Jason Kight
Areas of Expertise
- Business
- Economics
- Finance
- Graduate Faculty
- Law
Bio
Jason Kight is the recipient of the CALI Excellence for the Future Award in Partnership and the CALI Excellence for the Future Award in Current Developments in Animal Law. His writing has been included in many publications to include the Southern Illinois Law Journal, the Journal of Animal Ethics, Professional Safety, and Regional Business Review. Kight has been a frequent presenter at both the Midwest Academy of Legal Studies in Business Annual Conference and at the North American Management Society Annual Conference.
Kight has experience as a legal researcher for Nova Publishing Company, has worked as a law clerk, and has taught law classes at Eastern Illinois University, Winona State University, and the United States Air Force Academy. His vast experience in the classroom has provided him opportunities to teach how legal systems function in practice and where reform is necessary to better align law, ethics, and institutional missions.
Education
J.D., Southern Illinois University College of Law
M.B.A., Eastern Illinois University
M.S.S.M, Minnesota State University
B.S., International Economics and History, Rockford College
How would you describe your teaching style?
My teaching style is highly student-centered, structured, and application-focused. I design courses around clear expectations, active problem-solving, and real-world scenarios that help students build confidence and professional judgment. I emphasize deep analysis over rote answers, provide frequent and transparent feedback, and invest significant time in one-on-one engagement to ensure students understand how to improve. The goal of my classroom is not just mastery of content, but measurable student success during the course and beyond it.
What do students need to know to be successful in your classroom?
Students succeed in my classroom when they stay engaged, come prepared, and are willing to work through challenging problems thoughtfully. I encourage students to ask questions, participate in discussion, and use feedback as a tool for improvement rather than just evaluation. Clear communication and steady effort go a long way, and I make myself available to support students who seek help early. The classroom is structured but supportive, with a shared focus on learning, confidence, and long-term success.
