture where students feel safe to express their thoughts and ideas, regardless of whether they are right or wrong. This sense of psychological safety is essential, as it allows students to take risks in their learning and not fear making mistakes. This encourages open communication and reduces the fear of judgment, which can contribute to test anxiety. When students know they can share their ideas freely and receive constructive feedback, it alleviates the pressure to perform perfectly. Among the strategies discussed in the article, the concept of “low stakes assessments” particularly appeals to me. The idea of frequent, low stakes assessments can help students become more familiar with the testing process, reducing the pressure of high-stakes testing. By breaking down the testing experience into smaller, more manageable parts, low stakes assessments demystify the process and make it feel less intimidating. This approach also allows for immediate feedback, which can help students identify and rectify their mistakes in real-time. In turn, this continuous learning cycle promotes mastery and confidence in the subject matter. However, implementing this strategy requires careful consideration. While it may be effective in reducing test anxiety, it also raises questions about the validity and reliability of the assessments. We must balance the benefits of reduced stress with the importance of maintaining the integrity of the educational outcomes. If the stakes are low, students might not be as motivated to prepare thoroughly for the assessments. Therefore, it is essential to strike a balance between maintaining the integrity of the assessments and creating a low-pressure environment for students. This might involve setting clear expectations, providing meaningful feedback, and emphasizing the formative nature of the assessments. In terms of what I am willing to try with my students, I am open to the idea of incorporating more formative assessments into my teaching practice. These assessments, which provide ongoing feedback and allow for continuous learning, can help students overcome test anxiety by breaking down the testing process into manageable parts. By focusing on the learning process rather than just the end result, formative assessments shift the mindset from fear to growth. Moreover, I believe in the power of mindfulness and relaxation techniques in managing test anxiety. Techniques such as deep breathing exercises, progressive muscle relaxation, and guided imagery can help students stay calm and focused during assessments. These practices cultivate a state of mindful awareness, allowing students to engage with the material in a clear and focused way rather than being distracted by anxious thoughts. In conclusion, while test anxiety is a significant issue in education, it is not insurmountable. By adopting a combination of supportive learning environments, low stakes assessments, and mindfulness techniques, we can help our students feel more confident and less anxious about assessments. It’s about creating an educational landscape where growth, resilience, and lifelong learning are the priorities, rather than just focusing on high-stakes outcomes. About the Writer Professor Chambliss received his undergraduate degree from Huntingdon College and obtained his masters degree from Alabama A&M. Neal has taught high school since 2008, and has been teaching as an adjunct since 2015. He began adjunct teaching first at Kennesaw State University’s Paulding campus and then began teaching at Calhoun Community College in 2022.

Breaking the Cycle of Fear: Formative Assessments as a Path to Overcoming Test Anxiety — A Guest Blog with Neal Chambliss

May 30, 2024

To begin with, creating a comfortable and supportive learning environment is... Read More

“Congratulations!” I say, “You’ve decided to attend college. Truly, it might be one of the best decisions you’ll ever make. After all, college can be a ‘gateway’ to a better life.” My fingers make the “air quote” sign at just the right moment. I work at Florida Gateway College, so my pun usually gets a reaction. A few students offer a good-natured groan or roll their eyes with exaggeration, but others smile or chuckle. (According to several former students, my sense of humor leans strongly toward “dad jokes.”) It’s the first day of class and we’ve been going over the syllabus, so everyone seems to appreciate the attempt at humor. But now we’ve reached my favorite section of the syllabus. I call it “My Expectations.” And while they assume I will talk about my class, they don’t yet know that I’m also going to talk about life. You see, college really can be one of the best decisions our students will ever make. We live in a rural area, and a nursing degree (for example) will lead to a much higher salary than the jobs available at one of the local restaurants or retail stores. So, my tone takes a turn to the serious: “But going to college is not a one-time decision,” I say. “It’s a daily decision. You have to choose to come to every class you possibly can. You have to choose to be attentive in class, to take notes, to participate in class discussions and activities, and to submit quality work on time. “Who has heard the phrase, ‘You have to go to college to get a good job’?” Quite a few hands go up. It’s a phrase that has been popular since at least the ‘80s when I was in public school. “In many ways, that’s true,” I say. “Unfortunately, that means a lot of students see a college degree as just a hurdle to getting the job they want. It’s an obstacle, something to be obtained with as little effort as possible.” Here comes my favorite moment: my “shock and awe” tactic. “Well, I might be the only college professor to ever tell you this, but a college degree is basically worthless.” I pause for effect; I also enjoy seeing the looks of surprise and confusion. Then, I continue… “It’s a piece of paper.” I hold up a piece of paper. “Think of it this way. If I had the authority to grant you a Ph.D. in Chinese Language and Literature, could you suddenly speak Chinese? Could you understand it? Could you read or write Chinese?” Students shake their head, and understanding starts to dawn in their eyes. “Now, a college degree might help you get a job, but it won’t help you keep a job. If you don’t have the skills, knowledge, discipline, and sense of personal responsibility that this piece of paper suggests you have, then your new employer will quickly realize that and fire you. They’ll hire someone who does have those things, who can do the things the employer needs done. “The real value of college is the education one receives – the skills, knowledge, discipline, and sense of personal responsibility mentioned earlier – not the degree itself. “So, I want you to consider these questions: Why are you going to college? What do you want to do in life? Where do you want to be in twenty-five years? Or maybe in ten years, if you’re an older student? “And most importantly, what are you doing today that will help you achieve those goals?” I then tell students, “There will be days you’ll wake up and think, ‘It’s a mighty fine day. I think I’ll go on a picnic instead of going to class.’ But will going on a picnic today help you accomplish your long-term goals? Will it get you where you want to be?” (In The Willpower Instinct, Kelly McGonigal describes several studies that indicate getting people to think about the future can strengthen their willpower in the present moment. So, I like to get students to think about their future as often as possible.) After another brief pause, I tell students the departmental pass rate for whatever class they are in, and I point out – statistically speaking – what percentage of them will either withdraw or fail by the end of the semester. “In my experience,” I say, “there are three main reasons students do not succeed in my classes. First, some students just don’t come to class. At least not regularly. Maybe once in a while, but sooner or later they simply disappear. Second, even if they come to class, some students don’t submit the assignments. I’ve had students with perfect attendance who never submitted a single assignment that was to be completed outside of class. “Third, even if they come to class and submit the assignments, some students don’t follow the assignment’s instructions. If I ask for four pages, they give me two pages – that’s only 50% of the assignment. What grade is 50%?” Students reply, “F.” “Or, if I ask them to analyze something, they merely summarize it. That’s a lower cognitive skill. I can’t give them full credit for that. “Now, although I don’t hand out passing grades for minimal effort, it’s not overly difficult to pass my class. In fact, if you come to class, do your work, and follow the instructions, you’ll be well on your way to passing my class – and succeeding in life. “After all, consider this: what happens if you don’t show up for work? If you do what’s referred to as a ‘no call, no show’ several times?” Students reply, “You get fired.” “Well, what if you come to work, but you don’t actually do anything? You’re taking sixty smoke breaks a day, you stand around chatting with people, and stuff like that?” Students reply, “You get fired.” “Okay, what if you come to work and you even do some work, but you always do it wrong? They tell you to do something one way, but you always do it another way?” Students reply, “You get fired.” By now they’ve caught on. Just showing up, doing their job, and doing it the way they’re supposed to do it will go a long way toward helping them succeed – both in college and at work. At some point in the past, the American school system, from kindergarten through higher ed, seems to have lost sight of the fact that the goal isn’t a degree but educated individuals. Degrees became a convenient credential required for many jobs, and so they became the goal. But we need to remind students that their future success is not dependent on their degree, which is merely a piece of paper. That piece of paper won’t help them perform on the job. Their future success relies on what they can do, on what they know, and on how reliable they are. A degree is just a symbol of those things – and it only matters if it is an accurate symbol. Dr. Michael M. Baker earned his Ph.D. at The Ohio State University in 2013. Since then, he has taught English (and some Humanities) courses at Florida Gateway College. He co-founded FGC’s Study Abroad program in 2017 and has led programs to the U.K. in 2019, 2023, and 2024 (forthcoming). Since 2020, Dr. Baker has taught courses in FGC’s Second Chance Pell program inside a local prison. One of his Second Chance students won a national writing prize and another had an essay published in a composition textbook.

My Expectations: Setting Students Up for Success on Day 1 – A guest blog by Professor Michael Baker

May 16, 2024

“Congratulations!” I say, “You’ve decided to attend college. Truly, it might be... Read More

Faculty often have many roles at their university. We serve on committees, maintain office hours, perform volunteer work, attend graduations, conduct research, do a hundred other unnamed things, and sometimes we teach. Given the plethora of roles that we have at our universities, many of us doggedly seek out anything that can remove some of the administrivia from our calling. As a full-time professor and part-time course coordinator for Introduction to Psychology at my university, I am responsible for setting up and overseeing multiple sections of a course that is taught by a legion of invaluable instructors. Hawkes Learning makes the tasks related to coordinating these course sections simple, straightforward, and swift. Getting a course up and running in Hawkes is simple. You set up the class on the Hawkes Learning website and then link it to your learning management system via a few straightforward steps. First, you choose your eTextbook. Second, you create your Master Shell for the course. Third, you add the specific details for that term such as due dates, assignments, and values. Once your Master Shell is the way you like it, you can add instructors with a few clicks and assign them to duplicate sections of your Master Shell; this is especially convenient when you are asked to set up a new section 48 hours before the term starts. Finally, if you are using Blackboard like me, you can go into each instructor’s Blackboard page and connect their section to their Hawkes Learning course for them. This is exceptionally useful if you want to ensure all the instructors have their Hawkes Learning materials linked with their Blackboard course pages on day one. Whereas the first-time setup can be done swiftly, my favorite part about the Hawkes Learning platform is how easy it is to clone a course. The simplicity of the cloning process keeps you from having to reinvent the wheel (or in this case, Master Shell) each term. It is as simple as making a copy of the Master Shell from a previous term and shifting the dates. Bellevue University is on a trimester system, which means I am making duplicates of my Master Shell multiple times each year. Having used many other platforms for managing Introduction to Psychology classes, I have stuck with Hawkes Learning in part because this platform is by far the most straightforward and simplest to use. Case and point, it takes me less than half an hour to set up seven or eight sections each term. “My favorite part about the Hawkes Learning platform is how easy it is to clone a course.” I believe using the Hawkes Learning platform to coordinate multiple sections of a course is simple, straightforward, and swift. However, I would be remiss if I did not emphatically state that Hawkes Learning has an exceptional support team that is readily available, should you run into technical difficulties. With regular workshops, first-time setup camps, and lightning-fast support, troubleshooting assistance is a simple phone call or email away. The Introduction to Psychology textbook landscape is an embarrassment of riches. Nevertheless, Hawkes Learning is peerless in terms of technical and student support. Both in my personal experience and in the feedback I receive from my instructors and students, Hawkes Learning’s support team consistently comes through. So, if you are like many other faculty and course coordinators who are trying to find a way to make just one of your roles more manageable, consider Hawkes Learning for your next eTextbook. Hawkes Learning has the platform and the support you have been looking for. Having used many other platforms for managing Introduction to Psychology classes, I have stuck with Hawkes Learning in part because this platform is by far the most straightforward and simplest to use. Case and point, it takes me less than half an hour to set up seven or eight sections each term. Dr. Jerome Lewis About the Writer Dr. Jerome Lewis is an Associate Professor in Psychology at Bellevue University. His research focuses on the victim role and the psychology of morality. Dr. Lewis has a keen interest in service and the teaching of psychology. In 2022, he received BU’s Excellence in Service Award.

Managing Multiple Sections Made Easy: The Reality of Using Hawkes Learning to Coordinate Courses — A Guest Blog by Dr. Jerome Lewis

April 12, 2024

Faculty often have many roles at their university. We serve on committees,... Read More

In the ever-evolving world of education, it is crucial for educators to continually seek out innovative and effective tools to enhance the learning experience of their students. As an instructor in a community college setting, I have had the privilege of exploring a variety of educational platforms and resources. Among these, Hawkes Learning has proven to be a game-changer in my business statistics class. Hawkes Learning is a state-of-the-art adaptive learning platform designed to provide personalized learning paths for students. Its user-friendly interface and student-centric approach set it apart from traditional learning methods. The platform is not just a tool; it’s a comprehensive learning ecosystem that caters to the diverse needs of our student population. The user-friendly design of Hawkes Learning is one of its most appealing features. The platform is intuitive and easy to navigate, making it accessible to students of all skill levels. This feature is particularly beneficial in a subject like business statistics, which can be challenging for many students due to its abstract concepts and complex calculations. With Hawkes Learning, students can explore the course materials at their own pace, reducing the anxiety often associated with learning new subjects. One of the standout features of Hawkes Learning is its adaptive learning capability. The platform adjusts to each student’s learning pace and style, providing customized content and resources based on their performance. This feature is particularly beneficial in a subject like business statistics, where understanding concepts often requires practice and repetition. With Hawkes Learning, students can revisit topics until they grasp the material, ensuring a comprehensive understanding of the subject. Absolutely one of the best things about the company is that Hawkes Learning offers exceptional customer service. Their team is always ready to assist with any technical issues or concerns, ensuring that our class can run smoothly. This level of support is invaluable in an educational setting, as it allows us to focus on teaching and learning without unnecessary interruptions. I have dealt with them on multiple occasions when I or a student had a question, and received a response very rapidly. I have not yet had a question come up that could not be answered. Another important aspect of Hawkes Learning is its flexibility. The platform can be accessed from anywhere, at any time, making it an ideal tool for both in-classroom and remote learning scenarios. This flexibility has been particularly beneficial during the recent shift to online learning due to the COVID-19 pandemic. In conclusion, the integration of Hawkes Learning into my business statistics class has been a transformative experience. The platform’s user-friendly interface, adaptive learning features, excellent customer service, and flexibility have greatly enhanced the learning experience for my students. It has not only made my job as an educator easier but has also empowered my students to take control of their own learning journey. As educators, it is our responsibility to continually seek out and implement tools that can enhance our students’ learning experience. With Hawkes Learning, we’ve found a tool that not only meets but exceeds our expectations. It is a testament to the power of adaptive learning and the potential it holds for the future of education. About the Writer I received my undergraduate degree from Huntingdon College, and I obtained my masters degree from Alabama A&M. I have taught high school since 2008, and have been teaching as an adjunct since 2015, first at Kennesaw State University’s Paulding campus, and I started at Calhoun in 2022.

A Deep Dive into the Game-Changing Impact of Hawkes Learning: A Guest Blog by Neal Chambliss

April 9, 2024

In the ever-evolving world of education, it is crucial for educators to... Read More

There are many aspects of Hawkes Learning that I could label as my favorite. Philosophically, I dig the mastery-based approach to math education. Practically, my students overwhelmingly report loving the preparation that creating a Practice Test allows them. But lately, I have been exploring student choice and rubric-based grading when utilizing the section and chapter projects that are embedded in the Hawkes Learning math curriculum. Our institution offers four math pathways to satisfy the general education math requirement of various degree programs: Quantitative Reasoning, Elementary Statistics, Functions and Modeling, and Precalculus for Engineering/Computer Science. Since navigating to this structure approximately five years ago, our focus has been to provide relevant and practical mathematical scenarios for students in each pathway as related to their degree program and ultimately their career. Subsequently, I have integrated problem-based learning into my instruction and have appreciated the discourse that is an organic byproduct of this practice. Student engagement is apparent both online as students use a discussion board to reflect and give feedback on their problem-solving processes/solutions and also in the traditional face-to-face courses as classroom conversations abound, reflecting on the project scenarios. With the recently adopted new edition of Viewing Life Mathematically, the addition of projects for each section got my instructional wheels turning. While I utilize some of these brief problem-solving scenarios to activate prior knowledge during instruction or a summative activity after teaching a particular section’s concepts, I started exploring student choice as I presented several varying projects for students to utilize at the end of each chapter to assess their understanding. I would draw from the Viewing Life Mathematically section and chapter projects but also from other Hawkes texts, and even created a few of my own! The results of a quick and painless instructional shift were quite astounding. The completion rate of projects in both my online and face-to-face courses increased drastically as students were more engaged in the activity, given they had a chance to choose an assignment that more closely aligned with their interest or degree/career goals. Since this outcome was my intent, I was encouraged but not surprised by the result of integrating student choice into an instructional practice in place. What did come as an astonishment was the connection between peers that I witnessed as students began to share with their classmates regarding their prior knowledge on the topic and/or how they planned to use these skills later in their education or career. These discussions happened face-to-face in the classroom conversations and online on discussion boards. I am still unsure if this increase in meaningful dialogue was a byproduct of the students’ overall engagement in the activity or because they felt more autonomy in the coursework given they had a choice in which how to provide evidence of their knowledge of the chapters’ concepts. Either way, I was sold! Student choice in projects/performance assessments is the way to go! Student choice in projects and performance assessments is the way to go! The biggest challenge with these types of assignments, quite arguably though, would be the grading. It takes time, especially when you are differing the assignment, and can be difficult to grade objectively given there are sometimes multiple ways to approach the project. With the integration of student choice into this instructional practice, I decided that a rubric grading system was the most systematic way to evaluate students’ projects and provide constructive commentary. Although the practice itself varied by course modality, the use of a rubric grading system enabled me to efficiently provide meaningful feedback to students while objectively formulating a grade for their project. Photo by Tirachard Kumtanom on Pexels.com I introduced this practice in my face-to-face class by allowing students to self-assess their first project using the rubric I had created. Ironically, they were more critical than I probably would have been with their evaluation, but I did encourage students to revise their project and then regrade considering their own feedback they had provided on the rubric. This activity not only increased students’ ownership in the product but also in our overall classroom procedure. I was able to gather valuable feedback from students on the rubric and made some revisions before utilizing it for the next project based on their observations. In my online course, I garnered the courage to finally try out the rubric tool in our LMS. Several instructors in our Language Arts Division had been bragging about the tool’s capabilities, but I had not determined how to put it to use in my course yet. With a quick YouTube tutorial and about an hour’s worth of work manipulating the point scale, it was all set up! Although I had been giving students broad commentary on their overall project to this point, now I was able to give students specific feedback on the various aspects of the product they had uploaded. It was a much more efficient and purposeful way to grade the assignment once I had the rubric created. Since I can track if and when feedback is read, I was excited to see more students reading the feedback on their assignment, and many even reached out to me to answer the follow-up questions I had provided as a part of the feedback. Now, students were also making more connections with me as the instructor through the grading process after further engaging with their peers during the project itself. As a part of our institution’s math pathways philosophy, our focus is to provide relevant situations that help students utilize the concepts they are being taught experientially. Through the implementation of problem-based scenarios and a structured, specific critique, students should walk away from their general education math courses with increased confidence in the math concepts acquired/refined but also in the fundamental life skills acquired as well. Meet the Author Professor Emily Carpenter has been an educator for over 15 years with experience ranging from early childhood education to higher education. Most recently, she has had the privilege of teaching various math courses at Seminole State College (SSC) in rural Oklahoma where she also serves as the Transitional Math Coordinator. With a master’s degree from Oklahoma State University in special education, she is passionate about the exciting transition to corequisite classes as SSC continues to strive to provide rigor yet equity in their mathematics courses. Professor Carpenter serves as a helpful resource to new Hawkes instructors as a Hawkes Faculty Consultant. Learn more about Professor Carpenter here in her Hawkes Instructor Spotlight.

Using Student Choice & Rubrics to Enhance Hawkes Learning Projects In Math Pathways: A Guest Blog by Emily Carpenter

April 3, 2024

There are many aspects of Hawkes Learning that I could label as my favorite.... Read More

For many years in my 1101-1102 first-year writing courses, I have assigned the Hawkes Learning courseware to remediate grammar and mechanics and to complement manuscript and research content. In 2015, I met with a group of unusually weak writers; although nice people with a sketchy familiarity with the essay format, none brought basic editing skills to the class, not to mention any general awareness of grammar or mechanics. They wrote on autopilot; well, everything they did seemed conducted in a haphazard, inattentive manner. Their failure to meet deadlines or work independently also suggested a lack of personal responsibility and an inability to listen to or follow instructions. And yet they showed up regularly for class. After a panicky review of all the support available through the publishers, I chose Hawkes to supplement my course at first because I liked The Reading and Writing Handbook, a well-selected collection of focused information presented in a simple, direct, well-designed format. As I reviewed the Hawkes courseware and the accompanying books, I particularly liked the editors’ recognition that proficient writing reflects reading skills, and reading skills inform the quality of skillful writing. It seemed to me that the approach in both Foundations of English and English Composition would be accessible at every skill level, but also to at-risk students. Best of all, I could quickly integrate the materials with no changes to my existing syllabus. From my first attempts to implement the materials, I enjoyed excellent support from Hawkes representatives, making the set up and the first attempt in a class painless. To my surprise, these first-year students were amenable to the lessons and quizzes probably because Hawkes’ homework formatting was more familiar than with the more speculative kinds of writing prompts that they were preparing for class. From the first weeks, the format worked very well, and positive results were at once evident in their work. I have made very few changes since that first attempt. Along with a reader, I require 1101-1102 students to buy the Hawkes software bundled with the Handbook. For a more in-depth look at the materials the students have access to, the eBook for English Composition that goes with the “Compositions” lessons is included in the software. To motivate the students and encourage self-motivation, I set the Hawkes average as 25% of the final course grade. The general format is simple: each week I assign 5-6 lessons from a selection of chapters and topics and a quiz, about 45 minutes or less to completion. I have never needed to set late penalties for the lessons. With an email request, I make all quizzes available until the student is satisfied with the grade. I realized assigning a little at a time and spreading out the topics, I could keep their attention on general and specific editing details without much comment in class. For example, a week’s lessons from English Composition involve only five questions for each of the six topics doled out week by week as the paper process develops. While getting the paper started, the week’s six lessons could be drawn from Chapter 3.1, 2 “Writing Process” [pre-writing, drafting, etc.], Chapter 4.2, 3 “Parts of the Essay” [introduction, thesis], Chapter 5.4 “Reading & Rhetoric” [understanding purpose], and Chapter 9.2 “Basics of Grammar & Mechanics” [characteristics of a sentence]. For me, planning involves only a weekly setup. I usually post on Fridays for the following week’s Monday to Sunday night due dates. The entire process of setting up the curriculum, the due dates, and the weekly quiz takes me about 20 minutes. For me, there has been no downside. Each semester I have seen positive results and enjoyed collaborating with my colleagues at Hawkes! Dr. Stephen Whited Assignments vary according to my syllabus for content expectations and class discussions, developing in complexity as we move through the semester. By the conclusion of the course, they have moved through all chapters and nearly all topics. Hawkes’ excellent range of diagnostic reporting and analytics makes monitoring for “Outcomes” amazingly easy. I usually assign a low-stakes diagnostic quiz in the first week of class, and I add a post-course quiz to the final exam as a warm-up for the final writing sample, which I compare with the in-class midterm. In every class, I can point to data that suggests improvement for most students. About the Writer Dr. Stephen Whited has taught at Piedmont University in Demorest, Georgia, for 30 years. He studied at Georgia State University, where he earned his bachelor’s and master’s degrees, and he earned his doctorate at the University of Kentucky. Stephen’s dedication to teaching leaves a lasting impact on his students, reflecting his ultimate goal of nurturing young minds and creating lasting impressions. Stephen also serves as a resource to other instructors as a Hawkes Faculty Consultant. Outside of the classroom, Stephen enjoys poetry, art, music, theology, philosophy, and history. Stephen and his wife, Jo, have two children. Learn more about Stephen in his Hawkes Instructor Spotlight here.

Supporting Students’ Writing with Hawkes Learning: A Guest Blog by Dr. Stephen Whited

March 27, 2024

For many years in my 1101-1102 first-year writing courses, I have assigned the... Read More

Introducing Olcay Akman, a dedicated educator with over 25 years of partnering with Hawkes Learning. Dr. Akman is a professor teaching introductory statistics and beginning calculus courses, where he has seamlessly integrated Hawkes’ resources to enhance student learning. With a passion for teaching and a commitment to student success, he emphasizes flexibility and compassion, ensuring each student has the opportunity to thrive. Our Customer Experience Coordinator Victoria Kelly was excited to get the chance to interview Dr. Akman to explore the roots of his educational passion and the valuable lessons he’s acquired along the way. *Interview responses have been lightly edited for content and clarity. What courses do you teach with Hawkes Learning? I teach an introductory statistics course. My wife is also a professor; I introduced Hawkes to her when she taught Calculus and she agreed to use Hawkes for her calculus class, so basically, I teach both Stat and Beginning Calculus using Hawkes’ Beginning Statistics and Essential Calculus titles. Our offices are next to each other, she’s Dr. Akman too. Today when I told her that I was going to meet with you, she asked me to tell you how happy she was that I got her into Hawkes for Calculus. I’ve shared Hawkes with every institution I went to. I joined Illinois State in 2004 and introduced Hawkes which is still used in our Math 150 course, Fundamentals of Statistical Reasoning. I designed the whole course based on my experience with Hawkes prior to when I had joined ISU. I actually taught at the College of Charleston for a while, and so after I introduced Hawks to ISU, several instructors started using it as well. Overall, how long have you been teaching? I received my doctorate in 1994, so 2024 will be my thirtieth year teaching as a Ph. D. Altogether, I’ve been teaching since 1983 in some capacity so, I would say, in total, I have been teaching for almost 40 years. Throughout the 40 years, do you have a secret to teaching that you rely on? Early in my career, I had an epiphany that students are human, too, and they are somebody’s kids. We should not treat them with an “us against them” mentality, but rather as individuals, and we should not be punitive for life getting in their way. I think that when I woke up to this fact, I felt like I became a better teacher. It sounds like that would probably be one of the most valuable lessons you’ve learned as a teacher throughout the years… Are there any other really valuable lessons and takeaways that you’ve gained throughout the years? Another valuable lesson I learned was actually from witnessing my own son in an undergraduate program. When he was an undergraduate student, I observed some of his instructors. During his struggle with some health issues, some of his professors were not accommodating. For instance, one semester he had a very severe cold that infected his lungs, and he couldn’t make one of his assignment deadlines. He requested an incomplete in the course, but the professor was very dismissive. When I observed that I took it to heart, and I adopted this philosophy that I would be as accommodating as possible to my own students. If a student calls me to say they’re sick and cannot make the exam, I am going to meet them where they are so we can form a plan together to make up the exam. It’s apparent that your compassion just flows through your teaching. That is awesome – I’m sure that your students really appreciate that. What are some of the biggest challenges that students are facing? So there are two answers to this question: you have pre-COVID and post-COVID answers. Let’s talk about pre-COVID first. I am one of the first instructors in Hawkes’ history who started using the Hawkes software as a stand-alone course. When I started in 1998, Hawkes was designed to be a supplemental resource to an existing course. When Hawkes began to position their offerings as a complete homework system, I was one of the first ones who started using it as a standalone course. Back then, this was such an original idea to Hawkes, that programming was still in the infancy stage. I was able to work closely with some of the lead developers with Hawkes to provide my feedback, and they worked very hard to accommodate my requests. When I first used Hawkes as a standalone course, the first big challenge I had was getting students to actually study. How would I get them to Certify the material themselves and attempt to learn the material without someone holding their hands? We approached this by providing lecture notes, video clips, and additional learning resources. I would regularly look at their classroom activities to see how long they had spent on the Learn module or the Practice module. Using this information, I could guide the students in how they should invest their time. Monitoring time spent and providing a few additional supportive resources seemed to work…until COVID. I think now, the generation we have in our classes is the generation that came from the COVID shutdown. They seem to have trouble independently solving problems, which requires a different approach than “Please watch this clip and then come to my office hour, and I’ll help you.” Quite honestly, I don’t think I have found the solution to this problem yet. I am interested in research that studies this phenomenon – education articles that study the long-term impact of COVID on education. And as a side note, since I was the very first one who started using Hawkes as an online standalone course, I went to local mathematics meetings, JSS meetings and other educational meetings to share with our Math and Statistics community how Hawkes is so effective. I used to go to many conferences on Hawkes’ behalf to introduce the idea of the Hawkes Learning experience, but I think now the idea caught up! I am an organizer of a conference that is in biomathematics and ecology, education, and research (the BEER Conference). This is the second biggest biomathematics conference in the United States since the biomathematics community is an interface of biology and mathematics. All of the Covid research, cancer research, global warming research – all of these are actually biomathematics. It’s a great conference! As a social activity, we even organize a soccer match between biologists and mathematicians. That’s awesome! How has Hawkes’ unique mastery approach made a difference in your courses? When I first started using Hawkes in 1998, I was at Coastal Carolina University in Conway, South Carolina. I was kind of ahead of my peers in terms of using technology. When I found out about Hawkes’ mastery approach, it was like a light bulb sparked in my head, and I am still such a proponent of that idea. Inspired by Hawkes, I use the mastery approach in most of my courses, even in my graduate courses. I am a proponent of using homework, not as a punitive tool, but rather as a learning platform. A few years ago, I had a student who couldn’t certify all the lessons by the time the exam was due, and therefore got 0 on the test. After this incident, I received an angry email from a parent regarding the situation. This allowed me to explain the concept of Certify and why I use the mastery approach, explaining that her son was not being penalized, but rather he was being held accountable for truly learning the material before proceeding with the examination. I reminded her that an exam was a test to see how much her son had truly learned, and certifications were the method to prepare him for that examination. His mother actually thanked me, and I was glad she could understand my approach to the homework process. How have your thoughts about technology in the classroom evolved over time? I know you’ve seen Hawkes go through a lot of changes! When I started with Hawkes, you had to get a physical disk from the school bookstore and install it on individual computers. Then one year, we got a server to use in our computer lab so that we could use computer software more effectively. As an early Hawkes user, I gave feedback directly to the Hawkes engineers and developers. A specific example of how they used my feedback is found in the Hawkes Grade Book chat option feature. Back then, we didn’t have Google Meet or Zoom, so we needed a chat option to quickly communicate with our students. Awesome. I think that a great testament of how we really try to listen to our customers. Right – Hawkes values customer feedback; that’s a selling point to all of my colleagues. I always tell my colleagues and my students I have never seen a better, more responsive, more prompt, more caring tech support or customer support system than Hawkes offers. Do you have a favorite breakthrough moment that you’ve experienced with the student? I had a struggling student in my class, and one day he came to my office to talk with me. He said, “You know what? I finally understood when I was certifying these assignments. I finally understood how to study and how to learn the material— I practice problems!” I checked his activities on the Hawkes report dashboard. He was really studying the material and practicing problems, and thus he would generally only need one attempt to Certify. Keep in mind that he was really struggling; now, he’s one of the most prominent computer scientists! He worked at IBM for years, and now he has his own company. He hires our students as interns. That’s my breakthrough. If I saved one student from falling through the cracks, I think I did alright. Oh, I love that story! To see how he took what he learned in his experience to be able to turn around and invest that in the next students. That’s fantastic. Thank you for sharing that! What is something that your students do not know about you? I am a college NCAA soccer referee. I am also an avid camper and an avid hiker. During the COVID shutdown, I taught some of my classes from a van that I converted into a camper on the Appalachian Trail; that’s one of the best memories of my teaching career. You mentioned earlier that you help lead the BEER conference, what are some other professional activities that you’re involved in? Yes, I am the main organizer of The International Symposium on Biomathematics and Ecology Education and Research (BEER). I also organize an undergraduate research experience workshop called The Cross Institutional Undergraduate Research Experience (CURE). I also work with the NSF REU Program. We work with undergraduate students to train them in how to conduct research from simple programming to scientific writing, to lab work if necessary. By the time these students are finished with their undergraduate degree, they are published authors which greatly improves their chances of continuing to pursue higher degrees in education. That is a project I started in 2014 that I am very proud of. Additionally, I’m the Chief Editor of Spora, the only internationally refereed student-oriented resource journal in biomathematics. Spora is very student-friendly and provides students with constructive feedback on how to improve their journal submissions, allowing students to become student authors and provide experience. I hope that the Spora journal, the undergraduate research workshop, and the BEER Conference will remain my legacy. Those are all amazing. It sounds like you stay very busy, but busy doing really fantastic things. What is your favorite thing about your campus in Normal, Illinois? Normal is a twin city to Bloomington, Illinois. Bloomington has all the best features and advantages of big cities without the cons that often come with a big city. It’s a nice Midwest town where it’s easy to raise a family. I am a big classical music buff. In a town of our size, generally, you wouldn’t find a symphony orchestra, large bookstores, a cultural concert, a ballet, etc. However, we have all of those! I would say that my favorite part of my campus is the fact that ISU is the biggest small-town university. What are you currently researching yourself, or what are you currently reading? Since 2020 I’ve been exclusively working on COVID modeling and COVID predictions. I have published extensively on this topic to the degree that some of our models in 2020 performed better than CDC’s own models. In May 2020, when the COVID-19 pandemic was still new to the US, we published a paper on COVID modeling. A newspaper interviewed me, and asked about models and I predicted August COVID mortality rates would be 170,000. On August 15, 2020, the actual COVID mortality report was 170,456. Since then, I’ve continued studying COVID-19’s impact. Initially, there wasn’t much focus on poverty and COVID-19. I became interested in researching people who live in poverty, people who don’t have access to healthcare, and people who live in states with expanded Medicare versus no Medicare. That’s a bit of what I’ve been working on during the last three and a half years. Articles by Dr. Akman: https://pantagraph.com/news/local/education/covid-forecast-models-vary-but-an-illinois-state-university-prof-who-develops-them-is-urging/article_90f182c2-abc3-5ece-8645-b57a5fbde66b.html https://pantagraph.com/news/local/education/watch-now-illinois-state-university-professor-accurately-forecast-covid-19-deaths-by-august/article_c1fdcfac-45ad-5965-a90e-2da9c5285ddc.html https://www.wglt.org/news/2020-05-18/isu-professors-models-point-to-higher-death-toll-as-lockdowns-are-eased https://www.wglt.org/show/wglts-sound-ideas/2020-08-26/isu-professor-herd-immunity-wont-happen-on-its-own https://will.illinois.edu/21stshow/story/math-show-the-pandemic-is-far-from-over https://pantagraph.com/news/local/education/watch-now-illinois-state-university-researchers-team-recommends-n95-masks-for-air-travel/article_99b5420c-2ef8-55d2-978e-f1b6ce02c5f4.html https://pantagraph.com/news/local/education/273-illinois-state-university-cases-have-been-confirmed-since-classes-started/article_84616cae-839b-5e4a-bb61-10bf1792a747.html https://www.wglt.org/local-news/2022-01-13/an-illinois-state-university-professor-with-a-history-of-successful-covid-predictions-reflects-on-a-new-study-that-takes-into-account-human-behavior https://www.myjournalcourier.com/news/article/Illinois-man-created-coronavirus-forecast-models-15323812.php https://pantagraph.com/news/local/watch-now-illinois-state-university-biomathematics-professor-discusses-covid-19/video_bb8d84c8-3ad4-5f40-8927-d6eae21d970b.html https://pantagraph.com/news/local/watch-now-methodology-behind-isu-n95-mask-research/video_83eda0ce-7e34-5052-ad45-517a24b510a7.html

Instructor Spotlight: Meet Dr. Olcay Akman

March 14, 2024

Introducing Olcay Akman, a dedicated educator with over 25 years of partnering... Read More

We’re excited to once again partner with students from colleges and universities across the country for an exciting internship program we call our Hawkes Learning Student Ambassadors! Each semester, selected students offer guidance and one-on-one assistance with all things Hawkes to fellow students on campus, helping them to find homework assignments, create practice tests, learn best practices for using Hawkes’ courseware, and more. Read below to get acquainted with this semester’s team of bright and talented ambassadors. Madelyn Harris, University of Mississippi Madelyn Harris is a sophomore at the University of Mississippi, where she is majoring in accounting and minoring in intelligence and security studies. Madelyn is a member of the Sally McDonnell Barksdale Honors College and boasts a 4.0 GPA. Her favorite classes are those for her minor; she plans to apply for an internship with the National Security Agency to fulfill her dreams of becoming a forensic accountant after graduation. Outside of school, Madelyn is co-owner of a nutrition business with her mom, and she loves to serve the people of her community every chance she gets. Molly Linck, University of Mississippi Molly is a freshman at the University of Mississippi, where she is double majoring in marketing and finance. Molly is from St. Louis, Missouri but grew up in Nashville, Tennessee. Molly’s hobbies include going to the gym, attending cycling class, watching sports, and playing soccer. After graduating, Molly hopes to become a financial analyst. James Davis, Prairie View A&M University James is a freshman at Prairie View A&M University, where he’s majoring in Mathematics and minoring in Computer Science. He’s also trying to become a math tutor for College Algebra and Trigonometry. In his free time, he likes to watch YouTube, play games, learn coding, and enjoy relaxing. One day, James dreams of working in the field of Data Analytics. Stephanie Mora, San Diego City College Stephanie is a sophomore at San Diego City College majoring in Philosophy. She works as an English Tutor in her college and is part of the supplemental instruction program. After finishing her Philosophy degree, she plans to attend Law school and help immigrants and their families around the country. Stephanie is a passionate music and film lover, she enjoys art, concerts and is an avid reader of fantasy books. She also loves to spend time with her two dogs Benny and Nube. Samuel Brumley, Ball State University Samuel Brumley, a Computer and Information Technology sophomore at Ball State University, originally hails from Tampa, Florida, and launched his educational journey at Yorktown High School in Indiana. His academic focus is on IT and systems administration, where his exceptional coursework performance reflects his genuine passion. However, it’s his role as a Student Ambassador for Hawkes Learning that truly distinguishes him. Samuel’s commitment to fellow students is unwavering, offering invaluable support, motivation, and insights to nurture a vibrant learning community. This dedication mirrors his deeply rooted values. In addition to his ambassadorship, Samuel serves as a Computer Service Technician for Ball State University’s Housing and Residence Life department, where he plays a pivotal role in maintaining the seamless operation of computer systems, further enriching his practical IT experience. Beyond academics and work, he actively participates in various activities, ensuring a well-rounded life that fuels his personal and professional growth. As Samuel continues to navigate the IT landscape, his bright aspirations drive him toward a future where he can make a profound and lasting impact in the field while inspiring others on their educational journeys. Junior Che, Purdue Global Junior Che, originally from Belize and currently residing in Yakima, Washington, is a dedicated individual pursuing a Bachelor of Science in Information Technology – Software Development using Python at Purdue University Global. With a profound passion for technology, Junior thrives on absorbing knowledge from the ever-evolving tech world. Apart from academics, Junior is a passionate soccer enthusiast and finds joy in being a mechanic, as well as repairing various electronics and many other things. Known for his innovative spirit, Junior loves experimenting in his home lab that he built purely for the enjoyment of the process. Looking ahead, Junior aspires to combine his interests by opening his own business, seamlessly integrating the technology and automotive industries. His journey is a testament to his unwavering commitment to both his academic and personal pursuits. Puja Madhav, University of North Texas Puja Madhav is currently in the pursuit of a Master of Science degree in Business Analytics at the University of North Texas. Alongside her academic endeavors, Puja proudly serves as an ambassador for Hawkes Learning, actively engaging with the students and professors to promote innovative learning solutions. Beyond her academic and ambassador roles, Puja enjoys dancing and expressing herself through the art of painting. Her diverse interests and commitments to academic excellence showcase a well-rounded individual ready to make meaningful contributions in both the analytics field and her creative pursuits. Jamie Stiver, University of Olivet Jamie Stiver is a junior studying Business at the University of Olivet. She runs on the Cross-Country team and is involved in C3 (Christian Comets Connect) on campus. Her favorite class is currently Financial Management, and she is also part of the President’s Leadership Institute. In her free time, Jamie enjoys playing piano, reading, and spending time with family and friends. Trenton Jeffers, Prairie View A&M University Trenton Jeffers is a sophomore at Prairie View A&M University, where he majors in Mathematics. He hopes to graduate with a teacher certification to begin teaching his favorite subject, Algebra. In his spare time, he tutors his peers in different math subjects. He also enjoys playing video games and basketball with his friends. Ammy Mwasambu, West Virginia State University Ammy Mwasambu is currently a junior at West Virginia State University, where she is majoring in applied mathematics. Originally from the coastal region of Kenya, Ammy plans to pursue a career in mathematical modeling for epidemiology after graduation. Known by the nickname “SpeedyMuscles,” Ammy enjoys soccer, board games, and finding inspiration in her favorite Bible verse, Psalm 23. Ammy is very passionate about mathematics as she refers to it as the simple art of playing with numbers. As she works toward becoming an epidemiological modeler, Ammy draws on her mathematical talents and coastal Kenyan culture to help guide her bright future. Lakshmi Nikhitha Tellakula, University of North Texas Lakshmi Nikhitha Tellakula, an MBA student at the University of North Texas specializing in Business Analytics, is recognized for her unique blend of analytical prowess and business acumen. With a focus on enhancing student experiences through data-driven insights, she aspires to become a senior business analyst post-graduation. Actively engaged in campus activities such as the Asian Student Association, and Public Relations Club, and serving as a Volunteer Social Media Coordinator, she demonstrates dedication to both academic and extracurricular excellence. In her leisure time, she finds enjoyment in playing chess and badminton, reflecting her varied interests. Matthew McAra, Marietta College Matthew McAra is a freshman at Marietta College where he is majoring in Computer Science with a minor in History. He is a member of Delta Tau Delta Fraternity on campus and is Director of Communications for his chapter. In his free time, he enjoys hanging out with friends, playing video games, and reading. After graduation Matthew hopes to work in software development or cybersecurity in the tech field. His dream job is to work for a large technology company like Apple or Microsoft. Savannah Townsend, College of Southern Maryland Savannah is a student at the College of Southern Maryland. She majors in business administration. She also works full-time as a Business Assistant at a local dentist’s office, along with being a member of the Phi Theta Kappa Honor Society. After graduation, Savannah plans on transferring to a four-year university to complete her bachelor’s in business administration and to one day work towards becoming a Wedding Planner. Outside of school, Savannah enjoys crafting, hanging out with friends/family, and going to the gym. Lean Madarang, University of Maryland Eastern Shore Lean is currently a sophomore student at the University of Maryland Eastern Shore. Having been born in the Philippines, the flights between there and the United States sparked his interest in aviation. This led him to pursue a degree in Aviation Science with the ultimate goal of becoming an airline pilot upon graduation. Before attending UMES, he took dual enrollment courses at Prince George’s Community College and graduated with an associate degree. In his free time, he enjoys listening to music, studying geography, and, even outside of the classroom, learning more about aviation. Interested in being a Student Ambassador? Click here to learn more and see when applications are open!

Meet Our Spring 2024 Student Ambassadors!

February 19, 2024

We’re excited to once again partner with students from colleges and... Read More

Hawkes Learning has almost 40 years of experience in educational courseware; in fact, Hawkes Learning forged the first educational courseware that used precursor models of artificial intelligence joined with research-based pedagogical approaches in mastery-based learning. In Hawkes Learning, you get trustworthiness from years of experience, unparalleled care from customer support, and exceptional courseware that considers the student before the dollar. My time with Hawkes spans only 10 years of their student-centered history, but my experience is unique with them. I experienced Hawkes Learning as a tutor, adjunct faculty, and full-time tenure track faculty. For many years, I was a part of the Hawkes family, but I had to leave in 2021 when I joined a new college. For the last 3 years, I used other educational platforms, and I want to tell you why I have finally returned to the Hawkes Nest... I’ll never forget my first experience with Hawkes Learning. I was a freshman at Morehead State University in Morehead, KY studying mathematics, and I began tutoring students who used Hawkes in College Algebra and Precalculus. I was amazed at the modernized look of the system even back in 2014. As a tutor, I was able to assist students through Learn and Practice. With Practice, there were so many questions that I could work with a student on before they went to Certify. I also worked with faculty who used an emporium-style classroom with Hawkes; the instructor helped students, I helped students, and students helped students! The flexibility of Hawkes Learning provides autonomy to an instructor’s dream of their perfect classroom. The courseware never held you back on the possibilities of elevating the student success in your courses. When I transitioned from tutor to adjunct faculty, I was certainly worried that there were a lot of complicated processes behind the scenes that my instructors weren’t showing. Well… I was wrong. As an adjunct, I found the Hawkes Learning Teach accounts to be easily navigable and also offered insightful reports on student progress. These reports were essential to reporting student progress in our Early Alert System. Coordinator/Administrator templates made for an easy start where I was able to focus on course design, activities, and more! Each semester, Hawkes Learning hosted a Getting Starting Session for all faculty using Hawkes on campus. Additionally, if I had a question while working late into the night (which was/is common), Hawkes Learning was there. The 24/7 chat was available for both students and me. My last time using Hawkes was Spring 2020, and I believe we can all remember what happened in March. Since Hawkes already has dedicated Learn and Practice modules, the quick transition to online did not seem as abrupt as some of my other colleagues who did not use Hawkes. Now, I hope we never experience another pandemic, but there are other personal challenges that can cause us to shift our classrooms. Consistency is important during these times, and Hawkes provides exactly that with Learn, Practice, and Certify. When interviewing for my current role, one of my first questions was, “Do you all use Hawkes Learning as your educational courseware?” The answer was an unfortunate “no,” and I started in January 2021 with brand new, never-seen-before, courseware which was a huge challenge to get acclimated to platforms very different from Hawkes in my first year. I have been with my current college for three years, and I have now been promoted to Assistant Professor from Instructor. After talking several times with the Educational Courseware Representative for my region at conferences over the years, it was finally time to return to Hawkes Learning! Also, shoutout to Debra for being the most supportive and energetic rep out there; a great part about Hawkes Learning is that every person who works there believes in the company’s mission and puts student success first. For Spring 2024, my college is piloting Hawkes Learning, and a colleague and I are the pilot instructors for College Algebra. Although I am “piloting,” it is clear I have a long history with Hawkes Learning, and I plan to use Hawkes Learning for my mathematics courses from now on. So, why did I return? I certainly got comfortable with the other platforms; my students were doing fine; my division continued to use them; Why return to Hawkes? My teaching philosophy considers failures and mistakes a part of the learning process, but I felt that I was not creating an environment where students could recover and learn from failure without Hawkes. With the mastery-based learning approach, students may not pass their first or second attempt at Certify, and that is okay because the system will adapt to them. When students do not pass Certify, they are redirected to Practice where problems are adapted to their most immediate needs from the Certify. Students are spending more time on topics they have not mastered and gaining confidence in preparation for their next Certify attempt, Quiz, or WebTest. Parenthetically, there are curricular advantages that really impact student learning and understanding of more rigorous mathematical concepts. I have noticed that the chapters in College Algebra by Paul Sisson appropriately develop a student’s mathematical maturity. Recently, I have been covering Functions and Relations which includes the difference quotient. In the past, the difference quotient was a common challenge for my College Algebra students because the algebraic manipulation and skillset was not well defined early enough for them to attempt some of these problems. With Hawkes this semester, my students seem to take on challenging mathematics with a higher level of confidence. This is a great development in student learning because I can create projects, problems, or activities that require deeper critical thinking and algebraic skills that would have previously taken up too much cognitive load for the students. These curricular advantages are continuously unfolding as the semester progresses. Without a doubt, Hawkes Learning has the best customer support in the EdTech community. The time, dedication, and commitment to instructor and student success are huge factors of why I returned. I was tired of getting the chatbots, the hour-on-hold phone calls, or the email exchanges that don’t help immediate issues. With the 24/7 chat feature, 3 rings or fewer phone calls, and the customer support team, you are in the best hands to get your semester started. I cannot wait to work with the Customer Love team which will help me design my course to better fit the needs of my classes. For Spring 2024, my pilot colleague and I were guided every step of the way to set-up. The ease of setting up your courses is excellent for any faculty member, whether part-time or full-time. Since the last time I used Hawkes, there have been many changes that highlight Hawkes’ ability to adapt to evolving student and instructor needs. Finally, with my return to Hawkes Learning this Spring 2024 semester, how’s it going? My students are engaged in the content, working productively through the Certifys, and developing mathematical skills faster than anticipated. I can change the format of my class from mini-lectures and worksheets to projects to an emporium-style workday in Hawkes. Sure, students still get frustrated when they don’t pass a Certify, but they aren’t getting stuck as much. Features like Tutor, Explain Error, and Solution assist students in a variety of ways that meet them where they are. Misconceptions in mathematics lead to common errors, and Hawkes Learning can guide a student out of those misconceptions and into mastery of the content. I am so happy I have returned to the Hawkes Nest, and I look forward to exploring the variety of ways my teaching will evolve while using Hawkes Learning. About the Writer Hunter Chandler is an Assistant Professor of Mathematics at Bluegrass Community & Technical College. Chandler is a Ph.D. student at the University of Kentucky in STEM Education, and he holds master’s degrees in Mathematics from Central Methodist University and Adult & Higher Education from Morehead State University. He has been teaching mathematics since 2017 and has many years of experience using Hawkes Learning. His research interests include undergraduate and technical mathematics education using project-based learning and other active learning techniques for college and adult learners.

Returning to the Hawkes Nest: A Guest Blog by Hunter Chandler

February 8, 2024

Hawkes Learning has almost 40 years of experience in educational courseware; in... Read More

Teaching an online class can present a whole series of unique challenges different from teaching a class to students in person. Some of these challenges include student engagement with the materials, keeping them motivated remotely, and ensuring that their learning is similar to in-person classes. Both first-time and seasoned professors face these challenges and a few other surprises in the online environment. When you add mastery-based teaching to this, things can get even more complicated without the right textbooks and learning management system (LMS). The Hawkes Learning system’s unique tools for all classes can help improve all of these issues. We’ve all had students postpone their coursework until the last minute. I often hear that I knew the material and just needed to knock out the assignment. Usually, these students fail to do well as they rush to their work and put in too little study time. While in the classroom, we can prompt students to finish their work. This is harder in the online environment, where we’re limited to posting assignments and emailing the students. The Hawkes system helps with this in several ways. First, using the mastery-based learning Hawkes is built around, students must get a passing grade to complete the assignment. I’ll be honest. In the first week or two of classes online, a few students still wait until the last minute and then don’t do well. Something I do is let them fail the first time or two, then have a quick Zoom meeting to discuss how to improve their scores. Almost universally, students respond well to this and find the success-based mastery idea appealing. Sometimes, the natural consequences of failure can be used as a strong motivator. Another feature of the Hawkes system is the assignment reminder system for students. At least at my college, students sometimes tell me they get too many emails from the college and choose only to read some of them. With the email coming from the Hawkes system, students know this is coursework-related, and reading responses are much higher. A word of caution here– change your message from time to time as students start just to ignore the same one over and over again. Some of what I discussed above about the reminder system, from the Hawkes system to assignment-related elements, applies to keeping students motivated. I find engagement drops mid-semester most often. This is a time to change things up a bit to catch students’ attention. Rather than email students their instructions in text form, I record short video segments and send these to students. I also include a meme or other humorous element to catch their attention. When I started this, students often commented that they checked the email to see what humorous element I included. In a two-year review, the number of non-completed assignments dropped from 18% mid-semester to 3% after making these changes. It could be argued to do this all semester, but changing things occasionally promotes better overall engagement. Another element I occasionally use is a point or two of extra credit for finding an error in my emails. This encourages me to check my work and allows students to see their professors as human and fallible. Scared of that last part? Don’t be. Let your students see you’re not perfect. It helps everyone. The last major hurdle I find in online courses is making the learning similar in the online arena to the classroom. There are a few things that can be done to help here. One that I’ve had mixed success with is open Zoom hours for students to get online with me and fellow students. Finding a time to do this can be tricky. At least for me, many of my online students have families and jobs. Finding a time that works for all students is challenging. I find that one-on-one Zoom meetings for students can be a better fit. Where possible, I schedule three or four students at the same time. A second feature I use that I doubt is revolutionary is recorded video lectures that students can watch when and where it fits their schedule. Hawkes provides great PowerPoint slides for the entire book (at least for psychology). I show the slides as I narrate the material for my online students. Student reviews often cite this as a favorite way to learn the material. I also include relevant personal stories or examples to highlight the slides’ points further. There are always other surprises when teaching online students. I practice patience and understanding for all but the most obvious attempts at getting out of work. What I do find works is good early and frequent communication with online students. This sets the tone for the semester. I also encourage students to ask questions as they go through the material. One example is if they have questions while reading their book or reviewing the PowerPoint slides. I give lots of praise for asking questions and often share the responses with the whole class so that even if a different student doesn’t want to ask, they still get the new information. On this last point, ask your students if they like to be named for asking the question that you share with the class. Some are fine with it, others not so much. Another element I use online is having students do corrections for their exams. In a mastery-based system, students get used to not making errors and can sometimes feel bad when they don’t do as well on an exam as they do their weekly chapter reviews. I make the corrections procedure somewhat punitive and time-consuming. I learned this element when I noticed students not putting as much effort into the exams. A common response was, “I miss the extra chances” that the chapter reviews provide. They responded much better by giving students room to make a mistake or two but not risk their grades. Undoubtedly, teaching an online class is different from teaching a live, in-person class. I encourage you to consider as many ways as possible to increase student engagement and persistence in the online world. Hawkes has several features that help you accomplish this. By adding the mastery-based learning Hawkes is known for, students do better in online classes and feel better about the learning they achieve. Professor Mark Johnston About the Writer Mark is an Associate Professor of Psychology at Neosho County Community College in Chanute, Kansas. Mark has served in this role for five years. His teaching experience extends another six years at Labette Community College Parsons, Kansas. Prior to beginning teaching, Mark held executive leadership positions in several healthcare roles. This included both hospital-based roles and long-term care settings. Mark is married and has two adult children and seven grandchildren. Mark resides in Parsons, Kansas, and commutes to Chanute to teach his classes. Outside of teaching, Mark enjoys cooking, fishing, and playing strategy board games with a group of other professors at other area colleges. Mark has master’s degrees in Psychology from Pittsburg State University and Human Development from the University of Kansas. Mark’s professional affiliations include being a member of the American Psychological Association and the Kansas Psychological Association and a negotiator for NCCC’s Professional Educators Association.

