News from the Nest | Impact & Success Stories

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

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

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

“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

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

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

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

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

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

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

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 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

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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