News from the Nest | Hawkes Learning

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

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

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

“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

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

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

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

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