Teaching Online with Mastery-Based Learning: A Guest Blog by Mark Johnston

January 29, 2024

Teaching an online class can present a whole series of unique challenges... Read More

Transform your biology course from a mere presentation of facts into an engaging journey for students by implementing these 10 resources designed to cater to different learning styles. This adaptive approach ensures that each student can interact with the content in a meaningful way, increasing engagement and knowledge retention. 1. Quizlet Biology has an extensive vocabulary that can be intimidating for students to memorize with traditional study methods. By using Quizlet as a study tool, students engage with vocabulary and key terms through dynamic study sets and interactive games, forging a deeper understanding and greater retention of concepts. As students actively participate in their learning, memorization becomes a more natural and enjoyable endeavor. 2. Chapter Projects Designed to stimulate active learning, Chapter Projects immerse students in biology by linking valuable course content with their everyday experiences. This approach promotes active learning and encourages students to apply their knowledge in creative ways, whether through individual research, collaborative group work, or as a lab supplement. Click here to get 5 free projects to implement in your class! 3. On Your Owns With On Your Own prompts, students are immediately challenged to apply lesson concepts, keeping them constantly involved, turning passive reading into an interactive dialogue with the content, and enhancing their analytical skills as they work. This dynamic approach to learning keeps students on their toes, replacing traditional reading with an ongoing, interactive dialogue with the material at hand. 4. Further Resources Students thrive when they connect classroom learning with the world outside. Further Resources like TedTalks, Youtube videos, and articles cater to diverse learning preferences, making the content easier to digest and more accessible. By incorporating these additional materials into their studies, students are able to gain a deeper understanding of the subject matter and apply it to their everyday lives, leading to a more holistic educational journey. Explore 10 handpicked Further Resources to help students learn the science behind micelles, neutrophils, sickle cell anemia, and more. 5. Science & You Discovering personal relevance in academic content is key to student engagement. Science & You starts with captivating facts and weaves these into substantive biological discussions, fostering connections that make the subject matter resonate on a personal level. Through interactive activities and hands-on experiments, Science & You empowers students to explore and discover the wonders of the world around them, sparking their curiosity and igniting a lifelong love for science. 6. Helpful Hints Keeping engagement high and stress low, Helpful Hints transform daunting material into a digestible format, ensuring students stay connected with the content and build a solid understanding. By breaking down complicated ideas and focusing on foundational knowledge, students are equipped with strategies to master difficult topics building confidence and increasing knowledge retention. 7. Evolution Connections Through Evolution Connections, students encounter stories of adaptation and survival that spark curiosity and propel them to explore the intricacies of the natural world. These narratives enrich the learning landscape and foster a sense of wonder that keeps students invested in the subject. By expanding their knowledge and appreciation of evolution, students will develop a greater appreciation for the complexity and beauty of the world around them. 8. Group Activities Transform your classroom into a hub of collaboration with Group Activities. These interactive activities encourage students to engage on a deeper level with course content through teamwork. By cultivating a space for open dialogue and diverse viewpoints, Group Activities not only support peer learning but also empower students with essential social and critical thinking skills. 9. Reflection Questions By encouraging students to reflect on the repercussions of science in their lives and society, Reflection Questions foster a profound comprehension of biology, while simultaneously nurturing introspection, critical thinking, and awareness. Make learning a dynamic, introspective journey where every lesson Click here to get 102 Group Activities and 120 Reflection Questions for free use in your classroom. 10. Simulations Simulations are dynamic, immersive tools that allow students to step into the role of a biologist, manipulating biological processes in virtual environments. This direct interaction turns abstract concepts into tangible experiences, greatly enhancing student engagement and comprehension. Take this rabbit simulation for example, that allows students to add mutations and environmental factors to explore the concept of logistic growth in populations and community ecology. With the help of these 10 dynamic resources, biology becomes not only accessible but also more relevant to students’ daily lives. By introducing interactive activities, thought-provoking discussions, and hands-on experiments, this approach fosters active participation among students and ignites their natural curiosity to explore the world around them. As a result, students are not simply passive recipients of information, but instead, they become active learners who take charge of their own education. These 10 resources are seamlessly integrated throughout all 47 chapters of Biology to encourage student engagement and true comprehension of concepts. Want an exam copy? Request one here!

10 Resources to Elevate Student Engagement in Biology

January 23, 2024

Transform your biology course from a mere presentation of facts into an... Read More

Where do we go from here? It’s a question that pops up in the car as I travel west 30 miles to work every day. It surfaces after recent grading sessions of my students’ argument papers. And in the hallways of the building where I work, it comes up when my colleagues and I ask it of each other almost daily. As writing instructors, where can we go now that AI has landed in our field? Along about October 2023 I started to notice this phrase in several of my online students’ essays—"In this paper we will discuss the three ways”…- phrasing that I had decidedly taught them not to use! My first thought was that this was a line they were taught to use in the recipe writing they had adopted for standardized writing tests. However, I had not seen it crop up regularly at all until now, and I was reading it in maybe five out of 20 essays. It didn’t take me long to realize the connection: AI had made its landing in our very rural service area in North Florida. Other red flags included a very well-written introduction and conclusion but underdeveloped body paragraphs. I caught on, and tested out my theory by plugging in a topic to ChatGPT. For example, a popular argument essay topic my students use is “high schools should prepare their students better for living on their own.” I would type in the “prompt” to ChatGPT and read a decent opener followed by points listed in outline format but not developed [suggestions for the body of the essay], and a fairly well-written closing. The students using AI, more often than not, did very little to develop the reasons for their argument, and despite the personal experience requirement for all essays I assign, in these AI-generated essays, I would see no trace of an anecdote or specific example. It should also be noted that the instances of copied AI-generated essays occurred exclusively in my online classes and not in my in-person classes. At first, I felt personally affronted by the incidences of AI use. Students were not following my teaching. They were not writing in a meaningful manner, and I didn’t feel they were really learning how to write. I never directly accused my students of “cheating” or “plagiarizing” though I was not happy with the copied submissions. Instead, I recorded a “0” on these papers, and I required that they contact me via phone or office visit to explain their process for writing the essay. Unfortunately, more often than not, these students did not contact me, and they accepted the “0” on a key assignment. If a student submitted another plagiarized essay, I would contact them and request a meeting with me and my department head. At that point, we have a process in place at my institution wherein we record the incident and keep a file on the student. I did not have repeated instances of plagiarism by any one student. Meanwhile, in the course of the semester, I attended several webinars on AI which seemed to concentrate on how we could potentially use it as a tool. I was at first resistant to this because I didn’t see how it would promote critical thinking and learning. Slowly, though, I have had to acknowledge that ChatGPT has a lot of potential for providing information, and it is here to stay. I’m not at the point where I am going to teach students how to use it per se. For instance, I don’t plan to locate an essay from ChatGPT for them and show them why/how the essay would not fit my assignment though I know this could be a valuable lesson. I also recognize that in the future I could do a lesson wherein I compare and AI-generated essay to a well-written, original student essay. However, I will, in lectures, discuss how it should not be used as a crutch to write partial or complete responses to written assignments but more as a way to generate initial ideas. For the essays I assign, for example, students can use it as they would a Google or Wikipedia search. Looking around “out in the world” can help them understand how others are talking about and approaching a topic. They can glean general ideas and get assistance with their brainstorming process on any one topic. However, in the end, they need to understand when to draw the line in using AI-generated material just as they would learn how to use the words of an academic in a peer-reviewed article. In the era of high technology, this has always been the most difficult aspect of teaching research writing. If a piece of writing is easily accessible and read, then why should ideas from it be cited? Once something is read, many students take ownership of the information and see no reason to cite it. This is an area of my teaching I can devote more time to and incorporate more examples of common knowledge and how to cite ideas and direct quotations. Back to my question: where do I go from here? I have decided to focus on creating meaningful assignments that would ideally discourage writers from copying from outside sources. For example, currently, I am working on a revision of my argument essay assignment in my developmental and in my freshman composition classes. I have ditched the standard list of argument topics and have introduced the focus of arguing for a change in students’ specific communities. They will be asked to describe their community to give their essay context, define the problem, and argue for a solution. A community could be the rural North Florida city in which they live, our college campus, dual-enrolled students’ high school campuses, or even a group to which they belong. The assignment requires a personal interview with an adult who is involved in some way in their chosen community issue and two citations from that primary source in the paper. I will also require that they submit a photo that somehow represents the problem/issue they are discussing. The personal experience element will naturally encourage more investment on their part. This type of writing requires more critical thinking, and it makes it very difficult for students to rely on outside sources. Most importantly, writing on topics that matter to the students will produce higher quality work. I am in a sobered, but hopeful mood about teaching composition. Like my students, I have to learn about AI and I have to remain open about what it can offer. As educators, it would behoove us to take hold of the challenge and be the leaders in this new phase of our profession. Meet the Author Professor Cobb holds a master’s degree in English and boasts an impressive 25-year career in teaching across various educational settings, including high schools, universities, and community colleges. Currently, she dedicates her expertise to a small, rural community college in Northeast Florida, where she has been an integral part of the academic community for 15 years. In her current role, Professor Cobb passionately teaches developmental reading and writing, freshman composition, and a survey course in literature. The diversity of her student population in this beautiful, wooded part of the country brings her immense joy and fulfillment.

Where Do We Go From Here? A Guest Blog by Elizabeth (Liz) Cobb

January 9, 2024

Where do we go from here? It’s a question that pops up in the car as I travel... Read More

Highlights & Overview: MAT2501 showed a 20% increase in the number of students that passed the course YoY, MAT1100 exhibited a 21% increase YoY, and MAT1000 maintained a consistent 83% pass rate. Students who passed MAT1100 and MAT2501 spent an average of 2,097 minutes in Learn, Practice, and Certify – an average of 210 minutes per week, or 30 minutes per day, across the 10-week semester. Students who passed MAT1000 spent an average of 962 minutes in Learn, Practice, and Certify – an average of 192 minutes per week, or 27 minutes per day, across the 5-week course. This study analyzes South College professor Chris Garner’s experience using Hawkes Learning’s course materials. It specifically examines Professor Garner’s course data across three courses– Mathematical Concepts and Applications (MAT1000), College Algebra (MAT1100), and Statistics (MAT2501)–emphasizing pass/fail and the relationship between these grades and students’ time invested in Hawkes Learning’s student software. Background South College initiated a pilot program for courseware in Spring 2021, with Hawkes Learning’s Beginning Statistics. This successful pilot, marked by steady growth and consistent passing rates in Beginning Statistics courses, led to the adoption of three Hawkes titles across the math department at South College in Fall 2021: Beginning Statistics, Introductory & Intermediate Algebra, and Preparation for College Mathematics. In the context of this study, students earning letter grades of A, B, or C are considered to have passed, whereas those receiving a grade of D or F are classified as failed. A, B, C Rate Comparison Statistics (MAT2501) Hawkes Product Used: 3rd Edition Beginning Statistics As illustrated in the chart above, Garner’s MAT2501 section exhibited a remarkable 20% rise in the number of students passing year over year (YoY) (21-22 vs 22-23 academic years) following the adoption of Hawkes. This increase not only reflects a continuous upward trend in the number of passing students but also demonstrates consistent growth among his students. College Algebra (MAT1100) Hawkes Product Used: Introductory & Intermediate Algebra Likewise, we observed consistent success and growth in the total number of students passing Garner’s MAT1100 course with the integration of Hawkes courseware. From the academic year 21-22 to 22-23, there was a 21% increase in the number of students passing YoY. Mathematical Concepts and Applications (MAT1000) Hawkes Product Used: 2nd Edition, Preparation for College Mathematics This course’s analysis involves a considerably smaller enrollment size compared to Garner’s higher-level courses, featuring only 87 and 40 students in each respective academic year. Evaluating this data from a holistic perspective from adoption through the Fall 2023 term indicates a consistent 83% pass rate among all students in this developmental-level course. Investigating Time Spent When investigating trends in student performance as it relates to *time spent in the courseware, the data reveals a direct relationship between the time spent in the Learn and Practice modes and pass rates. Notably, students who received failing grades (D or F) generally invested significantly less time in the software compared to their successful counterparts, underscoring the proven pedagogical design of our 3-step approach to mastery; when ample time is dedicated to genuine engagement and practice with the course material, students generally exhibit increased understanding and retention of course content, and subsequently, higher final grades, as demonstrated in the chart below. South College’s partnership with Hawkes Learning has resulted in sustained success and improved passing rates. The strategic adoption of Beginning Statistics, Introductory and Intermediate Algebra, and Preparation for College Mathematics, coupled with an emphasis on students spending more time in Learn and Practice, has proven to be a successful formula for student success as determined by their final grades. This study suggests that Hawkes’ mastery-based courseware, focusing on student engagement and time investment, can yield significant improvements in academic outcomes. *“Time spent” is measured by the duration a particular page in Learn or Practice remains on the screen, which may not precisely reflect the actual time spent interacting with the content. This variable is presumed to account for outliers in the chart, where some students exhibit high recorded ‘time spent’ without achieving the expected rate of success.

Time Well Spent: An Examination of the Relationship Between Time Spent on Hawkes and Elevated Pass Rates at South College

January 2, 2024

Highlights & Overview: MAT2501 showed a 20% increase in the number of students... Read More

Discover the inspiring journey of Robert Hunt, a seasoned professor at the University of Mississippi, as we spotlight educators who are truly impacting their students’ lives at Hawkes Learning. Join us for an insightful interview where Robert reflects on his teaching experiences, navigates through challenges, and unveils the transformative role of technology in reshaping the modern classroom. *Interview responses have been lightly edited for content and clarity. How long have you been teaching, and how long have you been teaching with Hawkes? I started teaching as a grad student in the fall of 2002, and did that for a year. I was an adjunct professor in 2003, then full-time in 2004, and I’ve been here at Ole Miss ever since. I’m from Louisiana originally, but I came here and I really liked the lifestyle. Luckily, three positions became open after my adjunct year, and I managed to get one. As far as Hawkes goes, we were just using Statistics way back then. That was when you had the physical codes on the computer and it was offline! Eventually, we migrated to Hawkes with other classes, so I’ve probably been using it for 18 years. What is your favorite thing about the University of Mississippi? It’s a big school, but it still feels small. We have a smaller campus compared to some of the other southeastern universities, but here it’s compact. Even though you’ve got so many students, you’re close to everything. I don’t have to jump on a bus if I want to go to the physics building. It’s an easy walk. We’re always getting ranked as one of the most beautiful campuses in the country and there are tons of programs for young kids growing up. It’s been a great place for me! I’ll always be here. Do you have a secret to teaching? Or a most valuable lesson that you’ve learned in your teaching career? What I’ve learned is that different classes and different courses require different teaching styles. For example, when I’m teaching quantitative reasoning or even linear programming, I’m more hands-on. We do stuff in groups, and I walk around the room talking with people; I’m not just lecturing the whole time. Then, if I’m in a Business Calculus class, I find lecturing works well for that. So, it depends on what you’re teaching and the kind of students you have. What other structures and classroom setups have you tried? What have you found does work well and didn’t work out? You did touch on that already, but is there anything else you’d like to share? I’ve had traditional lectures and it’s okay, but most of my classes are what I’d call a hybrid. Normally, the classes meet for 150 minutes a week, but our classes meet for 100 minutes a week and then have another 50-minute component for homework and quizzes. We used to make them come to the lab but we don’t have enough space anymore, so we let them work from home on this section, so, it’s like a hybrid structure, and we get everything we need covered. And the students like it so – works for me! What would you say is the biggest challenge that students are facing today? Well, during COVID when the high schools were online, I don’t think a lot of them were taught very well. Of course, it was hard then, right? But now, we’re having a lot that come in, and they can’t factor. They can’t deal with fractions. There’s always been a little problem with that in the past, but since COVID, it’s a bigger problem! Hopefully, in a year or two, things will be a little bit back to normal, but that’s the biggest thing right now. What would you say is the biggest challenge that teachers are facing today? With inflation and everything – the tuition going up and the price of books going up – we seem to have more students who are having a hard time buying the materials for the course. Obviously, if they can’t buy the materials for the course that affects the teacher, too. We want to help them. At the same time, I can’t buy materials for everybody who can’t afford it. Hawkes is cheaper than basically every other company. Really, the only way we could make it cheaper is to do freeware or something and those are usually not very good. How do you engage and motivate underperforming students? Constant communication – every week. Also, one thing that’s different about my classes versus most is that we do flex mastery in Hawkes. However, I require 100% mastery so I don’t allow strikes. With 100% mastery, it forces them to look at all the questions and at least get it right once. I think that’s part of the reason our test grades are so good. I also use Hawkes’ Reporting tools when reviewing my sections. I really rely on the WebTest Summary Report and the Search by Criteria Report. I appreciate how I can choose certain parameters to quickly search through my sections in the Search by Criteria Report. I can look at assignment groups or specific assignments and see who’s completing it, who’s not, who’s logging in, and who’s not. I also use the certification status report. I check on that a good bit to see who’s doing the work. Can you tell me about a favorite breakthrough moment that you’ve experienced with a student? 10 years ago there was a student in my class who was not a math person, and he would tell you that. This was in my Quantitative Reasoning course which gives students basic overviews of different things in math that could help with everyday life. I saw him in the Walmart parking lot 3 or 4 years ago. He just thanked me so much for that class, because it was practical. I’m not saying we don’t need Algebra and Calculus, but for a lot of people, they just need the practical side of math – something that they will use. You know, the K-12 teachers always complain about students saying, how am I going to use this in real life? When a student comes back and says, “This really helped,” it feels good! I know that you’ve been teaching with Hawkes for a long time, and you’ve seen Hawkes evolve throughout the years. Can you tell me how your outlook toward technology in the classroom has evolved over time? I used to be against technology in the classroom. However, if you think about 15 years ago, there really wasn’t internet like we use it today! I’ve learned how technology can be useful to bring people together. For example, I can have my students use Hawkes or Desmos to graph certain things to visualize what we are learning versus me trying to draw a rough sketch on the board. There’s more interaction and movement. I used to have a hard time when we would do the limit definition of derivatives, trying to demonstrate the overall concept. Now they have these apps where you can show moving those points together and how the tangent line changes. So teaching is a lot more visual now; I’m all for using technology in a classroom. I Zoom every class, and I didn’t do that until COVID, but I liked it. So, even though I’m teaching in person, I’m still using Zoom. I can walk around the classroom now with a little tablet in my hand, and I can talk to students while showing them my tablet. I think technology’s done a lot more good than it’s done harm for teaching and for education. It’s also more helpful with the data review piece. As you can imagine, we were strictly relying on Excel spreadsheets before. Now, we have all these other tools we did not formerly have. We used to have to report to the Accreditation board – that used to all be on scantron machines! It’s a lot easier to go on Hawkes and pull up the item analysis right there. What led you to Hawkes and what keeps you back? Carolyn Warren was the first one to use Hawkes at Ole Miss. She wrote a Statistics book with Hawkes, and it just grew. We’re a Hawkes school, probably more than a lot of schools. When we were reviewing for the course, it was between Hawkes, Pearson, and another company for the Stats classes. We found that students who used Hawkes got much better on the final exam than all the other ones, so we kept using it, and then we started using Algebra and Business Calculus titles. Hawkes’ Customer Support is so far ahead of all these other education companies. It’s not even up for discussion. To me, it’s the support more than more than anything. That’s why I’m going to use Hawkes if it’s my choice. I’ve used a lot of Pearson in the past, too, and I’m not going to disparage them, but I like the setup of Hawkes. If I need something, or if I need your team to create a feature for me, I can ask you! Hawkes will actually think about it, and you do create a lot of them! Even if you don’t do it, at least you consider my suggestions. Nobody else is going to put the time into creating instructor-requested features. Do you have anything else to share about how the Hawkes mastery approach has really made a difference in your courses, and any other areas in the platform that have really helped your students the most? With Hawkes’ mastery, there is an expectation to master a certain percentage of the homework. With other companies, the students are graded with a raw score and they aren’t challenged to attempt the tougher questions of the lesson. With mastery-based learning, the students are forced to be exposed to all the question types in the lesson. My grades are great, so it seems that with this approach, there come higher expectations and more accountability. Students share in their evaluations that going through Hawkes’ Practice mode with step-by-step guidance really helps them. What are some of your interests outside of campus and in teaching? I’m married and have two kids, ages 10 and 12. I really value my family time! I enjoy sports, and I go to all the football games, plus a lot of baseball games. I go to as many basketball games as I can here on campus, too. My family and I really like traveling. We just went to Virginia and North Carolina over the summer. We took the kids to Williamsburg so they could explore some history. I love music and am big into classic rock but I like other genres, like the blues and old country, too. If you had a colleague, either at Ole Miss or at another school, who is considering using Hawkes in their courses, what advice would you share with them? I would sit them down and log in, and I show them everything. My old officemate at the University of Montevallo in Alabama has been using Hawkes now for about 4 or 5 years. He had a choice between Hawkes and Pearson and at his university. I told him, “Hawkes is going to have everything correct. It’s going to recognize student’s answers during the online answer entry process. Their tech support is great. It’s going be easy for the students to follow along.” Then I logged in, and I showed him the instructor side and the student side. If someone is considering Hawkes, I’ll sit down and show it to them! What would you like your students to take from their learning experience with you? Even if what we’re doing in class is something that you’re not going to be doing every day forever, there is a place for it. It is useful. It is needed. I tell my business students, “You might not ever take a derivative again, but you’re going to have to go talk to an analyst one day and you need to know what they’re talking about.” I always want them to realize that everything we do in math has a purpose, even if they don’t necessarily see that purpose yet. There’s a reason we’re giving it to you. We would like to thank Robert Hunt for sharing insights and experiences with Hawkes Learning. If you’re interested in sharing your own experiences with Hawkes Learning or if you have any questions, please don’t hesitate to reach out to us. We’d love to hear from you!

Instructor Spotlight: Professor Robert Hunt

December 6, 2023

Discover the inspiring journey of Robert Hunt, a seasoned professor at the... Read More

At Hawkes Learning, we love shining a spotlight on dedicated educators who are making a difference in their students’ lives. We’re excited to introduce you to Melinda Clardy, an experienced math instructor at South Louisiana Community College (SLCC) who has been using Hawkes since 2016. In this interview, Melinda shares her teaching experiences, challenges, and insights into how technology has transformed her classroom. *Interview responses have been lightly edited for content and clarity. To get started, which courses do you teach with Hawkes? I have been teaching Math 83 (Remedial Math), our co-requisite model with College Algebra, College Algebra as a standalone course, Trigonometry, and Statistics, all using Hawkes. We also use Hawkes as a course shell for our online Trigonometry and Statistics courses–it’s great to use just one software across these courses and it’s much easier for the bookstore, our students, and myself. I’m a big fan of the Hawkes experience! Could you tell me how long you’ve been teaching and if you have a secret to teaching? I’ve been teaching at SLCC for about seven years now, but in a way, I’ve been teaching my whole life. I was part of a really big class in a really small school, and whenever I finished my work my teachers always said, “go help someone else,” and I did! I think the secret to teaching is to stay in practice. I often tell my students, there’s really no reason that I’m better at math, except that I practice it all the time. What is the most valuable lesson you’ve learned as a teacher? The most valuable thing I’ve learned is to be aware of “expectation drift”– the more you do something, the more it becomes second nature. You stop remembering what it was like to struggle with it. The analogy I use often is tying your shoes; as a child, it was the hardest thing and you probably thought about giving up a couple of different times. Now you do it without giving it a second thought. The same thing applies to algebra when you’re the one teaching the content every year, so I try to be mindful of that. Regarding your classroom structure, what setups and styles have you tried and what have you found has worked and maybe has not worked? Most of the classes that we were teaching pre-pandemic were traditional lectures. I was using Hawkes as a supplement to do the homework, to do the tests and keep everything more uniform that way. Other than the traditional lecture, the most important kind of separation from that would have been the co-requisite. So initially, any teacher could teach the co-requisite. It’s not necessarily the teacher doing the 1105, and we found that didn’t really work. We tried to use it as a separate OER thing, which is fine. However, adding the layer with Hawkes here has really made that a little bit more cohesive. They get a chance to actually see the items in sequence. This is the prerequisite skill and here’s what we’re doing, side-by-side, all presented in the same way, because how you ask a question can make a big difference in how people answer it. The more consistent that we could be, the better off it was. What would you say is the biggest challenge that students are facing today? For our students, everyone has their own life behind the scenes. Finding that balance between their personal life and struggles in school is different for everybody. I think there’s this supposition that you’re the only one having trouble. You think everyone else has it figured out because we all fake it ’til we make it. It’s easy to think, I must be the only one who doesn’t get it. That lack of faith in their own ability, or overestimation of their peers, or the combination of the two is probably what is the hardest thing for a student to get past and learn how to communicate that effectively. What would you say is the greatest challenge that teachers are facing today? Being interesting in a TikTok society is really hard to keep up with. Because most expect instant gratification, the attention span that some people have these days can make people unaware of their expectation drift as well. How engaging should something be before it’s actually important to you, if that makes sense? There’s also that feeling that any information you want is immediately available. So why should I bother to remember something? In a classroom setting that obviously doesn’t work well because exams really do test that underlying comprehension and memorization. It can be a real struggle to try to get everybody on the same page with that. Between that and academic integrity, I think those are the biggest things facing teachers right now. With academic integrity, what are you referring to? Academic integrity is a big concern in the digital age where students have access to various resources. It’s essential to ensure that students are genuinely learning and not taking shortcuts. I want to circle back to when you’re talking about trying to remain interesting with TikTok culture, what are some ways that you’re trying to combat that personally? And what are some methods that you’re employing in the classroom to be relevant? One of the things that I try to do is also something I’ve talked about on your blog before. It’s the idea of being willing to be a little bit silly if it makes an idea stick. One of my most memorable student moments is of my trig teacher in college. She was such a huge inspiration to me going forward. At that moment, she was just some weird little hippie lady, and she was trying to explain the unit circle. It was a little bit incomprehensible to me at the time because we didn’t do trig with the circles as much in high school, but I digress. It was the unit circle she was trying to explain, and she was just up there doing a free-flowing movement with her skirt. And she’s said to imagine that the unit circle is like a spool of thread. I don’t know why, but that one little thing made so much sense. That’s what I try to do. Do you have any other tips or strategies for instructors to maintain student engagement in the classroom? The other thing is embracing and understanding that you can’t please everyone. You do the best that you can, and you hope that it gets through to as many students as possible. Really embrace the idea that you’re not going to get everybody on the same page, and that’s okay. How has Hawkes helped you in your classroom, especially with online learning? It’s given me a lot of tools to be able to identify the things that I need to do. More than anything, it’s given me more freedom to do some of those higher-order thinking things and be aware of the things that they’re really getting hung up on, and what I need to focus on. It’s been a lot more than just giving them a homework tool. Do you have any memorable success stories with students who have used Hawkes in your courses? One student who stands out was actually my favorite high school student because she was a female in a math class, which was relatively rare. She went on to work in a math-related field, and I was really proud of her for it. She just used the extra practice, and she knew that she needed to. She was like, “well, I didn’t get it the first time, so I did it again.” And that’s just it – you’re not just going to get something because you looked at it once. I think that’s something that a lot of people come to college expecting, but that’s really not the case. That’s what we’re here for. Finally, what advice would you give to instructors who are new to using Hawkes Learning or similar technology in their classrooms? One of the things I think is the most valuable is to really have a reason for what you’re doing. I think in a lot of situations, I don’t use the software the way that it’s intended to be used and I’m okay with that because it’s about making my class work for my students. There’s not really a “right” or “wrong” way to use any learning tools; it’s about what’s best for your students. Having a reason for what you’re doing and knowing what you want to get out of it, and not just doing it for the sake of doing it is important. We would like to thank Melinda Clardy for sharing her insights and experiences with us. Her dedication to teaching and innovative approach to using technology in the classroom are inspiring examples for educators everywhere. If you’re interested in sharing your own experiences with Hawkes Learning or if you have any questions, please don’t hesitate to reach out to us. We’d love to hear from you!

Instructor Spotlight: Melinda Clardy’s Journey with Hawkes Learning

December 5, 2023

At Hawkes Learning, we love shining a spotlight on dedicated educators who are... Read More

Support Team Member, Victoria Kelly, sat down via Zoom with Professor Jane Kessler as part of our Instructor Spotlight series. Jane Kessler taught at Quinnipiac University in Hamden, CT and tutors students in her community. We are grateful for this opportunity to celebrate the dedication Professor Kessler demonstrates to the world of education in this Instructor Spotlight. Prior to her retirement, Professor Kessler used the Hawkes Learning platform and materials during her eight years at Quinnipiac University in Hamden, CT. Please note, this interview took place during her time at the university. *Interview responses have been lightly edited for content and clarity. What courses do you teach with Hawkes Learning? I teach Introductory Algebra and have been teaching this course for a number of years. I believe I’ve been teaching it for about 7 to 8 years. That’s great! How long have you been teaching in your career? Fifty-two years! I started teaching Junior High in the mid-1960s. In those days, you had to leave your teaching job if you were pregnant. I was married and expecting, and was encouraged to leave. Once I gave birth to my child, I began doing homebound instruction for the public schools. I also gave birth to a second child! I eventually went back to teach high school math, and eventually, I became an Assistant Principal. I moved on to become a Principal at a middle school in a different town, and I retired from public school education in 2000. I started teaching at Quinnipiac University in 1999, and that’s where I still am. Along the way, I started a private tutoring service, and I still do tutoring. I’d say I’ve been tutoring the longest, and I’m skilled in helping students prep for the ACT and the SAT. Over the years, the tests have changed and I’ve adapted. I use the motto “My business is to put myself out of business.” I want students to truly understand the material so they don’t feel they have to continue coming to tutoring. I like tutoring for these tests specifically since the students know it’s a short-time commitment. We have a few weeks where we meet to prep for the test, and that’s it! Do any of your tutoring students come back to share their scores with you? Yes! Not only do they show me their scores, but they bring back their children years later. I have taught students’ children and grandchildren throughout my tutoring years. I’m fortunate that my husband owns his own business as a C.P.A., so we’ve never really moved away from this area. We’ve been able to make those long-lasting connections with families in the community. Considering your classroom approach, do you have a favorite classroom model you gravitate toward? I do a few things that are a bit different. Many students today have special-education accommodations such as time and a half on assignments. I always tell my students, “I want to know what you know.” I give all my students that extra time. The truth is, if you don’t know the material, it doesn’t matter in the end if you have extra time, so I give everyone the same amount of time to demonstrate what they know. Sometimes I’ll interrupt the class to briefly share a colorful picture to encourage them. They’re pictures I’ve made on the computer and printed out full of encouraging words and smiley characters! Another approach I use in my class is having the students teach me. I ask them to teach me what they know and understand from the materials we have covered together. I do not give partial credit in my class, since it is so subjective. Instead, we discuss the problem together. I’ll show them the correct method of completing the problem, and then I show a common error that students make. After I demonstrate these examples, I ask the students what type of partial credit they’d give to the wrong method. I ask them to write down on their paper the points of partial credit they’d give to that individual’s incorrect work. We discuss the different values as a class. I use this opportunity to help students realize how difficult and subjective assigning partial credit can be. This practical example shows the students that they don’t even agree on what values should be assigned as partial credit! I like to show them the reasoning behind my methods. Once the pandemic began, we had a very different classroom experience. It was challenging since we were online. The university does not require that the students’ webcam be turned on, so it was difficult to know who truly was present in class or who had turned on the class meeting and walked away from their computer. At the beginning of my courses, I would leave time at the end of our lecture for the students to introduce themselves to the class. When we were in the physical classroom, I would break the students up into pairs. I know you can use breakout rooms online, but I chose not to. I would have their partner introduce the other person to the class. This exercise would cause the students to truly listen to one another’s introduction. The course I teach at the university is not a math requirement. It is important that students successfully complete my course to proceed in their math courses. I often will address the common question “When are we ever going to use this?” I share common examples of math in action through our everyday lives. I give the example of going to the supermarket and paying attention to how the product totals are added up at the register. We talk about decimals in practical terms such as an anesthesiologist measuring the anesthesia for the patient and how important their decimal placement is at that moment. As I reflect on the classroom during the pandemic, it’s just not the same. I’m concerned about our students at all levels. I saw that my class size tripled, and it was because many students were not getting the foundation they needed during the pandemic. “I appreciate how my representative, Joanna Grabert, has been proactive in helping me adjust. Your team is great about getting me what I need! I am happy that the students have a Support Team ready to help them in getting their accounts set up in Hawkes. I love that the students can all get started at the beginning of the term using the free temporary access Hawkes offers. This allows me to get started teaching on day one of class.“ I have a friend who is a computer genius in my opinion. Whenever I was considering online materials, I told her I needed a company that would be patient with older individuals. My whole reason for using Hawkes was due to the fact that my friend said Hawkes would be supportive of my needs. I feel that Joanna anticipates my needs. When we meet via Zoom to take care of my questions, she’s efficient and so helpful. I am of the generation where my grandkids know more about the computer than me, so I need a system that will be supportive of me. I have that Support in Hawkes. I’ve appreciated learning more about your teaching background and classroom environment. I would like to ask you a few fun questions as we close our time together today. What is your campus, Quinnipiac University, like? What are your favorite things about campus? Of course, we are known for our Quinnipiac University Poll, but we also have so many wonderful programs preparing the students for anything they need. We have law programs, medicine, business, and liberal arts. It’s a beautiful campus and sits on the edge of the Sleeping Giant State Park. Over the years, the school has completely transformed in its growth. I believe the students receive a great overall experience at Quinnipiac. Do you host your tutoring services from your home? Yes, I do! Before the pandemic, students and their parents would come to my home for 1-to-1 instruction. Since the pandemic began, we have met entirely online via Zoom. I work completely from word of mouth. I don’t advertise my services, but many local schools refer students to me. I typically spend an hour with the student, which is a good amount of time to address their questions! We typically customize the session based on what the student wants to cover. This can range from strictly one subject, a blend of subjects, or test-taking tips. I particularly enjoy helping students prep for ACT and SAT. I was recently a chairperson of the ACT Council-Connecticut Chapter. Since Connecticut is an SAT state, I typically work with SAT prep, however, I do work with ACT prep as well. I know a lot about taking multiple-choice tests, and I believe it’s about giving students reassurance. Reflecting on the various students you’ve worked with over the years, is there a favorite memorable moment you’ve had with your students? I recall a student I taught at Quinnipiac in two different math courses. I didn’t really hear from her after her classes until years later. She had been an education major and was entering her senior year at school. She was considering the different job opportunities she had been offered and wanted to know what my thoughts were. It meant a lot to me that she came to seek my advice. We sat down to discuss her options, and she shared that she knew I was someone she could come to and receive an honest answer. That’s a wonderful story! To finish up our time today, I would like to ask one more question: what are some of your hobbies? I enjoy cooking, swimming at the beach, walking, and arranging social functions and parties. During the pandemic, I missed hosting get-togethers! I do meet with friends on Zoom for a Lunch and Learn session where we talk about contemporary issues together. Before the pandemic we would host Lunch and Learn in person with coffee and cake, so it’s just not the same nowadays. I also really enjoy Sudoku puzzles every day!

Instructor Spotlight: Meet Professor Jane Kessler

November 14, 2023

Support Team Member, Victoria Kelly, sat down via Zoom with Professor Jane... Read More

In the ever-evolving landscape of educational materials, the latest editions of Developmental Mathematics, Preparation for College Mathematics, and Algebra for College Students have been improved to support today’s learners with expanded exercise sets, additional context, example- and lesson-level videos, and more. Let’s dive into the key enhancements that make these editions a valuable asset for both students and instructors. Developmental Mathematics, 3rd Edition & Preparation for College Mathematics, 3rd Edition Developmental Mathematics and Preparation for College Mathematics cover a wide breadth of introductory material from prealgebra to conic sections. Designed for use in a 2- or 3-semester course, this holistic approach offers potential cost savings by eliminating the need for multiple textbooks. Emphasis on Real-World Applications: In the latest editions, 700+ application-based software questions and 1600+ application-based textbook exercises work in conjunction with two projects in each chapter to bridge the gap between theoretical knowledge and practical math skills. 260+ NEW questions in the student software offer better coverage of course content Every lesson and example has corresponding videos in the student software, providing a visual aid to enhance comprehension. Every textbook example has a corresponding margin exercise to immediately test students’ understanding of what was taught in the example. Robust Exercise Sets: Over 10,000 textbook exercises offer ample opportunities for students to practice and master newly acquired skills. 10,236 exercises in Developmental Mathematics 10,277 exercises in Preparation for College Mathematics 100+ new side bars offer an improved student learning experience with additional information such as math tips, historical context, and more. Strategies for Academic Success: This chapter has been updated and restructured to emphasize time and stress management methods for success in a developmental math course with 6 lessons and 25 new software questions. Not sure the difference between these two titles? While the content covered in each of these developmental-level titles is essentially identical, the key differentiator between the two titles lies in the order of topics covered. Do you introduce integers early in the semester or later? When do you introduce equations and how to solve them? Based on questions like these, our Hawkes experts can match you with the title that best suits your teaching methods and course structure. Chat with a rep here. Algebra for College Students, 7th Edition This seventh edition offers a seamless transition from prealgebra to advanced algebra, ensuring that students build a rock-solid foundation for success in credit-bearing courses. This title is designed to help students progress through their coursework at an accelerated pace while prioritizing a comprehensive understanding of key concepts. Students don’t just scratch the surface, but master algebraic concepts and skills thanks to the following features: Strategies for Academic Success: A new addition to the seventh edition, this dedicated chapter equips students with valuable study skills, time management, and more. Emphasis on Applications: 2 NEW application projects for every chapter, enhancing the practical relevance of algebraic concepts. These projects engage students in practical problem-solving, fostering a deeper understanding of the material. 260+ NEW application-focused questions in the software question bank, highlighting the importance of applying concepts to real-world scenarios Every lesson and example has corresponding videos in the student software, providing a visual aid to enhance comprehension. Every textbook example has a corresponding margin exercise to immediately test students’ understanding of what was taught in the example. Robust Exercise Sets: With, 6,800 textbook exercises and nearly 3,000 unique software questions, (approximately 1,300 of which are new to this edition) Algebra for College Students provides ample practice opportunities. Intermediate Algebra Topics: As the highest level offering of the developmental algebra titles, Algebra for College Students introduces several topics that are not found in Developmental Mathematics or Preparation for College Mathematics including: Sets Determinants Sequences Series The Binomial Theorem Permutations Combinations All three of these new editions prioritize the application of mathematical concepts in real-world scenarios. With robust exercise sets, multimedia resources, and additional content, these textbooks are powerful tools that help students build a solid mathematical foundation and develop essential problem-solving skills. Interested in learning more? Request free exam materials today!

Unveiling the Enhanced Editions for Developmental- and Intermediate-Level Mathematics Courses

November 13, 2023

In the ever-evolving landscape of educational materials, the latest editions of... Read More

In the vibrant field of biology education, providing resources that engage students, make the subject matter relevant, and help them build meaningful connections is essential. Embedded directly into the instructional content of Biology are 1,013 “Further Resources” with links to outside sources including events, research, TED Talks, instructional videos, studies, and more that help bridge the gap between course content and students’ daily experiences. We’ve handpicked a collection of these Further Resources from the text that serve as powerful educational tools, enhancing student engagement and cultivating an increased comprehension of biological concepts along with a quick guide incorporating them into your classroom. Understanding Soap’s Magic (Micelles) In the Classroom: Use this animation to explain how soap cleans hands through micelles. It’s a tangible example that connects chemistry and everyday life, making the concept of micelles more relatable to students. Resource : YouTube—ScienceWorld (2021) Pyruvate Dehydrogenase Demystified In the Classroom: Introduce the concept of pyruvate dehydrogenase with this video. It’s a great way to illustrate complex metabolic processes, making it easier for students to grasp. Resource: HHMI BioInteractive (2021) Neutrophils in Action In the Classroom: Show students the incredible process of neutrophils in action. It’s a visual demonstration of immune system function, making immunology more accessible. Resource : YouTube—Ninja Nerd (2021) River Otter Adaptations In the Classroom: Explore the adaptations of river otters, connecting ecological principles to the real world. Resource : YouTube—Texas Parks and Wildlife Education (2021) COVID-19 Vaccine Insights In the Classroom: Explore the science behind the COVID-19 vaccine, helping students understand the importance of vaccination in a global context. Resource: YouTube—Vaccine Makers Project (2021) Watch the Video Sickle Cell Anemia Exploration In the Classroom: Discuss sickle cell anemia as a case study. It’s an opportunity to explore the genetics and health disparities related to this condition, fostering discussions about diversity in biology. Resource: American Society of Hematology (2022) Learn More Algae’s Brain Connection In the Classroom: Delve into the cutting-edge research on algae and brain health. It’s an excellent example of how biology is at the forefront of scientific innovation, engaging students with real-world applications. Resource: ScienceDaily (2021) Learn More Arthropods Unveiled In the Classroom: Use the interactive lesson on arthropods to encourage hands-on exploration. It’s a valuable resource for understanding biodiversity and ecological interactions. Resource: Berkeley University of California (2021) Learn More Elephant Development Unveiled In the Classroom: Dive into the unique biology of elephants, sparking curiosity about evolutionary adaptations and reproduction. Resource: BBC Earth (2021) Learn More Breastmilk’s Antibody Power In the Classroom: Discuss the role of breastmilk in transmitting antibodies. This study can be a starting point for exploring immunology and maternal-infant health. Resource: eClinicalMedicine (2022) Learn More These resources offer additional opportunities to make the subject matter come alive in your classroom. They help students see the relevance of biology in their daily lives, building meaningful connections and sparking a deeper appreciation for the natural world. Explore an application-driven approach to introductory-level biology with our NEW Biology textbook, e-book & student software! Click here to explore the Table of Contents. Want a free review copy? Complete this short shipping form to have a textbook sent right to your door, or explore the student software with free demo access by visiting explore.hawkeslearning.com/signup. REQUEST A FREE REVIEW COPY

Enhancing Biology Education with Engaging Resources

November 8, 2023

In the vibrant field of biology education, providing resources that engage... Read More

As we approach midterms, I often take this time to reflect on my study habits and create a plan as to how I can best prepare for my exams. Frequently I implement the same study tactics, but it can differ from class to class. As a general rule, I suggest focusing on three concepts: Practice with study questions. Review your mistakes and focus on the areas that feel less comfortable. If there is vocabulary, become as familiar as possible. Practice! First, practice using study questions. If there are practice tests made available by your professors, be sure to make use of them! Practicing with study questions can be productive as they simulate the test experience and can help you focus your studying. Professors may also create study guides that can contain questions that apply to the concepts learned in class. Professors craft both practice tests and/or study guides with the concepts that are expected to be understood for the test. After all, professors want to see you succeed! Luckily, classes using Hawkes Learning have access to Practice mode. This is a great tool to use when studying, in part due to the Explain Error feature. When questions are presented, Practice provides the Tutor button at the bottom left. If you are confused, Tutor can provide step-by-step instructions on how to complete that question or a hint. The Learn button can also refer you to the textbook to review the concept before answering. If you still aren’t sure, you can click on ‘Solution’ to see the answer and get an explanation; this can be a great feature for reviewing topics and relearning skills or concepts that you may have forgotten. Review Your Mistakes After completing a study guide or Practice mode, you may realize you are confident in one topic and struggling in another. In my experience, focusing on the areas where you struggle may be a better use of your time – especially as a busy college student. By going over your answers, you can see which lessons should be reviewed and revisited. Whether you review notes from lectures or watch videos to better understand the material, try to focus on these areas and then retry the questions once you feel more confident. With this in mind, another valuable tool offered by Hawkes Learning is the Practice Test feature. This can be found under the WebTest section. By pressing ‘Create Practice WebTest’, students can choose topics by the lesson that they want to include in their own practice test. These provide a number of practice questions to complete that are only based on the chosen topics. Once the test is done, Hawkes Learning presents a bar graph with the number of correct and incorrect answers per topic. This instant feedback can be valuable in helping to further focus your studying. Learn more in the video below. Learn the Vocabulary Sometimes, it can feel overwhelming trying to find a place to start studying. One way to begin is by finding key terms or concepts from lectures and creating a Quizlet. Quizlet is an online resource that hosts virtual flashcards/study sets and allows for reviewing terms in engaging ways. After creating a set, I usually use the “Learn” or “Test” feature to match terms with their definition. For every lesson within a chapter, Hawkes Learning has its own study set. Since these sets are verified, students can feel confident that they provide accurate definitions. It also saves time that would be used creating your own Quizlet and allows for studying right away. Overall, Hawkes Learning provides a number of resources to help me achieve my study goals. This saves time and effort in looking for or creating valid resources and provides instant feedback. By using Hawkes Learning to assist with studying, students can apply their knowledge and be prepared for potential concepts or questions that may appear on tests. Author: Matthew Albert, Long Island University – Post

Student Ambassador Study Tips: Enhancing Your Studying Experience

November 1, 2023

As we approach midterms, I often take this time to reflect on my study habits... Read More

We’re excited to once again partner with students from colleges and universities across the country for an exciting internship program we call our Hawkes Learning Student Ambassadors! Each semester, selected students offer guidance and one-on-one assistance with all things Hawkes to fellow students on campus, helping them to find homework assignments, create practice tests, learn best practices for using Hawkes’ courseware, and more. Read below to get acquainted with this semester’s team of bright and talented ambassadors. Kandice Smith, Prairie View A&M University Kandice is currently a sophomore at Prairie View A&M University (PVAMU), where she is passionately pursuing a major in Nursing along with a minor in Health. PVAMU has a rich history of producing many STEM majors, and Kandice is thrilled to be a part of this legacy. She is actively involved in various organizations, including Women of H.E.R., Purple Jackets, the Honors Program, and PALS, all of which she believes will provide valuable insights into bedside manners, a skill she aspires to perfect on her journey to becoming a Pediatrician. Beyond her academic pursuits and extracurricular activities, Kandice enjoys meeting new people and trying new restaurants. Here’s to Kandice and her exciting journey ahead! Lillie Justice, University of North Carolina – Charlotte Lillie Justice is a Junior at UNC Charlotte where she is studying English and Secondary Education. In her free time, she channels her creativity by playing guitar, scrapbooking, reading, and baking. Alongside being a Hawkes Ambassador, Lillie is involved with Team Teach, a recruiting program within UNC Charlotte’s Cato College of Education. In her hometown, of Asheboro, North Carolina, Lillie generously volunteers with the Randolph County Public Library and Randolph Arts Guild where she helps organize events for families and children. Looking beyond graduation, she aspires to share her passion for English by becoming a high school teacher in the Charlotte-Mecklenburg school district or its neighboring areas post-graduation. Dylan Dietz, University of Mississippi Dylan is currently a devoted sophomore at the University of Mississippi where he maintains a remarkable 4.0 GPA while pursuing a degree in business. Before college, Dylan was an avid athlete in his hometown of Atlanta, Georgia, making his role as the Ole Miss football team’s equipment manager the perfect match. Looking to the future, he aspires to build a career within a professional sports team, leveraging his knowledge and experience in both business and athletics. Matthew Albert, Long Island University Matthew Albert is a sophomore at Long Island University – Post, majoring in psychology with plans to pursue a career as a guidance counselor. His lifelong passion for helping others is deeply rooted in the profound impact his own high school counselor had on his high school years. In high school, he proudly showcased his passion by giving back to his peers and community through organizations such as the Pay It Forward Club and the Buddy Program. Matthew is excited to continue supporting his fellow students in his role as the Hawkes Student Ambassador for LIU Post. In his free time, Matthew finds joy in watching basketball games, listening to music, and spending time with his family and friends. He also enjoys attending Broadway shows whenever possible. Margaret Weimer, College of Charleston Margaret Weimer is a senior Finance major at the College of Charleston. Originally from Buffalo, New York, Margaret was raised alongside her three brothers by her loving parents. Margaret is an active member of Chi Omega Fraternity on campus and in her free time she enjoys traveling, trying new restaurants, and spending time with friends and family. Upon graduation in spring 2024, Margaret aspires to secure a rewarding career in the financial sector. Jay Jain, University of North Carolina – Charlotte Jay Jain, born in Gujarat, India, brings a rich cultural background and global perspective to his endeavors. Growing up in Gujarat instilled in him a strong sense of community, resilience, and an appreciation for diverse cultures. Currently a junior at the University of North Carolina Charlotte, Jay is pursuing a major in Business Analytics. His roots in Gujarat, known for its entrepreneurial spirit, significantly influenced his passion for business and analytics. Jay’s multicultural background and exposure to different ways of thinking have shaped his perspective and drive for success. With his unique blend of cultural heritage and academic ambitions, Jay is well-prepared to make a meaningful impact in the field of business analytics. Aside from academics, Jay has a deep passion for cricket, a sport that holds a special place in his heart. As an avid player, he finds joy and excitement in the strategic and competitive nature of the game. Jalecia Claytor, Wilberforce University Jalecia, a sophomore at Wilberforce University, is pursuing a major in Political Science. She is from Cleveland, Ohio and proudly graduated as valedictorian of her high school class. Maintaining an impressive GPA of 3.9 at Wilberforce, she has set her sights on attending law school to pursue a career as an attorney. Among her peers, she is affectionately known as the “mom of the group”, always considering their well-being and nursing them back to health when they’re unwell. She is known for being very optimistic, outgoing, independent, and having strong interpersonal skills. Esther Dhiramo, West Virginia State University In addition to being a Hawkes Learning Student Ambassador, Esther is a senior at West Virginia State University majoring in computer science. Beyond her academic endeavors, Esther plays forward for the women’s soccer team and her contributions have helped her team win accolades such as 1st Team All-Conference. In her free time, Esther enjoys coding and watching movies. Esther’s commitment to both her studies and her role as a mentor exemplifies her outstanding leadership qualities and her unwavering commitment to the betterment of her university community. Sara Al-hachami, Wayne State University “Each person has their own definition of peace; therefore, life is a puzzle that you must solve to find your own peace.” Sara Al-hachami is a sophomore at Wayne State University where she is pursuing a major in Computer Science and a minor in Statistics. Sara is a very outgoing individual who hopes to one day work in the cybersecurity field. When she’s not at school or work, she spends her time doing a variety of hobbies such as writing music, singing, reading, working out, and more. Sara’s favorite subject is math and credits Hawkes’ mastery-based software with helping her persevere through tough Statistics courses. She takes pride in being a Hawkes Ambassador and feels honored to help her fellow students adapt to new methods of learning thanks to Hawkes. Ahsanur Rahman, West Virginia State University Ahsanur Rahman thrives on embracing fresh challenges and activities. His role as a Hawkes Learning Student Ambassador aligns perfectly with his enthusiasm for tackling new tasks, offering opportunities for personal growth and self-improvement. As a student of science, he understands the demands of balancing academic pressures with personal life. Because of this, he appreciates the Student Ambassador program because it lets him draw upon his own experiences to help other students achieve academic success. In Ahsanur’s free time, he enjoys watching movies, playing video games, and working on coding projects as these activities help him learn new things and gain real-life, practical experience. Cari Meeks, Lyon College “I enjoy helping others and spreading knowledge. If I’m able to be a helping hand for others, then I will always take the task.” Cari is a sophomore at Lyon College with an impressive 3.9 GPA. She is heavily involved at her college taking on the role of a Lyon College ambassador/tour guide, a math tutor, and an Apple mentor. Her involvement also extends to the gardening club, SPECTRA, her role as a TKE sweetheart, and membership in the Alpha Lambda Delta honor society. Although Cari’s major is not officially declared, she envisions pursuing a psychology degree and ultimately earning a doctorate. In her free time, she enjoys drawing, gardening, hiking, and spending time with her cat, Zeppelin. Samuel Brumley, Ball State University Samuel Brumley, a Computer and Information Technology sophomore at Ball State University, originally hails from Tampa, Florida, and launched his educational journey at Yorktown High School in Indiana. His academic focus is on IT and systems administration, where his exceptional coursework performance reflects his genuine passion. However, it’s his role as a Student Ambassador for Hawkes Learning that truly distinguishes him. Samuel’s commitment to fellow students is unwavering, offering invaluable support, motivation, and insights to nurture a vibrant learning community. This dedication mirrors his deeply rooted values. In addition to his ambassadorship, Samuel serves as a Computer Service Technician for Ball State University’s Housing and Residence Life department, where he plays a pivotal role in maintaining the seamless operation of computer systems, further enriching his practical IT experience. Beyond academics and work, he actively participates in various activities, ensuring a well-rounded life that fuels his personal and professional growth. As Samuel continues to navigate the IT landscape, his bright aspirations drive him toward a future where he can make a profound and lasting impact in the field while inspiring others on their educational journeys. Cassandra Berry, Guilford College Cassandra Berry is a junior at Guilford College, pursuing a double major in Biology and Health Sciences. She is currently working toward attending Pharmacy school, with plans of acquiring her PharmD. In the upcoming semester, she will also begin working as an intern in a local, small-town pharmacy in addition to her Student Ambassador internship. She enjoys playing soccer, reading, and being outside in nature whenever she has the chance. While she stays busy with school, Cassie makes it a priority to visit her dogs back home as often as possible. Aaliyah Whyte, Mississippi Valley State University Aaliyah Whyte, originally from Kingston, Jamaica, is currently a sophomore at Mississippi Valley State University. She is majoring in Accounting with a minor in Pre-Law. Aaliyah finds joy in dancing and cherishing moments with her family. Her future plans involve obtaining a law degree with a focus on corporate law post-graduation. In addition to her academic pursuits, Aaliyah is an active member of the track & field team at her university and is an active member of the Student Government Association. She is deeply honored to serve as a Hawkes Ambassador for the current semester. Christian Barksdale, Mississippi Valley State University Christian Barksdale is a sophomore at Mississippi Valley State University in Itta Bena, MS where he majors in Biology. Christian hopes to someday enter the nursing field and become a nurse practitioner. He is from a small city named Cleveland, Mississippi, where he grew up with both parents and three siblings. Christian is a member of the Mississippi Valley State University’s band where he is a part of the percussion section as he plays bass drum. He is also a part of the University Innovation Fellows team. He plans to continue his academic success and is very thankful for the opportunities he has been given. Interested in being a Student Ambassador? Click here to learn more and see when applications are open!

Meet Our Fall 2023 Student Ambassadors!

September 29, 2023

We’re excited to once again partner with students from colleges and... Read More

From his suburban upbringing and first job stacking hay bales to his current position at Piedmont University, Dr. Stephen Whited’s journey to academia has been inspired by influential mentors and educators at Georgia State University [Drs. Victor Kramer, Thomas McHaney, William Sessions] and the University of Kentucky [Wendell Berry, James Baker Hall, and Guy Davenport], where he found his true calling in teaching. Dr. Whited’s commitment to his students is evident in his love for fostering a passion for reading through engaging discussions and the use of Hawkes Learning’s English and composition materials, providing students with a unique and effective learning experience. We sat down for an exclusive interview with Dr. Whited as he shared insights on successful teaching, classroom structures, and the challenges faced by instructors today. Keep reading to hear more about his journey from a book-loving, guitar-playing kid to a passionate English professor, dedicated to inspiring young minds. Unveiling the Art of Successful Teaching Throughout his esteemed career, Dr. Whited has embraced a profound love for literature, art, and critical inquiry. From Georgia State University to the University of Kentucky, his journey has been a tapestry of diverse experiences, shaping the inspiring educator he is today. What lies at the heart of being a successful teacher? According to Dr. Whited, “You have to love what you teach and have a passion for sharing ideas with people. Part of the fun is finding that little point of contact, even if they think they don’t like to read – but maybe whatever the topic they are still interested in it, or troubled by it, or irritated by it, or something? It’s a lot of fun when you see that moment of realization in their eyes.” When it comes to classroom structures and teaching styles, Dr. Whited is no stranger to experimentation. “I think I’ve tried everything at one time or another, and everything works at different times. The problem isn’t so much having the correct method as it is applying the right method at the right time and trying to read the room. It’s a fascinating challenge.” Through engaging lectures with copious whiteboard notes to interactive role-playing games and thought-provoking questions, he tailors his approach to meet the needs of each unique class. “I’m trying to encourage personal responsibility and to promote self-motivation; sometimes it works!” Similarly, regarding challenges faced by instructors in our “new normal” educational landscape, Dr. Whited emphasizes the importance of empowering students to think critically and independently as a means of breaking free from a memorization-driven, “teacher dependency” that does little to challenge the mind, and even less to create lasting knowledge. A key takeaway in all of Dr. Whited’s methods goes beyond teaching the literary content itself; it lies in nurturing the skill of attention, in encouraging students to slow down, connect contextual clues, and reach for valid conclusions. Reflecting on innovative teaching approaches, Dr. Whited shares a memory of his first semester using Hawkes Learning. “Scheduled to teach an ENGL 1101 first-year writing class that I hadn’t taught in years, I met a terrified first-semester freshman group with a lot of writing issues, and I thought, ‘What am I going to do, I don’t have time to teach all this grammar’? Well, Hawkes provided all the material they needed to work outside class time. Immediately, I saw significant improvement in their writing. I’ve required the Hawkes LMS in all my first-year courses ever since.” With a user-friendly interface and effective mastery-based approach, Dr. Whited continues to utilize Hawkes Learning to enhance his students’ writing skills and provide them with the valuable resources they need to succeed in his course and beyond. Dr. Stephen Whited displays an unmistakable passion, dedication, and true love for teaching that he hopes can be felt by all of his students. His academic journey and unwavering commitment to fostering young minds stand as irrefutable evidence of his ultimate goal– to create profound and lasting impacts that reach far beyond the confines of the classroom, leaving a lasting imprint on the hearts and minds of his students.

