League for Innovation in the Community College January 2019 | Page 13

We implemented CBE in three general biology and chemistry mastery in each unit (Figure 1). A greater proportion of students
transfer courses at Front Range Community College (FRCC). earned an A or B in these courses.
Our CBE model includes active learning, an emphasis on
study skills, robust student support, multiple opportunities
for students to demonstrate mastery, and higher
grading standards.
Students must demonstrate mastery (A or B) on every unit
and of all outcomes in order to pass the course. Since we
are challenging students with high expectations, we give
them multiple attempts to show competence. To earn the
opportunity to take a different version of an exam, students
must complete defined extra practice and meet with the
instructor to discuss research-based study strategies. These
remediation requirements are essential for most students to
Figure 1. Multiple exam attempts resulted in more students
with an A or B exam average. BIO111 = General College
Biology I; BIO112 = General College Biology II; CHE111 =
General College Chemistry I.
improve their understanding. Active learning and embedded A majority of students reported on end-of-semester surveys
peer instruction are also critical components of all of our CBE that the opportunity to retake each exam reduced their anxiety
courses. These strategies combine to help students engage about succeeding in the class. Students’ perceptions of how
with and master the content. much they learned also increased. Ninety percent of students
agree or strongly agree that retaking exams helped them learn
Other strategies were also implemented in individual classes:
the material better (Figure 2). A typical survey response was,
“I’m learning, not just passing.”
• Skill competencies focused on scientific inquiry and
application of biological principles
• Team teaching multiple sections, allowing students to
proceed at different paces
• Personalized learning paths through homework to identify
and remediate gaps in prerequisite knowledge
• Final course grades based on competence in every
category (e.g., exams, labs) rather than percentages
We discovered that a major impediment to student success
was ineffective study habits. Individual student-faculty
Figure 2. Students felt that repeated exams helped them learn
the material better. Survey results are from 175 students on the
last day of class.
meetings and peer instructor-led study groups helped
students alter their study strategies. As one student expressed, We are continuing to expand and improve the CBE program
“It challenged me to think differently about how I learn.” The to include more faculty, more sections, and more courses.
opportunity to repeat exams allowed students to implement Our students are leaving our courses confident in their
these new strategies to improve their performance on understanding of course content and equipped with effective
essential foundational material. According to one student, study skills for future courses. We have every expectation that
“Letting us take exams again is the best thing that has this will translate into increased retention in our STEM courses
happened to me in college.” and long-term gains in overall completion rates.
Previous data show that, for our students, earning an A or B is Cheryl Hoke is Faculty, Chemistry; Maggie Richards is
a much better predictor of success in future science courses Faculty, Science; Ann Riedl is Faculty, Biology; and Tina
than pass rates alone. In all of our CBE courses, multiple exam Burke is Director, Pharmacy Technician Program, Front
attempts allowed a higher percentage of students to reach Range Community College.
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