Transforming STEM Education at Community Colleges: Faculty Success with zyBooks
When Professor Benjamin Say accepted the challenge at Metropolitan Community College to create a program specifically designed for CS majors wanting to transition to four-year college, he knew just the approach and curriculum to use. Students came from diverse backgrounds—some juggling full-time jobs, others fresh from high school but underprepared for programming rigor. All shared a common goal: transferring to the University of Nebraska Omaha prepared for upper-division success.
“At Metro Community College, the faculty handle all grading, we don’t have TAs,” Say explains. “Grading takes time we could spend mentoring students. The less time we spend grading, the better the courses become because we can focus on interaction.”
This challenge resonates nationwide: faculty face limited resources, students arrive with varying preparation, and pressure mounts to prepare graduates for both workforce entry and university transfer. Traditional STEM textbooks–with static content and delayed feedback–cannot meet these demands.
At Sinclair College in Ohio, Professor David McKain encountered similar frustrations when he was tasked with rewriting their Java programming sequence. With 30 years of high school teaching experience, McKain knew immediate feedback was critical–yet the existing system delivered the opposite. “The Java course I rewrote used only a traditional textbook—students read it and wrote some programs described in the course shell,” he recalls. “They’d submit projects in the LMS and wait one or two weeks for feedback. That’s not good.”
Fifteen hundred miles away at Lincoln Land Community College in Illinois, Professor Lucinda Caughey faced an even more complex challenge. As an early adopter of interactive learning platforms, she had witnessed firsthand how technology could transform education. But she needed a solution that could work across multiple programming languages, accommodate various term lengths, and maintain consistency across different delivery formats. Having taught at both universities and community colleges, Caughey knew that community college students often needed more support and structure. “I find interactive platforms even more effective at the lower level than at the higher level,” she observed.
Discovering the Solution
The transformation began when these educators encountered zyBooks, an interactive learning platform that promised to address many of the challenges they faced daily. This wasn’t just swapping textbooks—it was a fundamental shift in how computer science is taught and learned.
For Say at Metropolitan Community College, the appeal was immediately apparent. His institution was working to create a true 2+2 transfer program with UNO, where students could complete their first two years at Metro and then finish their bachelor’s degree in exactly four additional semesters. The key was perfect curriculum alignment and student readiness. When he discovered that UNO was also using zyBooks for their CS1 and CS2 courses, the decision became clear.
“I was glad their CS1 and 2 courses also use zyBooks,” Say explains. “It made adoption easy–I didn’t have to convince anyone it was better.”
But the real revelation came when Say began implementing what he calls “the many small programs approach”—a pedagogical method backed by computer science education research. “I value this approach. Students need practice, but practice without feedback doesn’t work. zyBooks provides that feedback, so I can assign many small programs instead of one big project that requires manual grading.”
At Sinclair College, McKain’s experience with zyBooks began with a practical need to standardize instruction across multiple campuses and delivery formats. With six to eight instructors teaching the redesigned courses across face-to-face, online, and blended modalities, consistency was crucial. The platform’s training and support systems made the transition smoother than he had anticipated. “It’s been relatively care-free. Everyone received training from zyBooks staff. I haven’t surveyed instructors, but conversations suggest they feel good —students are doing well.”
The immediate impact was evident in the learning environment McKain created. “The zyBooks labs are short and provide immediate feedback. That feedback loop benefits students—even if they don’t realize it. They get feedback right away and fix their problems.”
For Caughey at Lincoln Land Community College, zyBooks represented the culmination of years of searching for the ideal interactive learning platform. Having been “one of the first people to adopt them, for programming classes” back when she was teaching at the university level, she brought the platform with her to the community college setting. What she discovered was that the benefits were even more pronounced with community college students.
“The programming classes were great. One of the best features is a lab workbench that’s consistent for everyone,” Caughey explains. “Other titles don’t offer a unified experience across devices—zyBooks does. When I record lectures online, students see exactly what I see. That consistency matters.”
Transforming Teaching Practice
The implementation of zyBooks didn’t just change what these educators taught—it fundamentally transformed how they taught. The platform’s flexibility allowed for innovative pedagogical approaches that would have been impossible with traditional materials.
Say embraced what he calls “spiral teaching design,” moving away from the compartmentalized approach common in traditional computer science education. “I don’t like compartmentalizing topics. ‘This week is variables, next week is operations.’ Instead, we use a spiral approach: each new topic revisits previous concepts in a new way.”
This approach was enabled by zyBooks’ customization capabilities. “I can design my own chapters and sections, so I structure the course as one chapter a week,” Say notes. “With other textbooks, you [piece together chapters and pages for students. With zyBooks, I simply created nine chapters for nine weeks.”
McKain found that zyBooks changed his relationship with grading and feedback entirely. Rather than spending hours evaluating large programming projects weeks after submission, he could focus his attention on higher-level learning objectives while the platform handled the immediate feedback cycle. “The labs are the best feature because with the old system, students would read the textbook, complete a project in the LMS, and wait one or two weeks for feedback. That’s not good for learning.”