Instructor Spotlight: Meet Dr. Stephen Whited

August 1, 2023

From his suburban upbringing and first job stacking hay bales to his current... Read More

Courses: GEN 103: Special Topics in College Mathematics for Non-STEM Majors and GEN 104: Special Topics for STEM Majors Course Type: Emporium Quick Stats: In 2015, the average pass rate was 63% (excluding withdrawals) and 57% overall using a different software platform; after implementing Hawkes Learning in 2016 the pass rate reached 79% and continued to stay above 70% over the next four years. In fall ‘16, the pass rate increased by 18%, the fail rate decreased by 15% and the withdrawal rate decreased by 4% compared to the previous fall semester. Over 75% of students who passed University of Louisville’s GEN 103/104 in the summer or fall term of 2021 using Hawkes went on to earn a passing grade in their next credit-level math course. The University of Louisville (UofL) implemented intervention courses for students who were not college-ready in mathematics to give them the support and resources they needed without slowing down their paths to graduation. With this goal in mind, UofL replaced all traditional sections of Intermediate Algebra with two new emporium-style intervention courses in algebra. These courses are part of the Resources for Academic Achievement (REACH) program, the university’s centralized academic support unit for undergraduate students. Instead of whole-class lecturing, students meet in a computer lab setting and work through their lessons with the assistance of self-paced courseware, peer tutors, and a course instructor (who serves as a facilitator and guide). REACH is the recipient of the International College Learning Center Association’s (ICLCA) 2022 President’s Outstanding Learning Center Award for Specialized Populations and a Hawkes Learning customer since 2016. After piloting the materials in spring ’16, UofL adopted Hawkes Learning’s Introductory and Intermediate Algebra courseware and customized Guided Notebook starting in summer ’16 after receiving positive student feedback, seeing overall success rates and experiencing unmatched customer support. One of the key deciding factors in moving forward with Hawkes Learning was the ability to use diagnostic testing through the courseware at the start of the term. After switching to Hawkes Learning and making several other structural changes to the program (such as the development of a common final exam), the pass rate of GEN 103/104 students increased dramatically. “The diagnostic abilities of Hawkes are a game changer.“ As an intervention course, GEN 103/104 students enter the course at all points on the spectrum. Hawkes’ diagnostic testing with automatic grading allows students to demonstrate proficiency in prerequisite material. For the learning center, this feature saved them from grading over 1,000 pen and paper assessments each term, saving valuable time for instruction. Since adopting the Hawkes Learning mastery-based courseware and implementing other course changes, the REACH program at UofL has seen consistent success year over year: From fall ’13-’16 pass rates were averaging below 63%. After implementing HL, average pass rates from fall ’16 to spring ’22 increased to 71.8% (74.6% when excluding the 20-21 pandemic outlier) Table 1: Hawkes Learning was implemented as part of the UofL course curriculum at the start of the 2016-2017 academic year. From the start, the course pass rate in the fall of 2016 outperformed the fall of 2015 pass rate by 18% with fail rates and withdraw rates dropping by 14% and 4%, respectively. Table 2: Over time, the implemented Hawkes Learning products have seen successful trends with consistent pass, fail, and withdraw rates that all outperform past averages from competitor curriculum materials. As demonstrated by the charts above, this upward trend in pass rates was interrupted by the 2020 COVID-19 pandemic causing the 2020-2021 academic year to be an outlier. The impact of the pandemic is still evident, as pass rates have not yet returned to pre-pandemic levels. It may take several years for students to recover the learning losses caused by the COVID-19 pandemic.

Stronger Math Results at UofL with Hawkes

June 8, 2023

Courses: GEN 103: Special Topics in College Mathematics for Non-STEM Majors and... Read More

Have you found yourself sitting in your office during office hours wondering why students are not there for help? If so, you are not alone. Before the pandemic, I spent most of my office hours feeling frustrated because I wanted to help my students who needed help but were reluctant to seek the help they needed. Determined to mitigate this help-seeking dilemma, I enrolled in professional development courses on fostering belonging and effective teaching strategies, with a focus on remote learning. I also read a 2019 study from Dr. Ervin J. China on Academic Help-Seeking Behaviors. One of the most important things I learned is that students are more likely to seek help when their professors display what Dr. China described as “professorial concern” in his study. We as instructors can achieve this by expressing genuine concern for our students and creating a learning environment where students feel safe, supported, and valued. Other results from the study along with the tools I learned in the courses lead me to the strategies I share in this piece Here are five practical strategies that I use to create a sense of belonging and connection in my classes: Use The Syllabus To Set The Tone For Your Classroom Culture Our syllabus is more than just a list of rules and objectives. It is an opportunity to communicate our values and expectations to students. When crafting the syllabus, use personal and inclusive language. Be clear about our commitment to creating a supportive learning environment. I developed an equity-minded syllabus based on the Center for Urban Education’s Syllabus Review Guide. This syllabus includes information about both academic and non-academic support services, such as counseling, the food pantry, and finances. It also helps students to navigate the course and learn where and how to seek help when needed. Promote Help-Seeking Let our students know that we are there to help them succeed. Remind them that it is okay to ask for help in whatever way they are most comfortable, and that we will not judge them for not knowing something. To promote help-seeking, I first rebranded my office hours as “student support hours.” I then changed drop-in student support hours to appointments through a Calendly link. Having students schedule their support sessions encouraged them to be thoughtful and intentional about time management. This new, post-pandemic option for a virtual conference provides greater flexibility for those who are working, caring for children, or otherwise may have difficulty coming to the main campus I also created an online discussion forum where students were able to ask questions and get help from each other. Embrace Diversity and Inclusion Create a learning environment where all students feel welcome and respected. This means being mindful of our language and teaching practices and being open to hearing different perspectives. One way I achieve this is through the images I display in my instructional presentations. I intentionally highlight unique perspectives and experiences—from military veterans to members of the LGBTQ community, along with those of different races, ethnicities, and those with both visible and invisible disabilities. This is important because these perspectives are representative of the students that I teach. Representation is an essential component for creating a sense of belonging. Additionally, I begin each lesson with a different motivational quote from a wide range of voices, including humanitarians, scholars, civil rights leaders, poets, hip-hop artists, pop-culture icons, and sports figures. Communicate Regularly and Provide Timely Feedback Keep students informed and motivated by reaching out to them regularly. Regular contact and timely feedback for students, particularly in online courses, signifies our presence and concern for their success. I frequently share information with my students through email, announcements, and news posts in the course learning management system. I make a point of responding to student questions and concerns promptly and also provide detailed feedback on each student’s tests. To ensure the line of communication flows in both directions, I incorporated a weekly “check-in” requirement. On Sundays, students submit a check-in form where they share their progress for the week along with any questions or issues. On Mondays, I read those check-ins and respond appropriately, many times extending a direct invitation for students to meet with me for assistance. Specific and timely feedback is essential for student success. When students know where they are going wrong, they can make the necessary corrections and improve their performance. Give Students Voice and Agency Partnering with students and allowing them to have input into what happens in our classroom is another way to promote engagement and a sense of community. One way to give students voice and agency is to use a Start-Stop-Continue survey. This type of survey asks students to share what they like, do not like, and would like to see changed about our classes. I administer this survey after the first test and incorporate immediate changes based on the feedback. As a way to provide agency, students in my introductory statistics course were permitted to choose their own teammates for the group project along with their research topic. This autonomy led to group cohesiveness and genuine interest in the content they studied. Letting students have a say in what happens in the classroom helps them feel more invested in their learning. I have had an 800% increase in the number of students who met with me for assistance this academic year. Results: Improved Student Help-Seeking, Success Rates The results of these changes have been overwhelmingly positive. I have had an 800% increase in the number of students who met with me for assistance this academic year (54 appointments this year compared to 6 last year). Additionally, overall success rates in my online courses have also improved. These small but effective practices positively impacted student help-seeking and success rates, underscoring the importance of creating a supportive learning environment for students. By creating a sense of belonging and connection, we can encourage students to seek help when they need it, fostering greater academic success. About the Writer April Crenshaw is an Associate Professor of Mathematics entering her 17th year at Chattanooga State Community College. Professor Crenshaw serves as lead teacher for precalculus and is a Co-PI for the Tennessee Board of Regents OER grant for Introductory statistics. Additionally, she is a second-year doctoral student in Peabody College of Education and Human Development’s three-year Learning and Leadership in Organizations (LLO) program at Vanderbilt University. At home, April is a devoted wife and loving mother to her two intelligent, beautiful daughters.

Using Connection and Belonging to Improve Academic Help-Seeking for Online Students: Guest Blog by April Crenshaw

June 7, 2023

Have you found yourself sitting in your office during office hours wondering... Read More

Emily Carpenter is a 6-year Hawkes Learning customer and a 20-year educator with beginnings in Early Childhood Special Education. Now in her seventh year at Seminole State College, depending on the semester, you can find her teaching General Education math using Hawkes’ co-requisite Beginning Statistics, Viewing Life Mathematically, College Algebra, or Precalculus course materials. Our Customer Experience Coordinator Victoria Kelly was excited to get the chance to interview Emily and learn more about where her passion for education began and what she has learned along the way. *Interview responses have been lightly edited for content and clarity. How long have you been teaching in general and how long have you been teaching with Hawkes materials? This is my twentieth year in education which is kind of crazy! I came on board at Seminole State about 7 years ago from K-12 where I taught a little bit of everything other than Middle School. When I came on board here at Seminole State we were using a pre-requisite model with Pearson’s MyMathLab, but within the first year we moved to four pathways all using Hawkes and all co-requisite models– so it’s been five to six years. Having taught in different classroom structures, what class models have you tried and found work the best for you? Starting in Early Childhood Special Education with my very first job out of college there was a big push for a full-inclusion mode. Ironically, fast forwarding to Higher Ed, when we started talking about the co-requisite model, I was like I get this, I understand how this works; so I would say probably the flipped classroom approach because it’s very student-centered. My job teaching co-requisites now is similar–I come in and help fill those knowledge gaps. The integrated review aspect of the co-requisite model is a big piece of that for us. We often work with adult learners, so we approach math as a set of skills and let them know that there’s no shame in saying “I can’t do that right now, but I can learn.” The flipped classroom approach gives students the freedom to identify their weaknesses and approach them from a growth mindset perspective; the integrated reviews help a lot because we can individualize instruction which really works well with my teaching philosophy in general. What would you say is the biggest challenge today’s students are facing? Particularly in math, we’re seeing huge deficits, so this semester we’re requiring some of those integrated reviews even for our students in credit-bearing courses. Many of these traditional students are also rolling out of tough algebra one and algebra two experiences in the heart of COVID so for topics that used to be pre-requisite skills we’re finding a complete lack of memory. How do you engage and motivate these underperforming students? It depends if it’s face-to-face versus online, but a common would be just communication and connection for students with myself and others in the classroom; that would probably be the biggest motivation because that’s going to be what keeps them coming back to class. We’re also doing more cooperative-based learning like the new Viewing Life Mathematically projects per section which have been amazing to have as just a little something for them to connect with each other. Creating that connection in an online course is more challenging, but we have discussion posts and some group projects where they have to get on Zoom and work with each other. For my online co-reqs, I have a weekly check-in to make contact with every student in some way shape or form. It’s hard to mimic the connection of face-to-face in an online class but we’re doing the best we can. Would you say you have had a favorite breakthrough moment with a student? Yes, one of my very first students here. She was a non-traditional student, actually a little bit older than me, and with the track she was on I wound up teaching her in one course or another every semester she was here, so I really got to walk with her on this whole journey; by the time she was in statistics, she could have been teaching the class. In fact, I think next year she is taking a middle school math position at a local school! This shaped me a lot from a compassion standpoint as well as a philosophical standpoint of what I needed to do in the classroom outside of teaching to help them understand that they are worthy of being here. I think that was probably my first understanding that at the community college level, math is the biggest hurdle that we see for students to persist. Have your students said anything about the Mastery approach and Hawkes support? They appreciate it eventually. We try to be very explicit about explaining what it is and why it’s there, so I would say that they do really start appreciating and understanding the benefits of it about mid-term. We get a lot of feedback like “this is the best math class I’ve ever had” and I don’t think it has anything to do with the instruction, I think it has more to do with the support like automatic feedback, integrated reviews, and the tutoring button. They really like the practice tests; a lot of them will say that they don’t know how to study for a math test but the practice tests really help them identify where their strengths and weaknesses are and then focus on them. So I would say they enjoy Hawkes and they eventually enjoy the mastery approach once they get a good grade! Check out this short student tutorial of Hawkes’ Practice Test feature! How has Hawkes’ training and support affected you as an instructor? I have quite a bit of experience with curriculum companies in K-12 all the way up and Hawkes’ customer support is literally the best I’ve ever worked with. If you’re thinking about the amount and time and effort we’re having to spend with students, this needs to be the easy part! I appreciate it now that I’m on the Administrative side even more, onboarding instructors is so much easier than any other publisher– it’s all so seamless. I also appreciate Hawkes’ professional development like the webinars and workshops they provide for instructors, it always seems so timely. What is something your students don’t know about you? I was homeschooled actually through 6th grade and so and then went to a big diverse high school, so my first day of teaching Elementary Education was actually my first day of being in a grade school setting! I know in some states there have some pretty large homeschool co-ops but that’s pretty unique in Oklahoma. What would you say you’re most favorite thing is about your college campus? I love that we are small. Sometimes it can be frustrating because we wear a lot of hats but it’s been easier to come in and find a place, I mean in seven years I’ve had the opportunity to have several leadership positions that at bigger institutions I wouldn’t have, so I do appreciate that. “Building relationships and supporting students is probably my most favorite thing about being at a community college because it feels worthwhile, and it goes beyond just the classroom” It’s also a cool job where sometimes you get to help students deal with some life things and with little kids it was helping them build social skills and those conversations are still there but now they’re big conversations and you feel like it’s so worthwhile to be able to be able to have those conversations and have that relationship with students.

Instructor Spotlight: Meet Professor Emily Carpenter

May 8, 2023

Emily Carpenter is a 6-year Hawkes Learning customer and a 20-year educator... Read More

Victoria Kelly has worked at Hawkes Learning since 2018 and is the company’s go-to for all things customer experience. From working with student ambassadors to interviewing clients and developing creative customer relations initiatives, she has hands and expertise in a variety of areas of the company. As the Customer Experience Coordinator, it’s no surprise that she is well-versed in all things customer care but she is also an awesome ambassador and resource for potential customers and job-seekers interested in joining the Hawkes Learning team. As an ambassador, Victoria was recently invited to participate in a Business Ninjas podcast to chat more about Hawkes and the company’s direction in the near future! So, according to Victoria, what’s it like to work at Hawkes Learning? We’ve asked her a few questions to get her behind-the-scenes perspective and here’s what she had to say: What is the Company’s Industry and Niche: At the heart of everything we do, our mission is to support student success. We do this by serving instructors and students in the higher education community. Our mission is “Driving Student Success Through Service and Innovation” and we do so by implementing our values of unity, service and adaptability. What Problems Does Hawkes Solve? Student success is our passion and what drives everything we do. Dr. Hawkes is a statistician and taught at the College of Charleston for over 20 years. When Dr. Hawkes founded the company, he saw a need for students to have more interactive opportunities with their learning materials as well as a need to help them truly master their concepts not just simply check off their homework assignments for the day. He implemented the Mastery approach with our materials, and no matter which discipline a Hawkes instructor is teaching with, the materials will be presented in a way that is designed to help the student truly master the learning objectives. Another passion here is efficiency, whether it’s reviewing assignments or grading quizzes and tests, the instructor side of Hawkes strives to take a lot of load off the instructor’s shoulders in comparison to traditional pencil/paper graded homework. Lastly, we know that learning to use a new software can feel intimidating. We provide incredible support so that both students and instructors feel that they are supported every step of the way of their Hawkes journey. What Makes Hawkes Stand Out From the Competition: There are two major areas we stand out and shine in the ed-tech industry and those are our concierge-level customer service and our mastery approach! In my opinion, Hawkes is truly unmatched in this area! How Has Hawkes Learning Grown as a Company? We’ve actually been around for over 40 years specializing in the development and distribution of an online learning platform and published textbooks, but Hawkes has seen a lot of growth over the last several years as a result of the shift to a new market and because of the shift to online learning during the pandemic. While our roots are in mathematics with about 30 different courses specific to the math discipline, about ten years ago we branched into the humanities and social sciences realm, and we have our sights set on a number of new disciplines. In addition to our products, Hawkes is always expanding in professional development opportunities. Some of these opportunities include our annual Innovative Educators Virtual Summit and the Learning & Growing webinar series. Both are free for anyone to attend! What Does Hawkes’ Onboarding Process Look Like? It has been quite a while since I’ve been in that onboarding process myself as a new employee, but I must say that I was really impressed by the onboarding process because I felt consistently supported and encouraged; anytime I made a mistake it was met with complete support, encouragement, and made into a teachable moment. Something that really stood out to me as a new employee was that the company truly wanted to lean into a community-style atmosphere. When I started at Hawkes, it was my first job post-grad, and though I was this young 20-something new graduate, upon my arrival I was encouraged to meet with the VP’s and all the managers at Hawkes just to get to know them and hear their stories. This was incredible as a new employee, because not only did that make me feel welcomed and valued but it also allowed me to hear the stories of employees who’ve been with Hawkes for quite a while! Many of our employees are very invested within the company and that shows with their years of working with Hawkes. For example, our VP of Research and Development has been with us for 24 years and our VP of Sales and Marketing has been with us 15 years! We have some incredible people who work with the company– they’re just stellar and you can just see their passion come through their work. What is the Office Dynamic and Community Like? I love the teamwork and collaborative atmosphere that I’ve experienced at Hawkes. Something that has changed during my employment is that we’re hiring remote positions now. Once the pandemic started, we all started working remotely and since then our company has been able to evolve into regional territory sales representatives. This means that our sales reps service the region they live in, which certainly makes it easier for them to initiate new instructor relationships. Before we were pretty much all in Charleston but now, we’re all across the country! Being remote has been an adjustment because I really loved my team’s office environment and face-to-face collaboration. I’m an extrovert, so I love being around people, but thankfully, being remote I get to work with my dog Waffles in my home office! I love the trust that has been established and upheld with our team and our remote work. We utilize slack and zoom, so I feel connected with my teammates this way. As a company, we also plan fun virtual events like bingo, yoga classes, trivia, and holiday events. On a team level, we also have quarterly team builder fun activities that our management organizes-it’s always a fun time that I look forward to and is always very thoughtfully planned. While it is virtual, it’s still so great to connect with my team members in this way – it really reflects the company’s culture. Another thing I love is that Hawkes is that not only are we passionate people about what we do but almost everybody has some type of connection to education whether it’s a spouse who works in education or the employee themselves are former educators. I think that this insight just brings so much more to the table for what we do because at that point it becomes so much deeper than just a job because you personally know the impact that we are making. Another thing I would like to mention is that while our customers work one-on-one with the sales and training and support team members, of course, we couldn’t do what we do without all of the other teams at Hawkes. We are just presenting the product that’s coming to fruition from so many other teams within the company. Everything we produce truly is such a team effort and I love that we can connect with one another and collaborate across departments. Building Powerful EdTech Tools For Students’ Success | Business Ninjas: WriteForMe & Hawkes Learning Check out this awesome podcast with Victoria and the team at Business Ninjas to hear more about her career and role at Hawkes, more about the company, and where she sees the company headed in the coming years!

What’s it Like to Work at Hawkes Learning?

March 30, 2023

Victoria Kelly has worked at Hawkes Learning since 2018 and is the company’s... Read More

Please view the presentations from each session of the Innovative Educators Summit below. Contact marketing@hawkeslearning.com if you have questions. Keynotes Capturing the Hearts and the Minds of Today’s Students | Recording | Presentation Slides —Tracy Imm, Leadership Coach & Communications Expert Rethinking Academic Rigor: Addressing Burnout and Quiet Quitting through Sustainable Approaches to Teaching and Learning | Recording —Gino Perrotte, M.A., Founder + Lead Educator, Coach and Mentor of Right Brain Journeys Biohacking For You & Your Classroom | Recording | Presentation Slides — Dr. Jacquie Leone N.M.D., Author, executive coach and award-winning public speaker Hawkes Sessions Psychology Software for Today’s Students | Recording —Kate Sharp, Hawkes Learning Sociology Software for Today’s Students | Recording —Debra Campbell, Hawkes Learning Mathematics Software in the Classroom | Recording —Austin Swack, Hawkes Learning English & Composition Software in the Classroom | Recording —Sydney Smith, Hawkes Learning Economics Software for Today’s Students | Recording —Austin Swack, Hawkes Learning Thursday Speakers Eliminating Barriers: Embracing Student Complexity | Recording — Kay Walter, University of Arkansas at Monticello & Kathryn Broyles, American Public University System Spicing up Online Discussion Boards in Mathematics | Recording | Presentation Slides — Angie Hodge-Zickerman, Northern Arizona University & Cindy York, Northern Illinois University Critical Thinking in the Classroom | Recording — Lori Daniels, PhD, Keiser University Promoting Mental & Physical Health in Any Discipline | Recording | Presentation Slides — Joab Corey, University of California, Riverside Sociological Perspectives on Education | Recording — Dr. Alaina Desjardin, Kean University Listening, Communication, and Compassion: Teachers As Intercessors for Historically Marginalized Students Emerging from the COVID-19 Pandemic | Recording — Jamie Parmese & Lisa Tucker, Raritan Valley Community College Using Online Meeting Tools in Your Traditional Classroom | Recording — Tony Baker, Three Rivers Community College Bookwalking Through a Flipped Classroom (and Other Return to Learning Challenges…) | Recording — Dr. Kymberli Barker, The Citadel, Johns Hopkins, Central Carolina Community College, The Technical College of the Lowcountry International Economics: Engaging Students with Real World Group Projects | Recording | Presentation Slides — Svitlana Maksymenko, University of Pittsburgh Creating Optimal Learning Environments for All Students: Promoting Diversity and Inclusivity in Online and Face-to-Face Sociology and Criminal Justice Courses | Recording — Dr. Monica Radu & Dr. Kristen Sobba, Southeast Missouri State University Using Bad Examples for Good Outcomes | Recording — Jennifer P. Gray & Stephanie B. Conner, College of Coastal Georgia Using Item Analysis Assessment to Improve Learning & Instruction | Recording | Presentation Slides — Dr. Jamie Foor, Lock Haven University Assignments Design for General Education Courses at Wesleyan College | Recording | Presentation Slides — Dr. Ying Zhen, Wesleyan College A Wolf in Sheets Clothing: Accessible Spreadsheets | Recording — Chrystal Trapani & Kristin White, Old Dominion University Equitable Assessment in the Community College Classroom | Recording | Presentation Slides — Dr. Gregory Ramirez, Madera Community College I Hate Math! How to Help Your Students Overcome Their Fear of Mathematics | Recording — Jennifer Johnke, Ed.D., South College Resiliency: It’s Easier Than We Thought | Recording — Maryellen Dance, Nazareth College Blend with Data | Recording — Burcu Karabina, University of Waterloo Setting Up the Stage for Black Students’ Success | Recording — Dr. Mica Stewart, Mt. San Antonio College Adding SLIs to SLOs: Why Student Learning Insights Matter | Recording — Dr. Shirley Kahlert, Merced College Improve Success and Retention: Integrate Math Study Skills into Courses, Co-requisites, and Labs | Recording — Dr. Paul Nolting, State College of Florida Increasing Student Engagement with Low-To-No-Prep Activities | Recording — Jennifer Merrill, Skyline College Evaluating Students through Self-Evaluation | Recording — Laura Driver & Kevin Moore, County College of Morris Building Connections – Remotely | Recording | Presentation Slides — Ilene Benz, Monroe Community College Friday Speakers Teaching Using Interactive TV| Recording — Maggie E. Habeeb, PennWest California Chapter Zero: What Students REALLY Need on Day One| Recording | Presentation Slides — Dan Van der Vieren, Aims Community College Our Economy: What Would You Do? | Recording — Dennis Avola, Northeastern University, Framingham State University and the University of New England The Pedagogy of Social Justice Using Critical Hydra Theory: DEI Expanded| Recording — Tom Arcaro & Kathleen Wirth, Elon University Equity and Inclusion Using an Emporium Model Approach | Recording | Presentation Slides — Kelly Coultas & Tyler Price, University of Louisville Journey to Find Self | Recording — Christine Floether, Ph.D., Centenary University Equity in the Classroom | Recording — Manjunath Burdekar, Concord University Incorporating Real Scenarios in a Statistics Discussion Board | Recording — Michael Heeren, Purdue University Global Teaching Statistics Using R | Recording — Ashok Singh & Mana Azizsoltani, University of Nevada, Las Vegas Intercultural Development at a Small, Private, Liberal Arts College| Recording — Simon Lucas & Angela Mitchell, Wilmington College Encouraging and Engaging Students on the Discussion Board | Recording — Dr. Laurie Slifka, Keiser University Grading Grammar is Racist: Current Pedagogical Practices to Promote Anti-Racism in the Writing Classroom| Recording — Professor Marie Taylor, M.A., Arcadia University Strengthen Test and Out-of-Class Assignments with MS Office | Recording | Presentation Slides — Melinda Clardy, South Louisiana Community College Lights, Camera, Classroom – Take your Content to the Center Stage! | Recording — Matt Anderson & Dennis Johnson, Fayetteville Technical Community College Engaging in Real-world Economic Development with Coffee Farmers in Honduras | Recording — Dr. Matthew Osborn, Culver-Stockton College

2023 Innovative Educators Virtual Summit

March 21, 2023

Please view the presentations from each session of the Innovative Educators... Read More

We are so excited to introduce our Spring 2023 Student Ambassadors! Each semester, Hawkes Learning teams up with students across the country for an internship focused on assisting those who are new to our online software platform. Ambassadors meet with their peers to provide one-on-one guidance and answer any questions they may have about Hawkes, such as where to go to complete homework, how to create a practice test, and helpful Hawkes tools to boost those grades! Read below to meet some of our bright and talented ambassadors from schools across the country. Mikayla Woodward Butler Community College Mikayla is a junior at Butler Community College. She plays volleyball and recently transferred from Minot State University. Mikayla holds a 3.9 GPA in all 5 semesters of college and is a math tutor for her peers. Mikayla plans to graduate with a computer science degree and wishes to pursue a career in cybersecurity or software engineering and will be transferring to Western Colorado University in the fall. She enjoys spending time with her team and helping her peers succeed in their studies. Mikayla was born and raised in rural northern Saskatchewan, Canada, and came to the U.S. to pursue her volleyball career. Ben Parker Seminole State College Ben Parker and his twin sister were born in a small town of roughly 10,000 people in the panhandle of Oklahoma right at the turn of the 20th century. At a young age, Ben was always outside riding his bike or getting involved in something he probably shouldn’t have. When Ben and his twin were entering kindergarten, their family moved from the panhandle to central Oklahoma for his father’s work. Ben had the good fortune of graduating from the same school system he began kindergarten at. Shortly after graduating from high school, Ben began working in the public school system while taking some time off from his own schooling. Most of his time working in public schools has been spent working as a para-professional in various settings. The work Ben does is highly rewarding to him and has led him to pursue his ambitions of attending law school to stick up for the most vulnerable in our population. Maggie Woodward Belmont University Maggie Woodward is a sophomore at Belmont University majoring in theatre directing. Her skills include teamwork, a strong work ethic, and perseverance. Maggie is also a National Theatre Honor Society Alpha Psi Omega member. Maggie enjoys spending quality time with her friends and family, watching movies, and learning Korean. Upon graduation in 2025, Maggie hopes to put her feet on the ground running in the professional theatre world. Her dream is to become a professional stage manager. Nayla McClure Tougaloo College Nayla McClure is a freshman Political Science major Pre-Law Minor at the prestigious Tougaloo College. She is from the small town of Utica, Mississippi where she resides with her parents and two younger siblings. Nayla is an active member in school and in her community. At Tougaloo, Nayla serves as the Chief of Staff for the freshman magazine, the Chief of Staff for the freshman planning committee, the Treasurer for the American Association of College Women, and is a Reuben V. Anderson Pre-Law society member as well as a member of the Strada H.B.C.U Initiative. In her community, Nayla serves as a tutor at Noel Gladys Bates Elementary and she is a choir member at the Greater White Oak Missionary Baptist Church. In her free time, Nayla enjoys reading, trying out new restaurants in Jackson, and helping others. Nayla’s favorite quote: “If you don’t like something change it. If you can’t change it, change your attitude.” Maya Angelou Ashley Camacho Aranguren Butler Community College Ashley is a sophomore at Butler Community College where she is majoring in Accounting and works in Accounts Receivable. In her free time, she loves taking landscape or portrait pictures, drawing, and cooking. She eventually wants to work as a Certified Public Accountant, and her dream job is to become Public Accountant for a consulting firm in Kansas City. Ashley’s favorite classes are accounting, math, statistics and computing. She loves God, her family and enjoys helping people. Ashley is a Venezuelan girl, who is passionate about businesses, traveling and encouraging people. Logan Zimmerman College of Coastal Georgia Logan Zimmerman is a 2nd-semester freshman at the College of Coastal Georgia. He is majoring in Environmental Science, studying Chemistry and Geology. Logan participates in many extracurricular activities, such as being the President of the College’s Band and Environmental Club and a member of the Student Government Senate Board while juggling being a full-time student, taking on 20 credit hours, and still having time for himself. Logan loves tutoring College Algebra and is the Hawkes Ambassador for the entire college, helping students in need. Madhava Aditya Bharadwaj Pinapati University of North Carolina at Charlotte Aditya is a Mechanical Engineering major at the University of North Carolina at Charlotte. As a freshman, he has big plans for his future education, including earning a Master’s and Ph.D. Some of Aditya’s accomplishments are, winning a gold medal at the International Mathematical Olympiad (IMO), submitting a project to NASA, and completing a summer course with the Indian Space Research Organization (ISRO), Adding to this list is the Internship experience with Hawkes. Aditya aspires to work for esteemed automobile firms like Ferrari and Lamborghini, motorsports teams like Red Bull Racing, or a space research group like ISRO. In his leisure time, Aditya enjoys watching Formula One races, playing badminton, riding motorcycles, taking long drives, traveling, and spending time with his family. Kerrigan Vass Seminole State College I grew up in a very small town in Oklahoma– around four hundred and fifty people where everyone knows everyone. I have played sports my whole life, softball and basketball and have always loved being active and being outside. I knew since I was little that I wanted to play either softball or basketball at the collegiate level and am currently on the basketball team here at Seminole State College where I am working towards getting into the nursing program. Interested in being a Student Ambassador? Click here to learn more and see when applications are open!

Meet Our Student Ambassadors for Spring 2023

February 23, 2023

We are so excited to introduce our Spring 2023 Student Ambassadors! Read More

Brandon Ford is what you would call a “Jack of all trades.” In addition to being a dedicated math instructor to Navarro College’s students, he is a family man with two children, and he even has his own cattle farm. Professor Ford is a Hawkes Learning Certified Instructor– an instructor who has demonstrated considerable participation in Hawkes professional development opportunities and reflects their Hawkes Learning knowledge via a couple brief Hawkes certification quizzes. As a long-time Hawkes user, it was our pleasure to sit down for a few moments to ask him more about his teaching journey. Here is a peek into Professor Ford’s conversation with Support Specialist, Victoria Kelly: *This interview has been lightly edited for content and clarity. What courses do you teach? I teach the whole developmental sequence as well as the college algebra and statistics courses. We recently had our long-term calculus instructor retire. I am not sure if that means I’ll eventually teach calculus too. How long have you been teaching at Navarro College? I’ve been at Navarro since my senior year of high school in one facet or another. I started working in the information technology department in the summer of my senior year, then I attended as a student and never left! I was working full-time in Navarro’s information technology department as I was finishing my degree at Baylor University. In the early 2000s, I started teaching math at Navarro, and in 2012 I left the IT department to officially begin teaching in the mathematics department full-time. I’m coming up on my 10-year anniversary in the math department! That’s fantastic! What is your favorite thing about working at Navarro College? I would have to say my coworkers! Navarro has an awesome history that I really love too. Navarro started post-World War II for the soldiers coming back from the war. When I was moving over from IT to instruction, I was nervous, but I have worked with amazing professors! There is a strong comradery in our mathematics wing; we have all developed not only a good working relationship but also a strong friendship. That sounds like a wonderful atmosphere to work in! Given your background, it sounds like you were probably open to elements of online learning– Over the years, how has your perspective toward online learning changed? I’ve always liked the idea of online instruction. I will say, the pandemic has definitely changed so much about online learning. For example, before the pandemic, a student willingly signed up for online learning. They knew what they were signing up for when registering for online courses. When we had to transition from face-to-face to online learning mid-semester, it was not what a lot of the students signed up for. I always say “blessed are the flexible, for they will not get bent out of shape.” We had to be very flexible with the students in this adaption to sudden online learning.000 As you reflect on the courses you have taught throughout the years, what is your favorite course to teach? I think each course has pros and cons, so it’s hard to say which is my favorite course to teach. The state of Texas is getting rid of its traditional developmental course sequence, but I did love teaching the 0306 courses! It was the course right before college algebra. We are now moving towards the corequisite model, so I would say that my favorite classes to teach now are the college algebra corequisite and college algebra courses. Their content is very straightforward and foundational. The developmental sequence has always been a passion of mine. These courses offer the opportunity to really help the students understand the material and experience a “light bulb moment.” You get to hear those stories such as “I didn’t think I could do this, but I just made an A on my test!” Moments like these are very fulfilling. You get to hear those stories such as “I didn’t think I could do this, but I just made an A on my test!” Speaking of moments like that, do you have a particular favorite breakthrough moment? Yes, I have a few! I had a student who was a cosmetology student at the time. She was discouraged about her math classes and felt intimidated by them. She was able to successfully pass her class with me, and now she’s a cosmetology instructor at the school! I had another student who was in my college algebra course and was also enrolled in the corequisite course. I saw him at the car wash one day and started chatting with him. He was about to graduate, so we were talking about his plans. He shared that he was never interested in math before taking my class, but he enjoyed learning about numbers so much he changed his major to accounting! Those stories are very special to me as they remind me that I have made a difference. Can you tell me a little more about your classroom style and approach? I would say I mix it up quite a bit, and it depends on the course. Many of my corequisite classes are project-based. Professor Young and I do a lot of presentations to share our project-based approaches with other instructors. Our contemporary math and statistics classes are pretty hands-on but in our college algebra classes, I use the iPads to work with Desmos. This allows us to look at the trends of the functions together. I am a big fan of colorful presentations, so I try to include bright colors in my classroom. The college jokes that I’m the instructor who would sing you the quadratic formula. Whatever it takes to capture the attention of the students is worth it…even if they laugh! I also just had another child, so you could say that I’m growing in my “dad-joke” humor. That’s awesome! I’m a big fan of dad jokes! It sounds like you have a great relationship with the students and really try to engage with them in the classroom. Can you tell me what approaches you take to help reach an underperforming student? How do you pinpoint these students and coach them to succeed? I try to make my classroom and office a welcoming space. I keep candy on my desk as an incentive for the student to come and ask questions. I try to connect with the students after class and relate to them on a personal level; we aren’t really going to connect with them mathematically until we can establish that personal connection of trust. Students have many things going on in life. Sometimes a student’s struggle in math is related more to what is going on in their personal life versus the academic atmosphere or math content. I try to establish that personal connection before trying to find the root of the math issues they’re having. You mentioned that students have struggles outside of the classroom that can affect the progress of their studies. What would you say are some of the biggest challenges instructors are facing? I would say the biggest challenge is simply the fact that you have to be “everything.” For example, you can’t just choose one teaching modality and expect it to work. I would also say it’s the fact that you must have everything ready by a moment’s notice. With quarantine periods being the new norm, instructors are really challenged to be ready to move courses online quickly and smoothly. This presents the challenge of reaching students who did not initially sign up to be online learners. As a Hawkes Learning Certified Instructor, I’m curious about which tools you enjoy utilizing the most in the instructor Grade Book. Could you share some of your favorite Hawkes features? I use so many of the reporting tools! I’m always running reports. I also really love the Communications tool and I love the fact that the system can automatically send a reminder 3 days before an assignment is due. I love being able to see when students have logged in in the Time Per Student report; it helps me determine how I can approach a student who is falling behind. When a student begins to stop working, it is very easy for them to lose momentum, so this report can help me intervene. I also love being able to share the HawkesTV links with my students. I record my own lecture videos, but I am glad to have the Hawkes links to share as well. I just love that there are so many resources available to me and my students. You mentioned that during the summer you and your family will be traveling and enjoying your RV. That sounds so exciting! Over the summer months, do you have anything you’re reading or researching? I’m sorry to say that my reading has waned since my two-year-old little boy came along. He is all boy and needs constant supervision. However, my mom surprised me the other day with a new book from my favorite author! I am hoping to catch up on my Dean Koontz reading from a hammock with a cold drink in my hand. Do you enjoy any podcasts? Well, back in high school I was introduced to Douglas Adams and The Hitchhiker’s Guide to the Galaxy. They have turned the original radio show into a podcast, so I have been going back and revisiting those! I have to say that other than the Lord of the Rings, The Hitchhiker’s Guide to the Galaxy is my most favorite book ever written. I go back and read it from time to time, and it still makes me laugh every time. I actually use that book in my classes! I tell my students at the beginning of the term “don’t panic” when it comes to math, which is a nod to the book. Do you have any mentors in the field? I would definitely say my mentors are the faculty I work with. We have such an incredible staff; I work with them daily and get to see what they do, how they help their students, and how they evolve to meet the expectations of education. I am always amazed at how well they teach and how they interact with their students. I learn from them daily. That’s fantastic to hear. I noticed your email signature said that you are a Phi Theta Kappa advisor! How long have you been doing that? Yes! I am a Phi Theta Kappa alumni myself-class of 2001. Our chapter really went into a decline for a little while. Back in 2016, an email went out saying that they were losing their advisor and looking for a new volunteer. I jumped in and took the reins. I have made so many wonderful friendships over the years through this volunteer opportunity. I have enjoyed seeing the students succeed and earn scholarships, graduate, and receive accolades. One of my students even was accepted to Columbia University recently. I’m really excited for her! Thank you so much for sharing your story with us. It has been an honor to get to learn more about your teaching journey, and I’m so excited to share this with our Hawkes Family.

Instructor Spotlight: Meet Professor Brandon Ford

February 1, 2023

Brandon Ford is what you would call a “Jack of all trades.” In addition to... Read More

The REACH program at the University of Louisville was recently selected for the International College Learning Center Association (ICLCA) 2022 President’s Outstanding Learning Center Award for Specialized Populations. Led by Associate Director Carrye Wilkins, the math center at UofL’s Learning Center has accomplished a truly meaningful mission: to close the opportunity/performance gap in undergraduate math students for four consecutive years, proven by no association between GEN 103/104 pass rates and ethnicity. University of Louisville, REACH 2021-2022 Annual Report Additionally, data shows that both minority and non-minority students enrolled in GEN 103/104 are passing at not only similar rates but also higher rates than before the implementation of Hawkes. Using the Certify Learning Path of Hawkes, students are given the flexibility and greater opportunity to succeed. With this flexibility, UofL saw overall pass rates for fall/spring semesters of ’20-21 increase by 38.7% in comparison to the previous academic year. This concerted effort to level the playing field in undergraduate math is possible through a culmination of dedication and fine-tuned efforts between instructors, tutors, and a mastery-based methodology bolstered by Hawkes Learning’s unique, adaptive platform. Carrye and her right-hand, Assistant Director Kelly Coultas, currently oversee over 1,900 students annually (including 1,000 students in FA2022) in the University’s GEN 103/104 foundational math course, which has utilized Hawkes Learning’s Introductory and Intermediate Algebra textbook, software and Guided Notebook with customized content for since 2016. While the team at the University of Louisville’s REACH program is honored to have received this award and proud of the success they’ve seen with their own students, they want other learning centers to know that they can see similar successes! “This is the fourth consecutive year we have demonstrated that our classes help close the opportunity/performance gap.” – 2021-2022 REACH Annual Report, University of Louisville Here are a few ways that UofL uses Hawkes in its award-winning Learning Center: Learn, Practice, Certify Learning Path The software is self-paced in nature and allows students to move through course content at their own speed, creating a more individualized experience versus a traditional “one size fits all” lecture. Additionally, Hawkes Learning’s mastery-based homework is inherently equitable for students regardless of their prerequisite knowledge. Unlimited, penalty-free attempts on homework assignments paired with remediation and tutoring built into Practice mode, allows students as much time and help to learn content as they need without being penalized. Advanced Learning Aids Rather than simply telling students when their answer is wrong, Hawkes’ error-specific feedback pinpoints where students went wrong and walk them through the steps to get the right solution. Similarly, REACH students find the “try similar” option helpful in Practice mode to ensure understanding of the problem-solving process. Attendance Features Students in GEN 103/104 are allowed 10 absences over the course of the semester. The built-in attendance features in Hawkes helps holds students accountable and lets instructors identify at-risk students who may be struggling with outside factors. Course coordinators utilize this information to schedule Plan of Action meetings with students who are “off-track” with their course progress. Diagnostic Testing As an intervention course, GEN 103/104 students enter the course at all points on the spectrum. Hawkes’ diagnostic testing with automatic grading allows students to demonstrate proficiency in prerequisite material. For the learning center, this feature saved them from grading over 1,000 pen and paper assessments each term, saving valuable time for instruction. “The diagnostic abilities of Hawkes are a game changer.” Proctoring Solutions Carrye Wilkins has online students take Hawkes Exams in conjunction with her school’s proctoring service. She credits this with aiding the transition to virtual learning during the pandemic and keeping students honest. Easy-to-Use Interface Both the student and instructor interface make organization simple with clearly-defined requirements, “copy and paste” grade books for each learning center instructor, and the self-accelerated nature of the 3-mode learning path. It’s no coincidence that over 75% of students who passed University of Louisville’s GEN 103/104 in the summer or fall term of 2021 went on to earn a passing grade in their next credit-level math course! With the Hawkes mastery mindset, students can access the resources they need to achieve the same level of success as their peers who may have entered the course with stronger foundational knowledge, thus leveling the playing field and supporting equal-opportunity education. Sign Up for a Demo

University of Louisville REACH Program, Hawkes Customer Since 2016, Selected for the Outstanding Learning Center Award

January 11, 2023

We are so excited to introduce our Fall 2022 Student Ambassadors! Each semester, Hawkes Learning teams up with students across the country for an internship focused on assisting those who are new to our online software platform. Ambassadors meet with their peers to provide one-on-one guidance and answer any questions they may have about Hawkes, such as how to register a license number, where to go to complete homework, how to create a practice test, and which tools are the most helpful in boosting those grades! Below are a few of the bright and talented students we work with. Payton – College of Coastal Georgia Payton is a sophomore at the College of Coastal Georgia majoring in hospitality and tourism management. After graduation Payton aims to work within the hotel industry. Some of their hobbies include reading and being active in on-campus clubs like Gender Sexuality Alliance and Student Government. Alyssa – Radford University Alyssa is a sophomore at Radford University. She initially was a criminal justice pre-major, but she is considering changing her major this year to either biology or psychology. This is Alyssa’s first year being a Resident Advisor on campus. Following college, she hopes to pursue some sort of further education. Although she is not sure what she wants to do as a career yet, Alyssa hopes to work in a job that will enable her to do something she loves while traveling the world! Victoria – University of Mississippi Victoria is a junior at the University of Mississippi, where she is pursuing a BA in psychology and a chemistry minor on the pre-medicinal track. She hopes to attend medical school in the fall of 2025 after graduation! Victoria spends her free time at the gym, as well as at home crocheting and cooking. In addition to being a Hawkes Ambassador, she also is a member of Oxford Helping Hands, a group that connects students in Oxford with tutors. Carley – Seminole State College Carley is a senior at Holdenville High School and currently attends Seminole State College in Seminole, Oklahoma. Carley is going to college to get her health science degree to help her eventually become an orthodontist. This has been her end goal for as long as she can remember and she has always loved being able to help others feel better. Some of Carley’s hobbies include make-up, fashion, doing nails, and photography; she has enjoyed these hobbies since she was a little girl. Jessie – Snow College Jessie is a sophomore at Snow College and is currently working toward a major in forensic science. Jessie enjoys the outdoors and being around her fellow peers. She thrives on learning new things and picking up new hobbies. A cool fun fact about Jessie is she is half Colombian, so she speaks the Spanish language and got a minor in Spanish from the University of Utah while she was in high school. She is a part of three clubs: Latinos in Action, Baile Latino club, and the book club. She loves to read, so book club helps her set time aside for herself to find new books and talk to other people about them who enjoy it the same way she does. She hopes that after graduation she will be able to start her career in forensics and can help those who need some form of comfort during the messy and hard times in their lives. Faith – Belmont University Faith is a junior at Belmont University, double majoring in music business and audio engineering technology. In her free time, she enjoys songwriting, writing poetry, and playing guitar. Her dream job is to be a Society of European Stage Authors and Composers country songwriter and independent artist. Isabelle – University of Mississippi Isabelle is a sophomore at The University of Mississippi pursuing a double major in accounting and Spanish. Her goal after graduation is to become a certified public accountant and work in an auditing firm. She is involved in Phi Mu where she serves as the alumnae chair and helps with philanthropy events. In her free time, Isabelle enjoys riding her horse, taking her dog for walks, learning how to cook, and playing intramural sports. Mia – Guilford College Mia is a junior at Guilford College and is double majoring in biology and health sciences. She is a member of the honors program and plans on attending PA school after she graduates. In Mia’s free time, she enjoys watching Modern Family, hanging out with her friends, and riding her bike. Mia is easy to talk to and enjoys meeting new people. Alexandria – San Juan College Alexandria is a sophomore at San Juan College, where she is majoring in health information technology. She is a mother to a five-year-old son and is also expecting a second son. In her family’s free time they enjoy attending Monster Jam events and going camping. She is working to obtain her associate’s and eventually plans to receive her bachelor’s degree. Alexandria’s favorite class so far is Legal and Ethical Issues in HIT. She is currently undecided on what specific field of work she will get into after she graduates but is leaning toward becoming a Medical Assistant. Sophia – University of North Carolina Charlotte Sophia is a sophomore at the University of North Carolina Charlotte, where she is on a pre-communication track with a concentration in mass media. She enjoys going to the gym, watching movies, and hanging out with her friends. She is also the secretary for the Orthodox Christian Fellowship chapter on campus. After graduation, Sophia hopes to pursue a career in the film industry and travel the world. She is excited to take on this role as a Hawkes Learning Ambassador. Devin – Texas Tech University Devin is a student at Texas Tech University majoring in Electrical Engineering. Devin was born and raised in Hobbs, New Mexico. He wishes to graduate in the top percentile of his class and hopes of working with a large company in a big city, or even a startup of his own! Devin also loves to play sports and hang out with his friends. He is enjoying meeting new friends since he just moved to a new city. Devin likes to encourage those around him to never stop following their dreams.

Meet Our Student Ambassadors for Fall 2022

September 27, 2022

We are so excited to introduce our Fall 2022 Student Ambassadors! Read More

Accessibility is the practice of ensuring that information, activities, and/or environments can be efficiently used by anyone, regardless of their visual, auditory, motor, or cognitive abilities. Hawkes Learning is moving beyond technical compliance and working toward Section 508 compliance and WCAG 2.1 Level AA conformance in all our materials! This process includes developing content that is “born accessible” as well as developing processes for remediation of existing content. Visit our accessibility site to learn more about how Hawkes is dedicated to providing all students with an engaging online learning environment, access resources and explore best practices. In this guest blog, co-authors Chrystal Trapani and Kristin White explore what it means to create accessible content, why it’s important, and a few key elements that you can implement to accommodate your students’ needs. When most people hear the word disability, they think of an elderly individual in a wheelchair. However, the term encompasses far more than that. Over 25% of the world is disabled, and nearly everyone will experience some form of disability in their lives. When you start thinking about accessibility, it is not about disability at all. Accessibility is about ability and making things easier for everyone. The odds are you rely on things that are related to accessibility in your daily life. When you go to the grocery store, you walk through the automatic doors, and when you go to leave, you take your cart to the curb cut to go to your car. If you are watching a movie, and you do not want to wake someone in the next room, you might watch it with the subtitles on. If you are looking at an image on your phone that is too small, you probably zoom in to make the image clearer without giving it a second thought. You might dictate a text message to your phone. These items make the world more accessible for individuals who are disabled. Accessibility is the design and creation of products, devices, services, or environments that are usable by people with disabilities. Nearly everyone interacts with others in a digital environment, so any documents or files that you create must meet web accessibility guidelines. The internet helps break down barriers because it provides everyone access to materials; however, since it is designed to work for all people, it has to be accessible to people with a diverse range of abilities. The internet, effectively, has removed barriers to communication and interaction that many face in their daily lives. However, if a website, recording, or digital document is poorly designed, it can create a barrier that excludes people from digital materials. It is important to change your mindset from “I have to make these documents accessible” to “Making an accessible document is part of the process of making content.” This side-by-side comparison of our homepage as seen by someone with typical vision versus protanopia-type vision is one example of what someone with a visual disability (colorblindness) experiences. Note that while shades of blue aren’t greatly impacted, red and green buttons appear grey, which would be virtually impossible to distinguish against a light grey background. Unfortunately, some instructors incorrectly assume that if they do not have students with documented disabilities, they do not have to generate accessible course material. While this might be the case presently, they may easily have a student later who has accommodation paperwork. Additionally, there are many reasons why a student who needs accommodations does not have them. Getting accommodations is expensive, so odds are there are students who will benefit from accommodations, but access to them is impossible. A student or someone in their family might think that they do not “need” accommodations. A student who is color blind may think that they do not need or cannot get accommodations, but they are at a disadvantage if course content does not meet color contrast standards. While the student themselves may not need accommodations, someone in their family unit may benefit from accommodations. Often digital accessibility is presented in a way that is not always approachable, but that does not have to be the case. There are two easy adjustments that everyone can make that will positively impact their students: contrast and font selection. Contrast (Color Contrast) Have you ever struggled to match a pair of black and navy blue socks and needed better light to tell the difference? Imagine not being able to get “better light” to decide what color something is. Someone who experiences a form of color blindness may see the world differently from you. Additionally, a student who has low vision may override your document colors to view them in a color combination that works best for them. Background and foreground colors may be perceived differently by users with visual impairments, and those with cognitive differences may have difficulty reading text at certain contrast levels. When considering contrast, navigating the course content gets a lot more difficult if contrast standards are not met. While many colors may look fine to a typically-abled user, they may be impossible for someone who has color blindness. If you ask a student to identify a red bar on a chart, they may not be able to complete the task if they are colorblind. This is why color should never be the only indicator to identify something. Color contrast is the difference between the background color and foreground color. Your background color is the color that is on the page (e.g., a Google Doc or MS Word document starts with a white background). The foreground color is the color of the text or images that are being put on top of the background (e.g., Google Docs and MS Word start with black text in the foreground). Color contrast is often expressed as a contrast ratio that ranges from 1 to 21 and is written as 1:1 (white text on white background) and 21:1 (black text on white background). The first number in the ratio refers to the relative luminance of light colors the second number refers to the relative luminance of dark colors. There are two great tools that take the guesswork out of making accessible documents. WebAIM’s Contrast Checker allows users to put the color information from their documents into the fields and use the slider bars to locate a color that meets contrast. Inversely, if someone is just beginning a document, they can use Color Safe to generate an accessible color palette. Font Selection Many do not consider the font that they are using when accessibility is mentioned, but the fonts used in a document can have a big impact on your students. Unfortunately, there is debate in the disability community about what font is best. There is no clear consensus. Some believe that sans serifs are better for screen reading while others feel that serifs are better for print reading. Serifs are the decorative tails and strokes that stem from letters, if something is sans serif, it does not have the tails. You should aim for simplicity in your font for the most readability. Because there is no consensus, there are several things to consider: Ensure that documents use simple, familiar, parsed fonts that do not have complex characters (e.g., cursive script fonts) Use limited numbers of fonts; every time you swap fonts, the reader has to adjust their reading pattern (no more than three fonts is ideal) Avoid small-size fonts Avoid ambiguous characters such as a font where a letter o and zero are similar or a c that is nearly closed and looks similar to a letter o Consider spacing and weight; fonts that have little spacing between letters are hard to read (e.g., cool may look like cod if the letters are too close). Additionally, fonts that are very light are difficult to read. Conclusion Accessibility shouldn’t feel daunting; it is important to remember that it is a process, and we all need to start somewhere. Contrast and font selection are great first steps to begin your accessibility journey to positively impact your content’s digital accessibility! Changes take time and will not happen overnight, so give yourself grace and accept it is okay to make mistakes along the way — we all do. But learn from your mistakes and commit to continuing to make progress on your accessibility journey. Creating digitally accessible content is important, but it is also important to change your mindset from, “I have to make these documents accessible” to “Making an accessible document is part of the process of making content.” The more you put these concepts into practice, the easier it gets! Instead of taking additional time to remediate your content after it has been created, you can make your life easier and save time by building with accessibility in mind from the get-go. Now that you have learned a little more about accessible contrast and font selection, it is your time to shine and spread your Tiny Hawk wings! Meet the Authors Chrystal Trapani is an Instructional Technologist with the Center for Learning and Teaching, an adjunct instructor in the Department of English at Old Dominion University, a Google Certified Trainer, and Instructure’s Educator of the Year (2022). She is a doctoral graduate student at Old Dominion University in the Darden College of Education and Professional Studies in the Instructional Design and Technology program. Her research focuses on instructor attitudes towards digitally accessible course materials in basic writing courses. Chrystal blends her experience working with first-generation and non-traditional students, curriculum development, creating interactive and accessible online course content, digital accessibility, and training faculty in order to help them achieve positive student outcomes and success. In working with faculty, she helps her colleagues gain strong, working knowledge of how to make course content successful for students of all learning abilities. Kristin White is an Instructional Technologist with the Center for Learning and Teaching at Old Dominion University; she has been an integral part of ODU’s transition to remote teaching during COVID-19 and continues to develop and facilitate faculty support on topics including Zoom, Canvas, VoiceThread, Kaltura, and other instructional technologies via workshops, consultations, videos, and support documentation. While building online interactive activities for faculty, she has noticed the absence of basic accessibility knowledge and does her best to inform and educate others on how to make content accessible to all learners.

