News from the Nest | Instructors

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

How Hawkes Learning Simplifies Teaching a Corequisite Course

January 15, 2026

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

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

What's New: October 2025

October 9, 2025

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

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

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

April 22, 2025

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

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

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

April 11, 2025

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

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

Personalized Learning with AI Tutor: Real Student Feedback

March 11, 2025

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

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

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

February 11, 2025

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

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

Instructor Spotlight – Dr. Jacob Kaltenbach from Purdue Global

January 27, 2025

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

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

January 8, 2025

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

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

Instructor Spotlight – Dr. Murray Fullman of Nassau Community College

December 20, 2024

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

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

Hawkes Instructor Spotlight – Paul Patison of Navarro College

November 11, 2024

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

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

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

August 27, 2024

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

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

10 Reasons to Integrate Video in Your Course Materials

August 27, 2024

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

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

What’s New: July 26, 2024

July 26, 2024

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

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

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

May 16, 2024

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

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

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

April 12, 2024

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

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

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

April 9, 2024

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

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

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

April 3, 2024

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

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

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

March 27, 2024

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

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

Instructor Spotlight: Meet Dr. Olcay Akman

March 14, 2024

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

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

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

February 8, 2024

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

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

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

January 29, 2024

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

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

10 Resources to Elevate Student Engagement in Biology

January 23, 2024

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

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

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

January 9, 2024

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

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

Instructor Spotlight: Professor Robert Hunt

December 6, 2023

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

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

Instructor Spotlight: Melinda Clardy’s Journey with Hawkes Learning

December 5, 2023

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

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

Instructor Spotlight: Meet Professor Jane Kessler

November 14, 2023

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

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

Instructor Spotlight: Meet Dr. Stephen Whited

August 1, 2023

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

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

Stronger Math Results at UofL with Hawkes

June 8, 2023

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

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

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

June 7, 2023

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

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

Instructor Spotlight: Meet Professor Emily Carpenter

May 8, 2023

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

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

Instructor Spotlight: Meet Professor Brandon Ford

February 1, 2023

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

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

Tiny Hawk: Small Changes Make a Big Impact

August 10, 2022

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

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

Instructor Spotlight: Meet Dr. Jackie Jensen-Vallin

August 5, 2021

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

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

Instructor Spotlight: Meet Professor Joan Smeltzer

November 10, 2020

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

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

Customer Love: The Heart of Hawkes

October 27, 2020

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

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

Instructor Spotlight: Meet Professor Cindy Bond

September 28, 2020

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

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

5 Free Virtual Whiteboard Programs

September 21, 2020

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

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

Meet the Instructor: Professor Jill Neidlinger – Ancilla College

June 25, 2020

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

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

How to Participate in a Zoom Webinar

June 18, 2020

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

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

Corequisite English Composition Course

March 8, 2018

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

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

Questions to Consider When Building Your Corequisite Course

February 27, 2018

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

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

Best in the Nest: Jeff Humphrey

November 1, 2017

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

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

Fighting Students’ Apathy with a Growth Mindset Approach

May 19, 2017

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

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

An InteGREATed Course for College Algebra

August 29, 2016

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

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A Decade of Lasting Corequisite Success at Seminole State College