Caughey’s transformation was perhaps the most comprehensive, extending across multiple courses and programming languages. Her approach demonstrates the full potential of competency-based learning enabled by interactive platforms. “I usually do an introductory lecture, then let students work through the zyBooks material as many times as they want to earn full points; it motivates them,” she explains.
This approach leverages one of zyBooks’ key pedagogical features: the ability to provide hints and explanations for incorrect answers, enabling students to learn from their mistakes rather than simply being marked wrong. “zyBooks has a great feature: when students get an answer wrong, they can retry and get a clue about why. Even those who just click through still see explanations repeatedly–and whether they realize it or not, they’re learning.”
The Power of Data-Driven Teaching
One of the most significant advantages these educators discovered was zyBooks’ comprehensive analytics system, which provides unprecedented insight into student learning patterns and challenges. This data enables proactive intervention strategies that would be impossible with traditional teaching methods.
Caughey has become particularly sophisticated in her use of learning analytics. “Time spent on a lesson is a key indicator–I can tell who’s struggling and who might be using AI tools. Lab submission tracking helps too: if a student earns all 10 points in two minutes, they’re probably using Chegg.”
But the data goes beyond detecting academic dishonesty—it enables targeted support for struggling students. “It’s key to know where they are. Modules open Monday and close the next Monday at midnight. I can check anytime to see if they’re working,” Caughey explains. “Some students start early and reach Chapter 3 at the end of the first week, while others wait until the due date and try to cram nine hours of work into one day.”
This real-time visibility enables what Caughey calls “time management skills” development. “When students ask for help, I can say. ‘You needed help on Wednesday and could have come see me Thursday.’ It helps teach time management.”
Say has also embraced analytics as a teaching tool, though he takes a more hands-on approach to data collection. “Even though grades can transfer automatically, I think it’s valuable to review stats on how much time the students actually spend on labs, challenge exercises, and participation activities.” This approach allows him to identify students who might be struggling or using inappropriate shortcuts. “If five zyLabs takes the average student 60 minutes, but one finishes in three minutes, that’s a red flag.”
Measuring Success Through Transfer Outcomes
Perhaps the most compelling evidence of zyBooks’ effectiveness comes from transfer success stories and feedback from receiving institutions. Students who complete zyBooks-based programs consistently demonstrate superior preparation for upper-level coursework at four-year universities.
At Metropolitan Community College, the results have been particularly striking. “From UNO faculty, I have heard them say repeatedly that the students who transfer in from Metro are very well prepared for the program,” Say reports. This feedback validates the careful curriculum alignment and pedagogical approaches enabled by the platform.
The preparation goes beyond mere technical skills to encompass fundamental problem-solving approaches. Say’s implementation of the many small programs methodology, supported by zyBooks’ immediate feedback system, creates a learning environment where students develop deep, transferable skills. “Students practice first with interactive chapters, so by the time they reach assignments, they know what they’re doing. That’s a difference in success.”
Caughey provides insight into why this preparation is so effective, drawing an illuminating comparison to musical training. “They may lack experience with large projects, but they arrive with a strong foundation. They don’t have to look up how to start a program–they’ve done it countless times. It’s like a musician who spends hours practicing scales before tackling a big piece. That musician will progress through the piece much faster than someone who has only ever played full compositions. Those building blocks make all the difference.”
At Sinclair College, McKain observed similar patterns in student preparation, though his assessment is more cautious given his shorter implementation period. “I only taught 1-2 semesters with the old textbook, so I don’t have much to compare. The failure rate was high before. I haven’t seen data yet, but I think fewer students who ‘give it a good try’ are failing now. If they put in effort, they’re getting through.”
Addressing Modern Challenges: AI and Academic Integrity
The rise of artificial intelligence tools like ChatGPT has created new challenges for computer science education, but these educators have found that zyBooks’ design and analytics capabilities help address these concerns effectively. Rather than simply trying to prevent AI use, they’ve developed sophisticated approaches to detecting inappropriate use while encouraging responsible integration.
McKain has become particularly skilled at identifying AI-assisted work through zyBooks’ behavioral analytics. “There’s a feature showing student behaviors—like typing code from top to bottom and running it. That’s not how you develop code; it suggests they’re copying from AI.”
Caughey has developed a more proactive approach, teaching students about appropriate AI use while using zyBooks’ time tracking to identify suspicious behavior. “I stress that how you prompt AI determines whether you learn. Asking ‘how do I add 2 plus 2’ provides a detailed answer that teaches you something, asking ‘what is 2 plus 2’ teaches nothing.”
The platform’s immediate feedback system actually helps address some of the motivations for inappropriate AI use. Students who receive instant feedback on their work are less likely to seek external solutions, particularly when they can retry problems multiple times without penalty. Say has embraced this philosophy fully: “I don’t limit submissions. I want students to try, fail, fix, and improve until they get it right. I don’t want to penalize early mistakes–why would I?”
Economic Impact and Institutional Benefits
Beyond educational outcomes, zyBooks has provided significant economic benefits for these institutions and their students. Community colleges face particular pressure to keep costs low while maintaining quality, and traditional textbooks have become increasingly expensive.