Tiny Hawk: Small Changes Make a Big Impact

August 10, 2022

Accessibility is the practice of ensuring that information, activities, and/or... Read More

Please view the presentations from each session of the Innovative Educators Summit below. Contact marketing@hawkeslearning.com if you have questions. Keynotes Stress: How to actually manage the most powerful emotion | Recording —Maryellen Dance, Quantum Leap Therapy, Keynote Speaker Communication Skills for Positive Learning, Living and Work | Recording —Arjun Buxi, Hawkes Sessions Elements of a Successful Course in the Digital Age | Recording —Laura Shevlin, Hawkes Learning Behind the Scenes: Discovering Business Statistics | Recording —Kelsey Wiest & Robin Hendrix, Hawkes Learning Economics Software Demonstration | Recording —Kathryn Schaefer, Hawkes Learning Mathematics Software Demonstration | Recording —Taylor Ireland, Hawkes Learning Sociology Software Demonstration | Recording —Laura Shevlin, Hawkes Learning English Software Demonstration | Recording —Laura Shevlin, Hawkes Learning Behind the Scenes – Viewing Life Mathematically 2nd Edition | Recording —Kelsey Weist & Barbara Miller, Hawkes Learning Customizing Hawkes Courses for any Environment| Recording —Taylor Ireland, Hawkes Learning Psychology Software Demonstration| Recording —Laura Shevlin, Hawkes Learning Speakers A Gold Medal in Math! Using Digital Badges to Boost Confidence | Recording —Tami Tacker & Kirsten Meymaris, Purdue University Global College Algebra: A Redesign Success Story | Recording —Dr. John Taylor, University of North Carolina – Charlotte Overcoming Compassion Fatigue in Higher Education | Recording —Rachel Gallardo, Blinn College Flex to Success! A retrospective on liberalizing the learning experience during a pandemic | Recording —Dr. David Chaplin, Northwest Nazarene University Interior Importance: Personalizing the College Composition Classroom | Recording —Julie T Quarles, Pepperdine University Quantitative Reasoning with Hawkes Learning | Recording —August Roberson, Ball State University Improving Self-efficacy in Students: Problem Solving Approaches | Recording —Lori Daniels, Ph.D., Keiser University How Covid Changed Us | Recording —Jennifer Johnke Ed.D., South College What is Reality? | Recording —Nick Brittin, Lake Michigan College Making Math More User-Friendly – Metaphors and Connections to Help Student Retention | Recording —Melinda Clardy, South Louisiana Community College So, here’s the thing…The Science and Process of Having Difficult Conversations | Recording —Rachel Gallardo, Blinn College Making Your Own Math Questions | Recording —Dr. Ira L. Robbin, Southern Connecticut State University Discussion Bored?! Ideas for Revamping Online Discussion Boards | Recording —Tami Tacker & Kirsten Meymaris, Purdue University Global Equity and Inclusion Using an Emporium Model Approach in Math Intervention Courses| Recording —Kelly Coultas & Tyler Price, University of Louisville Blended (Hybrid) Course Learning and Teaching In Action | Recording —Lisa P. Diehl, University of North Georgia Beyond the Boxes: Not just “Boys” and “Girls” | Recording —Dr. Trisha Prunty, Blackburn College Three Miniwebinars: Bestowing Virtual Awards, Office Hours Outside the Box, and DEIB at the Instructor Level | Recording —Lynda Mae, Ph.D. Arizona State University Implementing Hawkes Foundations of English into the Classroom | Recording —Mike Thompson, North Iowa Area Community College Hawkes Diagnostics and Mastery Learning Paths | Recording —Dr. Latrice Bowman, University of Alaska Fairbanks, Hawkes Learning Certified Instructor Flipped Classrooms: Two Sides of the Coin | Recording —Kymberli Barker, Ph.D., Central Carolina Community College The Local Impact of Teaching Voting Theory | Recording —Jon Anderson & Max Aeschbacher, Utah Valley University Trading Spaces: Designing a Virtual Learning Space | Recording —Becki Streett, University of Arkansas at Little Rock Transitioning Co-Requisite Math Course to an Online Environment | Recording — Amy Young, Navarro College and Brandon Ford, Navarro College, Hawkes Learning Certified Instructor The New way of relating to students in times of Covid | Recording —Hope Cate, Cape Fear Community College That’s a Great Idea! Acknowledging Faculty Creativity and Resourcefulness | Recording —Tami Tacker & Leslie Johnson, Purdue Global Why Are There No Presentations About Rainbows?: How to Create a Visually Interesting Yet Accessible Presentation | Recording —Kristin White & Chrystal Trapani, Old Dominion University The Five Ws of Math Corequisites | Recording —Emily Carpenter, Seminole State, Hawkes Learning Certified Instructor Neurotransmitters and Communication Between Neurons | Recording —Dr. Laurie Slifka Bakers, Keiser University Communication and Organization – Keys to Online Learning | Recording —Dr. Jason Caudill, King University Plagiarism in the Digital Era: Methods, Detection, & Prevention | Recording —Dr. Laurie Slifka Bakers, Keiser University Keeping Online Students Engaged | Recording —Dr. Jacqueline Jensen-Vallin, Lamar University How to Improve the Quality of Asynchronous Discussion | Recording —T.L. Brink, Crafton Hills College Inclusive & Equitable Learning Experience in Economics | Recording —Dr. Ying Zhen, Wesleyan College Turning Baggage Into Luggage | Recording —Nick Brittin, Lake Michigan College Ensure Integrity in Online Courses | Recording —Dr. Arunachalam (Chalam) Narayanan, University of North Texas Delivery Retention: Is Your Course Content Digestible? | Recording —Kristin White & Chrystal Trapani, Old Dominion University Innovative Media to Enliven Student Presentations| Recording —Amanda Hill, St. Mary’s University Circumventing the Hijacked Classroom: Effective Practices for Managing the Classroom Online| Recording —Nicole Wilson & Tayna Mclnnis, Bowie State University Rguroo: Introducing a Web-Based Statistical Software for Teaching Your Statistics Courses | Recording —Dr. Mori Jamshidian, California State University, Fullerton Quality evaluation and feedback using rubrics | Recording —Michael Heeren, Purdue University Global Integrating Math Study Skills and Student Collaboration into Virtual and in Person Courses | Recording —Paul Nolting, Ph.D., Author of Winning At Math

2022 Innovative Educators Virtual Summit

March 24, 2022

Please view the presentations from each session of the Innovative Educators... Read More

To summarize, mastery-based (or competency-based) courses measure progression based on a set of explicit learning outcomes, placing emphasis on knowledge demonstration rather than spending a set amount of time on each lesson. This approach lends itself to deeper understanding of course content since students are encouraged to actively participate in the learning process, leading to knowledge retention that lasts far beyond test time. Here are 7 ways your students can benefit from a mastery-based approach to learning, especially in light of the rise in online & hybrid course formats: Advancement Based on Demonstrated Proficiency When course advancement is based more heavily on a demonstrated proficiency level, students are held accountable for studying and taking the time to ensure that they truly understand lesson content. With Hawkes’ software, mastery is set at 80% and can be customized to your desired percentage. Upon demonstrating satisfactory understanding, students receive full credit. This approach incentivizes students to take the time to practice each concept since they are held to a higher standard of achievement. Learning is More Personalized Hawkes’ software utilizes adaptive features aimed at personalizing each student’s learning experience based on their areas of weakness. If they do not successfully reach mastery as defined in an assessment, the student is placed in Practice mode with problems tailored to concepts with which they demonstrated a lack of understanding. Intelligent tutoring & error-specific feedback help students understand where they are falling off and why, enabling them to correct any misunderstandings they may have about course content. Emphasis on Demonstrated Learning Rather Than Seat Time While not the same as a truly self-paced model, Hawkes’ mastery-based approach gives students unlimited opportunities to learn content & achieve the same level of understanding as their peers, even if it takes a bit more time for them to get there. After all, learning is not a one-size-fits-all process, and students cannot be expected to be on the same page solely based on how much time they spend sitting in class taking notes. Due dates in our software can be fixed, but this approach gives students more opportunities to prove understanding before these dates. Transparency Empowers and Motivates Learners With unlimited practice opportunities in Hawkes’ software, students can appreciate knowing that they can achieve without penalties if they struggle at first. Taking penalties off the table in a practice environment reduces anxiety and, alongside Tutor features like Explain Error, empowers students to persist. Additionally, they can see their progress towards mastery as they successfully complete assignments, providing a motivating visual of how far they have come. Assessment is a Continual Part of the Learning Cycle If a student takes an assessment only to discover, in this high-stakes environment, that they weren’t as prepared as they thought they were, it can feel too late to bother learning the material. That’s why our software includes unlimited Practice Tests to help students discover where they stand, alongside Tutor features aimed at helping them understand and correct their mistakes before test time. Instructors Can Offer More Timely Support An ongoing review of where students stand in relation to their learning goals and the class as a whole provides an invaluable picture for instructors. Hawkes’ Reports help you see where your students are struggling on an individual and class level to more quickly address at-risk students and intervene on larger-scale areas of weakness. Students Develop Lifelong Learning Habits A mastery-based approach to learning requires persistence on the student’s part, which naturally lends itself to an orientation towards long-term achievement. When a student learns how to persevere, demonstrate knowledge in new & varying contexts, and build on skills in subsequent courses, their potential is limitless. Learn More Explore Hawkes’ mastery-based text & software materials today. Request a free textbook copy for review. Request free software access. Questions? Contact us any time at info@hawkeslearning.com.

7 Benefits of Mastery-Based Learning

November 5, 2021

To summarize, mastery-based (or competency-based) courses measure progression... Read More

We are so excited to introduce our Fall 2021 Student Ambassadors! Each semester, Hawkes Learning teams up with students across the country for an internship focused on assisting those who are new to our online software platform. Ambassadors meet with their peers to provide one-on-one guidance and answer any questions they may have about Hawkes, such as how to register a license number, where to go to complete homework, how to create a practice test, and which tools are the most helpful in boosting those grades! Below are a few of the bright and talented students we work with. Madeline-Appalachian State University Madeline is a management major at Appalachian State University, and she’s excited to be part of Hawkes’ Student Ambassador team this fall! She enjoys being involved in many on-campus organizations such as Walker Fellows, Women of Walker, and Enactus Appalachian. Outside of these activities, she also likes walking her dogs and playing tennis. Madeline is an open-minded, organized student boasting a 3.78 GPA. After graduation in Spring 2022, she hopes to pursue a human resources-related position within either educational technology, publishing or renewable energy industries. Cassandra-George Mason University Cassandra is a Virginia native attending George Mason University, where she majors in integrative studies. After graduation in Spring 2022, Cassandra hopes to channel her joyful and energetic personality into an elementary school teacher position, as well as coaching a girls’ soccer team. She stays busy with boating, coaching high school soccer, running, baking, and painting. Even with her busy schedule, she still boasts a 3.76 GPA! Sarah-University of Mount Olive Sarah is an elementary education major who anticipates graduating in December 2023. A dedicated, optimistic, and motivated student who loves her classes, she hopes to teach elementary school after graduation. Outside of school, she enjoys hiking, taking her dachshund to the park, and biking. Hafsia-Clover Park Technical College Hafsia is an interior design major at Clover Park Technical College and plans to graduate in Summer 2022. Upon graduation, she hopes to continue her studies at architecture school in Chicago. Hafsia is a determined, curious, and creative student boasting a 4.0 GPA and involvement in organizations such as The American Society of Interior Designers, The National Kitchen + Bath Association (NKBA), and The Northwest Society of Interior Designers. In her free time, she enjoys tutoring, music, reading, taking walks, film analysis, and dancing. Dylan-College of Coastal Georgia Dylan is a data science major at the College of Coastal Georgia who stays active on campus by being a part of the Mathematics Club and the Data Science Club. He is an understanding, patient individual and a bright student, boasting a 3.7 GPA! As a New York native, Dylan is a big fan of the Yankees, and he also enjoys hockey (go Lightening!) and bowling. Aside from sports, he finds history fascinating and hopes to one day travel Western Europe to visit famous historical monuments and admire European architecture. Kaleigh-Emmanuel College Kaleigh is a kinesiology and pre-physical therapy major at Emmanuel College who anticipates graduating in May 2024. She is a dependable, organized, & personable individual and a hard-working student who has earned a 4.0 GPA. After graduation, she plans to continue her education to become either a physician assistant or physical therapist. Her favorite class has been her first aid and safety class. Kaleigh is involved on campus as part of the college’s softball team, and she is also a member of the Student Leadership Academy. Outside of her studies, she enjoys hobbies such as kayaking, hiking, zip-lining, fishing, and riding ATVs. Avi-Guilford College Avi is an English major at Guilford College, and she’s very bright, having earned a 4.0 GPA! Her hobbies include knitting, reading, thrift shopping, puzzles, and poetry. She likes to stay involved in her community by being a features editor at the Guilford College Newspaper and tutoring English. Avi hopes to travel and work for a volunteer organization like the Peace Corps before going to graduate school. Zachary-University of Texas at El Paso Zachary is an accounting major at University of Texas at El Paso who expects to graduate in Spring 2024. He is a diligent and thoughtful student, boasting a 4.0 GPA, and his favorite class so far has been his macroeconomics class. Zachary looks forward to helping his peers learn about the Hawkes’ features that he enjoyed using as a Hawkes student himself! Alexis-Riverland Community College Alexis is a liberal arts and sciences major at Riverland Community College with plans to transfer to the College of St. Scholastica, where she will study psychology. She has a 3.61 GPA, and her favorite class so far has been her Discovering Statistics class. Alexis is excited to help Hawkes students learn how to maximize all that the platform has to offer! Georgia-New Mexico State University Georgia is earning her associate degree in applied science and creative media & design. She boasts a 4.0 GPA, and her favorite class so far has been her English class. She describes herself as a wife, a mom, and a believer in God. Her favorite things to do are spend time with her family and study her Bible.

Meet Our Fall 2021 Student Ambassadors

September 21, 2021

We are so excited to introduce our Fall 2021 Student Ambassadors! Read More

We are inspired by our Hawkes instructors and are eager to showcase their talent and compassion for their students. Recently, Victoria Kelly of the Customer Support Team chatted with Dr. Jackie Jensen-Vallin of Lamar University on her teaching style, thoughts on classroom technology, and a few fun activities she’s been involved in over the summer! *This interview has been lightly edited for content and clarity. What led you to a career in teaching? When I was in high school, I took AP Calculus. I really liked math, but my teacher said I shouldn’t major in it, saying that the only thing you can do with a math degree is teach. (He then proceeded to tell me I wouldn’t be a good teacher since I would take it personally if my student failed.) I completed my undergraduate program at the University of Connecticut. I tried to avoid being a math major, but I took a math course in my last semester and loved it, so I pursued a degree in math and psychology. Afterwards I wasn’t sure what to do, so I went to grad school where I began student teaching. Getting to witness the light bulb moment occur in students’ minds was super impactful for me. This was all at the University of Oregon. I completed both my masters and PhD at the University of Oregon. Some people really enjoy teaching upper-level subjects, but I have always been drawn to teaching first year students. These students really need us to help at those beginning levels and coach them through! I have spent a good bit of time in the lower-level courses. Some of the students move on to STEM majors, while some of them do not, but it’s exciting to meet them in the first-year classes. I feel these students deserve someone who is going to work hard to help them understand these fundamentals. Can you tell me more about your preferred style in the classroom? I would say my classroom style is course dependent. Some of my courses are adapted lectures. I let the students ask questions and let them direct the flow of the course. For our first-year courses, I would say this is the case. For courses like precalculus, I use a flipped classroom model. My courses are typically very student-driven. That’s great! It sounds like your classes are very engaging. Fingers crossed! We certainly try! What are some ways you help motivate underperforming students? I try to help them find the help they need. Sometimes students are more comfortable sharing a question or need in a one-on-one environment versus in front of the class, so I try to make myself available for questions outside of class. Hawkes makes it so easy to check in on students’ activity levels and quickly reach out to them when needed. When I use the Search by Criteria tool for my student outreach messaging, it blind copies the students on the same message to help me save time! The students usually reply quickly and thank me for the reminder. I appreciate the ability to give a personal touch to my student communication without the large time commitment to emails. I’m so glad to hear that you enjoy that particular tool! Can you share a few more of your favorite Hawkes features? Oh my goodness, it’s all of it! The outreach tools are amazing; the reporting tools give me the information I need efficiently; the course set up process is easy and beautiful. I love the combination of Practice and Certify—it gives them the feel of traditional homework while still holding them accountable for knowing the lesson objectives. My students love the Learn mode and examples, as well as working through Practice with Step-by-Step direction. Students tell me that they jot down the Step-by-Step guidance in Practice to help them better understand the material before going to Certify. I am glad they get to work in a program that helps them receive immediate feedback. I love how Hawkes recognizes when students are close in their answer attempts. It’s a very robust program in that way! Thank you for sharing! On the note of technology, how would you say that your thoughts surrounding technology in the classroom have evolved over time, especially given the shifts in the past year? Oh, I was such a purist when I started. I let my students have a calculator in class but did not really encourage it. I would never let them have their phones out in class, either. Nowadays, we have a class group on social media where we share notes with one another! We give online quizzes and tests with additional attempts available in case their computer gives them trouble. As a department, we have really embraced the idea of using whatever tools we can to better enhance the learning experience for the students. Our faculty appreciates your support staff so much! Our rep, Joanna, has been so helpful. Your team’s assistance during the pandemic has been so supportive, and I don’t know what I would have done without you all. Hawkes was able to help us transition to an online format right away once the pandemic hit. As we close our time today, I would love to ask you a few fun questions! What are you currently reading? Do you have a summer reading list? Yes! I am currently doing the PopSugar Summer Reading Challenge. Between this list and suggestions from my stepdaughter, I am reading a lot of newer books I wouldn’t have chosen before, such as sci-fi. What has been your favorite book so far? I would say The 7 ½ Deaths of Evelyn Hardcastle was my favorite last year and The Invisible Life of Addie LaRue this year. That’s great! Do you have anything you’re currently researching? Yes, I try to participate in online workshops as much as I can. I have especially been learning more about diversity & inclusion and ways that we can incorporate this into our online learning atmosphere. What is something that your students may not know about you? I love to knit! I have tried to crochet, but I don’t enjoy that as much. I knit whenever I am stressed or tired. It’s my way to relax. You said you all will be back on campus this fall! What is your favorite thing about your campus? We have a very beautiful quad. I would say it’s the prettiest spot on our campus. There are gorgeous old trees in this area. Our Math Shop looks out onto the quad, so it’s nice for students to have a view of the beautiful trees while getting their math tutoring. Thank you so much for your time today! It’s been a pleasure getting to meet you and learn more about your journey as an instructor. We appreciate you and all you contribute to your students’ success!

Instructor Spotlight: Meet Dr. Jackie Jensen-Vallin

August 5, 2021

We are inspired by our Hawkes instructors and are eager to showcase their... Read More

Please see the instructions below for assistance setting up your desired Hawkes-compatible online proctoring solution. If you are interested in integrating Hawkes with any of these online proctoring services, please connect with your Customer Success Specialist or email instructorsupport@hawkeslearning.com. Respondus Monitor With Blackboard With Canvas With Brightspace by D2L With Moodle *Please note that we do not provide direct integration with Respondus Monitor. The directions below walk through a workaround that allows Hawkes tests to be accessed within Respondus Monitor should you be required to use it for remote testing. Please ensure that you carefully follow all setup instructions in order for testing to function correctly within your LMS and Respondus Monitor. Students will also need to closely follow the directions that you include in the LMS quiz to successfully submit the assignment in both Hawkes and their LMS. Examity With Blackboard With Canvas With Brightspace by D2L With Moodle ProctorU Auto How to set up ProctorU Auto with Blackboard. HonorLock – Requires Google Chrome View a detailed walk-through. Proctorio-Requires Google Chrome Link your LMS gradebook to Hawkes Create a quiz within your LMS Add one question to the LMS quiz that contains a link to Hawkes courseware through Deep Linking or Single Sign-On. The linked question can be as simple as “TRUE or FALSE: I completed my Hawkes Exam” Make sure that the Hawkes courseware opens in a new tab. If there is a setting for this, ensure that it is enabled. NOTE: Some LMS platforms allow you to create a question that does not require an answer Proctoring is ready at this point, and everything will submit properly as long as the student submits the LMS test. Note: Proctorio requires your students to take the proctored exam using a Google Chrome browser ProctorFree Link your LMS gradebook to Hawkes Create a quiz within your LMS Add one question to the LMS quiz that contains a link to Hawkes courseware through Deep Linking or Single Sign-On. The linked question can be as simple as “TRUE or FALSE: I completed my Hawkes Exam” Make sure that the Hawkes courseware opens in a new tab. If there is a setting for this, ensure that it is enabled. NOTE: Some LMS platforms allow you to create a question that does not require an answer 4. Proctoring is ready at this point, and everything will submit properly as long as the student submits the LMS test. BioSig-ID/Bio-Sight-ID Create a WebTest in Hawkes Link your Hawkes section to your LMS and create SSO/direct assignment links Create a quiz within your LMS Add one question to the LMS quiz that contains a link to Hawkes courseware through Deep Linking or Single Sign-On. Enter the following as your question text: Access the test in Hawkes using the following link, then navigate to your To Do list to take the [Exam Name] test in Hawkes: Click here to access Hawkes [add SSO or direct assignment link to italicized portion] Complete and submit your test in Hawkes Close the Hawkes tab to return to the LMS tab Answer this question and submit to finish 5. Finish creating your LMS quiz and enable BioSig-ID, BioSight-ID, etc 6. Proctoring is ready at this point, and everything will submit properly as long as the student submits the LMS test. Zoom (Free!) Schedule a meeting in Zoom. Have students join the meeting via provided meeting link. Once the Zoom meeting is live, select the Share Screen option at the bottom of the meeting window. From the drop-down menu, select Multiple participants can share simultaneously. Ensure that under Advanced Options, all participants can share their screen at all times, not just the host. 5. Have all students share their screen and begin proctoring. Zoom + Respondus Lockdown Browser Hawkes can whitelist programs running in the background while the Respondus Lockdown Browser is open for testing. Contact us to learn more about this functionality.

How to Set Up Hawkes-Compatible Online Proctoring Solutions

August 2, 2021

Please see the instructions below for assistance setting up your desired... Read More

Please view the presentations from each session of the Innovative Educators Summit below. Contact marketing@hawkeslearning.com if you have questions. Keynotes Addressing Faculty Anxiety, Stress, and Trauma: Recover, Renew, and Rewire | Website [No Recording] —Dr. Janet N. Zadina, President of Brain Research and Instruction, Co-Founder of The Butterfly Project, Keynote Speaker Nelson Lauver: Who Am I? | Keynote Recording | Q&A Recording —Nelson Lauver, Keynote Speaker Stress: How to actually manage the most powerful emotion | Recording —Maryellen Dance, Quantum Leap Therapy, Keynote Speaker Hawkes Sessions Customizing Hawkes Courses for Any Environment | Recording —Taylor Ireland, Hawkes Learning Digital Learning: A Constructive Approach to Reaching Today’s Psychology Student | Recording —Cory Eno, Hawkes Learning Discovering Statistics and Data | Recording —Taylor Ireland, Hawkes Learning Economics Software Demonstration | Recording —Sydney Smith, Hawkes Learning English Software Demonstration | Recording —Sydney Smith, Hawkes Learning Mathematics Software Demonstration | Recording —Kathryn Schaefer, Hawkes Learning Psychology Software Demonstration | Recording —Laura Shevlin, Hawkes Learning Strengthening Connections through Real-World Applications in English Composition | Recording —Sarah Quinn, Hawkes Learning Virtual Courses Require Mastery-Based Solutions | Recording —Laura Shevlin, Hawkes Learning Speakers A College Algebra Success Story | Recording —Dr. John Taylor, University of North Carolina – Charlotte Beyond the Boxes: Not just “Boys and Girls” | Recording —Dr. Trisha Prunty, Lindenwood University Bridging the Gap: Corequisite Mathematics at Navarro College | Recording — Amy Young, Navarro College and Brandon Ford, a Hawkes Learning Certified Instructor, Navarro College Building Confidence in the Economics Classroom during the Pandemic | Recording —Dr. Ying Zhen, Wesleyan College Communication and Organization – Keys to Online Learning | Recording —Dr. Jason Caudill, King University Corequisite and Traditional English Composition Courses in a “Live Online” Format | Recording —Emily Maddox, Rowan College Creating & Engaging GEEKS | Recording —Dr. Lane Boyte-Eckis, Troy University Delivery Retention: Is Your Course Content Digestible? | Recording —Kristin White & Chrystal Trapani, Old Dominion University Ensure Integrity in Online Courses | Recording | Slidedeck —Dr. Arunachalam (Chalam) Narayanan, University of North Texas Equitable & Enjoyable Online Instruction: tips, tricks & hacks | Recording —T.L. Brink, Crafton Hills College Experiments: Student Achievement, Engagement and Diversity in the Economics Classroom | Recording | Slidedeck —Dr. Tisha Emerson, Baylor University Flipped Classrooms: Two Sides of the Coin | Recording —Kymberli Barker, Ph.D., Central Carolina Community College Human Cannonballs and Evil Geniuses: Boosting Performance in Online Discussions | Recording —Tami Tacker M.S., Purdue Global; and Lea Rosenberry M.A. Ed., Penn State Innovative Media to Enliven Student Presentations| Recording —Amanda Hill, St. Mary’s University Integrating Math Study Skills and Leaning into Virtual Courses | Recording —Paul Nolting, Ph.D. Integrity in STEM Online Testing | Recording —Dr. Joy Beverly, University of Miami Is This a Game Show or My Online Class? | Recording —Tami Tacker M.S., Purdue Global; and Lea Rosenberry M.A. Ed., Penn State Keeping Online Students Engaged | Recording | Slidedeck —Dr. Jacqueline Jensen-Vallin, Lamar University Learning by Doing, Incentive Alignment, and Low-Stress Grading | Recording | Slidedeck —Dr. Stefani Milovanska-Farrington, University of Tampa Liberate to Educate! Creating a free-flowing, face-to-face learning experience during a pandemic | Recording —David Chaplin, Northwest Nazarene University Making Sure the Students Learn before They Take the Exam in Principles of Micro | Recording —Gabriel Xavier Martinez, Ave Maria University Neurotransmitters and Communication Between Neurons | Recording —Dr. Laurie Slifka Bakers, Keiser University Online Group Work for Math Students | Recording —Jon Anderson & Max Aeschbacher, Utah Valley University Power Reading and Writing | Recording —Mike Thompson, North Iowa Area Community College Rguroo: Introducing a Web-Based Statistical Software for Teaching Your Statistics Courses | Recording | Slidedeck —Dr. Mori Jamshidian, California State University, Fullerton Strategies for Orchestrating a Comprehensive Math Learning Center When Using Online and Hybrid Formats | Recording | Slidedeck —Kelly Coultas & Tyler Price, University of Louisville Stress Less: Addressing Burnout All While Handling the Paperload in an Online Setting | Recording —Nicole Wilson, Bowie State University Student Engagement in Remote Learning: Note taking for quant heavy classes | Recording —Anisha Nyatee, Endicott College Teaching HyFlex Math … Providing Students with more options | Recording —Dr. Latrice Bowman, University of Alaska Fairbanks, Hawkes Learning Certified Instructor The Five Ws of Math Corequisites | Recording —Emily Carpenter, Seminole State, Hawkes Learning Certified Instructor The Innovative Moment: How to Start Using Mindful Writing in the Classroom | Recording —Alexandria Peary, MFA, MFA, Ph.D., and New Hampshire Poet Laureate The Need for Speed: Understanding How and Why We Use Stereotypes | Recording —Lisa Diehl, University of North Georgia The Pedagogical Power of Podcasts: Leveraging Pre-Existing Podcasts and the Value of Student-Created Podcasts | Recording | Slidedeck —Garth Neufeld & Eric Landrum, PsychSessions Trading Spaces: Designing a Virtual Learning Space | Recording | Slidedeck —Becki Streett, University of Arkansas at Little Rock Turning Baggage Into Luggage | Recording | Slidedeck —Nick Brittin, Lake Michigan College Using Breakout Fun! to enhance your in person or virtual classes | Recording | Slidedeck —Daniel Holbrook, Emmanuel College

2021 Innovative Educators Virtual Summit

March 24, 2021

Please view the presentations from each session of the Innovative Educators... Read More

Hawkes Learning teams up with students across the country to help those who are new to using Hawkes. Through this internship, ambassadors meet with their peers to provide one-on-one guidance to answer many Hawkes questions, such as how to register a license number, where to go to complete homework, how to create a practice test, and what tools are the most helpful to get a good grade. Below are a few of the bright and talented students we work with! Hank—Belmont University: Hank is a freshman biology major at Belmont University. His favorite class is biology, and he currently holds a 3.97 GPA. Hank’s main goal after graduation is to attend medical school and become an orthopedic surgeon. Outside of class, he is a member of St. Jude Up ‘Til Dawn, as well as Best Buddies and UCAT. Some of Hank’s hobbies include road trips with friends, fishing, working out, and spending time with family. Rasha—Butler Community College: Rasha is a sophomore pre-nursing major at Butler Community College. Her favorite classes are anatomy and math. She currently holds a 4.0 GPA. After finishing her nursing program, she would like to complete a midwifery program. She ultimately seeks to one day help women in need get through pregnancy and childbirth without any complications. Outside of class, Rasha works with her father in his alteration shop. Some of her hobbies include reading, crochet, and sewing. Caitlyn—University of Mississippi: Caitlyn is a sophomore at the University of Mississippi, where she currently holds a 4.0 GPA. She is a double major in accounting & banking and finance, and her favorite class so far is Business Calculus 2. Caitlyn’s main goal after graduating is to start a full-time job at the Deloitte Accounting Firm. Outside of class, Caitlyn is a member of several clubs on campus like NABA and Black Student Union. Some of her hobbies include singing, painting, working out, and reading books. Alyssa—Delta State University: Alyssa is a junior mathematics major at Delta State University in Cleveland, Mississippi. Her favorite classes are college algebra and trigonometry. She currently holds a 3.7 GPA while balancing work and being a student athlete. Her main goal after college is to find a job that will help her travel more and connect with different cultures. Outside of the classroom, Alyssa enjoys traveling and spending time on the beach with family and friends. Some of her hobbies include reading, making/ learning TikToks, and swimming. Catherine—Nassau Community College: Catherine is in her final semester at Nassau Community College completing her liberal arts degree and has been able to maintain a 4.0 GPA up to this point. She is hoping to pursue an English major when she transfers to Colorado Christian University in the Fall of 2021 and is excited to be near the mountains! When she graduates, she will seek a job in editing and also work or volunteer part-time as an emergency medical technician, for which she is currently finishing her training; however, her ultimate goal is to leave the work force in order to be a full-time homemaker and pour her energy and talent into raising a family and homeschooling her future kids. In her free time (which is often few and far between!), Catherine loves to write, make pottery, rock-climb, and swing dance. Toi—Piedmont College: Toi is a mass communications major at Piedmont College. She most enjoys classes that inspire constructive conversation and creativity. Some of her hobbies include writing, teaching kids’ workshops, acting, traveling, and language. *Some of our Ambassador team members have a different role where they do not work directly with students, but rather contribute to the team by focusing on social media projects.

Meet Our Student Ambassadors for Spring 2021

March 2, 2021

Hawkes Learning teams up with students across the country to help those who are... Read More

At the end of 2020, we asked members of the educational community to share their stories of inspiring colleagues, students, and support staff as they navigated the challenges of the past year. In response, we received a flood of nominations honoring people’s selflessness, creativity and dedication. Thank you to all who participated in this special event and supported each other during this difficult year. While this contest has come to a close, we know your commitment to education remains strong. Read about the winners’ stories below. Congratulations! Todd Bryda, Northwestern Connecticut Community College Nominated by Crystal Wiggins Professor Bryda raised over $1,000 in one week to ensure that a student who relied on campus housing for shelter would have a place to live with the campus’s closure in March. He also operates the campus food pantry, which closed along with the rest of campus in the spring. To ensure that students who relied on this service continued to have access to food, he gave out over $3,000 in grocery store gift cards to these students in need. Professor Bryda has since reopened the campus pantry with COVID-safe precautions put in place. David Weisbart, University of California-Riverside Nominated by Adam Yassine Professor Weisbart of UC Riverside led the transition to online instruction in the math department, and even before the necessity to go virtual, he was a proponent of fully synchronous online teaching. In the past year, he regularly trained TA’s on hosting online office hours and taught them how to run collaborative learning sessions in-person; graduated a doctoral student and mentored several undergraduates; taught large classes with high evaluations; and created a fully homegrown pre-calculus program, with free materials, for at-risk students who are historically underrepresented. Professor Weisbart has played a pivotal role in supporting graduate students as they obtain their post-docs, tenure track positions, and industry positions. Additionally, he took the time to redesign the professional development course for incoming math graduate students to ensure their success. Joe Heafner, Catawba Valley Community College Nominated by Laurie Keatts Professor Heafner teaches physics & astronomy courses at Catawba Valley Community College. He has always encouraged his students to be critical thinkers and provided ample support for them; this year, however, he went above and beyond in this support as classes shifted to a virtual environment. Professor Heafner began offering unique oral assessments to students in which they could talk through their knowledge of the material. In addition to this accommodation, he also worked with students navigating abrupt shifts in their schedules and allowed them to complete assignments and assessments when it was convenient for them, even if it was on an evening or weekend. Jenette Stark, Edison State Community College Nominated by Sacha Ramirez Ms. Stark joined Edison State Community College’s Tutoring Center shortly before the campus closed in Spring 2020. Even with this hurdle, she went on to become an embedded tutor in multiple developmental-level math and English sections. Ms. Stark exudes patience and understanding, making an intentional effort to connect with students who have learning disabilities; the students she tutors love working with her. In addition to her role with Edison, she works in the local community providing support to a K12 after-school tutoring program and hosting wellness events for adults who need mental health support. Dr. Shana Hunt-Martin, DeKalb School of the Arts Nominated by LeeAnn Roberts Dr. Hunt-Martin teaches creative writing at a performing arts magnet high school. At the time of the school’s Spring 2020 closure, she had already prepared lessons that required her students to be provided with advance copies of a book. With the copies already delivered to her classroom, she was intent on her students receiving their books so that they could fully engage in the unit of study. To make this happen, Dr. Hunt-Martin personally visited each students’ doorstep, or met them at another outdoor, distanced location, to deliver their books. In this instance and several others, she has worked hard to make learning relevant, reveal models of real-world artistic undertakings, champion her students’ creative endeavors, and inspire them to write their truths and aspire to academic excellence. Dr. Alina Romo, Allan Hancock College Nominated by Kristi Brickey Dr. Romo, an English instructor at Allan Hancock College, realized that several of her students were not in a financial position to purchase or rent the novels required for her class. In response to this need, she decided to buy a few sets of novels that her students could borrow and return at the end of the semester. Inside each book was a stamped message that read, “From the library of Dr. Alina Romo. Please read, enjoy and return.” Dr. Romo ensured that, despite the obstacles of the past year, each of her students had the tools necessary for success. Kristin White, Old Dominion University Nominated by Chrystal Trapani When COVID crippled the education system and shut down institutions nationwide, Ms. White trained herself in Zoom so that she could teach faculty and staff how to use the platform for online courses. She went from novice to expert in a short time period and patiently trained her colleagues on the program’s ins-and-outs. She was vital to the institution’s transition to virtual course delivery and continues to stay current on Zoom features as they arise, updating documentation accordingly. With her help, instructors have been able to maintain a quality education for nearly twenty-four thousand undergraduates. Megan Savage, Portland Community College Nominated by Bryan Hull & Jane Zunkel Professor Savage has been instrumental in supporting colleagues & students in the transition to online learning. She has connected instructors to resources and built a Covid-related teaching site within their institution’s LMS offering materials, support and guidance. Additionally, she holds weekly check-ins for faculty and colleagues in which they can ask questions and discuss their transition. Professor Savage has also been an active member of her discipline’s Race & Racism group for several years, helping to encourage diversity and acceptance throughout campus. Todd Ledford, Isothermal Community College Nominated by Saundra Clay Mr. Ledford has been Isothermal Community College’s Academic Development Instructional Assistant for several years and is currently managing the campus’ Tutoring Center. Throughout the past year, he has strictly followed COVID safety guidelines to ensure that students have a safe, effective tutoring environment, even creating a virtual tutoring center. He works hard to accommodate students with hectic schedules, and he is always seeking to broaden the subject matter with which he assists students, drawing on instructors in several disciplines to ensure the best possible outcomes for success. Tracy Dragoo, Greenville Technical College Nominated by Greg Hancox and Lynette Stucka Professor Dragoo of Greenville Technical College has worked tirelessly to ensure that students receive the best possible virtual education. She consistently ensures that materials meet ADA standards, are accurate, and helpful to learning; she also creates useful study tools, such as videos, to help break down complex topics. In the summer of last year, Professor Dragoo mastered the CORE class, using this knowledge to redesign courses for the upcoming virtual fall semester. She trained her department to ensure that they were all up to speed, and she always strives to make herself, and her positive attitude, available to colleagues in need of support. Congratulations to our winners! We are grateful to you and all members of the educational community for your sacrifices and dedication during this past year. From the bottom of our hearts: Thank you.

HawkesGiving 2020 Winners Announced!

January 15, 2021

At the end of 2020, we asked members of the educational community to share... Read More

Spring 2021 Training Series Kick off the spring semester with our 15-minute training sessions focused on best practices for distance learning, online testing, LMS integrations, and course customization! We are highlighting our newest features and tools and covering all that you need to prepare your courses. Course Creation Course Administrators: Creating Course Shells – Are you a course coordinator and responsible for creating course shells for your faculty? Let us guide you through administrator specific settings and tools you can use to help streamline your Hawkes courses across all faculty. Checklist for the Spring Term – Ensure your new sections are ready for students this spring with our quick, 5-step checklist. Learn to push previous course shells forward or set up an entirely new course in this 15-minute walkthrough. Build your own questions with Question Builder – Have you ever wanted to create your own custom questions to add to your course? Let us guide you through our robust Question Builder tool that allows you to create a variety of custom content you can add to your course. Editing a Homework Assignment – Customize Certify assignments by adding and removing questions, moving questions between lessons, requiring practice, and more. Join this webinar to see how quick and easy it is to edit homework in Hawkes. Online Testing Crash Course – Get a quick rundown of the basics of Hawkes’ test generator. Learn how to create an online test and make it available for your students to take in this 15-minute overview. Editing the eBook Learn Mode – Use our Learn Screen editor to customize the eBook content for your course. Join this brief workshop to learn how to add your own examples, videos, notes, and even hide our pre-created content for your students. Question Bank Updates – Review the latest releases to the question bank to edit the content of your homework assignments and tests. Join this quick overview to see how you can easily search the question bank, make adjustments to default question sets, pull in content from other sections, or even add your own custom questions. LMS Integration Blackboard 101: LMS Integration – Learn the basics of how to link sections in your grade book, synch grades, and set up student single sign on. You’ll be an expert with integrating your Hawkes course in Blackboard after this 15 minute crash course. Moodle 101: LMS Integration – Learn the basics of how to link sections, synch grades, and set up student single sign on. You’ll be an expert with integrating your Hawkes course in Moodle after this 15-minute crash course. Brightspace (D2L) 101: LMS Integration – Learn the basics of how to synch grades, create deep links to Hawkes assignments, and set up student single sign on. You’ll be an expert with integrating your Hawkes course in BrightSpace (D2L) after this 15-minute crash course. Canvas 101: LMS Integration – Learn the basics of how to synch grades, create deep links to Hawkes assignments, and set up student single sign on. You’ll be an expert with integrating your Hawkes course in Canvas after this 15-minute crash course. Reporting and Analytics Reporting & Analytics Deep Dive – Keep your finger on the pulse of your class with Hawkes’ reporting tools. Learn how to identify at-risk students, review most commonly missed questions, track time-on-task, and more to monitor student performance in this brief webinar. Measure SLO’s with the Test Objective Report – Use our Test Objective Report to measure, analyze, and report custom student learning outcomes in your course. Join this 15-minute webinar to learn how to get these set up before the spring term! Saving Student Records – Hide your old sections and preserve records from the previous semester. Join this brief webinar to learn how to save records of grades and student work. Hawkes’ Tips 3 Features to consider this Spring – Hear our recommendations for 3 features that you should consider using this Spring. Easy to set up automation and customization option can make a big impact on the student learning experience in Hawkes! 1. Automated Assignment Reminders 2. Require Practice 3. Instructor Notes in Learn (eBook) Mode Tips to Increase Student Engagement – Having trouble keeping your students motivated to complete their course work? In this webinar, learn some tips and functionality you can implement in Hawkes to help increase student engagement in your course. Advanced Test Settings – Overwhelmed by settings or just want to learn about new options for your tests this spring? Let us breakdown customizable settings including diagnostic testing, bonus questions, prerequisite assignments, student-specific accommodations, multiple attempts, question pooling, lockdown browser, and more! Custom Display Options – Did you know that you can adjust the display of grades, change the ordering of sections, remove lesson numbers from student view, hide correct answers on assignment reviews, and even create custom tabs on the student To Do List? Join this brief walkthrough to learn about these and more commonly overlooked settings that can make a big impact! Increase Online Test Security – Join this mini session for tips for to make your online tests more secure and protect the integrity of your exams. Reviewing Assignments in Hawkes – Get a walkthrough of how to review your student’s performance on Hawkes assignments. Not only can you review every attempt on Certify and tests but learn how you can now review tests by question!

Spring 2021 Training Series

January 1, 2021

Spring 2021 Training Series Kick off the spring semester with our 15-minute... Read More

We are inspired by our Hawkes instructors and are eager to showcase their talent and compassion for their students. Recently, Victoria Kelly of the Customer Support Team chatted with Professor Joan Smeltzer of Penn State University-York Campus. Victoria is Professor Smeltzer’s dedicated Training and Support Representative and thoroughly enjoys their working relationship! We are excited to shine a spotlight on this instructor and her care for her students. *This interview has been lightly edited for content and clarity. How long have you been teaching? This is my 25th year! I have been at Penn State-York Campus all these years, too! What is your secret to teaching? You have to evolve and update over time. You have to recognize the changes in the students you teach throughout the years. For example, when I first started teaching, my students were used to completing their homework on their own and not for a grade. Now, I recognize my students need the incentive of the homework being part of their overall grade. Of course, I want to be able to give them each individual feedback as I grade their homework. This is where online platforms like Hawkes Learning have really been so helpful! The students are able to receive immediate feedback and not have to wait on their grades or assignment reviews. It’s important for instructors to remain current as technology changes. It’s important to self-reflect and see how you can make the student’s experience better. What is the most valuable lesson you have learned in teaching? I think the most valuable lesson is learning that students change. There are benefits in recognizing where the students are—especially when they are in their very first semester as freshmen. When you have first semester students, you often feel you are reminding them and coaching a bit more than you usually would, but it’s so that they can learn responsibility as they adjust to college. I always try to step back and ask, “Where are they? What do they know? What do they need?” I try to step in and fill in the gaps where needed while still upholding and communicating my standards and expectations to the students. It’s a delicate balance and often a give and take scenario. What would you say is the biggest challenge for students today? I work with developmental students and college algebra students. Within my group of students, I think that resilience and accountability can be a struggle for some of them. What would you say is the biggest challenge for teachers today? On the college level, I would say work-life balance. We are a group of very high-achieving people! We are used to constantly pursing excellence; however, the past 6 (or so) months have been terribly difficult for faculty. You are used to having your pedagogy be the best it can be. During the pandemic, there has been so much shifting. It comes down to if your pedagogy is a good fit for right now, and that’s OK. So many of us have gotten into this trap of working 7 days a week to try to take care of the never-ending to-do list and make sure everything is the best it can be! I remember when students did not have emails, so they didn’t have 24/7 access to instructors. Nowadays students will email at all hours of the day. Instructors have had to make sure they communicate what hours they are available to students so that there is clear understanding. Regarding your classroom structure, what setups and styles have you tried? What have you found worked best and maybe didn’t work out? When I first started teaching, I was using the traditional lecture format with very little activity. I think I stuck with that model for a very long time. Eventually I adopted another publisher and tried to implement the emporium model for my classes. It didn’t really work well for us. My students were mainly commuter students, so many of them were very sensitive to making the best use of their time. They didn’t feel that coming into the classroom and working independently while I was available for questions was the best use of their time. They wanted me to stand at the chalkboard and teach. Now I mainly teach in a lecture format, but when time allows, I have the students break out into pairs to work on problems together. So, in a way, a combination of the two have worked best for me! What would you say is your favorite thing about your college campus? I was a student at my campus! I started my undergrad degree at Penn State. I spent my happiest years there! When I was pursuing my graduate degree in Math, all I wanted was to return to Penn State and teach. My instructors really inspired me. In particular, one of my teachers, Bruce Babcock, mentored me while I was in grad school. When I finished my graduate degree, he requested that I be given a course to teach. When I think about my first day as a scared undergrad and then realize that now I’m the Chair of our department, it’s a special feeling. I love the people here! What is something special and unique that your students don’t know about you? Not all of them know that my undergrad degree is in meteorology! I try to weave it into class as much as I can. For example, the other day we were discussing formulas, and I was excited to introduce Celsius and Fahrenheit during the lesson. Another thing they may not know is that when I came in as an undergrad, I had to complete developmental math classes. I did not place directly into the college level courses. They may not realize that math does not come naturally to me! I had to work as hard as they do for it, as well. Do you have a favorite breakthrough moment you’ve experienced with a student? There have been so many, but there is one student that comes to mind. There was an adult student who had a full-time job with many responsibilities. He was in my basic skills math course, so it was essentially an arithmetic course. The student was very involved in class. He asked questions, he would answer my questions in class, but when he submitted his test, it would look like complete gibberish. He came to every class and was doing everything correctly, but there was something not quite right. I pulled him aside and asked if he had ever been tested for a learning disability. He went home and told his mother, who informed him that he had a stroke when he was a baby. He never knew! He was able to receive proper testing, and he was given the help he needed. I think it’s important to always care about your students. I believe that the student was able to get the help he really needed due to the fact that I stepped in and showed empathy and concern.

Instructor Spotlight: Meet Professor Joan Smeltzer

November 10, 2020

We are inspired by our Hawkes instructors and are eager to showcase their... Read More

Hawkes Learning is guided by a sense of support for you, our customers. That’s why our company was founded, and that’s why we’ve taken our commitment a step further by creating our Customer Love Team. So, what is Customer Love? It’s a mantra—an extension of our promise to provide honest, individualized, and exceptional service to you. The Customer Love Team was created to expand your reach in the classroom by supporting your personalized goals through a thoughtful combination of your ideas and our resources. Whether it’s a request specifically designed for your courseware or a change that has been implemented across all resources, Customer Love is here to respond to your needs. Educators are the heart of our materials; as such, we have a responsibility to listen when you share. A few customer suggestions that our team has added to improve your Hawkes experience include: Automated testing & homework to streamline assessments The Question Builder tool that allows instructors to create class-specific content that may not be covered in our default materials More robust and expansive questions across math resources Additional questions added to products including Viewing Life Mathematically and Mathematics with Applications in Business and Social Sciences to deliver a more comprehensive learning experience Additional appendix lessons in Pathways to College Mathematics Meet the Team: Laura Brown Manager, Content Support & Solutions Laura has been with Hawkes for 5 years, in which time she has held several roles. She started as an English content editor, later becoming a manager of new course development for Humanities & Social Sciences, and she is currently the manager of our Content Support & Solutions teams, under which Customer Love falls. Across these roles, Laura has often focused on finding ways for instructors to participate in developing Hawkes’ course materials. Before her time with Hawkes, she spent several years teaching high school English in Philadelphia, PA, as well as COMP I & COMP II as an adjunct instructor at Trident Tech in Charleston, SC. Sarah Allen Custom Product Specialist Sarah began her time at Hawkes as a Content Editor for developmental algebras. After attending AMATYC, she realized her passions lie within direct instructor communication. This prompted her to shift to the Customer Love Team, where she currently helps create custom products for instructors. Sarah holds a BS in Materials Science Engineering and a MAT in Math Education, and prior to Hawkes, she taught for 3 years. In her spare time, she enjoys cooking, reading, watching foreign Netflix series with English subtitles, and jiu-jitsu. Thomas Durst Internal Support Coordinator Thomas originally joined Hawkes’ Customer Support Team, eventually moving to Internal IT. Currently, he splits his time between IT and Content Development, supporting Customer Love’s role in addressing custom learn screen requests for math products. He received a BS in Mathematics from the University of South Carolina. It All Began with Billy Our founder, Dr. James Hawkes, grew up in rural West Virginia, surrounded on all sides by friends’ and families’ farms. A sense of mutual responsibility and honesty underscored the community, who stepped up for and supported their neighbors whenever they could. One such neighbor was Dr. Hawkes’ cousin Billy, who carried the principles he learned at home into the working world. One day, as he and his coworker Pug stood outside a potential customer’s office discussing their presentation, Pug posed an important question: “What are we going to tell these people? Everyone here today sells the same product as us.” Billy replied, “Yes, but we’re going to love them more.” And that is a promise that Billy delivered, living his neighborly, honest and respectful small-town values in every single customer interaction. Dr. Hawkes was moved by this story, which Pug recounted to him years later during a chance encounter. It left such an impression on him that when he founded Hawkes Learning in 1979, it was the guiding principle at the heart of the company’s 5 core commitments. Since its inception, Hawkes Learning has strived to show Customer Love through exceptional service, accountability and an earnest drive to consider customers’ evolving needs. In a way, you could say that Hawkes Learning all began with Cousin Billy.

Customer Love: The Heart of Hawkes

October 27, 2020

Hawkes Learning is guided by a sense of support for you, our customers. That’s... Read More

We are inspired by our Hawkes instructors and are eager to showcase their talent and compassion for their students. Today, we are excited to share our interview with Professor Cindy Bond of Butler Community College. Professor Bond has been teaching for over 25 years, and her compassion towards her students is evident! Customer Support Specialist Victoria Kelly spoke with Hawkes Learning Certified Instructor, Professor Bond to learn about her classroom structure, her experience with Hawkes, and her overall journey as a teacher. *This interview has been lightly edited for content and clarity. What courses do you teach with Hawkes? I teach Fundamentals of Algebra, Intermediate Algebra, and College Algebra. What would you say your secret to teaching is? I would say patience and listening to students’ questions. I always want the students to feel that there is no such thing as a dumb question, and that I welcome their questions. What would you say is the most valuable lesson you’ve learned during your teaching career? Maybe realizing that although I have a subject and information to convey, my students are people with real lives, and they have a lot going on! My school has many non-traditional college students, so they have a variety of responsibilities such as jobs and families to take care of in addition to their schoolwork. While I still like to set high expectations in my classroom, I try to be aware that they have a lot on their plates and show compassion towards my students. Regarding your classroom structure, what styles and setups have you tried? What would you say has worked best and maybe not so well? I have used Hawkes Learning for a very long time in different ways. I usually tend to stick with a lecture format. I’ll start out with lecture, review questions from the book, and then go into Hawkes to review the Practice area so that they’re familiar with the process of inputting their answers. I usually only give hands-on computer time in the classroom if there is enough extra time. There are pros and cons to hand- on computer time. I think it’s more important for the students to review questions and examples with me before I let them use the computers in class. What would you say is the biggest challenge students are facing today? During the pandemic, everyone has struggled with fear of the unknown. We haven’t been sure what our fall enrollment will be like. We have some students who are more comfortable with online learning than others. The sudden shift to online learning has been challenging for everyone. Outside of the pandemic, students struggle with time management. I think in history, we’ve had periods of time where the students were simply college students and didn’t have as many other responsibilities to focus on and juggle. What would you say is the biggest challenge facing instructors? I think instructors have been exhausted during the pandemic. Once we transitioned online in the spring, I personally made about 40 videos to post online for instruction. I also had separate virtual office hours for questions. Staring at the computer that long was very challenging! How do you engage and motivate students who are underperforming? As a department, we made many policies where students must complete all their Hawkes Certifications before opening their exam. That has really helped! Outside of that, I usually reach out to individuals who are underperforming personally. Some of my students have thanked me for that personal interaction. Prior to a test, I’ll text a student who is behind to remind them about their upcoming exam. Would you say you have a unique style in the classroom? I wouldn’t say I have a unique style, but students have commented that they appreciate my teaching approach. I’d say the biggest difference in my approach is that I try to go very slowly through the steps of an example, and students really appreciate this attention to detail. I also try to pause frequently to make sure there aren’t any questions. I don’t think it’s anything revolutionary; however, my students have complimented this approach! Do you have a favorite breakthrough moment that you’ve experienced with a student? I always love to see when a student has a “lightbulb” moment! This happens occasionally, while I have other students who are dedicated to passing the class and invest a great deal of their free time in my office hours. Another situation that comes to mind is when I had a student who had some major health problems. She was even in the hospital at one point. When I went to visit her at the hospital, she was sitting in her hospital bed doing Chemistry homework. It really showed me that some students have dedication and determination to make it happen, no matter what! Having grit really makes a big difference in the student’s success. How would you say your thoughts about technology in the classroom evolved over time? Whenever I first started teaching, technology wasn’t much of an option. A few years ago, I was pretty skeptical since I couldn’t imagine giving a test online. For a while, I did try a few different online platforms for the homework. My students would share that they felt a disconnection between the homework online and the paper-pencil test. After a little while, I went back to my original methods of teaching. Over the years, there were more online programs and the existing programs became better too. When I was introduced to Hawkes, I fell in love with the mastery concept! Other platforms think they have a mastery concept, but it’s not the same. I think the mastery approach makes a world of difference. Students are not happy with making a zero. Since Hawkes rewards students with a full 100% upon reaching the mastery level, they were motivated. Our department began to administer our tests online through Hawkes. When I had initially thought about online tests, I didn’t consider how I can still encourage the student to work out their problems on scratch paper and turn it in for partial credit opportunities. Now we require students to work out their problems on paper and show each step in achieving their solutions. I have tried to explain that “back in the day” teachers would assign certain problems in the textbook for students to go home and work. Students would then hope they were on the right track then wait a day or two for their assignments to be graded and possibly find out that they were on the wrong track for the multiple problems they worked for homework. At that point, the students often had the wrong method of solving their problems embedded in their minds. Now that students use Hawkes, they are receiving immediate feedback in their homework. It’s a new paradigm shift, but it’s a good one! Hawkes tailors the learning experience to each student’s needs in a way paper and pencil assignments do not. What has led you back to using Hawkes each year? One major thing is Tech Support! That is huge. I’d also say mastery learning. For a while, I was teaching with a few different platforms, and you could see the difference in tech support across each of them. You guys answer the phone immediately, and it doesn’t go to voicemail. With other companies, I’ve been on hold for 45 minutes and still never really got an answer. What part of the Hawkes platform is making the biggest difference for your students? We didn’t always require Practice as a department, and now we do. Investing in Practice really helps the student in the Certify portion of the homework. If a student is familiar with the concepts, but not as much the input, Practice gives them the opportunity to try it out before moving to the graded component, Certify. I love the fact that it’s tailored to each student in a way that isn’t possible with traditional paper-pencil assignments. What would you say is your favorite thing about teaching? I would say the student interaction. I don’t have as much personal interaction with them these days. In previous schedules, I had more opportunities to interact with the students between classes. Frequently, at the beginning of the semester, as I stand in the front of the classroom, I have a special feeling where I know this is where I’m meant to be and what I’m supposed to do. What are some of your proudest professional accomplishments? I was on our redesign committee. We had used Hawkes before, so that piece didn’t change, but we redesigned our whole math offerings from 16-week 3 credit hour courses to 1 credit hour modules that are 5 weeks. It took several years for it to happen, and I was one of the leads on that project. I would say this is a major accomplishment I’m proud of! There was a lot of work and meetings invested into this project, and it’s really made a difference. Overall, what do you hope your students to take away from their learning experience? The importance of both sides of the equation. What I mean by this is that both sides of the learning experience are important. The instructor has to do their job by teaching and guiding the student, while the student must invest time and attention as they study the materials. Learning takes time, effort and grit on both sides of the learning experience! What would you say are the most important attributes of an instructor, and what do you think students are looking for in their instructor? An instructor needs to have knowledge of the concept, and that’s a given. Instructors who truly care are typically better teachers. When an instructor doesn’t just consider teaching a job, but rather shows care and interest in the student, it really makes a difference. What is your educational background? I went to MidAmerica Nazarene University in Olathe, Kansas-it’s a small church college. I loved my experience there! I got my degree at Wichita State University after that. What is one thing your students don’t know about you? I don’t really talk about this in my classroom, but I am a strong Christian. I believe in the power of prayer and that we have an awesome God to serve. What are some recent professional development opportunities you’ve invested in? Do you have any favorite conferences you like to attend or any favorite speakers/blogs you like to follow? I’ve been to a few NADE conferences and have enjoyed those. I have been to a few Hawkes conferences too! I have spoken at a few conferences regarding the results of our redesign. I enjoy going to conferences to learn more about what other instructors and schools are doing. What are some of your interests outside of the classroom? I love to do things with my family! I enjoy reading and am involved in my church. My husband and I enjoy having friends over to play cards and board games. We have a 9-pound mini-poodle named Baxter. What is your favorite thing about your campus? I would say we’re pretty innovative! Many local community colleges are looking to our school to see what we’re doing in light of the pandemic. I also think our department is really fun to work with!

