Competency Performance Recording for Learning (CPR-L), so named because it “resuscitates” learning of the analytical process of problem solving, is an innovative model in teaching and learning.




CPR-L was developed during Langston University’s National Science Foundation’s initial HBCU-UP grant (2003-2008), aimed at correcting some of the teaching and learning problems students experienced. Too many students were achieving less than 40% pass ratio STEM college introductory courses.


Pre- and post-testing data from 12 years of testing our pre-college math and science program participants, as well as pre-testing results of entry level university STEM students, suggested systemic math and science deficiencies. Further, among a large number of incoming students, test results demonstrated a marked lack of comprehension with “reading problems.”  Likewise, their responses, when attempted, demonstrated a troubling shortfall in the ability to express thoughts coherently or logically. Although unacceptable,  class grades and learning issues mirrored that which was documented by a number of sources (Williamson, 1991; Brotherton, 2001; Green & Forster, 2005; Miller-Dpty Sec. Edu, 2010; Baisey-Jackson, 2011; Harper, 2012).  To mitigate this problem, tasks and  exercises aimed at impacting retention of information, understanding of course concepts, maintaining the integrity of the problem-solving process and exorcising bad learning habits were incorporated into the teaching and learning process.




The CPR-L process was deployed on a limited basis in General Chemistry and Organic Chemistry Colloquium classes. (The limitation was due to available tablet PCs that were needed to complete homework assignments). Results were promising. Students in Chemistry I colloquium class received a class grade of 4.0 compared to 2.7 for the non-CPR-L group. Students in Organic colloquium received an average class grade of 3.6 compared to 2.4 for the non-CPR -L group. Results of our test prompted LU to establish a full CPR-L enabled classroom. Subsequent tests were equally promising. During each of three summers (2009, 2010, 2011), the CPR-L methodology was used to teach Introductory Chemistry to incoming freshmen who expressed interest in STEM disciplines. Twelve (12) participating SABC-STEM summer bridge students’ pre/post grades in chemistry showed a 120% improvement compared to an 85% improvement the previous year when CPR-L was not used. In 2010 and 2011, the CPR-L instructional laboratory was operational, and the improvement for each class of 13 students was 185% pre/post course.


STEM faculty has continued to use CPR-L process in entry level STEM courses on a limited base, and faculty continue to use it as a tool in tutoring students in advanced STEM courses.  Students who experienced the CPR-L process while at Langston, and have since earned a degree in STEM or STEM Education comment favorably on the degree of course content efficacy they have, compared to others in their work or advanced study groups.


Read more about the CPR-L process and results at LINC Project.