Say highlights this challenge at Metropolitan Community College: “When we develop courses at the community college level, administrators scrutinize material costs. If materials cost over $100 per student per term, or even approach $80, we get pushback. zyBooks meets cost requirements, while many traditional textbooks no longer do.”
Caughey’s long-term perspective provides insight into zyBooks’ cost trajectory compared to traditional publishers. “My first zyBooks cost $48; now it’s $68–remarkable stability compared to skyrocketing textbook costs. The subscription model is fabulous.”
The platform also provides administrative efficiencies that translate into cost savings. Caughey explains how course sharing works: “Once I design and package my course, zyBooks can copy that configuration for other instructors. Plugging in any instructor is easy–zyBooks ensures consistency.”
This consistency across instructors is particularly valuable for community colleges that rely heavily on adjunct faculty. McKain notes, “We haven’t had a lot of turnover in that regard. Everybody now except for that one teacher knows how to request their new edition for the next semester and how to go through those steps.”
The Long-Term Impact: Transforming How CS is Taught
Perhaps the most profound impact of zyBooks adoption has been its effect on the educators themselves. All three instructors report that the platform has not only changed how they teach but has made them better teachers overall.
Caughey’s reflection on this transformation is particularly compelling: “zyBooks made me a better instructor by teaching me how to break down problems into smaller pieces. At community college, we teach freshman and sophomore classes, but even at the university level, this approach matters. I can pick up any zyBooks material, and see the subject broken into the bite-sized pieces.”
This learning has extended beyond zyBooks courses: “When I create modules, I look at the zyBook to see the pieces. If my dean asks for learning objectives for a class I’ve never taught, I can find them in the zyBooks. Now, even with non-zyBooks textbooks, I break content into smaller pieces and pull out objectives–zyBooks taught me that.”
Say emphasizes the time savings that enable better teaching: “With grading handled, you can connect with students–that’s the time we usually don’t have. Especially at the community college, with a lot more online classes–you want time to reach out to your students; you want time to make those connections.”
McKain’s assessment is characteristically straightforward: “No regrets about the change; it’s definitely better than what we had. I’d encourage others to go for it.”
Looking Forward: The Future of STEM Education
These three educators represent different stages of zyBooks adoption and different institutional contexts, yet their experiences converge on several key insights about the future of STEM education. The shift toward interactive, data-driven learning platforms appears to be not just beneficial but essential for addressing the challenges facing modern education.
Caughey’s long-term perspective is particularly valuable here. Having witnessed the platform’s evolution over more than fifteen years, she’s seen it adapt to changing technologies and educational needs. “zyBooks changes as fast as technology. In Web development, trends shift quickly–Node.js is one day, React the next. My zyBooks updates automatically–I don’t need to switch textbooks. I know the latest and greatest topics are going to be in the zyBooks.”
This adaptability extends beyond content updates to pedagogical innovation. The platform continues to add new features and capabilities that support evolving educational approaches. Caughey notes recent additions: “zyBooks has grown–I can now author my own labs and create quizzes within the platform. It’s also one of the best for LMS integration with both Blackboard and Canvas, unlike many third-party tools.”
The implications extend far beyond individual classrooms or institutions. These educators are preparing students for a rapidly evolving technological landscape where the ability to learn continuously and adapt quickly is more important than mastering any specific tool or technique. The competency-based, interactive approach enabled by platforms like zyBooks appears well-suited to developing these crucial skills.
As Say observes, the many small programs approach creates students who are “not afraid to dive in there. They know where to start.” This confidence and foundational skill set, built through repeated practice with immediate feedback, prepares students not just for their next computer science course but for careers in an industry where continuous learning is essential.
Conclusion: A New Standard for STEM Education
The experiences of Benjamin Say, David McKain, and Lucinda Caughey demonstrate that the transformation of STEM education is not a distant possibility but a present reality. Their success with zyBooks illustrates how interactive learning platforms can address the fundamental challenges facing modern education while providing measurable benefits for students, faculty, and institutions.
The evidence is compelling: students transfer to four-year institutions better prepared and more confident, faculty report higher job satisfaction and teaching effectiveness, and institutions achieve better outcomes while reducing costs. Perhaps most importantly, these changes appear to be sustainable and scalable across different institutional contexts and disciplines.
As Caughey notes, “Every instructor I’ve introduced to zyBooks keeps using them. They don’t switch away.” This retention rate speaks to the platform’s fundamental value proposition—it doesn’t just promise transformation; it delivers it consistently across different educators, institutions, and student populations.
The question facing STEM departments today isn’t whether interactive, technology-enhanced learning will become the standard—it’s whether they will be leaders or followers in this transformation. The experiences documented here provide a roadmap for success, demonstrating that change is not only possible but highly beneficial when approached thoughtfully and with appropriate support.
In the words of McKain, reflecting on his transition experience: “It was a good experience. Rewriting a course is hard work, but it was worth it.” For institutions ready to embrace the future of STEM education, zyBooks offers not just a platform but a pathway to transformation that benefits everyone involved in the educational process.
Prepare community college students for their next steps. See how zyBooks can help. https://www.zybooks.com/cc-learning-solutions/