Instructor Spotlight: Meet Professor Cindy Bond

September 28, 2020

We are inspired by our Hawkes instructors and are eager to showcase their... Read More

Online whiteboards can be an excellent tool to utilize as you navigate virtual and hybrid classrooms. They are interactive learning spaces that can be accessed from almost anywhere, whether on the computer, tablet, or even smart phone. Instructors need only share the board with their students, and everyone instantly has a real time display of notes, concepts, and other materials as they are shared. What’s more, many online whiteboard options allow you to save and/or download boards, providing additional study materials for your students to access during the course. However, no two online whiteboard programs are totally alike, whether in functionality or price. Since there are so many options to sort through, we’ve stepped in and done some research on our own! Below are 5 free online whiteboard options that you can try with your classes. Canvas Canvas is a great free option for those with a Google account. This Chrome application give you many customization options to expertly illustrate course concepts, even allowing you to upload images that you can then mark up during class time. Additionally, you can download boards (“drawings”) as images to pass along to students for use as study aids. If you’re looking for a basic online whiteboard option, give it a try! Jamboard* Jamboard is another Google application with a ton of features, including the ability to share boards with other Google accounts for real time collaboration! It’s completely free, and within the application, you can add sticky notes, text, images, doodles, and even utilize a laser pointer feature. This application is highly interactive, allowing you to add students to boards for more hands-on learning activities. Alternatively, you could choose to keep the board private and mark it up via a Zoom screenshare during class time, emailing PDF versions of that board to students for their reference. It is a truly customizable, versatile option to explore. *While Google does offer a physical, cloud-powered Jamboard hardware, you do not need to purchase it to use the application. The only features you lose with the application alone are handwriting and shape recognition. WhiteboardFox WhiteboardFox is a free online whiteboard tool that enables you to collaborate with others on the same board by simply sharing that whiteboard’s link via email. No account setup is needed; once you have the link, you may add to the board in real time. You can add text and images to the board, draw on it, and take screenshots of it, making it another good option for hands-on learning. While not as in-depth as some of the other options listed, its features certainly add to the virtual learning environment! Try it out. OpenBoard OpenBoard is a free, downloadable whiteboard software available for Windows, Mac and Linux. It works well on computers and smart phones, but it really shines on tablets. When writing in the software using your stylus, it is sensitive to the pressure applied to the screen, producing thinner and thicker lines depending on the force behind your writing. The program, when opened, does not need to be used exclusively within the bounds of your specific whiteboard—you can annotate other windows, too, using the tools at your disposal. If you want to share whiteboards with students, simply export it as a PNG file. These abilities and more make the software a standout worth exploring! Note.ly Note.ly is a free virtual note platform, meaning that is it not a full-on whiteboard, but it certainly deserves a place on this list! This collaborative tool can be used to take polls, outline ideas, and provide a brainstorm space. Instructors can make their wall public and provide students with a link that gives them access to it. A solid supplemental tool that can make online learning more organized with to-do lists and outlines. Check it out! Do you have another preferred tool? Let us know in the comments! Happy teaching!

5 Free Virtual Whiteboard Programs

September 21, 2020

Online whiteboards can be an excellent tool to utilize as you navigate virtual... Read More

Fall 2020 Training Series We’re kicking off the fall term with a webinar training series focused on best practices for distance learning and course customization. Please find below the highlights of our newest features & tools and cover a range of topics to help you prepare for the upcoming term. What’s New: Fall 2020 – In this webinar, Alex, a member of Hawkes’ training and support team, will share some of the exciting features and tools that were recently released in preparation for the fall semester. A few highlights to look forward to include Instructor Single Sign On (Teach Platform), updated Curriculum page styling, and updates to Zoom and Pan on static graphs in the student courseware. Introducing TEACH Platform – Say goodbye to logging in to multiple Grade Books! In this webinar, Jen O’Brien will provide you with a tutorial of our new instructor log in, Teach! Teach is a single sign-on platform where you can access all of the courses you are teaching with Hawkes. Teach will also allow you to seamlessly access the student view directly from your instructor account without the need to sign in via a separate website. Advanced Grade Book Features – In this webinar, Danielle, a member of our training and support team, will show you some of the advanced features available in your Hawkes Grade Book. She will highlight customizing the Student To-Do List, ‘Visible On’ lesson due dates, unique Curriculum settings, Learn Screen Notes, diagnostic testing, and the basics of Question Builder. Preparing for a New Semester – In this webinar, Victoria, a member of Hawkes’ training and support team, will help you prepare for the start of a new semester by walking you through the steps for setting up a new section in Hawkes. This training will include the basics of creating new sections, whether you are starting fresh or updating your previously created settings and templates. We will highlight reminders, assignment groups, late penalties, and lesson due date templates. Customizing Learn, Practice, and Certify – In this webinar, Megan, a member of Hawkes’ training and support team, will walk you through a detailed overview of our new Lesson Builder. This tool, released over the past year, allows you to customize the content of our lessons in a variety of ways. She will share the steps for adding and removing questions from our default curriculum, moving questions between lessons, and adding your own content to Learn Screens. Assignment Builder: Creating Custom Tests, Quizzes, and More – In this webinar, we will provide a detailed overview of our Assignment Builder for WebTests. This tool allows you to create your own online and printable assignments to supplement the Hawkes lessons. Bryan, a member of our training and support team, will walk you through the basic navigation and functionality of the tool, as well as the wide range of customizable settings available when assigning these quizzes or tests online. Reporting & Analytics Overview – It’s all about the analytics! In this webinar, Joanna, a member of the Hawkes training and support team, will share some of our most widely used reporting tools available to help you review your students’ grades and performance. These reports include All Student Scores, Detailed Student Grades, Search by Criteria, and our comprehensive Assignment Reviewer tool. Mastery Learning Made Simple – This 20-minute webinar will provide an overview of the student experience using the Hawkes software. See how adaptive technology meets a competency-based approach to create an ideal environment for online learners. Join Jennifer O’Brien for a walk through of the customizable learning modules and the simplistic 3-step process to mastery of course objectives: Learn, Practice, Certify.

Fall 2020 Training Series

August 1, 2020

Fall 2020 Training Series We’re kicking off the fall term with a webinar... Read More

We are inspired by our Hawkes instructors and are eager to showcase their talent and compassion for their students. Recently, we had the pleasure of interviewing Professor Stephanie Thomas, a longtime Hawkes customer who currently teaches Introduction to Psychology at LaGrange College in LaGrange, GA. Read on to learn about her teaching style, technology recommendations and her current research: *This interview has been lightly edited for content and clarity. How long have you been teaching? I’ve been at Lagrange College for 3 years, and in total I have been teaching for 7 years. What is the most valuable lesson you’ve learned during your career as a teacher? I have learned that a college instructor must “roll with the punches.” I’m a planner. I like to have everything lined up and planned out, but this past spring semester [with the rise of COVID-19] has taught me that you can’t plan for absolutely everything. There is always going to be something that comes up, or maybe a student approaches you with a situation you haven’t encountered before. Sometimes questions are asked in class that you’ve never thought about before, and it can derail the lecture. At first, I really didn’t like these situations, but I’ve learned to embrace it. If the question is somewhat relevant to the class discussion and the students are interested, I try to go with that and engage conversation. The subject of psychology is so much fun! I’m so involved in my field’s studies that sometimes I am surprised by students’ questions. Students are approaching psychology for the first time and have fresh minds full of wonderful questions! My freshman psychology class has brought up questions that have led to me expanding my course coverage to include new topics. Regarding your classroom structure, what setups or styles have you tried? What worked, and what didn’t work out? If we don’t include spring 2020 semester, my courses are typically set up [in a way that requires students to] read and work on their Hawkes assignments before they come to class. The goal is [to give them] a good understanding of the lesson’s basic objectives and definitions before coming into the classroom. I also think that it provides the opportunity for better questions…since the student has already interacted with the material. Class time involves examples and videos leading to class discussion. I try to incorporate a lot of activity so that the students will feel involved during class, and this is usually experienced within group work. How do you engage and motivate under-performing students? Since I teach Introduction to Psychology, I rarely have any students who are Psychology majors. Usually students are taking my class for general education requirements. Since most of the class aren’t Psychology majors, many of them are not very motivated. [They don’t always see how the subject is] relevant to their career and are just there to get the necessary core credits. I aim to help them recognize how this course is relevant to their futures; at the end of the term, I have my students submit a paper explaining to a future student how the Intro to Psychology course is relevant to their future career. The Hawkes Certify assignments help keep the student engaged outside of the classroom. Hawkes’ reporting tools help me identify if there are students not participating in the homework. These reports were especially helpful whenever our spring 2020 semester shifted due to COVID-19. The reports helped me see if a student needed additional outreach and attention based upon their last login date and homework completion. Since the assignments are low-stakes, it helps me intervene and assist the student before exam time approaches. I also include small check-in assignments for the class that do not really contribute to the overall grade, but are instead there purely as a means to help the student engage with the course. Is there a particular report in Hawkes you prefer to use? Hawkes reports provide helpful information to guide conversations with students. I typically look at which particular assignments the students have done, since some are required and some are extra credit. {This information can be found in All Student Scores and Assignment Reviewer}. Whenever students come to me concerned about their grade, I always look at whether they’ve attempted the extra credit or not. After looking at the extra credit lessons, I look at how much time they’ve invested in the homework portion of Hawkes. I not only look at the homework time (Certify), but also whether they’ve spent time reading in the Learn mode. This information really helps guide our conversations. Sometimes I’ll see a student jump straight into the Certify portion of the lesson without reviewing in Learn and Practice, and then they are concerned about their exam grade. Whenever I see this pattern, I’ll start our conversation with the question, “How much time do you think you’ve spent in the homework lessons?” I follow this question by sharing the actual Hawkes data with them, explaining the reality versus their perception of homework time. I feel we have covered this a bit so far, but if you had to describe your teaching style overall, how would you describe your unique style? Firstly, I love to incorporate many methods of technology in the classroom. Hawkes was new in the social science area, and as far as I know, I’m the only one in my department who uses this type of approach (online homework and eBook) for the course. I also incorporate Twitter in my class. We tweet all the time in class to keep the students active. I’m very hands-on, so I aim to learn all my students’ names. This is a bit easier for me since I’m at a smaller school. If my student is not performing well, I will make sure to seek out the student to directly communicate and provide needed support. I love that since my school is smaller, I can have those personal connections with the students. I hope that my students understand that I truly care about their success—that I’m not here to punish them, but instead aim to help them. I always hope they know I’m approachable and have their back! I try my best to make sure no one is “falling through the cracks” in my classes. I love the Twitter approach! Yes! Whenever I was at a larger school, I tried to find a unique way to interact with my students despite the large class size. I used Twitter as a platform to take attendance, engage the students, and provide an avenue for students to share their thoughts and questions in class. When I moved to a smaller school, I loved using Twitter so much that I decided to keep this approach. I believe that it helps students feel freer to share their thoughts and questions in class. It’s not anonymity but interacting online can give the illusion of anonymity. I believe the Twitter environment really helps students who would otherwise not speak up in class feel they have a more comfortable platform to share their ideas and questions. I don’t want to miss what a student has to say just because they feel uncomfortable with voicing their opinion aloud to the entire class. I typically write a hashtag on the classroom board, and students will tweet using the hashtag during class. After class, I’ll review the tweets, interact with them, and sometimes retweet the tweets containing strong points. Sometimes I’ll connect students who have similar ideas and opinions to help them continue that conversation outside of the classroom. How has Hawkes’ unique Mastery approach made a difference in your courses? I like that students can keep trying until they understand the concepts. I know that first year college students can get frustrated as they adjust to college and as they are developing their study skills. Whenever they see their first homework assignment or are told to read their textbook, they may feel embarrassed to ask questions or share that they feel overwhelmed. Since Hawkes offers a Mastery approach, the student has unlimited opportunities to try again and truly learn the material. Hawkes fits each student’s needs and offers students their own personalized learning experience with minimal effort on my part! I think it’s also really helpful that [there are] Practice Tests available. Many of my students have mentioned that they utilize the Practice Test feature in their studies. What led you to Hawkes Learning, and what keeps you coming back each year? Ever since I have been teaching Intro to Psychology, I’ve been using an eBook. Cost is a huge factor for me, and Hawkes is significantly more cost-effective when compared to other materials. Hawkes’ lifetime access is also very attractive to me! We have a comprehensive exit exam for the seniors at our college. If a student simply rented their textbook or did not use a textbook at all, they’re not going to have those resources to review in preparation for this comprehensive exam. I am encouraged to know that my students will have their online study materials with Hawkes years down the road. In what professional development activities have you been involved over the past few years? I attend webinars as much as possible. My college offers a Professional Development group on campus, so I attend those meetings. I actually prepared a presentation for the group before Covid-19 struck, and the presentation was “How to Utilize Technology in the Classroom.” It was very timely! I did not anticipate what was going to happen next! I talked about utilizing an online eBook during my presentation. Do you have any favorite conferences, blogs, speakers, etc. you follow? Given that I use Twitter in the classroom, I follow the hashtag #AcademicTwitter to follow what is going on in academia. It’s a great way to stay connected on what’s going on. I am a member of my professional organizations: APA (American Psychological Association) and SPSP (Society for Personality and Social Psychology) since I am a Social Psychologist. I love going to any conferences that I can! Since most of my research is undergraduate-based, last year we traveled to NCURR (National Conference on Undergraduate Research). We had many students from LaGrange College present there and hope to attend again next year (pending 2021 travel situations)! We also attended GURP (Georgia Undergraduate Research Conference). What is your absolute favorite thing about your campus or college? I like that it’s small. I went to school at a big state school [for undergrad and my doctorate]. I started teaching at a large state school. When I first taught Intro to Psychology, I had anywhere between 100-150 students in a section, and I had multiple sections. I was also an academic advisor and was responsible for over 700 advisees. It was a lot, and I couldn’t really make connections with most students since there were so many! I love that my classes are smaller here at LaGrange College—it allows me to make those personal connections with the students. If a student is absent from class, I can actually keep them accountable. My relationships with my students at a smaller school are so much deeper and richer than at a bigger school. I love getting to keep up with my students and watch them grow in their college experience. I’m usually one of their first instructors in college, and they typically do not know their major when they’re in my class. I love when a student takes my class, enjoys it, and then I convert them to be a psychology major! When I have the seniors in their capstone class and take them to research conferences, it’s rewarding to see their journey come full circle. What are you currently researching? My research is based upon characters in narratives, so I am interested how people engage with the main character when they read a story. I focus on a process called “experience digging.” This is when you are reading a story and you become the main character. In this scenario, the reader is seeing themselves as the main character and as the story plays out, the boundary between the reader and the fictional character becomes blurred. It’s difficult for the reader to see where they stop and the character begins. I study how this affects the reader’s thoughts, behaviors, and actions. I have a student in my senior class who is also researching this area, so I’m excited to see what she comes up with. This is what I did my dissertation on and my master’s thesis as well, so it’s my basic area of research. I’m a big reader-I really like books! It’s especially interesting to research characters in narratives since it ties together my hobby and profession! Do you have a particular book that you’re currently reading? Yes! I’m currently reading the Graphic Novel Series, March by John Lewis. It felt timely with our current events, so I bought the series at my local bookstore. I felt it was really important to educate myself about the civil rights movement, and I’m realizing there is much I didn’t know. What adjectives would you use to describe your presence in the classroom? I will pull these straight from my course evaluations! Students typically describe me as enthusiastic, knowledgeable, and approachable. Some students say I’m a little bit too peppy for an 8:30am class. Overall, what would you like your students to take from their learning experience with you? If specifically referring to Intro to Psychology, I’d hope they take away a few things: There is something related to psychology that they can use in their future career. I hope they can see that connection. Psychology is a science, and I hope that my students would be better consumers of science after my class. We spend a lot of time talking about the scientific method. It’s truly a science class, although we are not in a typical lab setting. What are one or two of your proudest professional accomplishments? I’ll go broad with my answer and say anytime a student gets into grad school or gets a job. That’s wonderful! This time of the year is when we typically post on our social media pages about our students receiving their grad school acceptance letters. It makes me so excited and proud. It truly reconfirms what I’m doing. I had two students get into their dream schools this year, and they didn’t think it was going to happen. Watching them and helping them with the application processes was so rewarding, especially when I got to see them receive their acceptance letter! It was just a great reminder of why I do what I do.

Instructor Spotlight: Meet Professor Stephanie Thomas

July 29, 2020

We are inspired by our Hawkes instructors and are eager to showcase their... Read More

We’re kicking the summer off with a webinar training series focusing on best practices for distance learning and course customization. We are highlighting our newest features and tools and covering the basics of preparing your courses for upcoming semesters along the way. While we’re always here to offer customized, one-on-one assistance, we hope you enjoy these additional Hawkes refreshers! Check out the on-demand webinars below. Preparing for a New Semester – In this webinar, we will help you prepare for the start of a new semester by walking you through the steps for setting up a new section in Hawkes. This training will include the basics of creating new sections, whether you are starting fresh or updating your previously created settings and templates. We will highlight reminders, assignment groups, late penalties, and lesson due date templates. Customizing Learn, Practice, and Certify – In this webinar, we will walk you through a detailed overview of our new Lesson Builder. This tool, released over the past year, allows you to customize the content of our lessons in a variety of ways. We will share the steps for adding/removing questions from our default curriculum, moving questions between lessons, and adding your own content to Learn Screens. Assignment Builder: Creating Custom Tests, Quizzes, and More – In this webinar, we will provide a detailed overview of our Assignment Builder for WebTests. This tool allows you to create your own online and printable assignments to supplement the Hawkes lessons. We will walk you through the basic navigation and functionality of the tool, as well as the wide range of customizable settings available when assigning these quizzes or tests online. Advanced Grade Book Features – In this webinar, we will show you some of the more advanced features available in your Hawkes Grade Book. We will highlight customizing the Student To-Do List, ‘Visible On’ lesson due dates, unique Curriculum settings, Learn Screen Notes, diagnostic testing, and the basics of Question Builder. What’s New: Summer 2020 – In this webinar, we will take a look back at some of the exciting features and tools that were released over the past year. A few highlights to look forward to include Student Certify Reviewer, Show Work, Lesson Builder, and students’ ability to retake Practice WebTests. We will also review our Assignment Reviewer and Learn Screen Notes tools. Reporting & Analytics Overview – It’s all about the analytics! In this webinar, we will share some of our most widely used reporting tools available to help you review your end-of-semester grades and student performance. These reports include All Student Scores, Detailed Student Grades, Search by Criteria, and our comprehensive Assignment Reviewer tool. Mastery Learning Made Simple – This 20 minute webinar will provide an overview of the student experience using the Hawkes software. See how adaptive technology meets a competency-based approach to create an ideal environment for online learners. Join for a walk through of the customizable learning modules and the simplistic 3-step process to mastery of course objectives: Learn, Practice, Certify. Question Builder Overview – In this training, we will take an in depth look at our Question Builder. This tool allows you to create your own questions that can be included in Lessons or WebTests. We will guide you through the steps for creating various question types including multiple choice, free response, open ended, click to select, and click to insert. We will also show you how to use our variable manager to create dynamic questions, incorporate graphs, and add tutoring options. LMS Integration: Setup and Syncing – Hawkes integrates with a variety of Learning Management Systems including D2L, Canvas, Blackboard, and Moodle. In these trainings, we will walk you through the steps for setting up and utilizing our instructor grade synchronization and student single sign on tools for each LMS.

Summer 2020 Training Series

July 1, 2020

We’re kicking the summer off with a webinar training series focusing on best... Read More

We are inspired by our Hawkes instructors and are eager to showcase their talent and compassion for their students. Victoria Kelly, member of the Customer Support Team, interviewed Professor Jill Neidlinger from Ancilla College to learn more about her career, as well as her passion for investing in students’ lives and strengthening their math skills. We’ve had the pleasure of supporting Professor Neidlinger and her students since fall 2007, as she uses our Basic Mathematics, Introductory Algebra, and Viewing Life Mathematically materials in her courses. Check out the interview below for a peek inside Professor Neidlinger’s classroom! How long have you been teaching? I’ve been teaching at Ancilla College since 2000 and have been full time since 2005. I believe it was 2006 that I attended a conference where I saw a Hawkes presentation. I was very impressed, so I came back to tell my colleagues about Hawkes, and we started using Hawkes the following semester. What would you say your secret to teaching is? I would say patience -especially with math! Having a good attitude is important, because many students have “horror stories” associated with math experiences. A quote I try to share with students is “math is fun!” Students don’t always agree with this statement at first, but I try to make it fun for them. I hope to show them tricks and shortcuts to help make math a more enjoyable experience for them. They’ll eventually tell me, “Oh! That was easy!” and that’s what I like to hear! What would you say has been the most valuable lesson you’ve learned throughout your teaching career? I have the mentality that everyone can do anything if they work hard enough. I try to be optimistic in every approach I take with students. I’ve learned that with some students, math is especially challenging, which leads to extra care and attention on my part as the instructor. I’ve had students come back to me and say, “I passed the course because you stuck with me!” I know it’s important not to give up on them and to keep encouraging them. You’ll have more success stories than not, and the students must know you have their back. I love the fact that Ancilla College is a small school, so there are more opportunities to build those relationships with students. Regarding your classroom structure-what setups or styles have you tried? What worked, and what didn’t work out? I learned so much from one of my colleagues who was my 8th Grade Algebra teacher. She recently retired after 40 years of teaching, and she spent the last 10 years teaching at Ancilla College with me. We learned that going through the Learn portion of Hawkes in class is helpful. We also found that providing the students with a paper copy of the Practice problems in conjunction with reviewing Learn really helps the students. Since they have a physical copy of the Practice problems in front of them, they can follow along with my explanations in class. I create these assignments from the Hawkes Assignment Builder in the WebTest area of the Grade Book, and then I print them out to distribute in class. How do you engage and motivate under-performing students? I try to spend more personal time with them. If I am working directly with them, it’s harder for them to sneak out of the classroom. I have all the students text me their phone numbers on the first day of class. If I notice the student is struggling in the course or skipping classes, I reach out by texting them directly. We have a smaller school, so we have more of a capacity to do this. I love having the opportunity to make personal connections with my students! I truly believe that personal connections really go a long way. Do you have a favorite “breakthrough” moment you’ve experienced with a student? I’ve had so many of these moments. I try to help them identify and shake off their bad math experiences, since I know those previous experiences are holding them back from growing in their math skills. Some students don’t realize where their math anxiety comes from. I try to help the student identify that negative math moment, break down the wall, and move forward. Anytime I can do that, the student feels so much better and it makes me feel good! How have your thoughts about technology in the classroom evolved over time? I remember when students would work through an entire worksheet of math problems just to turn it in and find out everything was wrong. I like to be able to give immediate feedback to students, but traditionally there is a gap between when the student submits their homework and when I can give it back to them. When the student immediately realizes if they’re right or wrong, they can learn from their mistakes as they practice. This is an example where technology helps so much, and I appreciate the immediate feedback Hawkes gives to students! One of my colleagues was drawn to Hawkes because I told her about the automatic homework grading Hawkes provides. What keeps you coming back to Hawkes each year? I’m comfortable with Hawkes, as I’ve used it for so long! I find it user-friendly and easy to teach. The interface is very simple to explain to my students, as well as new instructors. It’s just three buttons: Learn, Practice, and Certify. One of my colleagues was new to Hawkes this past spring semester, and she loved it. I’ve had several representatives throughout the years and having that personal connection has been great. I tell my colleagues that it’s great to talk with people from Hawkes since they understand math. I’ve found other companies do not have that understanding and math background. I also tell them that it’s great to call Tech Support, since they have an awesome South Carolina accent! How has Hawkes’ unique Mastery approach made a difference in your courses? I’m encouraged that students can truly understand the material before moving forward to the next lesson. I know that they’re working their way through the lessons. I really love how Hawkes introduced FlexMastery, and I think the students have really appreciated this! I also encourage the students to do the Practice Tests. I think it’s a great feature that students do not always utilize like they should. I love that Hawkes gives me the opportunity to make practice worksheets in the Assignment Builder tool. I typically give paper tests in class, but I like to give my Developmental Math students an opportunity to retake the test online if they desire. I use the WebTest tool so that the questions are presented in a random order. I think this approach helps with their test anxiety, since they’re used to working on their homework online. I appreciate that Hawkes allows me to drop the lowest test grade. I like to set up this grading approach in my Developmental Math courses. What is one thing your students don’t know about you? My students may not know that I love to sing! I was a member of a small theatre group in my hometown, and I participated in many musicals and plays. My students do know that I love Star Wars! I have to share this with you: one of my students painted me a picture that features the Star Wars opening setting, but instead of a “galaxy far, far away,” it has a short description of my “classroom not so far away.” The painting reads “in a classroom not so far away, college students were trying their best to succeed in Math for Elementary teachers. Who was leading them? The fearless Jill Neidlinger.” The student painted math symbols and equations among the stars in the background and surprised me with it at the end of the term! I know this is a hard question, but who is your favorite Star Wars character? I’m a Luke Skywalker fan. I’m a fan of the original good guys: Leia, Han, and all of them! I love musicals too-what is your favorite play or musical that you’ve been in? As for the musicals I have been in, my favorite was Sound of Music! Right now I’m constantly listening to The Greatest Showman. The songs in it are very powerful. What is your favorite aspect of your campus or college? Everything! The main thing is the size of the campus. Due to the campus size, I can have personal relationships with my students. Even if someone is not directly my student, I typically know who they are. I am the advisor of Ancilla College’s Student Government, and I get to know many students this way. I’m also a graduate of Ancilla College! I have always loved the campus size and seeing that the instructors really care about the students’ overall well-being.

Meet the Instructor: Professor Jill Neidlinger – Ancilla College

June 25, 2020

We are inspired by our Hawkes instructors and are eager to showcase their... Read More

In this brave new cyber-world, many of us have become well-acquainted with Zoom; others haven’t had much interaction with the platform. Whether you’re new to Zoom or just hoping to brush up on it, this post will guide you through using this tool to participate in a webinar, as an attendee or a presenter. For any specific aspects of Zoom that are troubling you, click the point below to review that section. Downloading Zoom Joining a Webinar Joining through a Phone Call Viewing the Webinar Sharing your Screen (Presenters) Participating in Q&A Answering Q&A (Presenters) Accessing Webinar Recordings Downloading Zoom While you can attend Zoom meetings and webinars directly from your browser, some features, such as interaction with polls, are only available through the Zoom application. To install the Zoom app on any desktop or laptop computer, click this link. Zoom can also be installed on tablets or phones through the Apple App Store or Google Play Store, but some features will be unavailable. Joining a Webinar After you register for a Hawkes Zoom Webinar, you will receive a registration confirmation email from the Marketing Team with the link to join. You can also find this link on the webinar registration confirmation page. Either way, simply click on the link, and when your browser prompts you to open your Zoom application, click on “Open.” If you join the webinar before the host, you will be met with a waiting screen like this. Although you may test your audio here, you do not need to do anything until the host joins and opens the webinar for attendees. Once the webinar begins, you will be prompted to click “Join With Computer Audio” or choose “Test Speaker and Microphone” to ensure that your audio is working. For more information on how to join a Zoom Webinar, see the Zoom Help Center. Joining through a Phone Call If your computer audio is not working, you can still listen to the webinar audio through your phone. Check the bottom of your registration confirmation email and dial the number provided. When prompted by the recorded message, with your keypad, enter the unique Webinar ID number, located directly beneath the audio phone numbers, and you will be connected shortly. More information on this process can also be found on Zoom Help Center. Viewing the Webinar Once the webinar begins, you can see live video of the host(s) or presenter(s) on the top right of the screen and presentation slides in the middle of it. Unlike in a Zoom meeting, on a webinar, you will not share your video or audio and the chat feature will be disabled. If you must leave the webinar early, click on “Leave Meeting” on the bottom right of your screen. If you are able to return before the webinar ends, you can rejoin with the same link as before. We also send the recording of the webinar to all registrants within a few days of the webinar. More information on Zoom Webinar attendance can be found on Zoom Help Center. Sharing Your Screen (Presenters) If you are going to present with a visual aid such as a PowerPoint, charts, or video, then you will need to share your screen. First, make sure that you have all of your visual aids loaded and ready before sharing the screen, in order to avoid any unanticipated technical difficulties during the presentation. Turn off push notifications also to avoid interruptions. Then, once you are in the webinar, click the green “Share Screen” button at the bottom of your window, and select the screen you want to share. If you are playing a video and want attendees to hear the audio, check the “Share computer sound” box at the bottom left. Once you’ve chosen what screen to share, press “Share.” While in the share screen, you can mute yourself, stop your video stream, pause your current shared screen, or show a poll through the meeting control bar. For more information on each of these actions, refer to the Zoom Help Center. When you are done sharing your screen, press the red “Stop Share” button directly under the meeting control bar. Participating in Q&A You can ask the presenters questions and engage with other attendees through the Q&A feature. To open the Q&A box, click the Q&A button on the bottom of your screen, and then type your question or comment into the box. You may receive answers or follow-up comments in text, or the host(s) could answer you verbally during the webinar. You can also “like” or respond to other attendees’ questions. To “like” a question, click on the thumbs-up icon below it. To reply to a question, click “Comment” and then press “Send.” Answering Q&A (Presenters) If you are a presenter and want to answer an attendee’s question, click the Q&A button. Once you see the question, you can either press Type Answer to respond, or you can indicate that you will answer the question verbally during your presentation by clicking on the Answer Live button. Accessing Webinar Recordings If you missed a Hawkes webinar, had to leave early, or are interested in browsing previous webinars, all of our recordings can be found on the Hawkes Learning blog, categorized by subject. You can also email marketing@hawkeslearning.com for a specific link or to ask any other questions.

How to Participate in a Zoom Webinar

June 18, 2020

In this brave new cyber-world, many of us have become well-acquainted with... Read More

Meet Victoria: Hawkes Junior Training & Support Specialist—that is, until the clock strikes midnight (ok, more like five o’clock)! When Victoria isn’t helping educators navigate our online learning software, she’s transforming into all of your fairy tale favorites, from Cinderella and Snow White to the Little Mermaid and Alice in Wonderland. And current events haven’t stopped these princesses from making appearances! Victoria has taken her company, Storybook Adventures, to platforms from Zoom to Facebook Live to provide virtual visits from all the childhood classics. We chatted with her to learn more about her mission to spread (socially distant) magic to kids around the world: How did Storybook Adventures begin? I did two Disney internships in college, and the first one was with Magic Kingdom’s Entertainment Department. It was an incredible experience—the interactions were, well, magical! When I moved back home, I wasn’t ready to stop making that magic; fortunately, the perfect opportunity was right around the corner. At the time, my friend ran a small party company and dressed up as all these different fairy tale characters for kids’ birthdays—think Alice in Wonderland, the Little Mermaid, Snow White. I’d done a few parties for her and loved it; but over time, she had greater responsibilities to focus on and decided that it was time to hang up the dresses. She asked me if I’d like to take over the company, and of course I said, ‘Absolutely!” I renamed the business Storybook Adventures, and I’ve been managing it ever since. What inspired you to begin offering your services via Zoom and related platforms? Backstory: I briefly lived in Charleston, SC, and during that time I kind of took a break from Storybook Adventures; however, I missed it so much, and as soon as I moved to Alabama and had easy access to all of my materials, I started it back up. And then the pandemic struck. That threw us all for a loop, but through Hawkes, I had an awesome opportunity to make a difference by supporting instructors with free courseware and resources. It was touching to see how our help was allowing education to continue during this stressful time, and it got me thinking about ways I could extend this support beyond the workplace. I’ve always used Storybook Adventures as a vehicle for giving back, visiting children’s homes and preschools alongside the birthday parties. So, in the spirit of remaining true to the company’s core purpose, I began doing Facebook Live events on Storybook Adventures’ page—scavenger hunts around the house with the Little Mermaid, learning to draw a snowman with the Snow Queen, things like that. Then I decided to take it a step further and start booking Zoom calls featuring various princesses. It’s all been received really well! What has been the most personally rewarding part of this experience? There are so many rewarding aspects of this experience! Of course, it’s amazing getting to teach little girls to follow their dreams and live the best attributes of these characters. These are major role models for a lot of children, and it’s a great opportunity to teach kids how to apply positive values in their everyday lives. One especially touching thing is the outpouring of gratitude that I’ve received from parents. Because of the pandemic and social distancing guidelines, a lot of them have had to cancel their kids’ birthday parties, which is such a heartbreaking decision to have to make. Since offering my company’s services online and through other socially distant measures, parents have reached out with all sorts of sweet messages, telling me that I’ve given their kids something to look forward to and brought some positive energy back into their homes. It’s always a treat hearing about the 6-year-old till raving about Cinderella’s visit weeks after the party! A final thing to mention is that there’s a pretty big “princess community” of ladies out there, and for a lot them, this is their entire livelihood. Now more than ever, this service is an important source of income for themselves and their families. I’ve been very fortunate—thanks to my position at Hawkes, I’ve been able to offer Storybook Adventures’ services free of charge, and that is not something that I take for granted. I am so grateful for the opportunity to give back, and doubly grateful to be able to do so both through my job and in my spare time. What has been the most memorable event that you’ve hosted since taking the princesses virtual? A few weeks ago, I, or rather the Little Mermaid, was part of a drive-by birthday party for a little girl. There were bubbles and smiles all around! It was tons of fun! Where is the farthest your calls have taken you? I’ve done calls all over the US and Canada, but the farthest I’ve “traveled” is probably Portugal! Check out Storybook Adventures on Facebook and on the web.

Bringing the Fairy Tale to Life: How One Hawkes Employee Takes the Royal Treatment Remote

May 28, 2020

Rguroo is a point-and-click statistical software that unleashes the power of R on the Cloud, making this powerful software available to instructors and students across the country. This user-friendly software includes features such as: Data cleaning & manipulation tools Easy to use tools for creating & customizing plots Interactive data visualization Data modeling & statistical inference Simulation suits & probability calculators We chatted with one of Rguroo’s creators, Dr. Mori Jamshidian. Here’s what he had to say about his experience and this powerful yet easy-to-use software. The following interview has been lightly edited for content and clarity. Can you provide a little info about your teaching background? I started teaching when I was a graduate student in the Math Department at UCLA in the mid- to late 1980s. After getting my Ph.D., I got a position as a senior statistician at BMDP statistical software. While at BMDP, however, I also taught statistics courses at UCLA as an adjunct professor. It was at the University of Central Florida Statistics Department (1996-2002) that I started my full-time teaching position. There, I began as an assistant professor, and in 2005 I got my tenure and was promoted to Associate Professor. From 2002 to the present, I have had a position at CSU Fullerton (CSUF). I am tenured and have the rank of Professor at CSUF. Throughout my teaching career, I have taught a variety of statistics courses ranging from introductory to upper-division and graduate-level courses, including both applied and theoretical subjects. My recent classes at the undergraduate level include Introductory Statistics and an Intermediate Data Analysis. At the graduate level, I have been teaching Probability Theory and Statistical Inference, Computational Statistics, and Statistical Consulting. I have also had an interest and have taught courses in numerical analysis. What led you to create Rguroo? In 2010, I was appointed as the coordinator for our introductory statistics course at CSUF. When I started in this role, instructors were teaching their classes without using any software. I firmly believed and continue to believe that the use of statistical software is a must in teaching statistical concepts. So, my initial thought was to use R/Rstudio in the course. This thought led to the writing of a manuscript that showed how the R/Rstudio language could be used to make graphs and perform introductory-level statistical analyses. I wrote this manuscript with Mojgan Khatoonabadi (a colleague) and Cengage published it. It turned out that this manuscript was not much of a help, as our instructors spent much of their time in correcting the required codes for students (e.g.: students did not pay attention to capitalization, or they would forget to close parentheses, etc.). So, the use of R/Rstudio failed. Amidst this failure, and about six years ago, Shahram Zadeh, a good friend, and I were attending our mutual friend’s birthday party. There, Shahram approached me and asked if I thought that there was a project that we could do together. Knowing that Shahram was a veteran software engineer, I brought up the idea of creating a point-and-click interface on top of R. He added to this idea the possibility of creating a web application. These ideas led to the start of what we called “a fun project.” The next day, I wrote an R code to create a histogram, and Shahram took that code and did his software engineering thing, and the histogram that was created in R showed up in a browser. This turned out to be the inception of what we know today as Rguroo. Since then, the Rguroo team, Shahram, and I have been working tirelessly to develop Rguroo and make it better and better for teaching. We also hope that as we make progress in our development of Rguroo, it finds its way to the industry as well. Can you provide an example or two of how you’ve used Rguroo in your class? I have used Rguroo in both my introductory statistics classes and my intermediate-level data analysis classes. In both levels, I have used Rguroo for exploratory data analyses using graphs and summary statistics, as well as conducting statistical inference and building regression models. More notably, I have used Rguroo to teach statistical concepts using the powerful yet easy to use Rguroo simulation tools. While the use of Rguroo does not require knowledge of the R language, users who know R can take advantage of this knowledge to conduct sophisticated analyses. For example, the R language can be used in Rguroo’s simulation functions or other functions such as the Transformation function. I have used this capability to teach my intermediate-level students some basics of the R language. For example, my students can write an R code within the Rguroo simulation tool to perform regression analysis using bootstrap. What’s your favorite part of Rguroo? Do you have a favorite lesson plan to share? I have lots of favorites, but to name one, I must say Rguroo’s reproducibility. By this, I mean that when we are doing a project, we can save it at any stage, logout, and come back to continue where we left off. Or, we can export our projects as what are called “RGR files” and share them with other Rguroo users. This reproducibility comes in handy in my teaching in various ways. As students work in the lab and the lab hour ends, they can save their unfinished work and go home to finish their projects. As I teach in the classroom using Rguroo, I save what I input in Rguroo, and I export the work as RGR files to share with students for their review and as a supplement to their notes. Students can import RGR files into their Rguroo account and see what we did in class. Students also submit RGR files as part of their project, so when my grader or I grade their projects, we have access to how they generated a graph or conducted their analyses. As for my favorite lesson plans, I have many. Dwight Wynne, a colleague at CSUF, and I have several lesson plans involving Rguroo that we use in our introductory and intermediate level courses, and we would be happy to share them. How have your classes changed since implementing Rguroo? Have you noticed your students learn a particular concept more quickly or engage with topics more fully? As I noted earlier, after the unsuccessful use of R in our introductory statistics courses, Rguroo has been a welcome change—a change that has made our courses more useful and fun for our students, as well as making my teaching easier. This is mainly attributed to the fact that we can use Rguroo to easily and quickly draw graphs, or compute a probability using a probability calculator, or do other computations. I spend the time that I save explaining statistical concepts better, interacting with students more, and doing more examples. Another change that Rguroo has brought to my teaching: I use fewer PowerPoint notes. My teaching, for the most part, has become dynamic as we explore a dataset or conduct a test of hypothesis or build a regression model step by step with students. This mode of teaching allows students to follow and contribute ideas to each step taken in discovery and problem solving, hopefully leading to better understanding of what is being taught. What, in your opinion, are the top differentiators between Rguroo and other statistics software packages on the market? Its reproducibility, the fact that it’s designed by instructors for instructors, the rich data repository, and the ability to export reports to Word.

Behind the Scenes of Rguroo: An Interview with One of Its Creators

April 30, 2020

Rguroo is a point-and-click statistical software that unleashes the power of R... Read More

If you’re a psychology instructor, one of the coolest resources around is the PsychSessions podcast. This podcast was created by instructors Garth Neufeld and Eric Landrum and focuses on the teaching of psychology. They connect with top psychology educators as well as up-and-coming superstars to have deep conversations about what it means to be a teacher of psychology. We had the chance to interview Garth and Eric to learn more about their podcast and advice they have for fellow psychology instructors. The following interview has been lightly edited for content and clarity. What led you to create PsychSessions? We discovered that we were both individually interested in started a podcast—something to do with the teaching of psychology. And we both had the good fortune to share that interest (independently) with our mutual friend Sue Frantz at Highline College. Sue provided the matchmaking service. Additionally, we both saw the opportunity to get great ideas about teaching psychology, which were primarily being distributed in journals and at conferences, to the general public and to teachers who either didn’t have access or didn’t have time to invest in professional development in traditional ways. Can you share an example of a story or teaching advice from a guest that has made an impact on you? Eric: It really is difficult to limit myself to just one story or one example of impact. But when pressed, I would have to say the interview with Bethany Fleck Dillon (Episode #28) from Metropolitan State University-Denver. It was such an honest and open interview. She talked about her ‘mommy guilt’ as a faculty member and I talked about my divorce. Those types of conversations remind us not only of the complexity of others’ lives, but also that the impressions we see on social media are not representative of our real selves. We tend to post our best moments, and not our real moments. I love this podcast episode because I feel like we truly captured real moments. Garth: I have found the podcast to be a tremendous source of professional development. I can barely believe that I had the opportunity to sit down with both Charles Brewer and Bill McKeachie before they left us. When I met Brewer, he was a force; his intensity was remarkable, even in his final months. And McKeachie was pure kindness. I learned from Bill that this is the best way to move through the world, and he did it with such grace, both privately and publicly. Surely Bill’s legacy is more about who he was than what he accomplished (which was incredible). Do you have an episode you’d recommend for a first-time listener who teaches Intro to Psych? Eric: It’s really bad form to play favorites with one’s children, because we are supposed to love them all equally, right? I’m afraid I can’t name names here. But we have plenty of textbook authors, leaders of national organizations, teachers at all levels (graduate school, community college, college, university), a mini-series devoted to the introductory psychology course, short sidebars that focus on one topic, and we are about to launch a new feature called AskPsychSessions. Folks sent us their questions about the teaching of psychology (or just teaching in general), and we wrangled experts in the field to provide answers. We’ll release the question and answer together is short micro-episodes so that listeners can binge-listen as much as they want. Garth: I’ll play it safe here, too. I think that most people begin with “Episode 2: Origin Stories” to get a feel for what the podcast will be like. Eric can correct me, but I think that is our most listened to episode. Now, that’s just Eric and me talking, so I don’t think it’s the best content we have on the podcast, but it probably is the best place to start. Many of our colleagues look for episodes with their favorite psychologists and educators. I find Eric’s “liner notes” to be really helpful in determining which episodes will be of most interest. We also have a brief overview (five minutes) before the episode begins. Your website describes your podcast as “Convos about teaching n’ stuff.” Can you elaborate a little about the “stuff”? We rarely talk for an hour about teaching only. The backstory / origin story of our guests is fascinating. Even when you meet up with your best friends at conferences, it’s rare that you would ask them if their parents went to college, or if they played a musical instrument in high school, or if they were a psychology major when they started their undergraduate course of study. These types of questions have led down fascinating conversational pathways that we never would have imagined. So, the podcast/interview platform is really so much more than about teaching. How do you choose your interviewees? The first part of the formula is about who we know in the teaching of psychology world, and fortunately, collectively we know a lot of teachers of psychology. So, we can ask for the favor of an hour of a person’s time, and almost everyone will say yes…eventually. The second part of the formula is who will be at a particular conference when Garth and/or Eric will be there. We really are committed to recording our podcast interviews in person. Not only does that help with sound quality, but the face to face nature of the interview is meaningful; laughing together in person is different than laughing together over a phone line. The third part of the formula is thinking about guests who we think our listeners would enjoy—but here’s a secret: we have discovered that every teacher of psychology has an interesting story to tell, no matter where they are in their career or what school they are at. What are one or two lessons you’ve taken away so far hosting your own podcast? Eric: One lesson is that this little idea that I once shared with Sue Frantz has turned into this important collaboration with a person who has become one of my best friends on the planet, Garth Neufeld. We had no idea that people would listen, and we really didn’t set out to become oral historians for the teaching of psychology. I wanted to do something different and stretch my skill set and see if I could make an impact in a way other than conference presentations, book chapters, and peer-reviewed journal articles. The other lesson that I have learned is that the podcast can be a vehicle to promote others and their work. It is a way to help our colleagues gain attention. I have discovered that the imposter syndrome continues to exist among faculty members coupled with high levels of humility; the podcast platform allows me to showcase their work in such a way so that they are not bragging about their work, but I get to brag about their work. And the podcast has led to other entrepreneurial opportunities that are just plain fun! Garth: Well, how do I top all of that? The most important lesson I’ve learned, apart from what Eric mentioned above, is that it is exciting to follow our creative instincts, and that the first step is the first step. As it has been said, you eat an elephant a bite at a time. It’s overwhelming to think about how to create 100 episodes, which we will hit in the new year. But it isn’t overwhelming to think about having a conversation with a friend about a crazy idea you have for an innovative way to serve your profession. Check out the podcast here: https://psychsessionspodcast.libsyn.com/. About the PsychSessions co-hosts: R. Eric Landrum is a Professor and Chair in the Department of Psychological Science at Boise State University, receiving his PhD in cognitive psychology from Southern Illinois University-Carbondale. He is a research generalist, broadly addressing the improvement of teaching and learning, including the long-term retention of introductory psychology content; skills assessment; improving help-seeking behavior; advising innovations; understanding student career paths; the psychology workforce; successful graduate school applications; and more. He is a member of the American Psychological Association, a fellow in APA’s Division Two (Society for the Teaching of Psychology or STP), and served as STP President (2014). In August 2019, he received the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award, arguably the highest award given to teachers of psychology in the United States. Garth Neufeld teaches at Cascadia College in Washington State. He is the founder of Teaching Introductory Psychology Northwest and the co-founder of the PsychSessions: Conversations About Teaching N’ Stuff podcast. Garth is the Director of Regional Conference Programming for the Society for the Teaching of Psychology and the co-chair of APA’s Introductory Psychology Initiative. He has served the national teaching of psychology community through the AP psychology exam reading, APA’s Summit on the National Assessment of Psychology, and APA’s Summit on High School Psychology Education. In 2018 Garth was awarded a presidential citation from the American Psychological Association (APA) as a Citizen Psychologist for his co-founding and ongoing participation as president of Shared Space For All, a non-profit organization that educates and mentors at-risk Thai children toward the prevention of prostitution. Garth is also the recipient of the 2019 STP Wayne Weiten Teaching Excellence Award.

Behind the Scenes of the PsychSessions Podcast

April 30, 2020

If you’re a psychology instructor, one of the coolest resources around is the... Read More

By: Claire Grulick The unexpected spread of COVID-19 has left behind a wake of uncertainty and panic, leaving no one unaffected. While businesses, families, and schools are trying to cope with the day-to-day changes, at every moment, lives are being impacted globally. There’s no routine; millions of Americans have lost their jobs. There’s also no regular home life; parents have become full-time caretakers, educators, and employees. With this severe lack of structure comes an abundance of stress—a unique strain of which is felt by the Class of 2020. Graduation—this huge turning point in our lives—has seemingly disappeared and left high school and college seniors, including myself, with the feeling of nowhere to go. In an interview with NPR’s Patti Neighmond, Dr. Lynn Bufka notes that as unprecedented as this experience is for everyone, “it’s completely new for teens and young adults — and [we] don’t have the wealth of experiences that older individuals have with transitions” to help us cope. I’ve worked my entire life to get to this one point, this apex, that determines the rest of my life and career, only to have it taken away as I neared the finish line. Feeling robbed of this defining moment, I’ve found my frustration manifesting itself in a lack of motivation, and I’ve discovered similar feelings among friends and peers. But while this situation is difficult, giving up isn’t the answer. Here are seven reasons why I have to keep going: My education has become a pillar of my identity. My passion for English literature and language has only grown at the College of Charleston, greatly shaping my future career aspirations. I’ve taken classes catered to my interests that also satisfied my degree’s requirements, allowing me to complete my four-year tour of the humanities and social sciences at the College as a more informed, well-rounded person. These are certainly signs of success that many of us have felt, and despite there being no official ceremony to signify their achievements, every 2020 graduate, regardless of age or major, should be proud of everything that they’ve accomplished thus far. I invested too much time. Depending on where one chooses to start their college experience, the average student spends 4 years broken into 8 semesters at 17 weeks per semester and 15-18 hours per week plus the [recommended] 2-3 hours of studying for each hour spent in class. Together, this comes to a grand total of 45 hours per week, 6,120 hours in all, invested into my degree. And effort. Those 6,120+ hours included all-nighters, countless flashcards, color-coding notes, office hours, study groups, YouTube crash courses, Quizlets, and pages and pages of anthologies. . .just to coast aimlessly the last two months? I don’t think so. I owe it to my instructors. All of them. Every instructor I’ve had has influenced my life in some way. My kindergarten teacher taught me how to write my name. My eighth-grade social studies teacher taught me how to write about current events. My AP statistics teacher helped reinforce that math is not for me. They all took their time in school, turned around, and dedicated it to mine. I owe it to myself. Even though right now this feels like the biggest event in my life, this will eventually be a very, very small part. I’ve laid so much groundwork to give myself opportunities in the future, and even though the ending of my college experience will never be how I expected it, I still have the rest of my life to make it what I want. My degree’s importance now will mean more later. Earning my degree and ending my college career strongly is vital to my future success. In this time of constant change, it’s important to source motivation from envisioning the future. Regardless of how life is unfolding currently, what really matter are the endless opportunities ahead that wouldn’t have otherwise been available. I simply have to finish. Everything that’s happening right now is unpredictable and unprecedented. I’ve come to peace with knowing that everything from here on out doesn’t have to be “The Best.” Uncertainty hangs thickly in the air, and every day brings a new modification to the plan. That being said, I’m going to perform at a level that I know I can look back on confidently, understanding that I gave everything I had until the very end. My hope is that all seniors, and all students, can find solidarity in our uncertainty. Dr. Bufka reminds us that “changes in everyday life to limit the spread of disease may be hard, but ‘we’re in it together and we’re in it to benefit the larger community’”—we should remember this as we near our would-be graduation dates. Our back-breaking efforts towards our degrees still matter; our high school and college experiences, although cut short, still matter; and what matters above all else is how we choose to respond to this unfortunate turn of events. We should choose to carry ourselves with pride and dignity, knowing that in our sacrifices we are contributing to the greater good. Even in the midst of a pandemic, we won’t let anything, especially ourselves, get in the way of achieving our goals.

