Meet Our Student Ambassadors for Fall 2018

Hawkes Learning teams up with students across the country to help those who are new to using Hawkes. Through this internship, ambassadors meet with their peers to provide one-on-one guidance to answer many Hawkes questions, such as how to register a license number, where to go to complete homework, how to create a practice test, and what tools are the most helpful to get a good grade. Below are a few of the bright and talented students we work with!


Student Ambassador 1 - Loredana

Loredana attends Bowie State University and is part of the class of 2021. She is a nursing major with a current GPA of 3.34. Her favorite class so far is College Algebra. Loredana likes to participate in many on-campus activities such as sporting events and DJ Battle. She plans to be a travel nurse.

 

 

 


Student Ambassador 2 - Lyza

Lyza is a nursing major at Potomac State University who will graduate in spring 2022. Her favorite class is Nutrition, and she currently holds a 3.0 GPA. Outside of school, Lyza enjoys hanging out with friends and working at a nursing home. This caring, loving, and hardworking individual wants to earn her BSN in nursing and become a flight nurse after graduation.


Student Ambassador 3 - Likhita

Likhita is an Economics and Management double major at Clemson University, planning to graduate in the Fall of 2020. Her favorite class is Accounting, and she holds a 4.0 GPA. When she is not in class, she loves to dance and attend Clemson football games. She also holds leadership positions in several organizations across campus, including Indian Cultural Exchange, National Society of Collegiate Scholars, and Management Student Advisory Board. After graduation, she wants to work in either finance or business analytics. Likhita would like to go to graduate school and get an MBA.


Student Ambassador 4 - Ryan

Ryan is a Business Information Technology and Accounting Double Major at the Virginia Tech who will graduate in the spring of 2021. His favorite class is Principles of Accounting and he has a 3.94 GPA. Outside of the classroom, Ryan enjoys running, playing intramural sports, and attending Hokie Football and Basketball Games. After graduation, Ryan hopes to begin a career as an FBI Forensic Accountant.

 

 


Student Ambassador 5 - Amanda

Amanda attends Morehead State University, where she is a chemistry major. Amanda has a 3.9 GPA. Outside of working as a Hawkes Ambassador, she plans to join the school’s chemistry club this semester. Her favorite class is Human Anatomy. After she graduates, she plans to get a graduate degree and become a pharmacist.


Student Ambassador 6 - Kaitlin

Kaitlin is a sophomore finance major at the University of Mississippi. Although she is very busy with her studies, demonstrated by her 3.7 GPA, Kaitlin is involved in many organizations throughout campus. Some of her favorites include Alpha Omicron Pi, Associated Student Body, Students Activities Association, and Reformed University Fellowship. This semester she is really enjoying her Business Calculus class. Upon graduating, Kaitlin plans to attend graduate school and become an external business consultant.

Reducing Algebra as a Calculus Pain Point

Time and time again, we hear from calculus professors across the country that one of the biggest issues in their classes is students remembering the building blocks of algebra.

Here are a few suggestions to help ensure students have the basics mastered:

Consider diagnostic testing.

Identify students who have skill gaps, then provide them with supplemental assignments in the first weeks of class for additional support.

Ask students who excel on the diagnostic test if they are willing to be course mentors, which will build classroom camaraderie.

If possible, host a 1-day algebra refresher workshop before the first day of class.

Begin the term explaining how algebra is foundational to calculus. Let students know they are not alone in struggling with algebraic concepts. Hosting an algebra refresher will help students feel more comfortable asking questions.

Remind students that you’re grading for accuracy.

Feedback is critical for students to realize they are struggling. If time permits, set aside a few minutes after passing back assignments so students can look over the feedback you gave them and ask questions.

Provide every student with technology resources as further help.

List out a few tech resources that are easy to access, such as YouTube videos or online interactive games, on your syllabus. Additionally, look for calculus materials that provide a brief algebra refresher as part of the text.


Hawkes Learning’s Calculus with Early Transcendentals textbook and NEW courseware offer exercises and diagnostic testing that target the key algebraic topics calculus students need to master. Request a complimentary exam copy.

f180c00b-7394-4fcc-b69f-ef67405fead8

5 Ways to Get Students Interested in Statistics

Creating a universally engaging classroom environment can be challenging, but having the right tools that make lesson content relevant to students helps! Below are 5 ways to get your students more excited about statistics:

1. Interesting Data
Finding data on topics students think are fun, like beers and breweries across the country, might pique interest. Use this spreadsheet from the U.S. Census to show them socioeconomic trends they may witness themselves in their own demographic (or age bracket).

2. Visualization Tools
Seeing is believing. The free online resource Gapminder offers a graphical simulator depicting 5 dimensions of real-world data in 2D. Students can change the relationships between demographic, economic, and societal variables animated over time to see some pretty neat relationships in motion.

