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!