Thoughts from a 2020 Grad: Seven Reasons Why I have to Keep Going

April 28, 2020

By: Claire Grulick Read More

As many schools are adjusting to distance learning in response to COVID-19, students have encountered new challenges as they adapt to new surroundings and learning environments. We recently asked our Student Ambassadors if they had any tips for online learning, and they shared many helpful pieces of advice. Here’s what they had to share: Keep Yourself Motivated – Even though classes have switched to online, you should still push yourself as if you were physically in the classroom. Motivation comes in all shapes and sizes. Whether you feel driven by dressing up or rewarding yourself with quality break time, you should have some type of encouraging mechanism to keep you going in online classes. It’s important to remember that even though you’re not under the same circumstances as you would be at your physical college campus, your best is still expected. Find some good music to listen to while you work on assignments. Consider playing classical music to create a calming environment. Manage your Time – Balancing projects, studying for tests, and class meetings…it can get overwhelming. Set aside a specific amount of time each day so that you can feel productive on all of your schoolwork! Try to do the work for your classes during the time you would normally have gone to class. “I find it best to listen to my lectures at their normal meeting time and then do some homework immediately after.” Realize that working from home is not a vacation! You are still a student and working toward your degree. Don’t let the illusion of “more free time” cause you stumble and forget important obligations. Avoid distractions and stay focused. Work ahead if you are able. If your instructor has posted all the class materials and opened the assignments for you to turn in. Take advantage of the time you have and try working ahead of schedule, so you will have extra time if something comes up later Use a Planner – “I do not know what I would do if I did not have my planner to write down all of my assignments and meeting times for my classes!” Write down ALL due dates in a planner! It can become difficult to keep due dates straight when everything is due online and you aren’t going to class to hear reminders. “Personally, I like to use a planner to lay out things that I need to get done every day. I sit down each Sunday and set my planner for each day of the upcoming week so that I know when I need to work on things and on which day my assignments are due.” Keep a Schedule. One of the most important things for taking online classes is to make sure you show up to those classes! Get a head start by having your schedule planned out and ready beforehand so that once your classes start, you don’t find yourself distracted by other things. Keep a positive study space – Set up your desk space with the things that will keep you productive. This includes on your computer as well! Don’t leave tempting tabs like videos or instant messaging open while you’re doing work. Turn your phone on “Do Not Disturb” mode so that notifications don’t interrupt you. Minimize distractions and create a space that is most rewarding to you. Backup everything you can on your computer. The last thing you want is to lose hours of work, such as typed essays, because of unforeseen computer problems. Keep a Consistent Routine – Before you were taking classes online, did you have a certain time of day that you usually woke up or went to bed? Did you always have breakfast at a certain time? Think of the routine you had in place before and do your best to keep it. Your brain likes routines and breaking the ones you already naturally had could be detrimental to your performance in classes. You may think it’s a good idea to sleep in until 1pm and still get everything done, but it’s not going to produce your best work! Stay in Touch with Your Instructors – Stay connected! Just because you are studying at home online doesn’t mean you are alone. You can always try to find remote tutoring or email your instructor. Take advantage of resources that your school has in place when you need help. Honest effort communicates to your professors that circumstances do not define you as a student. Do not let anything block your goals or vision for the semester. Finish strong! Check your school email and school platform where all of your instructors post assignments. You do not want to miss something! Explore new study outlets – One positive aspect of online courses is the new opportunity to utilize programs like Hawkes Learning to assist you in your classes. The Hawkes Learning online program has a learning module to help you become comfortable in subjects you might be covering in your classes. This section is present to teach you at your own pace. Additionally, there is a “practice” module to refresh your memory on what you have learned. Implementing the knowledge you have gained will assure that you are prepared for what is to come in the final module titled “Certify.” In this section, you will put your studies to the ultimate test. After all three steps of the Recommended Learning Path, class subjects should feel more familiar. Being confident in what you are learning is just as important as intaking the information. Choosing to learn efficiently is the most important step to excelling in your online courses.

Thoughts on Distance Learning from College Students

April 14, 2020

As many schools are adjusting to distance learning in response to COVID-19,... Read More

Anthony at Butler Community College: In my several years of schooling, I have picked up some good study habits and have learned a few things along the way that have contributed towards my success in getting good grades. I used to perform poorly in math in High School. I felt like I just couldn’t quite understand the concepts taught and that the subject just wasn’t for me and would avoid it at all costs. I used to feel like “I wasn’t a math person.” Fortunately for me, my current school offers math module classes in a 3-course breakdown of 5-week modules, utilizing Hawkes Learning software. I feel like the class structure and some best study practices, as well as Hawkes courseware has helped me to be a successful student and earn A’s in all my math classes since. I will share some of my best study habits that have helped to get me where I am today. Start your studying early – This has been a big adjustment for me, but I have grown to see how it can help make you better prepared for class, and allowing yourself more time for studies and assignments greatly increases your retention of the information and manages your time more effectively to complete assignments on time. In my math module courses, there is a rule that you cannot start the module exam on the last day of class until all your course certifies in Hawkes are completed. This sets the expectation of turning everything in on time, so you need to manage your time wisely. I find that the Hawkes practice test and study guide help to prepare me for my module exam if I am conducting it ahead of time and preparing early. Find a quiet area away from distractions – For me, finding a place I can concentrate and is free of distractions is a major method of allowing me to dedicate my time specifically to my goal in mind. I would recommend putting your phone out of reach and avoiding distracting websites or social media. This way, you can fully concentrate on the task at hand. While I am focusing on my work, I like to go back and double check my missed question to see what I did wrong. I like that Hawkes allows the opportunity to see what you missed in your certification. Allow yourself adequate work time – Give yourself a reasonable amount of time to complete what you are wanting to achieve. Sometimes I will just try to focus on spending a short time (30 minutes to 1 hour) on something that could require a lot more of my time, and then take a short break to reward myself. This way, even if you only have a short amount of time, you still accomplish part of your work and can split it up over periods of time and come back to it if needed. I like to complete my practices for a math module in Hawkes as soon as possible and then try to finish the certifications the next day. This way, you are not overloaded with work and having to complete it all at once. Hopefully, my tips and best practices can help you achieve success in finding what works best for you. Lauren of Christian Brothers University: Stay on task – When studying, it can be so tempting to get off track. From the television to your cellphone, it may seem very challenging to stay focused on the task at hand. Often times when prepping for tests or quizzes, people do not realize how much time they waste. The best route I have found to avoiding wasted study time is to turn off all electronics and set timers for myself. This allows me to put part of my day aside for studying while creating a productive study environment. Take breaks – Learning new information can be tiring. Depending on the amount of information you must learn for your test or quiz, it can feel overwhelming if you do not incorporate break times into your study routine. Your overall performance is best when you are at your best. Therefore, you have to study in a way that will benefit both your mental state and physical state. When setting my study timers, I leave room for a break after my alarm rings. During this time, I stretch, listen to music, or do something else to relax my mind. After my break of a few minutes, I go back to focusing on my studies. Utilize all the resources you have – The great thing about school is that there is always a helping hand to assist you in class. Whether that is your teacher, a tutor, or classmate, you should always feel like you have an outlet to go to when studying. Sometimes students are embarrassed about needing help on a particular subject. It is important to remember that your question might be someone else’s and that school is a learning experience. If you knew everything, you would not need any schooling! Going for help is part of being a good student. Extra study sessions with other people along with individual study time can increase your chances of getting the grade you want. Devote real effort – You should always try to study actively. It is easy to make flashcards and Quizlet’s but the real challenge is honestly knowing the information. Getting an A requires effort and dedication. As a Biology major, a lot of my homework is to simply study. Because of this, I have to understand information and build on it with each class. Finding ways to effectively learn is individual to your learning style. A tip I use is to speak my newly learned information aloud so that it can become ingrained into my head. In result of this, knowing the information like the back of my hand allows taking quizzes/tests to feel effortless. You got this – Negativity has no place in your head when studying. There is no information too complicated that you cannot learn and master. Your mindset controls the efficiency of your study sessions. It is imperative that you tell yourself positive things so that studying will not seem impossible. Although it may be a lot, you are more than capable of achieving excellent grades. Believe in yourself! Alyssa at University of Mississippi: When it comes to studying, it can be really easy to get intimidated and not know where to start. I totally understand this, so to try and help I’ve compiled a list of five tips that I have used throughout my time in school that have definitely worked for me to make studying a bit less daunting. Set up a good space – Throughout my time in college, I’ve done a lot of online courses. One of the biggest things that I quickly noticed when I started trying to work at home was that my typical space wasn’t going to work for me. I kept trying to do my work on my laptop with too many distractions around me. Find some way to change up your environment. For me, I have to clear my desk every time I try to do my schoolwork. If you set up the space around you for success, you already have a great start! Make a list – I have a habit of making a checklist for nearly everything! Before I do anything in the morning, I try to make a list of all of the things I have to get done that day. I also make sure that as I complete these tasks, I cross them off. Visually seeing the list being completed helps me feel more accomplished and motivated to finish the list. This is definitely a strategy that I cling to throughout the semester and especially when it comes time to study for exams. Have some music, but no lyrics! – This one is definitely up to your own preference. Personally, I have never been able to be productive in complete silence. I always have to have some kind of background noise. The key here is to find some kind of music that you can enjoy while still focusing. Whatever you listen to, make sure that it doesn’t have lyrics as it can take your mind away from the things that you are working on, especially if you’re reading! Test yourself (Hawkes can help!) – I always like to have a concrete way to know if I am actually studying properly and retaining the material. For me, this is best learned by using different ways to test myself. This includes flashcards, but Hawkes also has a great tool that can help you to test yourself. You can decide what you are struggling the most with and create your own personalized practice test to help you see what you need to work on and how much more you might need to study prior to an exam. It’s always good to know where you are, and I definitely think that testing yourself is a great way to gauge that. Find what works for you and stick to it – Throughout life, you’re going to be given a million different ways to study. My ultimate best advice to you would be to take in as many tips as you can, try them out, and stick with what has worked best for you. Don’t give up on a new strategy too soon, but know when to give it up if it’s not working for you. I really hope that these tips have been helpful to you and I wish you luck in all of your classes! Chris from Greenville Technical College: To say I had terrible study habits when I was in high school would be inaccurate. I didn’t have any study habits, and as you can imagine, my grades weren’t the best as a result. When I made the decision to go back to school, I knew I needed to buckle down and come up with some good study habits that would get me through school. After a few weeks, I settled into a routine which would lead me to a straight A-record for my first semester of school. The first part of my routine is to have something to eat before beginning on my homework. It might seem like an odd thing to consider as part of studying, but getting hungry while in the middle of working on your homework can be rather distracting. You don’t necessarily need to eat a full course meal before you work, a light snack will also suffice. When deciding on what homework I want to do for the day, I relate the assignments to the classes I have done that same day. By doing the homework once the content has been covered in class, it became easier for me to retain what I had learned that day. Plus getting it done quickly means that I don’t have to worry about forgetting to do the assignments until the very last minute. I don’t rely on just the homework to help me with my learning. I also used flashcards to supplement the homework. I would write out questions, definitions, etc. on one side of a small notecard, and on the other side I would put the answer. Once I had done that, I would shuffle my cards around, and then begin trying to answer as many of them as I could. For each one I got correct, I would put it in one stack. The ones I got wrong were placed in another stack. Once I went through the entire deck, I would go back and go through the stack of wrong cards until they all ended up in the correct pile. Then I would shuffle the deck again, and repeat the process all over again until I ended up with no cards in the ‘Wrong’ deck. The repetition involved with this process helped a lot with memorizing what I needed to know. Finally, Hawkes Learning also features a handy way to prepare for an upcoming test. You can create your own pretest which covers the material you’re expecting to see on your upcoming test. Or if you’re having struggles with certain parts of the lessons, you can also craft a pretest to help you better understand the material in question. Using this system gave me a good way to refresh myself on what I needed to do before I went in to take my math tests. School can seem like a wild beast when it comes to studying. In addition to the amount of homework that must be done for several different classes, students are also expected to spend even more time studying on their own. Combine that with real life responsibilities, and it can be overwhelming. But it is not an untamable beast. With good study habits, getting through school will be as easy as pie. Jacob of Goodwin University: Hello everyone! I believe there are a lot of ways to keep up with your studies and here are some tips that I, myself, use on a day to day basis. When I am feeling stressed, it is always good to take a break! Also, you should utilize that free time you have and think of ideas for what you want in your work when you are not working. Take a day in between long study sessions to go for a walk or a run or do exercise. When you are working you should try leaving your environment. Go to a café or a library to get some quiet studying done. Listening to music can be helpful, but make sure it is at a low enough volume that it is not distracting. Utilize your notes, or else you took them for no reason. Make sure to rewrite your notes after class so you can read them more efficiently! I like to drink tea when I work on long assignments to put my mind at ease. Turning my phone off when I work is another great way to focus. Struggling with procrastination? The best way to beat procrastination is to just do it. If you get stuck on one problem, work on another problem or another project entirely. Do not rush yourself! Start projects early and get easy ones out of the way so you aren’t overwhelmed! Take breaks! After an hour of work, do a bit of exercise or make a snack. Don’t eat a full meal or you may fall asleep when you come back! Only make your breaks five to fifteen minutes or you may get tired and not want to do the project anymore. Do not study late at night! If you study too late your vision may start to get blurry or you may doze off. Instead set a good start time and stick to it when the time comes. Make a schedule for your days and you will not find yourself sleeping so much with nothing to do. If you do make a schedule, make sure to follow it! Highlight important notes! Mark which sections are useful for what questions so you can reference them later! Use different colors for different thoughts! When you go back afterwards you will notice it is much easier to find what you are looking for and will not be as overwhelming. These are all good ways to keep up your grades and focus on your studies! Having a routine is very good for school, because school in and of itself is a routine! The more you practice these routines, the easier it becomes to do them and you will find yourself doing them more frequently and more naturally. I hope everyone makes use of these study tips and starts getting better grades in school! People like others who are intelligent! Kaela at Piedmont College: As a newbie to the college scene, I have learned lots of new things that I think could be very beneficial to new college students like me! My time management has probably improved most over the course of this year and that is directly related to learning how to study! At first, I felt incredibly overwhelmed with sports, work, and classes with homework. A few things I learned to help reduce some of the stress I was feeling were: Keeping up with a Planner School email notifications on my iPhone A mentor My planner has been a major life saver. I take it with me to all my classes so that as my professors assign dates for tests and assignments, I can write them down in my planner right away. I then use different colored pens (writing with a pencil to make different shapes works too!) to label each assignment with their significance according to how time consuming and how soon the due date is. Software that help keep upcoming assignments and test dates organized are incredibly helpful as well. For example, Hawkes Learning would email me in advance to the final due date of when I had assignments due. I never missed an assignment because of my planner and the informational emails that Hawkes Learning would send. It is also super helpful to have the notifications from my school email pop up on my phone. This way, I do not always have to have immediate access to my laptop in order to see necessary emails. Additionally, I highly recommend a mentor. This can vary from a coach, a professor, or a spiritual life leader. I was able seek guidance and advice from them on different scenarios that I encountered. I was very fortunate to have a dedicated coach that strived to help her athletes succeed. I also got involved in campus ministry and the spiritual leaders were consistently there for not only me, but all the students at my college. Candace at University of North Carolina at Charlotte: Practice, practice, practice – Especially in math courses! When I was in high school, and even community college, I was one of the people who did not study very much, but would still get by with As and Bs. I quickly learned that I could not do this in a university though. I did not really know how I studied best because I never had to do it much other than just vocabulary words or something. The first course that I used Hawkes for was last semester and it was College Algebra. Before each test I would log onto Hawkes and practice all of the problems provided at least twice and the type of problems that I struggled with I would do more. I really do think that Hawkes is what helped me be successful in that course because I was able to practice a large amount of problems over and over. I could also learn how to do problems through Hawkes. I am currently using Hawkes for my Business Calculus class and it has helped me to succeed in there so far as well. I pull out my whiteboard and practice problems until I know how to do them. I have also found that I enjoy studying more with a whiteboard also, I just find it more fun than practicing on paper. Find the environment that works best for you. I have found that I cannot work in a completely silent environment. I think the silence is actually a distraction to me, oddly enough. I met my friend in the silent study hall in the library one time and I could not focus. She thought it was funny because she is the complete opposite of me and struggles to focus when there is background noise. Background noise? For some people, background noise is needed to focus. I would rather sit in the library surrounded by people talking. As long as I do not try to listen to the conversations, I am usually focused. I just don’t like to sit in complete silence anytime. Music? I think I study most effectively when I am listening to music with lyrics. Honestly if I am in the library alone studying, I put on headphones and listen to music. It seems to be what keeps me the most focused and I have found that I get more work done that way. Everyone is different though, one of my friends and I always joke with each other because she listens to classical music while studying because lyrics distract her, but I get too relaxed when listening to classical music and don’t work as well. Eventually it makes me want to go to sleep. Sometimes you have to miss out on things with your friends. Your grades with thank you though. In college there is always something that you can be doing with your friends, but grades should come first because that is the main reason you went to college, right? I have had to miss out on things with my friends or showed up late because of homework and studying. It is just important to look at the big picture in the end. Everyone that I know has had to miss something at some point for school.

Student Ambassador Study Habit Tips

April 6, 2020

Anthony at Butler Community College: In my several years of schooling, I have... Read More

How do you get and keep students engaged in an online course? This is a critically important question. Personal connection – that’s our answer. Promoting social interaction, staying in constant communication, and building collaboration into the online learning environment is vital to student engagement. We are by nature very social creatures. Interaction and the feeling of connection to others is an incredibly motivating force. In fact, when someone feels part of a team or connected to others, they are far more likely to do what’s asked of them or persevere when things get tough. How is it that so many employees can successfully telecommute or work remotely? Because there’s so much technology at our fingertips that allows us to stay connected, even over great distances. You’re an expert at teaching your course content, so let’s talk about ways to intentionally build personal interaction into the online classroom. Use Video Webcams should be on whenever possible! Students feel more connected when they can see you. Using your webcam humanizes you and makes the course more interactive. Otherwise, they’ll go through readings and assignments without ever seeing a real person. Students stay more engaged when they know you can see them too! If you hold live sessions, make video sharing a requirement. Worried about test proctoring? Have no fear! Just ask students to log in to an online meeting and turn on their videos during testing time (or check out our Hawkes-compatible proctoring solutions). Schedule At Least One Class Meeting Even if meetings are infrequent, have at least one early touch point so students see they’re not alone. Seeing peers’ faces early on increases participation in discussions and forums. Tools like Zoom, WebEx, and Google Hangouts make virtual meetings simple to host. Usually, it’s as easy as creating an account and sharing a link. Personalized Email Email is your go-to form of communication for individual outreach. A quick call can work too, but regular personal emails build connection. In addition to class-wide announcements, reach out directly. Personal attention increases engagement. If someone is falling behind, email them! Show them that someone cares and is paying attention. Consider automated messages triggered by activity, such as reminders or late notices. You can even personalize them with names using tags. Host Virtual Office Hours Office hours can easily be hosted online through video conferencing. Students can join whenever you’re available. Student satisfaction often depends on instructor availability. Virtual office hours make you accessible and supportive. For those who need extra help but won’t ask, personally invite them to attend office hours. Use technology and data to spot struggling students. Use features like whiteboards and screen sharing to make office hours collaborative. Post Discussion Boards Encourage collaboration through discussion boards. Most LMS platforms offer this feature and allow graded participation. Post open-ended questions, reflections, or prompts for students to share relevant experiences. Allow students to reply to each other’s posts and start new topics. It builds a sense of community and engagement. Include Group Activities Even when physically apart, group work fosters engagement and accountability. Include group discussion time in class meetings or require participation in study groups. Students can submit screenshots for proof. Tools like Zoom let you create breakout rooms for small group work. Check out this video tutorial to learn more. Hawkes’ companion sites also offer group-friendly projects, like this statistics activity. Keeping students engaged through social connection in a digital environment is one of the biggest challenges—and one of the best investments for successful online learning!

6 Ways to Get Students Engaged in a Distance Learning Course

March 20, 2020

How do you get and keep students engaged in an online course? This is a... Read More

Hawkes Learning teams up with students across the country to help those who are new to using Hawkes. Through this internship, ambassadors meet with their peers to provide one-on-one guidance to answer many Hawkes questions, such as how to register a license number, where to go to complete homework, how to create a practice test, and what tools are the most helpful to get a good grade. Below are a few of the bright and talented students we work with! Kaela is a freshman at LaGrange College and is an Early Childhood Education major. Her favorite class is Human Growth & Development, and she currently holds a 3.75 GPA. Kaela’s main goal after graduating is to obtain her master’s degree. Outside of class, Kaela is a member of the women’s indoor and beach volleyball team. Some of Kaela’s hobbies include reading, volleyball, listening to music, and hanging out with friends. Imani is a freshman at Piedmont College and is a forensics science major. Her favorite class is psychology, and she currently holds a 3.714 GPA. Imani’s main goal after graduating is to work in a lab locally in Georgia studying diseases and analyzing data. Outside of class, Imani plays on the Piedmont College Tennis Team. Some of her hobbies include reading, writing, running, and listening to music. Candace is a sophomore at UNC Charlotte. She likes to spend her free time staying active by hiking, doing Zumba, and cardio exercise. Candace plans to get her Bachelor’s Degree in Accounting with a minor in Exercise Science. She currently works at Coach Outlet and enjoys helping people. Some of Candace’s free time is also spent tutoring others in math, since that is her favorite subject. Anthony is a sophomore at Butler Community College and is majoring in Cyber Security. He will be graduating with an Associate of Applied Sciences in May and currently has a 3.63 GPA. He spends his time between classes working at the Butler Service desk, assisting faculty and staff, as well as students with a wide range of issues. Anthony’s main goal after graduation is to find work in his career field and furthering his education. Outside of school and work, he enjoys spending time with his family and two children at home. Some of Anthony’s hobbies include catching up with friends, reading, gaming, listening to music, and enjoying the outdoors. Miguel is a freshman at South Louisiana Community College, majoring in Information Technology. His favorite class is Introduction to Networking, and he currently holds a 3.80 GPA. Miguel’s primary goal is to continue his education after his Associate’s degree and pursue his Bachelor’s in Computer Science Degree. Outside of class, Miguel serves as the Secretary for the IT Club and is a member of both Phi Theta Kappa and Sigma Alpha Pi. Some of Miguel’s hobbies include hosting weekly board game events, building computers, and painting. Lauren is a freshman Biology major at Christian Brothers University. Her favorite class happens to be her Biology Lab. She currently holds a 3.8 GPA. Lauren’s plans after graduating include attending the Southern College of Optometry, and then starting her own Optometry practice. Aside from being a student, Lauren is a praise dancer, a praise team choir member and an artist at heart. Her hobbies include actively participating in ministries at her church as well as artistically illustrating anything space related! Alyssa is a junior Psychology major at the University of Mississippi. She has a 3.94 resident GPA and her favorite class she’s taken so far is Learning. Aside from class, Alyssa is also involved in the campus organization UM Pride, which works to provide support and raise awareness for LGBTQ+ individuals on campus. In her free time, she likes to write, cook, and play video games with friends. After graduation, she plans to attend graduate school for either clinical psychology or mental health counseling. Ayah is freshman at National Louis University, and she is a Criminal Justice major. She favors her English class the most and the debates that occur in the course. Ayah currently holds a 4.0 GPA. Her primary goal is to pursue a career in law after graduating by attending law school. She wishes to become a prosecutor one day. While she’s not on campus, her hobbies include writing poems, discovering new music and drawing. Christopher* is currently in his second semester at Greenville Tech, where he is working towards a Computer Programming degree. He had an impressive 4.0 GPA for his first semester. During his free time, he enjoys playing video games, and he hopes to build a career in the video game industry after finishing school. He also enjoys cooking and trying out new recipes. Jacob* is a freshman at Goodwin University, and he is a Human Services major. His favorite class is English, and he currently holds a 3.0 GPA. Jacob’s main goal after finishing college is to find a job as a state mental health worker, then continue his education. Outside of class, Jacob is a writer and hopes to become a published author one day. Some of Jacob’s hobbies include playing guitar, singing, drawing, listening to music, and reading. *Some of our Ambassador team members have a different role where they do not work directly with students, but rather contribute to the team by focusing on social media projects.

Meet our Student Ambassadors for Spring 2020

March 4, 2020

Hawkes Learning teams up with students across the country to help those who are... Read More

The NEW title, Mathematics with Applications in Business and Social Sciences, covers content from fundamental algebra to finite mathematics and applied essential calculus. A primary emphasis is placed on showing students how to connect mathematics to real-world contexts. Table of Contents Chapter 0: Fundamental Concepts of Algebra 0.1 Real Numbers 0.2 The Arithmetic of Algebraic Expressions 0.3 Integer Exponents 0.4 Radicals 0.5 Rational Exponents 0.6 Polynomials and Factoring Chapter 1: Equations and Inequalities in One Variable 1.1 Linear Equations in One Variable 1.2 Applications of Linear Equations in One Variable 1.3 Linear Inequalities in One Variable 1.4 Quadratic Equations in One Variable 1.5 Higher Degree Polynomial Equations 1.6 Rational and Radical Equations Chapter 2: Linear Equations in Two Variables 2.1 The Cartesian Coordinate System 2.2 Linear Equations in Two Variables 2.3 Forms of Linear Equations 2.4 Parallel and Perpendicular Lines 2.5 Linear Regression Chapter 3: Functions and Their Graphs 3.1 Introduction to Functions 3.2 Functions and Models 3.3 Linear and Quadratic Functions 3.4 Applications of Quadratic Functions 3.5 Other Common Functions 3.6 Transformations of Functions 3.7 Polynomial Functions 3.8 Rational Functions 3.9 Rational Inequalities Chapter 4: Exponential and Logarithmic Functions 4.1 Exponential Functions and Their Graphs 4.2 Applications of Exponential Functions 4.3 Logarithmic Functions and Their Graphs 4.4 Applications of Logarithmic Functions Chapter 5: Mathematics of Finance 5.1 Basics of Personal Finance 5.2 Simple and Compound Interest 5.3 Annuities: Present and Future Value 5.4 Borrowing Money Chapter 6: Systems of Linear Equations; Matrices 6.1 Solving Systems of Linear Equations by Substitution and Elimination 6.2 Matrix Notation and Gauss-Jordan Elimination 6.3 Determinants and Cramer’s Rule 6.4 Basic Matrix Operations 6.5 Inverses of Square Matrices 6.6 Leontief Input-Output Analysis Chapter 7: Inequalities and Linear Programming 7.1 Linear Inequalities in Two Variables 7.2 Linear Programming: The Graphical Approach 7.3 The Simplex Method: Maximization 7.4 The Simplex Method: Duality and Minimization 7.5 The Simplex Method: Mixed Constraints Chapter 8: Probability 8.1 Set Notation 8.2 Operations with Sets 8.3 Introduction to Probability 8.4 Counting Principles: Combinations and Permutations 8.5 Counting Principles and Probability 8.6 Probability Rules and Bayes’ Theorem 8.7 Expected Value Chapter 9: Statistics 9.1 Collecting Data 9.2 Displaying Data 9.3 Describing and Analyzing Data 9.4 The Binomial Distribution 9.5 The Normal Distribution 9.6 Normal Approximation to the Binomial Distribution Chapter 10: Limits and the Derivative 10.1 One-Sided Limits 10.2 Limits 10.3 More about Limits 10.4 Continuity 10.5 Average Rate of Change 10.6 Instantaneous Rate of Change 10.7 Definition of the Derivative and the Power Rule 10.8 Techniques for Finding Derivatives 10.9 Applications: Marginal Analysis Chapter 11: More about the Derivative 11.1 The Product and Quotient Rules 11.2 The Chain Rule and the General Power Rule 11.3 Implicit Differentiation and Related Rates 11.4 Increasing and Decreasing Intervals 11.5 Critical Points and the First Derivative Test 11.6 Absolute Maximum and Minimum Chapter 12: Applications of the Derivative 12.1 Concavity and Points of Inflection 12.2 The Second Derivative Test 12.3 Curve Sketching: Polynomial Functions 12.4 Curve Sketching: Rational Functions 12.5 Business Applications 12.6 Other Applications: Optimization, Distance, and Velocity Chapter 13: Additional Applications of the Derivative 13.1 Derivatives of Logarithmic Functions 13.2 Derivatives of Exponential Functions 13.3 Growth and Decay 13.4 Elasticity of Demand 13.5 L’Hôpital’s Rule 13.6 Differentials Chapter 14: Integration with Applications 14.1 The Indefinite Integral 14.2 Integration by Substitution 14.3 Area and Riemann Sums 14.4 The Definite Integral and the Fundamental Theorem of Calculus 14.5 Area under a Curve (with Applications) 14.6 Area between Two Curves (with Applications) 14.7 Differential Equations Chapter 15: Additional Integration Topics 15.1 Integration by Parts 15.2 Annuities and Income Streams 15.3 Tables of Integrals 15.4 Numerical Integration 15.5 Improper Integrals 15.6 Volume Chapter 16: Multivariable Calculus 16.1 Functions of Several Variables 16.2 Partial Derivatives 16.3 Local Extrema for Functions of Two Variables 16.4 Lagrange Multipliers 16.5 The Method of Least Squares 16.6 Double Integrals Are you an instructor who’s interested in seeing more? Contact us at 1-800-426-9538 or info@hawkeslearning.com to receive FREE student software access.

NEW TITLE: Mathematics with Applications in Business and Social Sciences

October 16, 2019

The NEW title, Mathematics with Applications in Business and Social Sciences,... Read More

The NEW title, Pathways to College Mathematics, is designed to prepare students for any mathematics pathway curriculum course. It offers a general survey of mathematics and a flexible, accelerated path to future studies in Liberal Arts Math, Quantitative Reasoning, Introductory Statistics, or STEM. It streamlines introductory level algebra content and introduces students to other fields of math, including geometry, consumer mathematics, logic, probability, and statistics. Table of Contents Chapter 0: Strategies for Academic Success 0.1 How to Read a Math Textbook 0.2 Tips for Success in a Math Course 0.3 Tips for Improving Math Test Scores 0.4 Practice, Patience, and Persistence! 0.5 Note Taking 0.6 Do I Need a Math Tutor? 0.7 Tips for Improving Your Memory 0.8 Overcoming Anxiety 0.9 Online Resources 0.10 Preparing for a Final Math Exam 0.11 Managing Your Time Effectively Chapter R: Review of Foundational Math Skills R.1 Exponents, Prime Numbers, and LCM R.2 Fractions (Multiplication and Division) R.3 Fractions (Addition and Subtraction) R.4 Decimal Numbers R.5 Bar Graphs, Pictographs, Circle Graphs, and Line Graphs Chapter Review Chapter 1: Algebraic Pathways: Real Numbers and Algebraic Expressions 1.1 The Real Number Line and Absolute Value 1.2 Operations with Real Numbers 1.3 Problem Solving with Real Numbers 1.4 Square Roots and Order of Operations with Real Numbers 1.5 Properties of Real Numbers 1.6 Simplifying and Evaluating Algebraic Expressions 1.7 Translating English Phrases and Algebraic Expressions Chapter Review Chapter 2: Algebraic Pathways: Linear Equations and Inequalities 2.1 Solving One-Step Linear Equations 2.2 Solving Multi-Step Linear Equations 2.3 Working with Formulas 2.4 Applications of Linear Equations 2.5 Ratios, Rates, and Proportions 2.6 Modeling using Variation 2.7 Solving Linear Inequalities in One Variable Chapter Review Chapter 3: Algebraic Pathways: Graphing Linear Equations and Inequalities 3.1 The Cartesian Coordinate System, Scatter Plots, and Linear Equations 3.2 Slope-Intercept Form 3.3 Point-Slope Form 3.4 Introduction to Functions and Function Notation 3.5 Linear Correlation and Regression 3.6 Systems of Linear Equations in Two Variables 3.7 Graphing Linear Inequalities in Two Variables Chapter Review Chapter 4: Algebraic Pathways: Exponents and Polynomials 4.1 Exponents 4.2 Scientific Notation 4.3 Modeling with Exponential Functions 4.4 Addition and Subtraction with Polynomials 4.5 Multiplication with Polynomials Chapter Review Chapter 5: Algebraic Pathways: Factoring and Solving Quadratic Equations 5.1 GCF and an Introduction to Factoring Polynomials 5.2 Factoring Trinomials 5.3 Special Factoring Techniques and General Guidelines for Factoring 5.4 Solving Quadratic Equations by Factoring 5.5 Operations with Radicals 5.6 Solving Quadratic Equations by the Square Root Property and the Quadratic Formula 5.7 Applications of Quadratic Equations 5.8 Graphing Quadratic Functions Chapter Review Chapter 6: Geometric Pathways: Measurement & Geometry 6.1 US Measurements 6.2 The Metric System: Length and Area 6.3 The Metric System: Capacity and Weight 6.4 US and Metric Equivalents 6.5 Angles 6.6 Triangles 6.7 Perimeter and Area 6.8 Volume and Surface Area 6.9 Right Triangle Trigonometry Chapter Review Chapter 7: Pathways to Personal Finance 7.1 Percents 7.2 Simple and Compound Interest 7.3 Buying a Car 7.4 Buying and Owning a House Chapter Review Chapter 8: Pathways to Critical Thinking: Sets and Logic 8.1 Introduction to Sets 8.2 Venn Diagrams and Operations with Sets 8.3 Inductive and Deductive Reasoning 8.4 Logic Statements, Negations, and Quantified Statements 8.5 Compound Statements and Connectives 8.6 Truth Tables Chapter Review Chapter 9: Statistical Pathways: Introduction to Probability 9.1 Introduction to Probability 9.2 The Addition Rules of Probability and Odds 9.3 The Multiplication Rules of Probability and Conditional Probability 9.4 The Fundamental Counting Principle and Permutations 9.5 Combinations 9.6 Using Counting Methods to Find Probability Chapter Review Chapter 10: Statistical Pathways: Introduction to Statistics 10.1 Collecting Data 10.2 Organizing and Displaying Data 10.3 Measures of Center 10.4 Measures of Dispersion and Percentiles 10.5 The Normal Distribution Chapter Review Chapter A: Appendix A.1 Matrices and Basic Matrix Operations Are you an instructor who’s interested in seeing more? Contact us at 1-800-426-9538 or info@hawkeslearning.com to receive FREE student software access.

New Title for Single-Semester Math Prep: Pathways to College Mathematics

September 23, 2019

The NEW title, Pathways to College Mathematics, is designed to prepare students... Read More

Are your students motivated to learn the lesson content? Consider ways to encourage intrinsic motivation to ensure deeper learning. An important factor in the learning process is possessing the motivation to learn. A 2016 Gallup Student Poll of 5th– through 12th– grade students from almost 3,000 schools in the U.S. and Canada discovered that the proportion of students engaged at school drops from 74% at 5th grade to 34% at 12th grade. Without being invested in learning, students have trouble finding value in what they are taught. Data from the 2016 Gallup Student Poll shows level of student engagement decreases from 5th- to 12th-grade. Intrinsic vs. Extrinsic Motivation So, what is the best way to motivate students to be more enthusiastic about their schoolwork? Research shows that intrinsic motivation is key for student success and satisfaction. Intrinsic motivation is defined by an internal drive to complete a task where there are “no apparent rewards except the activity itself” (Deci 105). For students, this is demonstrated by a sense of relevance or deeper interest to the subject. For example, a student with intrinsic motivation for reading will read books in their free time simply because they enjoy reading. When students are interested in their work, they are more likely to challenge themselves, leading to a deeper understanding of the information (Mathewson). In comparison, extrinsic motivation is driven by rewards or punishments. For example, a student may be driven to succeed in their classes so that they’ll have a better chance at being accepted by a top law school. Another student may want to keep their grades up so they won’t be suspended from a sports team. Often, students are motivated by outside expectations or consequences of failure (Mathewson). Strong extrinsic motivators can create two types of learners: Strategic learners – students who learn as much as they need to do well on exams and then forget the information afterwards. Surface learners – students who do the minimum to pass an exam or class but refuse to try harder in fear of failure. Are your students frustrated and burned out? Intrinsic motivators can help. Extrinsic motivation can be useful, especially if you teach large lecture courses in which you don’t have the resources to learn what motivates all your students on an individual basis. However, intrinsic academic motivation often leads to deeper, long-term learning. How You Can Help As an educator, you might want to consider emphasizing intrinsic motivation in your classroom. Wondering where to start? Here are some strategies according to the Vanderbilt University Center for Teaching: Set realistic goals. Use examples to relate the material to the real world. Use student-active teaching activities often. Praise students often and always use constructive criticism. Allow students a degree of control in their own education. Get to know your students. (“Motivating Students”) How Hawkes Encourages Intrinsic Motivation Hawkes Learning’s courses use real-world scenarios and examples to connect lesson content to students’ everyday lives and future professions. For example, Developmental Mathematics and Preparation for College Mathematics include Math@Work projects, which directly apply foundational math concepts to diverse career options—from architects and bookkeepers to forensic scientists and pediatric nurses. In our English courses, written examples and visuals connect to students’ academic, professional, and everyday lives. Sections focusing on rhetorical appeals and ways to recognize logical fallacies ask students to use the critical thinking skills that are imperative to being informed citizens. Lessons that relate to these real-world skills and knowledge help make student engagement and motivation more accessible. Within every Hawkes course, students access a three-mode Learning Path, which is set up to help students achieve their goals. We give students the content they need to complete any section through this path: the Learn mode, which is an interactive eBook; the Practice mode, which provides algorithmically generated practice questions and intelligent tutoring; and the Certify mode, which asks students to demonstrate mastery of the material at a defined proficiency level without relying on tutoring aids. Independent learning takes place here because students can take as long as they need to within each mode in order to complete their assignment. Students can try Certify as many times as they need to succeed and pass the assignment, which provides a low-stakes environment built on realistic goals for students. Rather than emphasizing how well they are doing in comparison to their peers, the courseware encourages students to prove to themselves that they know the course material and have mastered this lesson content, instilling greater confidence in their abilities before test time. Furthermore, our customized practice sessions tailor the learning path to individual needs, providing students a personalized experience to give them more control over their education. We realize the importance of motivating students at Hawkes and try to encourage growth, especially through our Explain Error feature and Step-by-Step tutorials in the Practice mode. Explain Error uses artificial intelligence to provide specific feedback for incorrect answers, showing students where they made a mistake and how to fix it. This constructive criticism encourages the student to try again instead of getting frustrated and losing confidence after a mistake. Our Step-by-Step tutorials also provide students stuck on a question with guided assistance to ensure they understand by breaking the question up into smaller, more manageable pieces. This method helps students feel more comfortable with the material by demonstrating a correct method they can follow next time. Help students become and stay motivated to learn, even long after graduation. The intuitive user interface allows students to log right in and get to work immediately. If students do have questions, our technical support is available 24/7 via live chat. During business hours any student or instructor can call us and get a representative on the line without dealing with automated phone menus. You as an instructor don’t have to worry about spending class time fielding students’ technical questions so you can focus on what you do best: teaching and motivating students to learn! Sources Want to learn more about intrinsic motivation? Check out the helpful sources we refer to within this post below! https://www.researchgate.net/publication/232452540_The_Effects_of_Externally_Mediated_Rewards_on_Intrinsic_Motivation https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/ https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/ https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx Works Cited Deci, Edward L. “Effects of Externally Mediated Rewards on Intrinsic Motivation.” Journal of Personality and Social Psychology, vol. 18, no. 1, 1971, pp. 105-115. Mathewson, Tara García. “How to Unlock Students’ Internal Drive for Learning.” The Hechinger Report, 27 March 2019, hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/. Accessed 7 May 2019. “Motivating Students.” Vanderbilt University Center for Teaching, cft.vanderbilt.edu/guides-sub-pages/motivating-students/. Accessed 7 May 2019. “2016 Gallup Student Poll: A Snapshot of Results and Findings.” Gallup, 2017.

Empower Student Learning through Intrinsic Motivation

May 10, 2019

Are your students motivated to learn the lesson content? Consider ways to... Read More

We know that oftentimes in calculus, there’s more than one way to solve a problem. While some online systems don’t allow for multiple correct answers, Hawkes Learning’s courseware was built by subject matter experts who painstakingly went through examples to ensure students are given credit for equivalent answers. Marvin, one of our lead calculus content editors, explained why it’s so important to include equivalent answers in the courseware: “There are often different methods of solving, and we don’t want to penalize students for getting a correct answer. When that happens, students get frustrated and doubt themselves. We want to boost their confidence.” Our calculus subject matter experts Marvin and Claudia shared a few examples that show our courseware giving credit for correct alternative answers. Sample Problem from Trigonometric Integrals The first two correct answers are generated using Method 1 of solving, while the next three are generated using Method 2 of solving. Problem Evaluate the indefinite integral ∫ 7tan(4x)sec6(4x)dx. Use C for the constant of integration. Write the exact answer. Do not round. Correct Answer 1 Method 1: We can use u-substitution with u = sec(4x) after rewriting the integral as 7 ∫ sec5(4x) · sec(4x)tan(4x)dx. Note that the answer has the fraction 7/24 as the coefficient of the secant function. Correct Answer 2 Method 1: We can use u-substitution with u = sec(4x) after rewriting the integral as 7 ∫ sec5(4x) · sec(4x) tan(4x)dx. Note that the answer has the secant function as part of the numerator of the answer. Correct Answer 3 Method 2: We can use u-substitution with u = tan(4x) after rewriting the integral as 7 ∫ tan(4x) [1 + tan2(4x)]2sec2(4x)dx. Note that the answer has several terms with tangent and fractional coefficients. Correct Answer 4 Method 2: We can use u-substitution with u = tan(4x) after rewriting the integral as 7 ∫ tan(4x) [1 + tan2(4x)]2sec2(4x)dx. Note that the answer has the fraction 7/8 factored out. Correct Answer 5 Method 2: We can use u-substitution with u = tan(4x) after rewriting the integral as 7 ∫ tan(4x) [1 + tan2(4x)]2sec2(4x)dx. Note that the answer has the fraction 7tan2(4x)/8 factored out. Correct Answers 6 & 7 If students rewrite the integrand in terms of sine and cosine and work it out correctly, credit is also given. Below are two examples of a student answering the problem using cos(4x). Sample Problem from The Chain Rule This question shows the application of the Chain Rule, and the correct answer can be written in different ways as shown below. Problem Find the derivative of the function F(x) = – 3(13 + 2√x)-5. Correct Answer 1 The student applies the Chain Rule and writes the last factor as 1/√x. Correct Answer 2 The student applies the Chain Rule and writes the last factor as x -1/2. Correct Answer 3 The student applies the Chain Rule and rewrites the square root of x in terms of fractional exponents. Correct Answer 4 The student applies the Chain Rule and rewrites the whole answer as one fraction using the positive exponent 6 for the expression in parentheses. Correct Answer 5 The student applies the Chain Rule and rewrites the answer as one fraction using the exponent of negative 6 for the expression in parentheses. Sample Problem from Integration by Parts Problem Evaluate the integral ∫(t + 1)e4tdt. Use C for the constant of integration. Write the exact answer. Do not round. (Hint: Use an alternative method if integration by parts is not required.) Correct Answer 1 The student applies integration by parts and writes the answer obtained by evaluating uv – ∫ v du. Correct Answer 2 The student applies integration by parts and writes the answer as one fraction with the common denominator and e4t factored out. Correct Answer 3 The student applies integration by parts and writes the answer with e4t factored out but no common denominator for the fractions. Interested in seeing more of the calculus courseware? Contact us today at info@hawkeslearning.com or 1-800-426-9538 to get free access to the student courseware!

Answer Equivalence in Calculus Courseware

February 11, 2019

We know that oftentimes in calculus, there’s more than one way to solve a... Read More

The integration by parts method is not straightforward. It requires some thought, and the student must make two initial choices. Successfully working the exercises demands these choices be wise ones. And it may be necessary to repeat the process. Students often think they’ve failed if one application doesn’t yield the solution. Sample Problem #1 Below is an example of a question where integration by parts is applied twice. Note that in the directions of the question we point out that it might be used more than once. Solution In the Practice mode, students have access to learning aids to help them understand how to tackle each problem. For example, they can choose to view the solution to the problem in the Tutor area. The solution to this problem clearly explains how and why we pick u and dv and shows all the steps that take place to get the final answer. Step-by-Step If students want to try answering the problem, but they do not know where to start, they have access to Step-by-Step. Step-by-Step provides a step-by-step breakdown of the problem, walking the student through the problem in manageable pieces. While it provides plenty of guidance, the Step-by-Step portion does ask the student to input the results of each step so they are learning as they go. Below is Step 1, which reminds the student that their choices for u and dv should be made with the goal of producing a simpler integral. Once the choices for u and dv are made, in Step 2 the student needs to find du and v. In Step 3 the given integral is rewritten based on the method of integration by parts, and the student is being prompted and guided that integration by parts needs to be applied again. Therefore, the student needs to determine u and dv for the new integral resulting from the first application of the integration by parts method. Once the choices for u and dv for the new integral to be evaluated by integration by parts were made, in Step 4 the student needs to find du and v. In Step 5 the intermediate integral is rewritten based on the method of integration by parts and the student is prompted to evaluate it. In the last step, the student puts together all the pieces found in the previous steps to find the result of the given integral. Explain Error Another helpful learning aid provided in Hawkes’ courseware is Explain Error, which gives students precise feedback from the system’s artificial intelligence. It anticipates and diagnoses specific errors, stopping students in their tracks and showing them not only that their answer is incorrect, but why it is incorrect. Let’s say the student forgets to use C for the constant of integration. When the student selects Explain Error, they receive this detailed feedback: After the student reads the explanation, they can go back into Practice to add the constant of integration C: Now, when applying the integration by parts the second time, let’s say the student makes a mistake in the sign of the antiderivative of sint. So, instead of having v = – cos t, the student writes v = cos t. This sign mistake leads to the following incorrect answer and the corresponding explanation. After the student reads the Explain Error explanation, they can go back into Practice to modify their answer. Sample Problem #2 Below is a new question, which can be solved by different methods: integration by parts or u-substitution. If the student were to choose u = x and dv = ln(2x2)dx, then v is very difficult to find and the integral becomes more complicated. Therefore, the best choices in this case are u = ln(2x2) and dv = xdv. Solution Below is the thorough solution. Note that this question also can be solved by starting with u-substitution. Our solution first shows the method of integration by parts, then it shows the u-substitution method. Interested in seeing more of the calculus question bank? Contact us today at info@hawkeslearning.com or 1-800-426-9538 to get free access to the student courseware!

Inside Our Calculus Courseware: Integration by Parts

January 24, 2019

The integration by parts method is not straightforward. It requires some... Read More

Principles of Microeconomics helps students gain a broad understanding of microeconomics concepts. This engaging, interactive course takes students through all the main microeconomics topics. Through multimodal instruction, interactive practice, and real-world examples, students learn to think as economists and apply basic micro principles to the situations around them. Included in this new course is a chapter covering fundamental math concepts for students to review before delving into the economics topics that build off that necessary knowledge. Table of Contents: Chapter 0: Math Review 0.1 Addition and Subtraction 0.2 Multiplication and Division 0.3 Order of Operations 0.4 Algebraic Expressions 0.5 Basics of Percent 0.6 Linear Equations 0.7 Graphing 0.8 Calculating Area Chapter 0 Review Chapter 0 Review Chapter 1: Welcome To Economics 1.1 What Is Economics, and Why Is It Important? 1.2 Economic Theories, Models, and Systems Chapter 1 Review Chapter 1 Review Chapter 2: Choice in a World of Scarcity 2.1 How Individuals Make Choices Based on Their Budget Constraint 2.2 The Production Possibilities Frontier and Social Choices 2.3 Confronting Objections to the Economic Approach Chapter 2 Review Chapter 2 Review Chapter 3: Demand and Supply 3.1 Demand, Supply, and Equilibrium in Markets for Goods and Services 3.2 Shifts in Demand and Supply for Goods and Services 3.3 Changes in Equilibrium Price and Quantity: The Four-Step Process 3.4 Price Ceilings and Price Floors 3.5 Demand, Supply, and Efficiency Chapter 3 Review Chapter 3 Review Chapter 4: Labor and Financial Markets 4.1 Demand and Supply at Work in Labor Markets 4.2 Demand and Supply in Financial Markets 4.3 The Market System as an Efficient Mechanism for Information Chapter 4 Review Chapter 4 Review Chapter 5: Elasticity 5.1 Price Elasticity of Demand and Price Elasticity of Supply 5.2 Polar Cases of Elasticity and Constant Elasticity 5.3 Elasticity and Pricing 5.4 Elasticity in Areas Other Than Price Chapter 5 Review Chapter 5 Review Chapter 6: Consumer Choices 6.1 Consumption Choices 6.2 How Changes in Income and Prices Affect Consumption Choices 6.3 Behavioral Economics: An Alternative Framework for Consumer Choice Chapter 6 Review Chapter 6 Review Chapter 7: Production, Costs, and Industry Structure 7.1 Explicit and Implicit Costs, and Accounting and Economic Profit 7.2 Production in the Short Run 7.3 Costs in the Short Run 7.4 Production in the Long Run 7.5 Costs in the Long Run Chapter 7 Review Chapter 7 Review Chapter 8: Perfect Competition 8.1 Perfect Competition and Why It Matters 8.2 How Perfectly Competitive Firms Make Output Decisions 8.3 Entry and Exit Decisions in the Long Run 8.4 Efficiency in Perfectly Competitive Markets Chapter 8 Review Chapter 8 Review Chapter 9: Monopoly 9.1 How Monopolies Form: Barriers to Entry 9.2 How a Profit-Maximizing Monopoly Chooses Output and Price Chapter 9 Review Chapter 9 Review Chapter 10: Monopolistic Competition and Oligopoly 10.1 Monopolistic Competition 10.2 Oligopoly Chapter 10 Review Chapter 10 Review Chapter 11: Monopoly and Antitrust Policy 11.1 Corporate Mergers 11.2 Regulating Anticompetitive Behavior 11.3 Regulating Natural Monopolies 11.4 The Great Deregulation Experiment Chapter 11 Review Chapter 11 Review Chapter 12: Environmental Protection and Negative Externalities 12.1 The Economics of Pollution 12.2 Policies to Reduce Pollution 12.3 The Benefits and Costs of US Environmental Laws 12.4 International Environmental Issues 12.5 The Tradeoff between Economic Output and Environmental Protection Chapter 12 Review Chapter 12 Review Chapter 13: Positive Externalities and Public Goods 13.1 Why the Private Sector Underinvests in Innovation 13.2 How Governments Can Encourage Innovation 13.3 Public Goods Chapter 13 Review Chapter 13 Review Chapter 14: Labor Markets And Income 14.1 The Theory of Labor Markets 14.2 Wages and Employment in an Imperfectly Competitive Labor Market 14.3 Market Power on the Supply Side of Labor Markets 14.4 Employment Discrimination 14.5 Immigration Chapter 14 Review Chapter 14 Review Chapter 15: Poverty and Economic Inequality 15.1 Drawing the Poverty Line 15.2 The Poverty Trap 15.3 The Safety Net 15.4 Income Inequality: Measurement and Causes 15.5 Government Policies to Reduce Income Inequality Chapter 15 Review Chapter 15 Review Chapter 16: Information, Risk, and Insurance 16.1 The Problem of Imperfect Information and Asymmetric Information 16.2 Insurance and Imperfect Information Chapter 16 Review Chapter 16 Review Chapter 17: Financial Markets 17.1 How Businesses Raise Financial Capital 17.2 How Households Supply Financial Capital 17.3 How to Accumulate Personal Wealth Chapter 17 Review Chapter 17 Review Chapter 18: Public Economy 18.1 Voter Participation and Costs of Elections 18.2 Special Interest Politics 18.3 Flaws in the Democratic System of Government Chapter 18 Review Chapter 18 Review Chapter 19: International Trade 19.1 Absolute and Comparative Advantage 19.2 What Happens When a Country Has an Absolute Advantage in All Goods 19.3 Intra-industry Trade between Similar Economies 19.4 The Benefits of Reducing Barriers to International Trade Chapter 19 Review Chapter 19 Review Chapter 20: Globalization and Protectionism 20.1 Protectionism: An Indirect Subsidy from Consumers to Producers 20.2 International Trade and its Effects on Jobs, Wages, and Working Conditions 20.3 Arguments in Support of Restricting Imports 20.4 Trade Policy Chapter 20 Review Chapter 20 Review

Introducing Our NEW Principles of Microeconomics Course

January 3, 2019

Principles of Microeconomics helps students gain a broad understanding of... Read More

Introduction to Psychology offers students a comprehensive guide to core psychological concepts. Aligned with APA learning outcomes, the course emphasizes disciplinary diversity and the skeptical habits of a scientific mind. It features engaging, interactive practice and contemporary, multimodal learning that foster a meaningful exploration of a vast and growing field. In a conversational tone, Introduction to Psychology leads students to a foundational and relevant understanding of psychology through a consistent focus on applying concepts in their own lives. Table of Contents: Chapter 1: Psychological Science 1.1 What is Psychology? 1.2 Contemporary Psychology 1.3 Why Is Research Important? 1.4 Approaches to Research 1.5 Analyzing Findings 1.6 Ethics Chapter 1 Review Chapter 1 Review Chapter 2: Biopsychology 2.1 Human Genetics 2.2 Cells of the Nervous System 2.3 Parts of the Nervous System 2.4 The Brain and Spinal Cord 2.5 The Endocrine System Chapter 2 Review Chapter 2 Review Chapter 3: States of Consciousness 3.1 What Is Consciousness? 3.2 Sleep and Why We Sleep 3.3 Stages of Sleep 3.4 Sleep Problems and Disorders 3.5 Substance Use and Abuse 3.6 Other States of Consciousness Chapter 3 Review Chapter 3 Review Chapter 4: Sensation and Perception 4.1 Sensation versus Perception 4.2 Waves and Wavelengths 4.3 Vision 4.4 Hearing 4.5 The Other Senses 4.6 Gestalt Principles of Perception Chapter 4 Review Chapter 4 Review Chapter 5: Learning 5.1 What Is Learning? 5.2 Classical Conditioning 5.3 Operant Conditioning 5.4 Observational Learning (Modeling) Chapter 5 Review Chapter 5 Review Chapter 6: Thinking and Intelligence 6.1 What Is Cognition? 6.2 Language 6.3 Problem Solving 6.4 What Are Intelligence and Creativity? 6.5 Measures of Intelligence 6.6 The Source of Intelligence Chapter 6 Review Chapter 6 Review Chapter 7: Memory 7.1 How Memory Functions 7.2 Parts of the Brain Involved with Memory 7.3 Problems with Memory 7.4 Ways to Enhance Memory Chapter 7 Review Chapter 7 Review Chapter 8: Lifespan Development 8.1 What Is Lifespan Development? 8.2 Lifespan Theories 8.3 Stages of Development 8.4 Death and Dying Chapter 8 Review Chapter 8 Review Chapter 9: Emotion and Motivation 9.1 Motivation 9.2 Hunger and Eating 9.3 Sexual Behavior 9.4 Emotion Chapter 9 Review Chapter 9 Review Chapter 10: Personality 10.1 What Is Personality? 10.2 Freud and the Psychodynamic Perspective 10.3 Neo-Freudians: Adler, Erikson, Jung, and Horney 10.4 Learning Approaches 10.5 Humanistic Approaches 10.6 Biological Approaches 10.7 Trait Theorists 10.8 Cultural Understandings of Personality 10.9 Personality Assessment Chapter 10 Review Chapter 10 Review Chapter 11: Social Psychology 11.1 What Is Social Psychology? 11.2 Self-presentation 11.3 Attitudes and Persuasion 11.4 Conformity, Compliance, and Obedience 11.5 Prejudice and Discrimination 11.6 Aggression 11.7 Prosocial Behavior Chapter 11 Review Chapter 11 Review Chapter 12: Industrial-Organizational Psychology 12.1 What Is Industrial and Organizational Psychology? 12.2 Industrial Psychology: Selecting and Evaluating Employees 12.3 Organizational Psychology: The Social Dimension of Work 12.4 Human Factors Psychology and Workplace Design Chapter 12 Review Chapter 12 Review Chapter 13: Stress, Lifestyle, and Health 13.1 What Is Stress? 13.2 Stressors 13.3 Stress and Illness 13.4 Regulation of Stress 13.5 The Pursuit of Happiness Chapter 13 Review Chapter 13 Review Chapter 14: Psychological Disorders 14.1 What Are Psychological Disorders? 14.2 Diagnosing and Classifying Psychological Disorders 14.3 Perspectives on Psychological Disorders 14.4 Anxiety Disorders 14.5 Obsessive-Compulsive and Related Disorders 14.6 Posttraumatic Stress Disorder 14.7 Mood Disorders 14.8 Schizophrenia 14.9 Dissociative Disorders 14.10 Personality Disorders 14.11 Disorders in Childhood Chapter 14 Review Chapter 14 Review Chapter 15: Therapy and Treatment 15.1 Mental Health Treatment: Past and Present 15.2 Types of Treatment 15.3 Treatment Modalities 15.4 Substance-Related and Addictive Disorders: A Special Case 15.5 The Sociocultural Model and Therapy Utilization Chapter 15 Review Chapter 15 Review