3. Applications Challenge
Knowing the immediate value of the lesson they’re learning gives students more encouragement to commit the content to memory. Asking students to find their own data sets on their favorite sports team or something they connect with might engage their interest and help them truly grasp the concepts.

5 ways to makes stats more relevent

4. Games
You know statistics can (and is!) fun, and who doesn’t like to win? Interacting with a game and trying to win it make learning more exciting. View some examples of statistics games here.

5. Simulations
Help students grasp key concepts through simulations that hold their attention! Use simulations in class and encourage students to work through as a group to liven up the lecture time. Check out fun simulations here.

fce8fea7-48d1-45d4-940b-d0ed25c55989


EXPLORE MORE ENGAGING APPLICATIONS OF STATISTICS


 

How to help students with first-year jitters

The newness of a first-year classroom is often intimidating for students. As a first-year instructor, you’re tasked with setting the tone for their college experience.

Let’s deconstruct four ways to eliminate the pressures of a first-year environment:

1. Provide Frequent Feedback
All students can benefit from hearing it often and immediately, especially upon entering new territory. Offering plenty of early guidance will not only set students on the right track academically, but it can reinforce their self-assurance.

2. Cultivate Critical Thinking
Nontraditional students may have a head start in this arena. However, in the high school classroom, critical thinking skills are, too often, only skimmed. Give your students bountiful opportunities to interact with open-ended, thought-provoking, real-world problems that bolster this skill.

3. Encourage Communication
Emphasize the open lines of support available to your students. Invite them to freely communicate with you, their peers, and various campus organizations. It may be the first and only time they’re invited to do so.

4. Clarify Expectations
Many will transition into your classroom unsure of the role they play in their own academic success. Don’t leave any room for misconceptions about what you expect in your course. Spell it out granularly to set a tone of transparency and autonomous learning.


Hawkes Learning provides courses for integrated reading & writing, first-year composition, and corequisite composition. Request a complimentary copy of materials today.

0ec80715-5f2a-441e-8ffc-325910731b69.png
b670250c-d507-4f98-9db3-feea331e2535.png
a7b72a93-ce27-4b5c-9365-a1b897a2779e.png

How do you teach tactile learning?

f338125f-d554-4278-8420-76fdcef6a605

While many learners identify as predominately visual, auditory, or tactile, nearly all can benefit from tactile learning. This kind of learning includes hands-on activities and movement for students to gain a deep understanding of lesson content.

Since tactile learning techniques aren’t always included in a traditional curriculum, here are three tips to incorporate some in class:

1. Make learning flashy.
Ask students to create their own flashcards for formulas, vocabulary words, and concepts. Writing the information down and flipping through the flashcards will help students retain the lesson content.

Bonus points if you divide your class into different stations and have students move from one to the next. That way, they’re incorporating more physical activity while learning, which will help them remember the lesson content.

2. Variety is the spice of life…and teaching.
Tactile learners tend to get bored quickly if they have to do the same thing repeatedly. When you’re teaching a lesson, consider breaking lectures up into mini lessons and incorporating group activities, demonstrations, or games for students to practice the skills they’ve learned.

Remember to include short breaks so students can stretch or move around before going on to the next part of the lesson!

3. Bring back the lost art of note-taking.
Are students still having trouble connecting to lesson content and remembering key concepts? Teach them how to write it out! When they write down their notes, students are staying active in their learning. Plus, visual learners will appreciate outlining the lessons, mind-mapping, and seeing definitions in their own words when they review for quizzes and tests.


Hawkes Learning’s NEW Developmental Mathematics and Preparation for College Mathematics include Guided Notebooks, pencil-and-paper resources that guide students step-by-step through instructional content and provide a direct path to effective note-taking.

19a61f39-0017-42de-86e9-1f4683f4a84f

Developmental Mathematics Guided Notebook Sample

Preparation For College Mathematics Guided Notebook Sample

Ensuring students are college-ready

In education, little is more important than advocating for students. The demands of gateway, curriculum-level courses—coupled with the newness of college—can often enlarge barriers for underprepared students.

There has been a lot a buzz about corequisite and accelerated learning programs as a way to help the incoming student population.

Here are five reasons we’ve heard why this kind of course is worth consideration:

1. Decrease Debt 
College is expensive. Coreq and accelerated learning courses reduce tuition and other costs associated with prerequisite classes.

2. Lose the Stigma 
Anyone can get buried under the weight of negative associations. Boost morale and raise expectations by helping students get rid of the mentality that they are not college material.

3. Encourage Progress 
As an educator, you value the time and energy students put into your courses. Giving students the opportunity to earn college credit within their first year helps them see how their effort progresses them toward their end goal.

4. Limit Pressure
Students know that passing first-year courses is key to their college success. Decrease the pressure of gateway courses by ensuring students know that if support is needed, it will be there and aligned with curriculum-level content.

5. Increase Retention 
Ideally, all students who begin college get to end it with a degree. Corequisite and accelerated learning models help reduce time to the finish line as well as attrition between terms.