We’re Psyched About Our NEW Introduction to Psychology Course

January 3, 2019

Introduction to Psychology offers students a comprehensive guide to core... Read More

Dr. Paul Nolting is a national expert in assessing math learning problems, developing effective student-learning strategies, and assessing institutional variables that affect math success and math study skills. Over the last 25 years he has consulted with over 100 colleges, universities, and high schools to improve success in the math classroom. Dr. Nolting is the author of Winning at Math, which is the only math-specific study skills book to offer statistical evidence demonstrating an improvement in students’ ability to learn math and make better grades. Below, Dr. Nolting provides his insight regarding how to incorporate the study skills that are crucial to student success into co-requisite course structures. Introduction The math redesign movement has put more demand on institutions to have students complete developmental and first-credit math courses more quickly and with higher pass rates. Research and experts at the National Math Summits—conducted at AMATYC and NADE conferences—have indicated that this higher demand on students requires them to become improved learners. National research indicates that student affective characteristics make up 25% to 41% of students’ math grades. Institutions can improve student success by teaching math study skills, math test-anxiety reduction, math test-taking skills, and math self-efficacy. Research conducted in dissertations, master’s theses, Title III projects, QEPs, and the classroom has shown that students who learn these skills from the Winning at Math text improve their grades. The purpose of this document is to help instructors implement corequisite designs and integrate math study skills into the corequisite lab by teaching math study skills topics and then assigning Winning at Math homework to improve math learning and grades by having students practice these skills in the lab and classroom. The corequisite model, which is becoming one of the most popular course designs, blends the content of two courses, usually one that is a developmental course and the other a credit course like College Algebra. The corequisite course has a support lab course, which is usually two hours. These courses have two sets of students, developmental students and non-developmental students. Depending on the state, possible corequisite courses could be Elementary and Intermediate Algebra, Intermediate and College Algebra, College Algebra and Pre-Calculus, or developmental courses with Quantitative Reasoning, Statistics, or Liberal Arts courses. The developmental students are required to take the lab course while the non-developmental students can opt to enroll in the lab course. Students in the lab course learn the pre-requisite math skills and become more effective learners through math study skills while mastering the lab course content. Developmental students can lack both pre-requisite math skills and math learning strategies, which are essential abilities when taking two math courses at the same time—one of which is college-level. Assessing developmental math students is a must, measuring their pre-requisite math skills and math study skills to provide appropriate training. The lab course is a combination of math study skills instruction, remediation, just-in-time math learning, and tutoring. The credit course mainly has instruction and supports the math study skills. The lab and course instructors also need to coordinate with the Learning Resource Center/Math Lab to provide additional support for the students. In fact, the lab instructors, course instructors, and Learning Resource Center staff need to develop a plan for all students. If possible, both the course and the lab are taught by the same instructor. When properly designed the corequisite model can improve the success of developmental and non-developmental students. Course Curriculum and Strategies The curriculum of any mathematics course can be enhanced with math study skills. The first course strategy is to assess the students on their pre–requisite math skills and math study skills. The students would be assigned to take both the Math Skills Assessment and the Math Study Skills Evaluation, both of which are provided in the Hawkes Learning courseware. In the case of a corequisite College Algebra, students can take the math skills assessment for Intermediate Algebra at no extra cost. Students should take these assessments during the first week of class. The math skills assessment results should be divided into two groups consisting of the developmental students (required to take the lab) and the non-developmental students. The individual results should be given to the students all at once so they know how many pre-requisite math skills they need to improve. The non-developmental group also needs their results given to them based on their assessment so, if necessary, they can be encouraged to take the lab course. Then, the two data groups can be separately aggregated to determine which pre-requisite math skills are the most needed to be taught in the lab course and the credit-bearing course. A comparison of the needed math skills may also bring additional insight. The class should then receive an overall view of the results, which will help the students understand the reasons for teaching the pre-requisite and new math skills. All students should also take the free Math Study Skills Evaluation in the Hawkes Learning courseware to determine their math study skills needs. The results and a printout of the evaluation are sent to the students and the instructor or lab. The evaluation can be reviewed in the course and/or lab to help students understand their math study skills needs. A class average score can be given to the group and, if needed, broken down by developmental and non-developmental students. Reviewing the correct answers will help all students understand how to further develop their math study skills, and non-developmental students will be encouraged to take the lab course, which will teach them further math study skills. Note that on student surveys, the correctly answered questions are not listed. Remember, a low score on this evaluation should be framed as good news because this lack of math study skills may be the reason for previous poor math success that makes students a high risk for a corequisite course. Learning math study skills improves math learning and grades. Pre-requisite Lab Curriculum and Strategies The corequisite lab provides support for the credit course. This support is in the form of remediation, just-in-time instruction, math study skills, tutoring, and coordination with the Learning Resource Center. Based on the math skills assessment results, students are informed that lesson plans were developed to remediate the most commonly missed math pre-requisite skills. Instructors then teach these lessons along with math study skills. Since students’ entire needed pre-requisite math skills cannot be addressed in the lab, especially the low-level skills, students will individually need to learn these skills and be referred to specific Hawkes lessons for pre-requisite math skills development and/or to the Learning Resource Center for additional prescribed help. The lab instructors can work with the Learning Resource Center staff to develop these resources and understand how to help students use the courseware. Every effort should be made for the students to complete their basic skill learning at the Learning Resource Center during the first three weeks of the semester or before the first major test. Students need to have these skills learned before the first major test, and this is when the center has time to help them. Students would also be informed that, based on the Math Study Skills Evaluation, they need to improve their math study skills. The instructor would go over the Math Study Skills Evaluation and indicate that poor scores are a good sign that students can improve their math success, and that also it is not their fault that they have not been taught how to learn math. Improving math study skills and reducing math/test anxiety have shown to improve self-efficacy and math grades. Instructors would lecture on math study skills using the Winning at Math text, and students would complete the assignments in the Winning at Math text. However, students would be encouraged to use the results from the Math Study Skills Evaluation and start learning math study skills on their own by reading the recommended chapters and pages and practicing these skills. The math study skills lectures would be followed by students demonstrating these skills in the lab and applying these skills in the course and on tests. The math study skills lectures could be one per week, ending in week seven. The math study skills need to be learned as quickly as possible in order to apply all of the skills by midterm. If possible, the lab needs a letter grade to make the work more creditable. Part of students’ lab grades would be tests on math study skills through short answer questions, multiple choice (provided in the courseware) activities, attendance, and/or projects. After about the seventh week, the remediation, math study skill lectures, and most of the just-in-time lectures would be completed. Then, the lab would be more of a resource for re-teaching course content, tutoring, applying math study skills, and continuing test anxiety reduction. Syllabus/Class Schedule Instructors can use the same syllabus/class schedule from the course by integrating the lab course requirements, or a separate syllabus/class schedule can be developed just for the lab. The Winning at Math chapters to be read are listed for every week. It is important to complete Chapters 1-3 before the first major test. Chapter 7 or 8 in Winning at Math-Concise (on test-taking) should be completed before the second major test. Instructors should switch around chapter orders to best fit students’ needs. Students will not take a study skills text seriously unless they are required to turn in work or are tested on its material. Asking students to read chapters to prepare for a short discussion as part of the lecture will help them learn the skills. Instructors can divide Winning at Math homework into chapter activities and end-of-the-chapter assignments. Students can complete section and Chapter Reviews in the text. This involves emailing completed assignments directly to an instructor or turning in the assignments on lab test day. It is also easy to check off activities and end-of-the-chapter assignments while students are taking lab tests or working on group projects. Record the assignments as Complete or Non-Complete instead of grading them. Determine the amount of points for completing the assignments just like you may do for completing math homework. Lab instructors should count study skills homework separately or alongside participation points. Testing and Assessment Lab instructors can test math study skills as part of their regular lab grade or as part of the course grade. For at least the first two tests, lab instructors can use open-ended math study skills questions (Appendix A) or the already developed multiple-choice questions with feedback for incorrect answers in the Hawkes courseware. It is very important to answer “yes” when students inevitably ask, “Is this going to be on the test?” In lab class, consider having students form groups and create ten open-ended questions they might want to answer on the test. Then, discuss the questions and tell your students that you will select five of these to be on the test. Do not worry about students creating “easy” questions. Almost every time, they come up with questions so difficult that they cannot be used on a test. Most students will learn the answers to the questions they came up with because this assures them that they can obtain a good grade or points. This encourages them to learn about math study skills, and thereby improves their grades. In addition to these five questions, instructors could also include a bonus question. In other cases, student take the multiple-choice questions in the lab on the computer. In any of these scenarios, indicate on the syllabus/class schedule that there will be math study skills questions on the tests. Another way to test students is to assign readings and then reserve five to ten minutes during lab time for quizzes. This also encourages students to read about and remember math study skills. Lab instructors can issue these quizzes more frequently early in the semester, so students can then apply learning strategies throughout the remainder of the semester. Decide which testing methods you want or combine these methods. Assessing the bulk of math study skills learning early enough in the semester makes an immediate difference. Students will learn the material that will be on the test. When some students first see Winning at Math listed as part of the course, they may have questions. Explain that every student must take math; these skills are applicable to STEM courses and lead to improved grades in other courses. You should also explain that math study skills are important because students must become improved learners when they are taking two courses at the same time. Also, becoming successful in math allows students to choose from a broader range of majors that tend to be more financially successful. This is true for students who have struggled with math, those who suffer from anxiety, and those taking math for the very first time. Other students, especially those repeating math for the second, third, or fourth time, can use the math study skills to finally pass a troublesome course. It is worth devoting time to helping all students develop into effective learners. Summary The corequisite model is a new adventure in math learning. It was developed to have students complete their math courses in a shorter amount of time. When designed correctly this model can help both the developmental and non-developmental student become more successful. This effort involves the delivery of assessments, remediation, just-in-time learning, math study skills, and coordination with the Learning Resource Center. Research on the success rates of different types of students is also needed to determine which students are most successful and which are not. The last strategy is developing math success plans for students repeating the course. Part of the math success plan assesses the reasons for the non-completing students and then develops individual success plans for them. The success of the corequisite model depends on the teamwork of the course instructors, lab instructors, Learning Resource Center staff, and the students to blend in remediation, instruction, and math study skills. Appendix A Co-requisite Lab Math Study Skills Questions Test One Name: ________________________________ Number and answer the questions on the attached sheets of paper. Read all the questions first. List and define three ways how learning math is different than other subjects. Provide an example for each of the three ways. Why is math considered a sequential learning pattern? How does previous/mass math knowledge affect your grade? Draw and explain the Bloom chart on page 37 in Winning at Math. How does each component of the chart apply to your learning? Use specific personal examples to illustrate. List and describe four of the anxious/stress behaviors. Provide an example for each of the four behaviors you select. Name and describe the two different types of test anxiety. Describe three relaxation techniques. Select one you use and describe the situation during which you use it. List and describe the components of the Math Learning System Overview. Select three of these components and explain how can you use each one to improve grades? 9 . List and explain the four basic college management concepts (EH). List three strategies to set up a positive study environment. How can you use these strategies? Bonus Questions (5 points each) List the results from your surveys. Explain what these results mean as far as improving how you study math. List your most positive strength and describe three areas you need to improve. If you use complete sentences correctly to answer the questions, you will earn five points. Co-requisite Lab Study Skills Questions Test Two Name: ________________________________ Date: ____________________ Number and answer the questions on separate sheets of paper. List and describe each stage of the memory process. Which stage causes you the most difficulty in learning? How can you improve that stage? Provide an example for each improvement suggestion. Give four examples how memory and learning relate to each other. List and describe three ways to become an effective and active listener. List and describe the Seven Steps to Taking Math Notes. Draw and explain the note-taking system. List and describe the SQ3R. What is the extra R that I put in as an extra step? List and describe five general memory techniques. List and describe the Ten Steps to Doing Your Math Homework. List and describe five resources you could use to get through homework problems that you can’t solve on your own or when you are stuck. List and explain the Ten Steps to Taking a Test. Now, list your personalized test-taking steps. List and give examples of the Six Types of Test-taking Errors. What is the error you commit the most often and how can you correct it? Bonus Questions (5 points each) Describe metacognitive learning. List two ways you could use metacognitive and group learning to improve grades, including the final exam.

Hawkes Corequisite Model Course Strategies: Guest Post by Dr. Paul Nolting

July 24, 2018

Dr. Paul Nolting is a national expert in assessing math learning problems,... Read More

Discovering Statistics and Data Plus Integrated Review leads students through the study of statistics with an introduction to data. It pays homage to the technology-driven data explosion by helping students understand the context behind future statistical concepts to be learned. Students are introduced to what data is, how we measure it, where it comes from, how to visualize it, and what kinds of career opportunities involve its analysis and processing. This integrated course enhances curriculum-level statistics with applicable review skills to shorten the prerequisite sequence without compromising competency. Target specific remediation needs for just-in-time supplementation of foundational concepts. Table of Contents: Chapter 0: Strategies for Academic Success 0.1 How to Read a Math Textbook 0.2 Tips for Success in a Math Course 0.3 Tips for Improving Math Test Scores 0.4 Practice, Patience, and Persistence! 0.5 Note Taking 0.6 Do I Need a Math Tutor? 0.7 Tips for Improving Your Memory 0.8 Overcoming Anxiety 0.9 Online Resources 0.10 Preparing for a Final Math Exam 0.11 Managing Your Time Effectively Chapter 1.R: Integrated Review 1.R.1 Problem Solving with Whole Numbers 1.R.2 Introduction to Decimal Numbers 1.R.3 Exponents and Order of Operations Chapter 1: Statistics and Problem Solving 1.1-1.8 Introduction to Statistical Thinking Chapter 2.R: Integrated Review 2.R.1 Introduction to Fractions and Mixed Numbers 2.R.2 Decimal Numbers and Fractions 2.R.3 Decimals and Percents 2.R.4 Comparisons and Order of Operations with Fractions 2.R.5 Estimating and Order of Operations with Decimal Numbers 2.R.6 Fractions and Percents Chapter 2: Data, Reality, and Problem Solving 2.1 The Lords of Data 2.2 Data Classification 2.3 Time Series Data vs. Cross-Sectional Data Chapter 2 Review Chapter 2 Review Chapter 3.R: Integrated Review 3.R.1 Reading Graphs 3.R.2 Constructing Graphs from a Database 3.R.3 The Real Number Line and Absolute Value Chapter 3: Visualizing Data 3.1 Frequency Distributions 3.2 Displaying Qualitative Data Graphically 3.3 Constructing Frequency Distributions for Quantitative Data 3.4 Histograms and Other Graphical Displays of Quantitative Data 3.5 Analyzing Graphs Chapter 3 Review Chapter 3 Review Chapter 4.R: Integrated Review 4.R.1 Addition with Real Numbers 4.R.2 Subtraction with Real Numbers 4.R.3 Multiplication and Division with Real Numbers 4.R.4 Simplifying and Evaluating Algebraic Expressions 4.R.5 Evaluating Radicals Chapter 4: Describing and Summarizing Data From One Variable 4.1 Measures of Location 4.2 Measures of Dispersion 4.3 Measures of Relative Position, Box Plots, and Outliers 4.4 Data Subsetting 4.5 Analyzing Grouped Data 4.6 Proportions and Percentages Chapter 4 Review Chapter 4 Review Chapter 5.R: Integrated Review 5.R.1 The Cartesian Coordinate System 5.R.2 Graphing Linear Equations in Two Variables 5.R.3 Slope-Intercept Form 5.R.4 Point-Slope Form Chapter 5: Discovering Relationships 5.1 Scatterplots and Correlation 5.2 Fitting a Linear Model 5.3 Evaluating the Fit of a Linear Model 5.4 Fitting a Linear Time Trend 5.5 Scatterplots for More Than Two Variables Chapter 5 Review Chapter 5 Review Chapter 6.R: Integrated Review 6.R.1 Multiplication with Fractions 6.R.2 Division with Fractions 6.R.3 Least Common Multiple (LCM) 6.R.4 Addition and Subtraction with Fractions 6.R.5 Addition and Subtraction with Mixed Numbers 6.R.6 Union and Intersection of Sets Chapter 6: Probability, Randomness, and Uncertainty 6.1 Introduction to Probability 6.2 Addition Rules for Probability 6.3 Multiplication Rules for Probability 6.4 Combinations and Permutations 6.5 Bayes Theorem Chapter 6 Review Chapter 6 Review Chapter 7.R: Integrated Review 7.R.1 Order of Operations with Real Numbers 7.R.2 Solving Linear Inequalities in One Variable 7.R.3 Compound Inequalities Chapter 7: Discrete Probability Distributions 7.1 Types of Random Variables 7.2 Discrete Random Variables 7.3 The Discrete Uniform Distribution 7.4 The Binomial Distribution 7.5 The Poisson Distribution 7.6 The Hypergeometric Distribution Chapter 7 Review Chapter 7 Review Chapter 8.R: Integrated Review 8.R.1 Area 8.R.2 Solving Linear Equations: ax + b = c 8.R.3 Working with Formulas Chapter 8: Continuous Probability Distributions 8.1 The Uniform Distribution 8.2 The Normal Distribution 8.3 The Standard Normal Distribution 8.4 Applications of the Normal Distribution 8.5 Assessing Normality 8.6 Approximation to the Binomial Distribution Chapter 8 Review Chapter 8 Review Chapter 9: Samples and Sampling Distributions 9.1 Random Samples 9.2 Introduction to Sampling Distributions 9.3 The Distribution of the Sample Mean and the Central Limit Theorem 9.4 The Distribution of the Sample Proportion 9.5 Other Forms of Sampling Chapter 9 Review Chapter 9 Review Chapter 10.R: Integrated Review 10.R.1 Absolute Value Equations 10.R.2 Absolute Value Inequalities Chapter 10: Estimation: Single Samples 10.1 Point Estimation of the Population Mean 10.2 Interval Estimation of the Population Mean 10.3 Estimating the Population Proportion 10.4 Estimating the Population Standard Deviation or Variance Chapter 10 Review Chapter 10 Review Chapter 11.R: Integrated Review 11.R.1 Translating English Phrases and Algebraic Expressions 11.R.2 Applications: Scientific Notation Chapter 11: Hypothesis Testing: Single Samples 11.1 Introduction to Hypothesis Testing 11.2a Testing a Hypothesis about a Population Mean with Sigma Known 11.2b Testing a Hypothesis about a Population Mean with Sigma Unknown 11.2c Testing a Hypothesis about a Population Mean using P-values 11.3 The Relationship Between Confidence Interval Estimation and Hypothesis Testing 11.4a Testing a Hypothesis about a Population Proportion 11.4b Testing a Hypothesis about a Population Proportion using P-values 11.5 Testing a Hypothesis about a Population Standard Deviation or Variance 11.6 Practical Significance vs. Statistical Significance Chapter 11 Review Chapter 11 Review Chapter 12: Inferences about Two Samples 12.1a Inference about Two Means: Independent Samples with Sigma Known 12.1b Inference about Two Means: Independent Samples with Sigma Unknown 12.2 Inference about Two Means: Dependent Samples (Paired Difference) 12.3 Inference about Two Population Proportions Chapter 12 Review Chapter 12 Review Chapter 13: Regression, Inference, and Model Building 13.1 Assumptions of the Simple Linear Model 13.2 Inference Concerning the Slope 13.3 Inference Concerning the Model’s Prediction Chapter 13 Review Chapter 13 Review Chapter 14: Multiple Regression 14.1 The Multiple Regression Model 14.2 The Coefficient of Determination and Adjusted R-Squared 14.3 Interpreting the Coefficients of the Multiple Regression Model 14.4 Inference Concerning the Multiple Regression Model and Its Coefficients 14.5 Inference Concerning the Model’s Prediction 14.6 Multiple Regression Models with Qualitative Independent Variables Chapter 14 Review Chapter 14 Review Chapter 15: Analysis of Variance (ANOVA) 15.1 One-Way ANOVA 15.2 Two-Way ANOVA: The Randomized Block Design 15.3 Two-Way ANOVA: The Factorial Design Chapter 15 Review Chapter 15 Review Chapter 16: Looking for Relationships in Qualitative Data 16.1 The Chi-Square Distribution 16.2 The Chi-Square Test for Goodness of Fit 16.3 The Chi-Square Test for Association Chapter 16 Review Chapter 16 Review Chapter 17: Nonparametric Tests 17.1 The Sign Test 17.2 The Wilcoxon Signed-Rank Test 17.3 The Wilcoxon Rank-Sum Test 17.4 The Rank Correlation Test 17.5 The Runs Test for Randomness 17.6 The Kruskal-Wallis Test Chapter 17 Review Chapter 17 Review Appendix A.1 Name that Distribution A.2 Direct Mail A.3 Type II Errors A.4 Games of Chance A.5 Comparing Two Population Variances A.6 Statistical Process Control Interested in exploring this course? Contact us today at sales@hawkeslearning.com or 1-800-426-9538.

Integrate Developmental Math with Statistics in Corequisite Course

April 23, 2018

Discovering Statistics and Data Plus Integrated Review leads students through... Read More

We’re thrilled to announce the newest English course, English Composition with Integrated Review. English Composition with Integrated Review encourages students to thoughtfully craft, defend, and polish arguments while offering targeted remediation of foundational reading and writing concepts. Student learning of core composition topics is supported by a contextualized review of study skills, grammar, reading, writing, and research. Through consistent application and real-world connections, students sharpen their existing writing tools while also engaging with new and challenging ideas. Students in the corequisite classroom will learn how to tactfully communicate to a 21st century audience with awareness of purpose, tone, and genre. Request an examination copy today. Table of Contents Integrated Review: Study Skills 0R.1 Understanding Different Learning Styles 0R.2 Determining Your Personal Learning Styles 0R.3 Stress Management 0R.4 Keeping Yourself Organized 0R.5 Time Management 0R.6 Study Strategies 0R.7 Test-Taking Strategies 0R.8 Taking Advantage of Campus Resources 0R.9 Writing with Technology Chapter Review Integrated Review: Why We Write 1R.1 Understanding Purpose Why We Write 1.1 Writing Situations and Purposes 1.2 Writing to Respond 1.3 Writing to Summarize 1.4 Writing to Propose 1.5 Writing to Discuss 1.6 Writing to Describe 1.7 Writing to Argue 1.8 Writing to Analyze 1.9 Writing to Evaluate Integrated Review: Modes of Writing 2R.1 Locating Key Information 2R.2 Classifying Major and Minor Details 2R.3 Identifying Organizational Patterns Chapter Review Modes of Writing 2.1 Descriptive Writing 2.2 Narrative Writing 2.3 Expository Writing 2.4 Persuasive Writing Integrated Review: The Writing Process 3R.1 Writing a Paragraph 3R.2 Writing a First Draft 3R.3 Refining a Paragraph 3R.4 Strengthening Sentences 3R.5 Proofreading Strategies 3R.6 Finalizing a Paragraph Chapter Review The Writing Process 3.1 Pre-Writing 3.2 Drafting 3.3 Revision 3.4 Peer Review 3.5 Editing 3.6 The Final Draft Integrated Review: Parts of the Essay 4R.1 Sorting General and Specific Information 4R.2 Determining a Paragraph Focus 4R.3 Writing a Topic Sentence 4R.4 Organizing a Paragraph 4R.5 Drafting a Paragraph Chapter Review Parts of the Essay 4.1 Common Essay Structures 4.2 The Introduction 4.3 Thesis and Purpose Statements 4.4 Body Paragraphs 4.5 Transitions 4.6 The Conclusion Integrated Review: Reading Critically 5R.1 Pre-Reading Strategies 5R.2 Finding Meaning through Visual Clues 5R.3 Active Reading Strategies 5R.4 Finding Connections and Patterns 5R.5 Finding Meaning through Context 5R.6 Finding Meaning through Word Parts 5R.7 Finding Meaning through Inference 5R.8 Types of Main Ideas and Evidence 5R.9 Identifying Purpose and Tone Chapter Review Reading Critically 5.1 Taking Notes and Annotating Texts 5.2 Identifying the Main Idea and Supporting Details 5.3 Identifying Organizational Patterns 5.4 Understanding Purpose, Audience, and Tone 5.5 Recognizing Rhetorical Appeals 5.6 Analyzing Word Choice 5.7 Understanding the Basics of Logic 5.8 Recognizing Logical Fallacies 5.9 Evaluating Evidence 5.10 Analyzing Visuals Integrated Review: Writing Critically 6R.1 Determining Essay Focus 6R.2 Writing a Thesis or Purpose Statement 6R.3 Organizing and Outlining an Argument 6R.4 Combining Words or Sentences 6R.5 Emphasizing Words or Phrases 6R.6 Using Inclusive Language Chapter Review Writing Critically 6.1 Understanding an Argument 6.2 Considering Purpose and Audience 6.3 Recognizing Your Constraints 6.4 Employing Rhetorical Appeals 6.5 Using Consistent Tone 6.6 Choosing the Right Words 6.7 Using Word and Sentence Variety 6.8 Polishing an Argument Integrated Review: Research 7R.1 Introduction to Research 7R.2 Tools for Purposeful Research Chapter Review Research 7.1 Understanding the Research Paper 7.2 Planning and Tracking Your Research 7.3 Identifying Different Types of Sources 7.4 Evaluating the Credibility of Sources 7.5 Understanding and Avoiding Plagiarism 7.6 Integrating Sources into Your Writing 7.7 The Annotated Bibliography 7.8 Basics of MLA 7.9 Basics of APA 7.10 Basics of CMS 7.11 Basics of CSE Integrated Review: Unique Forms of Writing 8R.1 Considering Style 8R.2 Considering Visuals Chapter Review Unique Forms of Writing 8.1 Writing Across the Disciplines 8.2 Visual and Digital Arguments 8.3 Oral Presentations 8.4 Etiquette in Social Media Integrated Review: Basics of Grammar & Mechanics 9R.1 Nouns 9R.2 Pronouns 9R.3 Basic Verb Types and Tenses 9R.4 Verb Forms and Functions 9R.5 Perfect and Progressive Tenses 9R.6 Adjectives and Adverbs 9R.7 Prepositions 9R.8 Clauses and Conjunctions 9R.9 Using Capitalization and Italics 9R.10 Using Abbreviations and Numbers 9R.11 Using Basic Spelling Rules 9R.12 Spelling Commonly Confused Words Chapter Review Basics of Grammar & Mechanics 9.1 Parts of Speech 9.2 The Characteristics of a Sentence 9.3 Using Commas 9.4 Using Semicolons and Colons 9.5 Using Quotation Marks, Parentheses, and Brackets Integrated Review: Grammatical Sentences 10R.1 Identifying the Characteristics of Sentences Grammatical Sentences 10.1 Common Sentence Errors 10.2 Using Consistent Subjects and Verbs 10.3 Using Consistent Pronouns and Antecedents 10.4 Using Correct Pronoun Reference and Case 10.5 Correcting Misplaced and Dangling Modifiers 10.6 Using Active and Passive Voice 10.7 Maintaining Consistency in Tense and Person 10.8 Using Parallelism, Coordination, and Subordination 10.9 Proofreading Sentences for Grammar If you’re an instructor who’d like to see more, request an examination copy today!

Corequisite English Composition Course

March 8, 2018

We’re thrilled to announce the newest English course, English Composition with... Read More

On the surface, creating a corequisite course may look easy. This type of course, in a nutshell, enrolls students in remedial and college-level classes in the same subject at the same time. Students receive targeted support to help increase success in the college-level course. However, finding out how to build this structure successfully can be difficult. After all, there’s a lot that goes into designing a course! Here are some helpful questions you can ask to make sure you’re making decisions that will be most beneficial to your students. Keep those questions flowing! The more you question, the better prepared you’ll be for this transition. Placement How are students placed into the course? Will placement into a specific corequisite course be based on majors? What will happen if students change their majors? Will their pathway course change? Will corequisites be offered for STEM courses? Will your institution continue to offer remedial, non-corequisite math for students who need more instruction before they are ready to enter a corequisite course? Will your credit-level class include a mixture of both credit-level-ready students and corequisite students? Structure Will corequisite courses meet on an additional day of the week or be added on to existing class meeting blocks? Will students enroll in a credit-bearing course and a separate corequisite section, or enhanced linked courses? Will there be a lab component or required time spent in tutoring centers? Will you schedule just-in-time remediation in anticipation of upcoming credit-level topics, or will remediation be self-paced? Will attendance be required for corequisite meetings, or will students maintaining a high grade be exempt? Will the same instructor teach both the credit-level and corequisite portions of a course? How many credit hours are the review/credit-bearing portions? Can a student pass the corequisite and fail the credit-bearing portion or vice versa? Reporting Will you perform diagnostic assessments to identify individual knowledge gaps for each student? Will all students cover a standard curriculum in the corequisite course, or will the curriculum be fluid and evolve based on any knowledge gaps you identify? What kind of reports would be most helpful to you if you need to share data on the success of the corequisite model with your chair or with administration? What kind of information would help you most effectively identify at-risk students? What criteria are used to consider success or failure of the new course model? Course Materials Does every student need only one set of materials (regardless of whether they are in both the credit-level and review course or exclusively in the credit-level)? What type of materials work best in your corequisite course structure (technology, supplemental assignments, etc.)? How will you ensure mastery of the prerequisite skills? Will you address learning strategies or study skills that focus on developing the academic mindset of your students in corequisite meetings? Do you plan to cover additional review of credit content in the corequisite meeting, or focus solely on prerequisite skills? Support Will you be given a dedicated support specialist to provide on-demand consulting as you implement changes? What kind of training will you be offered? Will it be free and unlimited and walk you through customizing the courseware that you choose to fit your individual course needs? Will you be connected with other users who have undergone similar redesigns for additional suggestions and best practices? Will your students have equal access to technical support for their questions as they are getting started? What kind of response time will you get from the company you partner with for new materials when you have questions? Learn more about structuring corequisite courses by watching the free, on-demand webinar, “Core Principles of Implementing a Corequisite Model,” by Dr. Holly Ayers, Arkansas State University – Newport.

Questions to Consider When Building Your Corequisite Course

February 27, 2018

On the surface, creating a corequisite course may look easy. This type of... Read More

Hawkes Learning’s Practice mode gives students ample feedback when they answer questions incorrectly. Several different tutorial options are available to students, including Explain Error, which provides error-specific feedback immediately when the mistake is made; Hint, which gives students a clue as to how they can answer the question correctly if they’re still struggling; and Solution, which states the correct answer. Students can then try a similar question in order to test their knowledge. Once they feel comfortable with the material in Practice, students move on to the Certify mode, which does not provide learning aids in order to hold students accountable for their learning. Check out two examples of the robust feedback provided in Practice below: In Foundations of English‘s Chapter 4: Grammar and Mechanics, the courseware asks the following: Does the following sentence use pronoun-antecedent agreement? Select the best answer. Damien is running for class president, and his sister is helping them with the campaign. The two choices are the following: Yes, this sentence uses pronoun-antecedent agreement. No, this sentence does not use pronoun-antecedent agreement. If students select the first answer, the courseware provides this feedback: Explain Error Your Answer: Yes, this sentence uses pronoun-antecedent agreement. You were asked to determine if the following sentence uses pronoun-antecedent agreement: Damien is running for class president, and his sister is helping them with the campaign. Your answer is incorrect because the pronoun is plural and neutral, but the antecedent is singular and male. For a hint to solve this problem, select Hint. Hint You were asked to determine if the following sentence uses pronoun-antecedent agreement: Damien is running for class president, and his sister is helping them with the campaign. Remember, for a pronoun and its antecedent to agree, they must have the same gender and number. The gender of words can be female, male, or neutral. The number is either singular or plural. If an antecedent is neutral and refers to a person or animal, it can be used with a male or female pronoun based on the other information in the sentence. However, inanimate objects do not have gender, so they are always renamed with neutral pronouns. Take a look at the following sentence that includes both a pronoun and its antecedent: Jennifer always makes the dessert because she is the best baker. The pronoun she agrees with its antecedent Jennifer (the noun it renames). Both words are singular in number and female in gender. This is what you look for when checking for pronoun-antecedent agreement. Solution You were asked to determine if the following sentence uses pronoun-antecedent agreement: Damien is running for class president, and his sister is helping them with the campaign. The following answer is correct: No, this sentence does not use pronoun-antecedent agreement. The pronoun them is plural and neutral, but the antecedent Damien is singular and male. In Foundations of English‘s Chapter 5: Style, the courseware asks the following: Read the following passage. People from all across the country enter the contest, and they all want their own shot at fame. Fame is fleeting, but these people do not care. They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at. Which sentences do not use coordination to join clauses? Select all that apply. Click on a word or word group to make a selection. To undo, click on the selection again. Alternatively use the Tab and spacebar to select or deselect the word or word group. Students receive error-specific feedback when they select the following sentence from the passage: Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Explain Error Your Answer: People from all across the country enter the contest, and they all want their own shot at fame. Fame is fleeting, but these people do not care. They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at. You were asked to identify sentences in the following passage that do not use coordination. You did not select every correct sentence, and/or you chose a sentence that does use coordination. For a hint to solve this problem, select Hint. Hint You were asked to identify sentences in the following passage that do not use coordination. People from all across the country enter the contest, and they all want their own shot at fame. Fame is fleeting, but these people do not care. They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at. Remember, clauses can be either independent or dependent, but both types always contain a subject and a verb. Take a look at these examples: Phrase: an incredible guitar solo Dependent Clause: While the audience cheered Independent Clause: The musician improvised an incredible guitar solo. Coordination joins two independent clauses using a coordinating conjunction: The musician improvised an incredible guitar solo, and the audience cheered. Solution You were asked to identify sentences in the following passage that do not use coordination. People from all across the country enter the contest, and they all want their own shot at fame. Fame is fleeting, but these people do not care. They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at. The following answers are correct: They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at. This is correct because these are a simple sentence, a complex sentence that uses subordination, and another simple sentence, respectively.

Robust Feedback within English Courseware

January 16, 2018

Hawkes Learning’s Practice mode gives students ample feedback when they answer... Read More

This new edition offers more robust exercise sets that include conceptual assessment, an increased focus on real-world application, new lessons on study skills to develop the academic mindset of mathematics learners, chapter projects and collaborative opportunities for discovery-based learning with peers, and additional content to cover all topics through intermediate algebra. View a free sample of the new edition of Developmental Mathematics. Request an examination copy. NEW features include: Strategies for Academic Success – study skills and learning strategies build stronger learners with tips on note taking, time management, test taking, and more Chapter Projects – discovery-based projects promote collaboration and practical applications of mathematics Concept Checks – exercise sets assess students’ conceptual understanding of topics before each practice set Applications – exercise sets for each section challenge students to apply topics learned to real-world contexts Extra Material – more advanced topics cover all learning outcomes to prepare students for future college math courses Writing & Thinking – opportunities for students to independently explore and expand on chapter concepts Table of Contents: Chapter 0: Strategies for Academic Success How to Read a Math Textbook Tips for Success in a Math Course Tips for Improving Math Test Scores Practice, Patience, and Persistence! Note Taking Do I Need a Math Tutor? Tips for Improving Your Memory Overcoming Anxiety Online Resources Preparing for a Final Math Exam Managing Your Time Effectively 1. Whole Numbers Introduction to Whole Numbers Addition and Subtraction with Whole Numbers Multiplication with Whole Numbers Division with Whole Numbers Rounding and Estimating with Whole Numbers Problem Solving with Whole Numbers Exponents and Order of Operations Tests for Divisibility Prime Numbers and Prime Factorizations 2. Fractions and Mixed Numbers Introduction to Fractions and Mixed Numbers Multiplication with Fractions Division with Fractions Multiplication and Division with Mixed Numbers Least Common Multiple (LCM) Addition and Subtraction with Fractions Addition and Subtraction with Mixed Numbers Comparisons and Order of Operations with Fractions 3. Decimal Numbers Introduction to Decimal Numbers Addition and Subtraction with Decimal Numbers Multiplication with Decimal Numbers Division with Decimal Numbers Estimating and Order of Operations with Decimal Numbers Decimal Numbers and Fractions 4. Ratios, Proportions, and Percents Ratios and Unit Rates Proportions Decimals and Percents Fractions and Percents Solving Percent Problems Using Proportions Solving Percent Problems Using Equations Applications of Percent Simple and Compound Interest 5. Measurements US Measurements The Metric System: Length and Area The Metric System: Capacity and Weight US and Metric Equivalents 6. Geometry Angles and Triangles Perimeter Area Circles Volume and Surface Area Similar and Congruent Triangles Square Roots and the Pythagorean Theorem 7. Statistics, Graphs, and Probability Statistics: Mean, Median, Mode, and Range Reading Graphs Constructing Graphs from a Database Probability 8. Introduction to Algebra The Real Number Line and Absolute Value Addition with Real Numbers Subtraction with Real Numbers Multiplication and Division with Real Numbers Order of Operations with Real Numbers Properties of Real Numbers Simplifying and Evaluating Algebraic Expressions Translating English Phrases and Algebraic Expressions 9. Solving Linear Equations and Inequalities Solving Linear Equations: x + b = c Solving Linear Equations: ax = c Solving Linear Equations: ax + b = c Solving Linear Equations: ax + b = cx + d Working with Formulas Applications: Number Problems and Consecutive Integers Applications: Distance-Rate-Time, Interest, Average Solving Linear Inequalities in One Variable Compound Inequalities Absolute Value Equations Absolute Value Inequalities 10. Graphing Linear Equations and Inequalities The Cartesian Coordinate System Graphing Linear Equations in Two Variables Slope-Intercept Form Point-Slope Form Introduction to Functions and Function Notation Graphing Linear Inequalities in Two Variables 11. Systems of Linear Equations Systems of Linear Equations: Solutions by Graphing Systems of Linear Equations: Solutions by Substitution Systems of Linear Equations: Solutions by Addition Applications: Distance-Rate-Time, Number Problems, Amounts, and Costs Applications: Interest and Mixture Systems of Linear Equations: Three Variables Matrices and Gaussian Elimination Systems of Linear Inequalities 12. Exponents and Polynomials Rules for Exponents Power Rules for Exponents Applications: Scientific Notation Introduction to Polynomials Addition and Subtraction with Polynomials Multiplication with Polynomials Special Products of Binomials Division with Polynomials Synthetic Division and the Remainder Theorem 13. Factoring Polynomials Greatest Common Factor (GCF) and Factoring by Grouping Factoring Trinomials: x^2+bx+c Factoring Trinomials ax^2+bx+c Special Factoring Techniques Review of Factoring Techniques Solving Quadratic Equations by Factoring Applications: Quadratic Equations 14. Rational Expressions Introduction to Rational Expressions Multiplication and Division with Rational Expressions Least Common Multiple of Polynomials Addition and Subtraction with Rational Expressions Simplifying Complex Fractions Solving Rational Equations Applications: Rational Expressions Applications: Variation 15. Roots, Radicals, and Complex Numbers Evaluating Radicals Rational Exponents Simplifying Radicals Addition, Subtraction, and Multiplication with Radicals Rationalizing Denominators Solving Radical Equations Functions with Radicals Introduction to Complex Numbers Multiplication and Division with Complex Numbers 16. Quadratic Equations Quadratic Equations: The Square Root Method Quadratic Equations: Completing the Square Quadratic Equations: The Quadratic Formula More Applications of Quadratic Equations Equations in Quadratic Form Graphing Quadratic Functions More on Graphing Functions and Applications Solving Polynomial and Rational Inequalities 17. Exponential and Logarithmic Functions Algebra of Functions Composition of Functions and Inverse Functions Exponential Functions Logarithmic Functions Properties of Logarithms Common Logarithms and Natural Logarithms Logarithmic and Exponential Equations and Change-of-Base Applications: Exponential and Logarithmic Functions 18. Conic Sections Translations and Reflections Parabolas as Conics Distance Formula, Midpoint Formula, and Circles Ellipses and Hyperbolas Nonlinear Systems of Equations Request an examination copy. Want to learn more? Contact us at sales@hawkeslearning.com!

Developmental Mathematics Second Edition

January 15, 2018

This new edition offers more robust exercise sets that include conceptual... Read More

We’re proud to announce the new edition of Discovering Statistics and Data! This new edition pays homage to modern day’s technology-driven data explosion, helping students understand the context behind future statistical concepts to be learned and explaining why the study of statistics is critical. View a free sample of the new edition of Discovering Statistics and Data. The text opens by describing the necessity of understanding the data around us, introducing students to what data is, how we measure it, where it comes from, how to visualize it, and what kinds of career opportunities surround its analysis and processing. This focus makes upcoming content more meaningful for students and then challenges them to think with statistics. Request an examination copy. NEW features include: Greater focus on data – Introductory chapters place a strong emphasis on helping students understand where data comes from, data visualization techniques, “Big Data,” and the problems arising from having large data sets. Downloadable data sets – More real data sets are available for download, including over 15 large data sets and one giant data set. More technology integration – Detailed instruction using graphing calculators, Excel, Minitab, and R Statistical language are included. Real-world applications – Larger scale chapter projects challenge students and brief, relatable articles engage readers. Expanded exercises and examples – Over 60 examples and 200 exercises, including new conceptual questions, have been added. Pedagogy modernization – GAISE guidelines were carefully considered and incorporated, and the most current P-value significance testing recommendations published by the ASA for guidance on hypothesis testing are included. Virtual simulations and games – Students develop conceptual understanding and statistical literacy through hands-on interactives and simulations. Table of Contents: 1. Statistics and Problem Solving The Meaning of Data Statistics as a Career The Data Explosion Modern Computing, Networks, and Statistics Big Data Introduction to Statistical Thinking Descriptive vs. Inferential Statistics The Consequences of Statistical Illiteracy 2. Data, Reality, and Problem Solving Collecting Data Data Classification Time Series Data vs. Cross-Sectional Data Data Resources 3. Visualizing Data Frequency Distributions Displaying Qualitative Data Graphically Constructing Frequency Distributions for Quantitative Data Histograms and Other Graphical Displays of Quantitative Data Analyzing Graphs 4. Describing and Summarizing Data from One Variable Measures of Location Measures of Dispersion Measures of Relative Position, Box Plots, and Outliers Data Subsetting Analyzing Grouped Data Proportions and Percentages 5. Discovering Relationships Scatterplots and Correlation Fitting a Linear Model Evaluating the Fit of a Linear Model Fitting a Linear Time Trend Scatterplots for More Than Two Variables 6. Probability, Randomness, and Uncertainty Introduction to Probability Addition Rules for Probability Multiplication Rules for Probability Combinations and Permutations Combining Probability and Counting Techniques Bayes’ Theorem 7. Discrete Probability Distributions Types of Random Variables Discrete Random Variables The Discrete Uniform Distribution The Binomial Distribution The Poisson Distribution The Hypergeometric Distribution 8. Continuous Probability Distributions The Uniform Distribution The Normal Distribution The Standard Normal Distribution Applications of the Normal Distribution Assessing Normality Approximations to Other Distributions 9. Samples and Sampling Distributions Random Samples and Sampling Distributions The Distribution of the Sample Mean and the Central Limit Theorem The Distribution of the Sample Proportion Other Forms of Sampling 10. Estimation: Single Samples Point Estimation of the Population Mean Interval Estimation of the Population Mean Estimating the Population Proportion Estimating the Population Standard Deviation or Variance Confidence Intervals Based on Resampling (Bootstrapping) (Courseware only) 11. Hypothesis Testing: Single Samples Introduction to Hypothesis Testing Testing a Hypothesis about a Population Mean The Relationship between Confidence Interval Estimation and Hypothesis Testing Testing a Hypothesis about a Population Proportion Testing a Hypothesis about a Population Standard Deviation or Variance Practical Significance vs. Statistical Significance 12. Inferences about Two Samples Inference about Two Means: Independent Samples Inference about Two Means: Dependent Samples (Paired Difference) Inference about Two Population Proportions Inference about Two Population Standard Deviations or Variances 13. Regression, Inference, and Model Building Assumptions of the Simple Linear Model Inference Concerning β1 Inference Concerning the Model’s Prediction 14. Multiple Regression The Multiple Regression Model The Coefficient of Determination and Adjusted R2 Interpreting the Coefficients of the Multiple Regression Model Inference Concerning the Multiple Regression Model and its Coefficients Inference Concerning the Model’s Prediction Multiple Regression Models with Qualitative Independent Variables 15. Analysis of Variance (ANOVA) One-Way ANOVA Two-Way ANOVA: The Randomized Block Design Two-Way ANOVA: The Factorial Design 16. Looking for Relationships in Qualitative Data The Chi-Square Distribution The Chi-Square Test for Goodness of Fit The Chi-Square Test for Association 17. Nonparametric Tests The Sign Test The Wilcoxon Signed-Rank Test The Wilcoxon Rank-Sum Test The Rank Correlation Test The Runs Test for Randomness The Kruskal-Wallis Test 18. Statistical Process Control (Courseware only) Request an examination copy. Want to know more? Contact us at sales@hawkeslearning.com!

Introducing the Third Edition of Discovering Statistics and Data

January 15, 2018

We’re proud to announce the new edition of Discovering Statistics and Data! Read More

Jeff Humphrey is a lead instructor and professor in developmental math education at Wake Technical Community College (Raleigh, NC), where he’s worked since 2005. With experience ranging from tutoring in learning centers to teaching in the classroom, he has been teaching adults for 20 years. Jeff has transitioned from being an effective traditional math instructor to finding success with the modular approach. However, he admits that success did not come easy! Jeff shared with us his thoughts on the modular courses he teaches and how he’s changed his teaching style over the years. Jeff is featured in our new Best in the Nest section on our blog because of his fresh approach to challenges in education, as well as the care and effort he puts into his profession to help students succeed. Can you tell me a little bit about your background? I have two master’s degrees: one in divinity from Westminster Theological Seminary in Philadelphia, and one in adult education from NC State. I’ve taught lecture courses face-to-face, as well as tutored online courses. I’ve taught at a learning center at a junior college and at the learning center at Wake Tech. Since coming back to Wake Tech in 2005, I’ve been teaching developmental math. How has your learning center experience impacted your current teaching? Learning centers prepare you to be able to teach at any given instance. In a learning center, you have people covering a very wide gamut of understanding. They could be in a prealgebra class or doing differential equations, and at a moment’s notice you have to change gears and reach the level where they are. That experience helps a great deal with working within a modular style because you’re bringing in that skill set. In a modular course, students aren’t necessarily grouped together according to the topics they’re learning—one might be solving equations while another is doing word problems with inequalities. The approach is flexible, and individuals are learning at their own pace. How do students of diverse backgrounds benefit from the courses you teach? Being modular means you’re getting students into the math they need more quickly because you’re only giving them the math they need. It helps students with diverse backgrounds because you’ll have a medical coding student who only needs prealgebra unit conversions, as well as a student who’s going into engineering who needs to get Algebra 2 material out of the way. We can focus on the math that students need at that moment in time—nothing more, nothing less. That enables students to progress more quickly toward their degree. What are some different needs of developmental math students compared to those in college algebra or higher? Victim mentality is an issue. Many developmental students have struggled and haven’t seen success. What has happened is they see themselves as a victim, and they get flustered to the point that they don’t know what they should do in order to be successful. For some, it’s a matter of coming alongside and helping them realize they’re no longer looking for a solution; they’re digging a hole deeper and deeper. A lot of that comes into play with learning how to ask for help. Students are so flustered that they no longer feel comfortable asking for help when they’re spinning their wheels and getting stuck. Sometimes they keep trying the same thing and hoping that trying the same thing will magically help them get out of the rut. I come in and let students know they can call or stop by the office. I even sometimes walk students down to the Individualized Learning Center on campus. They see that the tutors there are people too, and we get them comfortable in a new situation where they can get help. What do you think is the most difficult part of a modular course setup for students? Some older students are expecting that traditional course when they sign up, and then they’re a little shocked when they see the emporium style in a large lab and everyone working at their own pace. They haven’t experienced that dynamic before and may feel overwhelmed. You can help them get over that initial nervousness by explaining that something new and different can be better! You get them to understand they’re focusing just on the material they need to get into the 100-level course. Younger students sometimes have a hard time with flexible pacing. We work with a large group of students and help them with the time management hurdle. Additionally, just like in a traditional class, students may be getting help from a website outside of class or they use a calculator to get the answer without understanding the math behind it. At times we require students to “show all work” so they can truly learn the math; instead of just getting an answer, they must understand the material. With Hawkes, I can see the time students are putting in. For instance, I may see students who are making unbelievably fast time on a concept that even I couldn’t do that quickly, which lets me know they’re getting help outside with technology or another student. I have a one-on-one meeting to show the students I’m not working against them; I’m trying to help them see why they’re struggling and not passing quizzes so we can work together to get back on track. Can you talk a little about the Success Meetings that you focus on in your webinar? These meetings are one-on-one with a student. They’re nonjudgmental; they’re not “the teacher is out to get me.” It has to be more caring and personal than that. At the first meeting, we diagnose the problem, then I work with the student to find a solution to help them improve as they go through the course. I wait for the fourth week of classes before meeting with students individually. I used to have the meetings earlier; however, when I thought I was encouraging them at this early stage, I was actually nagging them. I learned I needed to wait for the fourth, eighth, and twelfth weeks to check in. For example, I worked with a student with a disability who had paperwork from Disability Services saying he takes about 1.5 times the amount of time it takes other students to complete the material. I did the averages for students getting through the homework, and I noticed that student was actually going 1.5 times faster than the average student. I waited the four weeks, and then had the first round of testing. The student failed those quizzes and tests. When I met with him, I started talking to him about how he’s going 1.5 times faster, and I asked how he’s going more quickly. The student was a little shocked at first, then he eventually said he’s been going to an external website and using a graphing calculator to get the answers. I let him know, “Hey, you have to put away the calculator and not go to the website; you have to allow yourself to struggle to learn. And if you’re struggling, come and ask me questions—that’s what I’m here for!” So the student got more comfortable with that module and started going through at the average pace in the next module. He passed that quiz and test. In the final module—he sometimes went faster or slower—and on the second quiz he got a 100! He now learned what it took to be successful. What’s one of the most rewarding parts of teaching for you? I’m now building stronger relationships with students, and those continue after the students take my class. A former student who used to be terrified to get extra help stopped by my office the other day to say hi and check in. Several students email me and tell me how classes are going. They’re not asking for help—they’re just keeping in touch and letting me know what they’re up to. Some of them are getting ready to transfer to four-year institutions. These relationships are developing more deeply compared to what I had before in traditional teaching, when I was the “sage on the stage.” Back then, I had the same jokes to tell, same lessons to teach…Now, each week is a new story and new situation. Students see me more as a mentor or coach. Some of the students who don’t pass my class come back and apologize. They don’t want to let me down. I let them know they’ve got to keep going, that the only way to let yourself down is to not keep going and passing this hurdle you’re trying to overcome.

Best in the Nest: Jeff Humphrey

November 1, 2017

Jeff Humphrey is a lead instructor and professor in developmental math... Read More

Hawkes statistics courses include games and simulations that help students apply key concepts to the world outside of the classroom. Check these out below! If you’re an instructor who would like to explore these games and simulations yourself, sign up for free student access today. GAMES 1. Games of Chance Relevant Application: This lesson helps students apply the concept of the expected value of a random variable to winning or losing games. Students develop a rational approach to analyzing decisions that involve risk. After all, many business decisions—such as purchasing new equipment, hiring additional employees, and expanding into new markets—involve some kind of risk, and students need to assess these situations as best as they can. Learn Key Concepts: Basic probability distribution Binomial distribution function Hypergeometric distribution function 2. Direct Mail Relevant Application: Even in today’s digital world, direct mail marketing remains one of the most viable and proven strategies to connect with customers. Active Learning Approach: By assuming the role of a direct mail marketing manager, students start off with $20,000. They are then tasked with developing a strategy by finding mailing lists that will produce sufficient sales, using confidence intervals to determine which lists to use to reach their $40,000 goal. They win when they correctly formulate which questions they need to solve, collect the data, and analyze the data to evaluate potential risk and profitability for each mailing list. Learn Key Concepts: The game provides an environment in which students apply statistical concepts while making business decisions. They also learn the following: Confidence intervals Experimentation Statistical analysis Inference 3. Estimating Population Proportions Relevant Application: Students might not realize at first how many decisions involve measurements of a population attribute. For example, television stations base advertising charges on ratings that reflect the percentage of viewers who watch a particular show. Political analysts are concerned with the fraction of voters who prefer a certain candidate. No matter the field, estimating population proportions gives us greater insight into the data given to us. Active Learning Approach: In the game, students see a box filled with red and blue balls, and are asked to estimate the proportion of red balls in the population. They can draw sample sizes of 20, 50, or 100 to help them estimate the population proportion. Learn Key Concepts: Determine the minimum sample size for a particular confidence level. Construct a confidence interval for a population proportion. 4. Central Limit Theorem with Proportions Relevant Application: In many decisions, the variable of interest is a proportion. A university may want to know the fraction of first-year students with low grades in order to provide more support and resources for them. Manufacturers may be concerned with the fraction of parts that are defective. Active Learning Approach: Students see a box of red and blue balls, then draw three samples to calculate the sample proportions for each sample taken. Students draw samples again after being informed that samples of first 20 balls and then 40 balls were drawn 200 times to determine the proportion of the number of red balls to the total number of balls chosen. Students then view the data, including tables and histograms, to understand that the sampling distribution of the sampling proportion is approximately normal. Learn Key Concepts: Determine p-hat using the Central Limit Theorem for population proportions. SIMULATIONS 1. Name That Distribution Relevant Application: This concept builder strengthens analytical skills in distribution recognition and data analysis. By detecting symmetric or skewed data, students will begin to understand how to apply this knowledge in the real world. Active Learning Approach: Students are asked to identify the type of distribution from a given histogram, frequency/relative frequency distribution, statistics table, or set of sample data. They can increase the number of intervals on the histogram or frequency distribution, view different sample displays, or choose to view a hint before submitting their answer. Learn Key Concepts: Analyze the histogram, frequency, statistics, and sample data of a distribution. Identify different distribution types: uniform, normal, exponential, chi-square, Poisson, and mystery. 2. Central Limit Theorem Relevant Application: This simulation shows students how to use samples to make useful predictions about a population. Since many population sizes are too large to have their data collected and analyzed, we turn to the Central Limit Theorem for help. The visual nature of this simulation lets students truly comprehend how the sample means from any population are normally distributed, regardless of the original population’s distribution. Active Learning Approach: Students select a parent distribution and set the sample sizes and the burst rate. They choose the desired distribution type: exponential, chi-square, normal, Poisson, or bi-modal. Students can decide to run the simulation a set number of times or automatically, which will keep the simulation running. Learn Key Concepts: Sample population Mean Variance Standard deviation Distribution type 3. Type II Error Relevant Application: Understanding hypothesis testing and type II error is essential to fields like evidence-based medicine, quality engineering, and reliability engineering, among others. Active Learning Approach: The variance, hypotheses, and critical values are given. Students can increase or decrease the level of significance (α), true mean (μ), and sample size to see how these changes affect the other factors involved. Learn Key Concepts: Examine the interrelationship between α, sample size, and β (the probability of making a type II error). Develop an understanding of the concept of type II errors and the calculation of beta. Explore the relationship between α and β. Are you an instructor who would like to explore these lessons further? Sign up for FREE student access today!

Interactive and Relevant Applications of Statistics

October 16, 2017

Hawkes statistics courses include games and simulations that help students... Read More

Customize your lessons even further with the Learn Screen Notes tool, which allows you to add your own content to our pre-created Learn screens. If you want to take full advantage of all that this tool has to offer, try out the six expanded uses below! 1. Embed videos. Have you uploaded a video to YouTube to help explain a certain concept to students, or love a video that you can share with your class? Easily embed it within the notes. In YouTube, select the Share option of a video, then copy and paste the code within the Embed area: Next, when you’re logged into Learn Screen Notes from your Grade Book, select the Source option at the top of the menu. Paste the code into the field. If needed, you can change the width and height of the video. Deselect the Source button. You can then preview what students will see when they log into their courseware and enter the Learn mode: 2. Embed Google Docs. This option is a great way for you to share more in-depth notes that you’ve typed up for class. **First, make sure your document is uploaded to Google Drive.** Open Google Site (New > More > Google Site). Select From Drive, then select the file you wish to embed. Copy and paste the embedded file into Word, and you’ll get a link similar to this: https://drive.google.com/open?id=0B_5e341lLJGwcXFSYUFCQW9aX28&authuser=0 (The part in red will be unique to the document you select.) Then, use the following HTML code, replacing what’s in red with the corresponding part in your Google link: In your Learn Screen Notes, select the Source button at the top of the menu, then paste your HTML code. Deselect the Source button, then use Preview to check things out: 3. Embed interactive elements. A few instructors we work with have told us about Geogebra and Desmos, which are two websites that let you create interactive graphs and elements. You can share these within your Learn Screen Notes easily! For Desmos: After you create your graph, select the Share option at the top of the page. Choose Embed, then copy the code. In your Learn Screen Notes, select the Source button, paste the link into the notes section, then deselect Source. Choose Preview to see what it looks like for your students: For Geogebra: In Geogebra, select the menu option next to the interactive element (the symbol with three dots), then Share. Choose the Embed link and copy the code. When you’re in your Learn Screen notes, follow the same steps as those for inserting Desmos graphs. 4. Add images. If an image is online, you can just copy and paste it into your notes! If you take a photo of your lecture notes or scan them and save them as an image, you’ll just need to copy and paste it into a Google Doc. Then, copy the image from the Google Doc and paste it into your Learn Screen Notes. 5. Embed Google Slides. Add any PowerPoint presentation that you’ve created for class directly into the Hawkes courseware using Google Slides. (And remember Hawkes has PowerPoint presentations available at https://www.hawkeslearning.com/Instructors/InstructorResources.htm!) Just make sure you upload your presentation to your Google Drive, then follow these quick steps: When you’re in Google Slides, open up the presentation. Select File > Publish to web > Embed. Then, copy the code provided. In your Learn Screen Notes…you guessed it! Select Source, paste the code, deselect Source, and then choose Preview to check it out: 6. Embed Google Forms. Want to add in quick quizzes to check in on students’ progress within Learn, or even polls regarding the lesson content? Now you can using Google Forms! First, create your Google Form. Select the Send button in the top right, then “< >.” Copy the HTML code. Once you’re in your Learn Screen Notes, follow the usual steps: select Source, paste the code, deselect Source, and then choose Preview. If you have any questions on using Learn Screen Notes, contact your Training & Support Specialist at 1-800-426-9538. Please note that Hawkes Learning is not responsible for user-created content. View our Terms of Use.

Six ideas to get the most out of your Learn Screen Notes

August 14, 2017

Customize your lessons even further with the Learn Screen Notes tool, which... Read More

Updated 2/7/20. Make online testing within Hawkes even more secure at no additional cost with Respondus® LockDown Browser®. This custom browser locks down the testing environment so students are not able to do the following while taking or reviewing a WebTest: Print the WebTest Copy and paste into or out of the WebTest Visit another URL Access other applications How to set up Respondus® LockDown Browser® in Hawkes First, you will need the following system requirements: Operating Systems Windows: 10, 8, 7 Mac: OS X 10.10 or higher Memory Windows: 2 GB RAM Mac: 512 MB RAM LockDown Browser Versions Windows: Version 2.0.6.00, January 15, 2020 OS X: Version 2.0.6.00, January 30, 2020 For computer lab settings, lab managers will need to download the following LockDown Browser Lab Editions*: Note: If you downloaded this in fall 2017, please select the link to download the latest version this term. Windows (w/ MSI Installer): https://fileburst.hawkeslearning.com/respondus/LockDownBrowserLabOEM-MSI.zip Windows (w/ self-installing .exe): https://fileburst.hawkeslearning.com/respondus/LockDownBrowserLabOEMSetup.exe Mac**: https://fileburst.hawkeslearning.com/respondus/InstallLDBOEM.zip * Lab Editions will not prompt students for UAC permissions ** Mac Lab and Student Editions are the same (no UAC) To enable Respondus LockDown Browser for an assigned WebTest, navigate to WebTests → Select a WebTest → Additional Settings. Select Require Respondus LockDown Browser. Once this option is checked, students will be required to launch the WebTest within a compatible Respondus LockDown Browser in order to open the assignment. You can set up a custom proctor exit password in case students need to exit the test for any reason, such as needing to use the restroom. The time on the test will stop until they reenter the test. You also have the option to enable a basic or scientific calculator for students to access within the protected test. For additional security, you can require students to review their graded test only within Respondus LockDown Browser, which is especially helpful if you allow students to review their test at any time—including when other students still haven’t taken the test yet. What students will see When students log in to their courseware to take their WebTest, they’ll receive a message that Respondus LockDown Browser is required: Students will select the Launch LockDown Browser button in order to take the test: No other browser tabs are allowed as students select the Start button to begin their WebTest: How students can download it on their personal computers Have WebTests that students are taking at home instead of in a campus computer lab? Student editions are available to download from the WebTest’s start page after enabling Require Respondus LockDown Browser. Please note that students only need to download these links on their personal computers. These will not be needed in a lab setting. To use Respondus LockDown Browser on their personal computers, students must download the following links: Windows: https://fileburst.hawkeslearning.com/respondus/LockDownBrowserOEMSetup.exe Mac: https://fileburst.hawkeslearning.com/respondus/InstallLDBOEM.zip How to perform a browser compatibility check To ensure everything is all set up, please perform the following compatibility check. Sign in at https://learn.hawkeslearning.com and select a WebTest that has been set up to require Respondus LockDown Browser. From the start page, select Check Your Browser and follow the instructions. If your LockDown Browser is up-to-date and compatible with Hawkes WebTests, you’ll receive this message: If not, you’ll need to update and/or install a compatible version of LockDown Browser. Please revisit the links at the top of this blog post. How to test it out as an instructor Test Respondus LockDown Browser for yourself in 6 easy steps: Create a new class section titled “Testing Section.” Update the General Settings on a WebTest to be due in the future and assign it to your Testing Section. Update the Additional Settings to Require Respondus LockDown Browser. Transfer yourself into your Testing Section, then log in to your student account and select the test you assigned. Select Respondus LockDown Browser in the blue banner above Test Details to download and install. Select Launch LockDown Browser and follow the prompts to begin taking your test in a more secure environment! If you have any questions, please contact us at (800) 426-9538 or chat.hawkeslearning.com.

Make online testing within Hawkes even more secure

July 21, 2017

Updated 2/7/20. Read More

Psychologist Benjamin Bloom published his now widely spread document in education, “Taxonomy of Educational Objectives,” in 1956. In it, he and his team specify three domains of learning: affective, psychomotor, and cognitive. While the affective domain refers to the emotions, motivations, and attitudes of students, the psychomotor domain focuses on their motor skills. The cognitive domain—arguably the most influential in a student’s success—covers six categories (according to the revised version of Bloom’s Taxonomy by Anderson & Krathwohl, et al (2001)): Remembering Understanding Applying Analyzing Evaluating Creating These categories start with memorizing and defining what’s learned in class, build toward drawing connections among different ideas and applying them outside of class, then lead to creating your own work by using what you’ve learned (Armstrong). Building upon these processes develops students’ critical thinking and reasoning skills, which are more important today than ever before. (Pssst! Check out key definitions and verbs to describe each category here from Vanderbilt University’s Center for Teaching.) So, how can you help students strengthen their critical thinking and reasoning? Below are three ways to incorporate these skills into any curriculum. 1. Allow time within class to brainstorm after asking an open-ended question. Students need time on their own to think about how to solve a problem, as well as time to talk out their strategies with other students. Problem solving is a key component to critical thinking, and brainstorming gives students the opportunity to explore different perspectives and possible solutions in a low-pressure environment. According to Lee Crockett Watanabe from Global Digital Citizen Foundation, asking a question that can’t simply be answered with a yes or no encourages students to seek out the necessary knowledge on their own (“12 Strong Strategies for Effectively Teaching Critical Thinking Skills.”). Students must use the skills associated with the cognitive domain, such as recalling what they already know about the problem, analyzing different strategies to solve it, and evaluating the quality of each solution. 2. Compare and contrast different ideas. Once students learn and understand different approaches to solving a problem, they can evaluate the qualities of each approach. Which one is easier? Which is the most thorough? Which makes the most sense to use in this context? Students need to judge the strengths and weaknesses of varying solutions in order to decide their next steps in solving the problem. Creating a pro/con chart can help, as well as a pro/pro chart, according to instructor Jason Watt. In a pro/pro chart, students see the positives of different perspectives by listing out only the good traits of each, bringing a fresh take to an old decision-making strategy. Watt explains that a pro/pro chart can help students try to find the positives in what they originally thought of as a weakness, allowing them to get creative with their thinking and less intimated to do so (Schwartz). 3. Get them thinking about thinking. In the revised version of Bloom’s Taxonomy, metacognitive knowledge includes strategy, self-knowledge, and contextual and conditional knowledge (Armstrong). To increase their critical thinking skills, students need to think about how they think. If they pause to reflect upon how they’re studying and learning the class content, they may just improve their grades. Dr. Patricia Chen, a postdoctoral researcher at Stanford, conducted a study in which she asked a group of her students several prompts asking them to think about how they’re studying for an upcoming test and how they could improve their studying. She only reminded a second student group that the test was coming up. The first group outperformed the students who did not reflect on their studying by 1/3 of a letter grade on average (Anderson). Check out more information on the study. When students analyze their own thinking techniques and visualize how they want to perform on assessments, they develop critical strategies to set goals and determine which resources work best for their unique learning processes. These skills can help students improve their grades, and they’ll transfer over when students are learning in other classes, navigating the workplace, and facing the challenges of daily life. Have other ways to help improve students’ cognitive domains and critical thinking skills? Please share them in the comments below! Anderson, Jenny. “A Stanford researcher’s 15-minute study hack lifts B+ students into the As.” Quartz, 9 May 2017, https://qz.com/978273/a-stanford-professors-15-minute-study-hack-improves-test-grades-by-a-third-of-a-grade/. Accessed 5 June 2017. Armstrong, Patricia. “Bloom’s Taxonomy.” Vanderbilt University Center for Teaching, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Accessed 12 June 2017. Schwartz, Katrina. “Three Tools for Teaching Critical Thinking and Problem Solving Skills.” KQED News, 6 Nov. 2016, https://ww2.kqed.org/mindshift/2016/11/06/three-tools-for-teaching-critical-thinking-and-problem-solving-skills/. Accessed 13 June 2017. Watanabe Crockett, Lee. “12 Strong Strategies for Effectively Teaching Critical Thinking Skills.” Global Digital Citizen Foundation, 13 March 2017, https://globaldigitalcitizen.org/12-strategies-teaching-critical-thinking-skills. Accessed 12 June 2017.

3 Ways to Strengthen Your Students’ Critical Thinking Skills

June 13, 2017

Psychologist Benjamin Bloom published his now widely spread document in... Read More

Sometimes, getting students excited about math isn’t easy. Nearly every math instructor has heard “When will I use this in real life?” at least once during their teaching career. Many students don’t see right away that they use math just about every day, and you can lose their interest in the subject if you don’t connect your course objectives to their lives outside of class. Thankfully, math applies to more fields than most students realize. Here are just a few ways to connect mathematical concepts to other areas and to get students more motivated to learn. 1. Create art with math. Not all students see how subjects in STEM connect with the liberal arts. Some people mistakenly think the fields are separate and never the two shall meet. One great way to get rid of this misconception is to show how art can be created by using math. Creative Bloq shows eight examples of beautiful fractal art with suggestions on programs to use in order to create your own fractal masterpieces, such as Mandelbulb 3D and FraxHD. The co-author of our Single Variable Calculus with Early Transcendentals textbook, Dr. Paul Sisson, used to incorporate art into his math classes when he taught at Louisiana State University – Shreveport. He encouraged students to use software to track complex numbers’ behaviors and create images to which students could assign different colors. Learn more from Math in the Media here. 2. Show students how to be fiscally responsible. Chances are you have some students who don’t know much about personal finance beyond having a checking and savings account. Teaching them about budgeting, loans, interest, and more will benefit them now and in all the years to come. Students can start with concepts such as calculating tip and figuring out how much money they save when they buy discounted items before moving on to long-term financial decisions, such as putting a down payment on a house and paying a mortgage. This post from Annenberg Learner summarizes the basics of simple and compound interest that you can incorporate into your class. 3. Calculate sports statistics. Have students who want to be professional athletes, coaches, sports announcers, agents or just die-hard fans of the game? They’ll benefit from learning how much math goes into any sport. Everything from calculating batting averages in baseball to knowing touchdowns per pass attempt in football to determining the probability of winning a point in tennis can connect the concepts learned in class to some students’ favorite extracurricular activities. Plus, fantasy sports are especially popular, so you may even consider having your class join a fantasy league and see who wins! Fantasy Sports and Mathematics is a website that includes the latest scores and injuries lists for various sports and sample math problems to use in class. This NYT blog post lists out ways to use sports analytics to teach math and includes additional resources ranging from a video demonstrating what it’s like to return a serve in professional tennis to a graphic showing how often football teams go for the fourth down. 4. Delve into the history of mathematics. Students gain a deeper appreciation of the subject when they know who’s behind all those theories, formulas, and discoveries. Plus, they just might connect with the subject more when they know that people from similar demographics advanced the field. A Buzzle article introduces readers to several achievements of African American mathematicians, ranging from those in the 18th century like Benjamin Banneker to the present day like Dr. William A. Massey. This Smithsonian.com post highlights five influential female mathematicians throughout history, including Ada Lovelace and Emmy Noether. It gives a little background into these women’s lives, explains their accomplishments, and kicks the blatantly false stereotype that women aren’t good at math to the curb! 5. Have students write about how they think they’ll use math in their future careers. Are your students still not feeling connected with the course content? Dedicate some class time to brainstorming how they’ll use math in the careers they’re planning to pursue. While at first some may assume they won’t use math at all in their chosen professions, they might surprise themselves once they think a little harder and dig deeper into a job’s tasks and expectations. They may want to interview someone in their field via email or phone to get an insider’s perspective into the kind of math skills needed to excel in the workplace. On the blog Math for Grownups, author Laura Laing interviewed several professionals—including writers, academic advisors, and artists—asking them how they use math in their jobs. Her books Math for Grownups and Math for Writers delve into more detail on these topics and encourage folks who are hesitant about math or think they’re bad at it to rethink their perspective. What are some lessons you’ve taught that encouraged students to apply math to other subjects and think outside the box? Let us know in the comments!

Apply mathematical concepts to other fields

June 12, 2017

Sometimes, getting students excited about math isn’t easy. Nearly every math... Read More

Engaging students in your English class can get tricky, especially if reading and writing intimidate or overwhelm them. Some students may think they’re just not good writers, and they feel there’s little they can do to improve. Others may assume that they don’t need the skills they learn in English because their field of study is STEM-based. Still others may be so focused on getting a job after graduation that they feel disengaged from the academic life. How do you break out of the box when it comes to teaching your English course in order to motivate all students to learn? Below are a few ideas to incorporate into your curriculum. Please let us know in the comments other fun projects that have achieved success in your class! 1. Get students engaged with their community. One project that gets students more involved with their writing than a traditional research paper or persuasive argument is one that connects students with a local nonprofit organization or charity. Before the term starts, reach out to local community-serving organizations to see if they’d allow students to visit and get involved by researching grants, interviewing employees and volunteers, and helping to apply to grants. You can also provide a list of local institutions and let students choose one to research and create several reports. For example, instructor Jim Wilcox did just that and had students visit the organizations and do their research before they wrote an objective report, an interview, an evaluation essay, an investigative report, and a letter to the editor of a local newspaper. These kinds of projects get students thinking about how writing can help others and give students a sense of purpose through their work. Plus, these reports and evaluations are something that they’ll continue to create later on in life for other topics and organizations. 2. Have your class explore composition through media other than writing. (Then get them to write about it.) Multimodal projects help students get a little more creative with their composition processes, especially those who aren’t comfortable with writing traditional academic papers. Giving them the freedom to explore a topic through a different medium—anything from creating a photo essay to shooting a short film to building a website—might just open up their imaginations and spark more creativity than they expected a school project could do. Once students create their musical composition, video, dance piece, or project in a medium of their choosing, they can exercise their writing skills by writing a reflection of the process, why they decided on the kind of project they created, and the lessons learned along the way. Don’t be surprised if the written reflections mention how much students prefer this kind of project over others! 3. Test students’ abilities to distinguish fake websites from real ones. “Fake news” seems to be a ubiquitous term these days. Do students understand how to distinguish true news articles and trustworthy sources from those that are false and misleading? Center activities around analyzing arguments for their truth and effectiveness, as well as understanding what makes a source credible. On EasyBib’s blog, their in-house librarian Michele Kirschenbaum posted seven fake websites to share with students in order to test how well they evaluate a website’s credentials. You might want to give students these websites to look up, along with a few real sites, for a fun in-class activity that asks them to analyze the wording, design, links, and other elements of the websites to determine their authenticity. They can use these analytical skills next time their friend or family member shares a web article from a less-than-credible source. 4. Ask them to create a soundtrack to what they’re reading. Engage students with the reading material by having them create a music playlist that matches the tone and emotions of the book or passage. Free music streaming services like Spotify allow easy access to millions of songs, and students can take advantage of these to build their own soundtracks to their readings. Doing so helps them pay more attention to the tone of the piece and become more aware of rising tension, foreshadowing, and more. They’ll begin to empathize more with the characters and identify with what they’re reading on a deeper level. 5. Hold a good old-fashioned debate on a current topic. Anyone who reads the comments on any online post might feel like reasoning and critical thinking are in short supply these days. People seem to be arguing at each other and not making progress instead of discussing something and learning from one another. While the latter can’t happen all the time because we don’t live in a perfect world, we can still make it happen more frequently than it does! On Inside Higher Ed’s website, John Duffy, an associate professor of English and the O’Malley Director of the University Writing Program at the University of Notre Dame, asserts that first-year writing programs offer a defense against our current post-truth culture by encouraging students to engage in fact-based discourse. Holding a debate in class gets students to think more critically about their opinions and gives them experience in expressing them through persuasive tactics and research. Maybe even award extra credit to students who take the time to research the opposing side of the argument and those who bring in quality news sources to back up their claims. You’ll be sure that they’ll use these skills throughout the rest of their lives. What are some other projects that bring a unique spin to English and connect the subject to life post-graduation? We’d love to hear your ideas in the comments below!

Shake things up in your next English class

June 9, 2017

Engaging students in your English class can get tricky, especially if reading... Read More

Have you had students who just didn’t seem to care about class? They may have shown up physically, but they were somewhere else mentally. They barely participated in class discussions, and their writing lacked the effort you tried so hard to encourage them to put forth. How do you combat this apathy? According to Stanford psychologist Carol Dweck, bringing a growth-mindset approach, rather than that of a fixed mindset, to your classroom helps reduce apathy in your students. Growth vs. fixed mindsets People with a fixed mindset think their traits are static. They “have a certain amount of brains and talent and nothing can change that…[P]eople in this mindset worry about their traits and how adequate they are. They have something to prove to themselves and others” (Dweck). So, students who have fixed mindsets believe they cannot get more intelligent than they already are. If they’ve been a bad student with low grades before, then they assume they’ll continue performing poorly in academic settings because that is how they are. Likewise, if they succeed in school, that success confirms their inherent intelligence and creativity. They strive for success and try to avoid failure at all costs. People with a growth mindset, however, believe they can learn and practice diligently in order to improve at the task at hand. This type of mindset “thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities” (Popova). Students are less preoccupied with failing and looking unintelligent and more focused on actively learning so they can become stronger in their character, creativity, and intelligence. Changing the meaning of failure Implementing a growth-mindset approach in class helps students understand that failure isn’t a terrible mistake that shines a light on their inadequacies. Instead, failure leads to opportunities to learn and get creative. Risks often scare students with fixed mindsets because risks contain a chance of failing. Encouraging students to break outside of their comfort zones to take academic risks (within reason, of course!) gets them to try their hand at something different and put extra effort into their lessons. Putting forth effort is nearly half the battle. When they apply their effort to learning something new and challenging themselves, students truly gain insight from the lesson instead of simply gaining a grade. How Hawkes promotes growth Hawkes gives students a penalty-free environment for learning. In the Practice mode, students can practice as much as they want to. Certify, the homework mode in the courseware, holds students accountable for learning the material on their own time. They can keep trying Certify as often as they need. If they don’t pass the first time, they don’t get a bad grade. Instead, they get the chance to try again—to get back on the proverbial horse and push themselves to keep learning and understanding the lesson. If they don’t pass Certify, students receive a customized Practice session with the question types they missed. By applying a growth mindset, students can learn from these Practice sessions, get more comfortable with the material and confident in their learning, then take on Certify again. When they pass Certify, they receive 100% full credit for the lesson, another reward for believing they can do it and applying themselves to the goal of truly learning the content. Before taking an assigned test, students can create their own practice tests. Only they can see these practice tests. Not even instructors have access to this space, so students don’t feel judged by others. Instead of worrying about their performance on this practice assessment, students can ease into the material and allow themselves to explore what they know and what they still need to learn. Students have the option of setting a time limit, and they can also choose to not put a limit on how long they need to complete the questions. By rewarding students for taking the time to learn the material through unlimited practice questions and customized practice tests, Hawkes’s system encourages students that they can learn and succeed when applying a growth mindset to their lessons. Works Cited Dweck, Carol. Mindset. Mindset Online, 2010, https://www.mindsetonline.com/index.html. Accessed 25 April 2017. Popova, Maria. “Fixed vs. Growth: The Two Basic Mindsets that Shape Our Lives.” Brain Pickings, 29 Jan. 2014. https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/. Accessed 25 April 2017.

Fighting Students’ Apathy with a Growth Mindset Approach

May 19, 2017

Have you had students who just didn’t seem to care about class? They may have... Read More

Here at Hawkes Learning, we’re excited about developing our new course offering, College Algebra Plus Integrated Review! Target specific remediation needs for just-in-time supplementation of foundational concepts in college algebra with these materials. This new integrated course enhances curriculum-level math with applicable review skills to shorten the prerequisite sequence without compromising competency. If you teach a college algebra corequisite course, these materials are for you! Table of Contents: Chapter 0: Strategies for Academic Success 0.1 How to Read a Math Textbook 0.2 Tips for Success in a Math Course 0.3 Tips for Improving Math Test Scores 0.4 Practice, Patience, and Persistence! 0.5 Note Taking 0.6 Do I Need a Math Tutor? 0.7 Tips for Improving Your Memory 0.8 Overcoming Anxiety 0.9 Online Resources 0.10 Preparing for a Final Math Exam 0.11 Managing Your Time Effectively Chapter 1.R: Integrated Review 1.R.1 Exponents, Prime Numbers, and LCM 1.R.2 Reducing Fraction to Lowest Terms 1.R.3 Decimals and Percents 1.R.4 Simplifying Radicals Chapter 1: Number Systems and Fundamental Concepts of Algebra 1.1 The Real Number System 1.2 The Arithmetic of Algebraic Expressions 1.3a Properties of Exponents 1.3b Scientific Notation and Geometric Problems Using Exponents 1.4a Properties of Radicals 1.4b Rational Number Exponents 1.5 Polynomials and Factoring 1.6 The Complex Number System Chapter 1 Review Chapter 1 Review Chapter 2.R: Integrated Review 2.R.1 Multiplication and Division with Fractions 2.R.2 Addition and Subtraction with Fractions 2.R.3 Applications: Number Problems and Consecutive Integers 2.R.4 Proportions Chapter 2: Equations and Inequalities of One Variable 2.1a Linear Equations in One Variable 2.1b Applications of Linear Equations in One Variable 2.2 Linear Inequalities in One Variable 2.3 Quadratic Equations in One Variable 2.4 Higher Degree Polynomial Equations 2.5 Rational Expressions and Equations 2.6 Radical Equations Chapter 2 Review Chapter 2 Review Chapter 3: Linear Equations and Inequalities of Two Variables 3.1 The Cartesian Coordinate System 3.2 Linear Equations in Two Variables 3.3 Forms of Linear Equations 3.4 Parallel and Perpendicular Lines 3.5 Linear Inequalities in Two Variables 3.6 Introduction to Circles Chapter 3 Review Chapter 3 Review Chapter 4.R: Integrated Review 4.R.1 Order of Operations with Real Numbers 4.R.2 Identifying Like Terms 4.R.3 Simplifying Expressions 4.R.4 Translating English Phrases and Algebraic Expressions Chapter 4: Relations, Functions, and Their Graphs 4.1 Relations and Functions 4.2a Linear and Quadratic Functions 4.2b Max/Min Applications of Quadratic Functions 4.3a Other Common Functions 4.3b Direct and Inverse Variation 4.4 Transformations of Functions 4.5 Combining Functions 4.6 Inverses of Functions Chapter 4 Review Chapter 4 Review Chapter 5.R: Integrated Review 5.R.1 Greatest Common Factor (GCF) of a Set of Terms 5.R.2 Factoring Trinomials by Grouping 5.R.3 Review of Factoring Techniques Chapter 5: Polynomial Functions 5.1 Introduction to Polynomial Equations and Graphs 5.2 Polynomial Division and the Division Algorithm 5.3 Locating Real Zeros of Polynomials 5.4 The Fundamental Theorem of Algebra Chapter 5 Review Chapter 5 Review Chapter 6.R: Integrated Review 6.R.1 Introduction to Rational Expressions 6.R.2 Special Products of Binomials 6.R.3 Special Factoring Techniques Chapter 6: Rational Functions and Conic Sections 6.1a Rational Functions 6.1b Rational Inequalities 6.2 The Ellipse 6.3 The Parabola 6.4 The Hyperbola Chapter 6 Review Chapter 6 Review Chapter 7.R: Integrated Review 7.R.1 Rules for Exponents 7.R.2 Power Rules for Exponents 7.R.3 Rational Exponents Chapter 7: Exponential and Logarithmic Functions 7.1 Exponential Functions and Their Graphs 7.2 Applications of Exponential Functions 7.3 Logarithmic Functions and Their Graphs 7.4 Properties and Applications of Logarithms 7.5 Exponential and Logarithmic Equations Chapter 7 Review Chapter 7 Review Chapter 8.R: Integrated Review 8.R.1 Systems of Linear Equations: Solutions by Graphing 8.R.2 Systems of Linear Inequalities Chapter 8: Systems of Equations 8.1 Solving Systems by Substitution and Elimination 8.2 Matrix Notation and Gaussian Elimination 8.3 Determinants and Cramer’s Rule 8.4 The Algebra of Matrices 8.5 Inverses of Matrices 8.6 Linear Programming 8.7 Nonlinear Systems of Equations Chapter 8 Review Chapter 8 Review Chapter 9: An Introduction to Sequences, Series, Combinatorics, and Probability 9.1 Sequences and Series 9.2 Arithmetic Sequences and Series 9.3 Geometric Sequences and Series 9.4 Mathematical Induction 9.5a An Introduction to Combinatorics – Counting, Permutations, and Combinations 9.5b An Introduction to Combinatorics – The Binomial and Multinomial Theorems 9.6 An Introduction to Probability Chapter 9 Review Chapter 9 Review Appendix A.1 Introduction to Polynomial Equations and Graphs (excluding complex numbers) A.2 Polynomial Division and the Division Algorithm (excluding complex numbers) A.3 Locating Real Zeros of Polynomials (excluding complex numbers) A.4 The Fundamental Theorem of Algebra (excluding complex numbers)

An InteGREATed Course for College Algebra

August 29, 2016

Here at Hawkes Learning, we’re excited about developing our new course... Read More

Last year, we were thrilled to announce the beta release of our first English course, Foundations of English. Now, we’re even more excited to announce that it’s no longer in its beta version! Ready for the fall term, this courseware has even more questions, images, diverse examples, and interactive exercises to help students engage with your learning goals. What have we added? We now have over 100 interactive examples so students have a more hands-on approach to their learning — check out one below! We have a wider range of question types as well, such as click-to-select questions. Instead of only having multiple choice questions to assign, you can mix things up in your curriculum by adding more of what you see below in this example: Plus, we have a whole new lesson! That’s right—we’ve created Lesson 2.4: “Deconstructing Topics, Ideas, and Details” based on contributors’ feedback this past year. This lesson breaks down the components of a paragraph to provide students with direction as they practice reading on their own. Speaking of contributors’ feedback, we compiled it all and let it guide our restructuring of the table of contents. We reordered a few lessons and changed the wording of some from the beta version. Check out the full release’s table of contents for Foundations of English below: Chapter 1: Study Skills 1.1 Understanding Different Learning Styles 1.2 Determining Your Personal Learning Styles 1.3 Understanding and Reducing Stress 1.4 Keeping Yourself Organized 1.5 Managing Your Time Effectively 1.6 Taking Notes and Annotating Texts 1.7 Using Effective Study Strategies 1.8 Reducing Test Anxiety 1.9 Taking Advantage of Campus Resources Chapter 2: Reading Skills 2.1 Preparing Yourself to Read 2.2 Using Visual Clues 2.3 Reading Actively and Purposefully 2.4 Deconstructing Topics, Ideas, and Details 2.5 Identifying Organizational Patterns 2.6 Using Context for Unfamiliar Words or Phrases 2.7 Using Word Parts for Unfamiliar Words 2.8 Making Inferences About a Text 2.9 Recognizing Types of Main Ideas and Evidence Chapter 3: Critical Thinking 3.1 Identifying Purpose and Tone 3.2 Analyzing Argumentation Strategies 3.3 Identifying Bias 3.4 Evaluating Evidence 3.5 Understanding the Basics of Logic 3.6 Recognizing Logical Fallacies 3.7 Analyzing and Evaluating Visuals Chapter 4: Grammar and Mechanics 4.1 Understanding Nouns 4.2 Understanding Pronouns 4.3 Understanding Verbs 4.4 Understanding Adjectives and Adverbs 4.5 Understanding Prepositions 4.6 Understanding Conjunctions and Interjections 4.7 Identifying the Characteristics of Sentences 4.8 Identifying Common Sentence Errors 4.9 Using Consistent Subjects and Verbs 4.10 Using Consistent Pronouns and Antecedents 4.11 Using Correct Pronoun Reference and Case 4.12 Using Commas 4.13 Using Semicolons and Colons 4.14 Using Apostrophes 4.15 Using Quotation Marks, Parentheses, and Brackets 4.16 Using Ellipses, Hyphens, and Dashes 4.17 Using Capitalization and Italics 4.18 Using Abbreviations and Numbers 4.19 Using Basic Spelling Rules 4.20 Spelling Commonly Confused Words 4.21 Proofreading Sentences for Grammar Chapter 5: Style 5.1 Determining a Writing Style 5.2 Using an Appropriate Tone 5.3 Maintaining Consistency in Tense and Person 5.4 Correcting Misplaced and Dangling Modifiers 5.5 Using Word and Sentence Variety 5.6 Using Parallelism, Coordination, and Subordination 5.7 Using Active and Passive Voice 5.8 Emphasizing Words or Phrases 5.9 Choosing Clear, Concise, and Vivid Words 5.10 Using Inclusive Language 5.11 Proofreading Sentences for Style Chapter 6: Writing Paragraphs 6.1 The Writing Process for Paragraphs 6.2 Choosing a Topic and Scope for a Paragraph 6.3 Writing a Topic Sentence 6.4 Choosing an Organizational Pattern 6.5 Drafting a Paragraph 6.6 Revising and Editing a Paragraph 6.7 Submitting a Paragraph Chapter 7: Writing Longer Texts 7.1 Preparing to Write a Longer Text 7.2 Understanding Genre and Purpose 7.3 Choosing a Topic and Scope for a Longer Text 7.4 Writing a Thesis or Purpose Statement 7.5 Organizing and Outlining a Longer Paper 7.6 Writing with Technology 7.7 Writing a First Draft 7.8 Using Paragraphs Effectively 7.9 Revising a Longer Text 7.10 Participating in Peer Review 7.11 Submitting a Longer Text Chapter 8: Research 8.1 Researching and Writing Responsibly 8.2 Making a Research Plan 8.3 Organizing the Research Process 8.4 Identifying Types of Sources 8.5 Evaluating the Credibility of Sources 8.6 Applying MLA Styles and Formatting

You beta believe Foundations of English is no longer in beta!

August 4, 2016

Last year, we were thrilled to announce the beta release of our first English... Read More

Our new Viewing Life Mathematically + Integrated Review has what you need to provide students with quantitative reasoning skills integrated with applicable review lessons. Target specific remediation needs for just-in-time supplementation of foundational concepts in courses like liberal arts mathematics, quantitative literacy, finite mathematics, and corequisite offerings, among others. Check out the table of contents below. Sign up for a demo today! Table of Contents: Chapter 0: Strategies for Academic Success 0.1 How to Read a Math Textbook 0.2 Tips for Success in a Math Course 0.3 Tips for Improving Math Test Scores 0.4 Practice, Patience, and Persistence! 0.5 Note Taking 0.6 Do I Need a Math Tutor? 0.7 Tips for Improving Your Memory 0.8 Overcoming Anxiety 0.9 Online Resources 0.10 Preparing for a Final Math Exam 0.11 Managing Your Time Effectively Chapter 1.R: Integrated Review 1.R.1 Introduction to Whole Numbers 1.R.2 Rounding and Estimating with Whole Numbers 1.R.3 Exponents and Order of Operations 1.R.4 Problem Solving with Whole Numbers 1.R.5 Translating English Phrases and Algebraic Expressions 1.R.6 Solving Linear Equations: ax + b = c Chapter 1: Critical Thinking and Problem Solving 1.1 Thinking Mathematically 1.2 Problem Solving: Processes and Techniques 1.3 Estimating and Evaluating Chapter 1 Review Chapter 1 Review Chapter 2.R: Integrated Review 2.R.1 The Real Number Line and Absolute Value 2.R.2 Addition with Real Numbers 2.R.3 Subtraction with Real Numbers 2.R.4 Multiplication and Division with Real Numbers 2.R.5 Order of Operations with Real Numbers Chapter 2: Set Theory 2.1 Set Notation 2.2 Subsets and Venn Diagrams 2.3 Operations with Sets 2.4 Applications and Survey Analysis Chapter 2 Review Chapter 2 Review Chapter 3: Logic 3.1 Logic Statements and Their Negations 3.2 Truth Tables 3.3 Logical Equivalence and De Morgan’s Laws 3.4 Valid Arguments and Fallacies Chapter 3 Review Chapter 3 Review Chapter 4.R: Integrated Review 4.R.1 Introduction to Fractions and Mixed Numbers 4.R.2 Introduction to Decimal Numbers 4.R.3 Decimals and Percents 4.R.4 Fractions and Percents 4.R.5 Solving Percent Problems Using Proportions Chapter 4: Rates, Ratios, Proportions, and Percentages 4.1 Rates and Unit Rates 4.2 Ratios 4.3 Proportions and Percentages 4.4 Using Percentages Chapter 4 Review Chapter 4 Review Chapter 5.R: Integrated Review 5.R.1 The Cartesian Coordinate System 5.R.2 Graphing Linear Equations in Two Variables 5.R.3 Rules for Exponents 5.R.4 Greatest Common Factor (GCF) of a Set of Terms 5.R.5 Factoring Trinomials: x^2 + bx + c 5.R.6 Factoring Trinomials: ax^2+bx+c 5.R.7 Special Factoring Techniques 5.R.8 Quadratic Equations: The Quadratic Formula Chapter 5: The Mathematics of Growth 5.1 The Language of Functions 5.2 Linear Growth 5.3 Discovering Quadratics 5.4 Exponential Growth 5.5 Logarithmic Growth Chapter 5 Review Chapter 5 Review Chapter 6.R: Integrated Review 6.R.1 Proportions 6.R.2 Square Roots and the Pythagorean Theorem 6.R.3 Simplifying Algebraic Expressions 6.R.4 Evaluating Algebraic Expressions 6.R.5 Working with Formulas Chapter 6: Geometry 6.1 Everyday Geometry and Applications 6.2 Circles, Polygons, Perimeter, and Area 6.3 Volume and Surface Area Chapter 6 Review Chapter 6 Review Chapter 7.R: Integrated Review 7.R.1 Multiplication and Division with Fractions and Mixed Numbers 7.R.2 Least Common Multiple (LCM) 7.R.3 Addition and Subtraction with Fractions 7.R.4 Decimals and Fractions Chapter 7: Probability 7.1 Introduction to Probability 7.2 Counting Our Way to Probabilities 7.3 Using Counting Methods to Find Probability 7.4 Addition and Multiplication Rules of Probability 7.5 Expected Value Chapter 7 Review Chapter 7 Review Chapter 8.R: Integrated Review 8.R.1 Decimals and Percents 8.R.2 Fractions and Percents 8.R.3 Working with Formulas 8.R.4 The Cartesian Coordinate System 8.R.5 Graphing Linear Equations in Two Variables 8.R.6 Slope-Intercept Form 8.R.7 Evaluating Radicals Chapter 8: Statistics 8.1 Collecting Data 8.2 Displaying Data 8.3 Describing and Analyzing Data 8.4 The Normal Distribution 8.5 Linear Regression Chapter 8 Review Chapter 8 Review Chapter 9.R: Integrated Review 9.R.1 Introduction to Whole Numbers 9.R.2 Addition and Subtraction with Whole Numbers 9.R.3 Exponents and Order of Operations 9.R.4 Introduction to Decimal Numbers 9.R.5 Decimals and Percents 9.R.6 Solving Percent Problems Using Equations 9.R.7 Simplifying and Evaluating Algebraic Expressions Chapter 9: Personal Finance 9.1 Understanding Personal Finance 9.2 Understanding Interest 9.3 Saving Money 9.4 Borrowing Money Chapter 9 Review Chapter 9 Review Chapter 10.R: Integrated Review 10.R.1 Addition and Subtraction with Whole Numbers 10.R.2 Introduction to Decimal Numbers Chapter 10: Voting and Apportionment 10.1 How to Determine a Winner 10.2 What’s Fair? 10.3 Apportionment 10.4 Weighted Voting Systems Chapter 10 Review Chapter 10 Review Chapter 11.R: Integrated Review 11.R.1 Decimal Numbers and Fractions 11.R.2 Ratios, Unit Rates, and Proportions 11.R.3 Angles and Triangles 11.R.4 Rules for Exponents 11.R.5 Rationalizing Denominators 11.R.6 Quadratic Equations: The Quadratic Formula Chapter 11: The Arts 11.1 Applications of Geometry to the Arts 11.2 Tiling and Tessellations 11.3 Mathematics and Music Chapter 11 Review Chapter 11 Review Chapter 12.R: Integrated Review 12.R.1 Exponents and Order of Operations 12.R.2 Ratios, Unit Rates, and Proportions 12.R.3 Simplifying and Evaluating Algebraic Expressions 12.R.4 U.S. Measurements 12.R.5 The Metric System: Length and Area 12.R.6 US and Metric Equivalents Chapter 12: Sports 12.1 Baseball and Softball 12.2 Football 12.3 Basketball 12.4 Additional Sports: Tennis, Golf, and Track & Field Chapter 12 Review Chapter 12 Review Chapter 13.R: Integrated Review 13.R.1 Solving Linear Equations: ax + b = c 13.R.2 The Real Number Line and Absolute Value Chapter 13: Graph Theory 13.1 Introduction to Graph Theory 13.2 Trees 13.3 Matchings 13.4 Planar Graphs Chapter 13 Review Chapter 13 Review Chapter 14.R: Integrated Review 14.R.1 Multiplication with Whole Numbers 14.R.2 Division with Whole Numbers 14.R.3 Tests for Divisibility 14.R.4 Rules for Exponents 14.R.5 Power Rules for Exponents 14.R.6 Evaluating Radicals Chapter 14: Number Theory 14.1 Prime Numbers 14.2 Modular Arithmetic 14.3 Fermat’s Little Theorem and Prime Testing 14.4 Fermat’s Little Theorem and Public-Key Encryption Chapter 14 Review Chapter 14 Review

NEW materials for quantitative reasoning and remediation

January 15, 2016

Our new Viewing Life Mathematically + Integrated Review has what you need to... Read More

Originally published in 2015. Substantially updated in January 2026 with expanded guidance, current research-informed study strategies, and updated resources. A Few Quick Tips to Reduce Stress and Prepare for Tests Helping students study smarter, manage anxiety, and show up confident on test day Preparing for a test doesn’t have to be overwhelming. With the right strategies, students can reduce stress, improve retention, and approach assessments with confidence. Below are practical, research-backed tips that help with both pre-test preparation and stress management. (Harvard Summer School) Why Test Stress Happens When students face a big exam, it’s common to feel nervous or overwhelmed. Stress is a natural response to challenge — but unmanaged stress can impair concentration, memory, and performance. Targeted habits and preparation can turn stress into productive focus rather than panic. (Cornell Health) Smart Study Habits to Reduce Stress Good preparation is one of the strongest buffers against test anxiety. Here’s how to study more effectively: 1. Plan Early and Avoid Last-Minute Cramming Starting your review early spreads the workload and reduces pressure. Research shows that distributing study sessions over time improves memory and confidence more than trying to cram the night before. (Harvard Summer School) 2. Study Before Sleep (But not in bed) Reviewing material before sleep can help consolidation. Moving information from short-term to long-term memory. Just avoid studying from bed itself, which can make sleep harder. (Hawkes Learning) 3. Read Aloud and Write Out Key Concepts Reading out loud and writing information by hand activates different parts of the brain, helping retention and easing retrieval under stress. (Hawkes Learning) 4. Tell a Story With What You Learn Turning facts into narratives or linking concepts with images and examples makes them easier to recall during the test. (Hawkes Learning) 5. Take Practice Tests Simulating test conditions with practice questions helps you become familiar with format and timing — reducing anxiety and boosting confidence. It also identifies areas where more review is needed. (American Public University) Lifestyle Habits That Improve Focus and Reduce Anxiety Healthy habits outside of study sessions can dramatically affect stress levels and test performance. 6. Prioritize Sleep Aim for 7–9 hours of sleep before big tests. Lack of sleep increases anxiety and impairs memory and decision-making. (VANA) 7. Eat Brain-Friendly Foods Nutritious meals — especially ones rich in healthy fats like omega-3s — fuel cognitive function and stabilize energy levels. (Hawkes Learning) 8. Stay Hydrated and Limit Caffeine Hydration affects focus and energy, and too much caffeine can heighten anxiety. Choose water and balanced meals on test days. (Harvard Summer School) Stress-Management Techniques Before and During Tests 9. Practice Deep Breathing and Relaxation Simple breathing exercises calm the nervous system, slowing heartbeat and reducing stress-related symptoms. Practices like meditation or guided imagery also build resilience to pressure. (Wikipedia) 10. Use Positive Self-Talk Replace negative thoughts with encouraging statements (like “I am prepared” or “I’ll do my best”) to lower anxiety and improve focus. (VANA) 11. Arrive Early and Be Organized Getting to the test location early with materials prepared removes avoidable stress and gives you a calm moment before the exam begins. (Harvard Summer School) 12. Bounce Back from Tough Questions If you hit a difficult question, skip it and return later — this keeps stress from building and supports better time management. (School Mental Health Ontario) When Stress Becomes More Than Anxiety Feeling test nerves is normal, but if stress starts affecting daily life, sleep, or mood persistently, students may benefit from extra support — talking to a counselor, instructor, or mental health professional can help. (Cornell Health) Final Thoughts With intentional preparation, good habits, and stress-management strategies, test season becomes less about fear and more about performance. Encourage students to pace their study, prioritize self-care, and approach tests as opportunities to demonstrate what they’ve learned.

Confident college student studying on a laptop

A Few Quick Tips to Reduce Stress and Prepare for Tests

September 30, 2015

" Originally published in 2015. Substantially updated in January 2026 with... Read More

What role do study skills play in the ability of students to succeed in mathematics courses? In 1956, psychologist Benjamin Bloom first published his “Taxonomy of Educational Objectives,” which has since become a widely referenced document in the field of developmental education. One of Bloom’s many achievements within this text is the establishment of a hierarchy for the various factors involved in the learning process, accomplished by deconstructing the importance of learning variables and assigning them value-based percentages. According to Bloom, the three major variables that contribute to academic success are: IQ and cognitive entry skills (50%), quality of instruction (25%), and student affective characteristics (25%). Variables contributing to academic achievement (Bloom, 1976) More recent research suggests, however, that Bloom may have vastly underestimated the role of one of these variables as it pertains to developmental math courses. In a study conducted in 2013, Zientek, Ozel, Fong, and Griffin (2013) found that affective variables contribute to 41% of grade variance in developmental math courses. This study illustrates what many developmental mathematics instructors already know through first-hand experiences with students: study skills, self-efficacy, and persistence are what ultimately tip the scales for students teetering on the edge of success. This is especially true for students in online courses or non-traditional course structures such as modular or accelerated formats, which require students to become better independent learners with more efficient time management and study habits in order to succeed. So, how are the skills needed to succeed in math unique as compared to other disciplines? Math, chemistry, physics, and other linear subjects are unique from a learning standpoint in that the curriculum tends to progress very quickly, with concepts building on each other in a sequential manner. Students must demonstrate understanding of these concepts, not just simply memorize dates and facts. Because of the sequential nature of the course content, it is much harder to “pull up” one’s grade in a math course after falling behind. Math requires a great deal of independent learning and practice outside of class – and in order for this to happen, students need to be motivated and persistent. Teaching students how to become more independent learners is one of the main goals of integrating study skills into mathematics education. A central focus of the current national math redesign movement is on reducing the amount of time spent in the developmental sequence. This has led to an increased emphasis on streamlining student access to credit-bearing math courses. Math redesign strategies such as modular, emporium, and accelerated learning courses are being used to help students complete two or more math courses in one semester. During the 2003 AMATYC and 2004 national conferences, panel presenters agreed that students must become better independent learners to succeed in redesigned courses. Now, more than ever, researchers are putting emphasis on how students’ affective characteristics affect learning and grades so that we can better understand how to increase student success. Hawkes is thrilled about our partnership with industry expert Dr. Paul Nolting and his text Winning at Math, which we now proudly offer as part of our array of course solution options. Winning at Math is the only math-specific study skills book to offer statistical evidence demonstrating an improvement in students’ ability to learn math and make better grades. Learn More about Winning at Math and how it can help your students succeed! Are you interested in learning more about how you can incorporate study skills into your course? We recently hosted a live Q&A Webinar with Dr. Paul Nolting – check it out here and watch the recording On-Demand! How do you address study skills in your curriculum? Do you find that study skills are affecting your students’ success in math? Let us know in the comments!

How strong study skills can help math success bloom for students

September 24, 2015

What role do study skills play in the ability of students to succeed in... Read More

Course: College Algebra Course Type: Hybrid Part 1: Pearson compared to Hawkes Result: Increased ABC rate for students using Hawkes Fall 2014 84.54% of students using Hawkes earned final grade of C or better in course 77.04% of students using MyMathLab earned final grade of C or better in course Spring 2015 71.14% of students using Hawkes earned final grade of C or better in course 58.67% of students using MyMathLab earned final grade of C or better in course Result: Improved performance on learning objectives overall for students using Hawkes Total Duration of Study Students using Hawkes outperformed the students using MyMathLab on 71% of learning objectives. Hawkes students’ performance exceeded MyMathLab students’ performance by greater than 5% on 53% of learning objectives Hawkes students’ performance exceeded MyMathLab students’ performance by greater than 10% on 32% of learning objectives In the Fall of 2014, the University of Mississippi began a year-long pilot study comparing the efficacy of two courseware systems, Hawkes Learning and MyMathLab, in its College Algebra courses. Over 1,000 students were involved in the study and 50 learning objectives were measured. All sections included in this analysis were a hybrid format, with face-to-face lecture being supplemented by online homework and testing administered by Hawkes and MyMathLab outside of scheduled class meetings. Fall 2014 In the initial pilot, 97 students used Hawkes, while 636 students continued using MyMathLab. Homework: Homework was completed online in the respective software and was weighted at 16.7% of the overall grade for all sections. Lab Work: : In addition to scheduled class meetings, students spent a minimum of 50 minutes per week in the campus Mathematics Lab Testing: Four unit tests were given online using the respective software in a proctored setting in the lab. Final Exam: The final exam taken by all students was a multiple-choice paper exam generated within MyMathLab and was weighted at 33.3% of the overall grade. Spring 2015 Following the measurable success of the Hawkes courseware in the Fall, Ole Miss expanded the pilot for the Spring to include 253 students using Hawkes. The other 150 continued using MyMathLab. Homework: Homework was completed online in the respective software and was weighted at 8% of the overall grade for all sections. Lab Work: Students were required to attend the Mathematics lab each week to complete quizzes, which were administered in the respective software. Notes were allowed for quizzes, and students were allowed three attempts. Testing: Four unit tests were given online using the respective software in a proctored setting in the lab. Final Exam: In order to better measure students’ grasp of the material, final exam was changed to a free-response format. The Hawkes students took their final exams within Hawkes, while the Pearson students took their final exams within MyMathLab. The final was weighted 22% of the overall grade, or 36% if higher than the lowest unit test grade. Mean Score Comparison Final Grade Distribution Comparison Part 2: ALEKS compared to Hawkes Result: Spring 2017 Overall grades averaged 7 percentage points higher for students using Hawkes Learning compared to those using ALEKS (percentage points based on median data). Fall 2017 Overall grades averaged 5 percentage points higher for students using Hawkes Learning compared to those using ALEKS. In the spring of 2017, the University of Mississippi was awarded the Association of Public and Land-grant Universities’ (APLU) Accelerating Adoption of Adaptive Courseware Grant, and the Mathematics Department was tasked with participating in the grant across several courses. Since Hawkes Learning was not on the approved courseware list at the time, faculty elected to pilot ALEKS in several sections of College Algebra in each of the last two semesters to satisfy the terms of the grant. In each semester, student performance across the board in Hawkes Learning (homework, tests, final exam, and overall grade) was significantly better than student performance in ALEKS. Hawkes is now on the approved courseware list for the APLU grant. Due to its features such as adaptability, scaffolded learning, deep levels of interaction and specific feedback for students, learner autonomy, and customization options, Hawkes continues to be used by math faculty at the University of Mississippi.

Three Platforms, One Winner: Ole Miss's College Algebra Performance Across Hawkes, Pearson, and ALEKS

September 3, 2015

Course: College Algebra Course Type: Hybrid Part 1: Pearson compared to Hawkes... Read More

It’s one of the most discussed topics in higher education today: the flipped classroom, which reverses the typical lecture and practice components of a course. We examine four commonly held misconceptions to set the record straight: The flipped classroom means getting rid of lectures entirely. A common misconception about the flipped classroom is that it completely eliminates the in-class lecture and relocates all instruction to occur online. While it’s true that the instructor will be recording and sharing lecture content to be viewed ahead of class time, in-class discussion remains equally important. In fact, modified lectures during class time become less of a one-way street and more of an active discussion under the flipped approach. During this time, the instructor can answer questions that students have about the material, reinforce key points, and make real-world connections with current events before moving on to hands-on activities and group work. The flipped classroom is all about videos. The conversation surrounding flipped classrooms tends to focus on the creation or use of instructional videos. However, there is a wide variety of ways to present materials outside of the classroom thanks to modern technology, such as podcasts, interactive practice problems, photo libraries, guided readings, case studies, slideshows, simulations, and educational games. What students are assigned outside of the classroom is only half of the story; devoting class time to the application of concepts through practice, collaborative discussion, and projects is central to the flipped learning philosophy. Flipped classrooms replace instructors with computers. The role of the instructor under the flipped classroom can often become even more essential than under a traditional approach. Content coverage becomes a responsibility shared with the student, allowing the instructor to become more of a coach, expert resource, and discussion leader while continuing to assess student progress and achievement. By repurposing class time to act as a workshop rather than a lecture period, instructors are more able to identify errors in thinking and correct them before test time. Flipping requires the instructor to have both advanced technical knowledge and a great deal of time to invest. While a significant up-front time investment may be necessary to create or find new formats for presentations of material and design new in-class experiences, flipping the classroom can actually reduce prep work in the long term. Once materials are created, they can be reused across multiple sections and semesters, and even minor updates to content likely won’t require starting from scratch. Further, the Internet offers a vast and diverse array of free and high-quality resources, such as Kahn Academy’s video library, that can be utilized in a flipped course to deliver content. Recording lectures can be as simple as using a USB microphone and speaking over a presentation, such as a PowerPoint previously created for in-class use. Many computers and laptops have built-in webcams, which can easily record video content. Online apps, such as Blendspace, provide a simple, interactive platform to create and publish content. Ms. Silke Hunker at Northeastern Junior College (NJC) created a flipped classroom for her developmental math classes. In a webinar, Silke shared the course structure of both MAT050 – Quantitative Literacy and MAT055 – Algebraic Literacy, including the resources she provided students to make the flipped classroom approach work. She discussed students’ reactions to the flipped classroom model, challenges she faced, and test score data. Watch the recorded webinar!

The Facts of Flipping: 4 Common Misconceptions Debunked

May 8, 2015

It’s one of the most discussed topics in higher education today: the flipped... Read More

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