Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

choice (Strongly Agree toStrongly Disagree). Students who did not complete all sections of the online instrument were notconsidered in the analysis (1 student in 2004, 7 in 2005, 60 in 2006 and 16 in 2007). Percentagesbased on sex were consistent within each cohort; the disproportionate number of males in thesample is typical of students entering engineering in this and similar institutions within theUnited States. Some students who did not subsequently enroll may complete the assessment;therefore, the number of students comprising each cohort is larger than the incoming engineeringclass.Constructs and Subfactors:The analysis consists of student responses to questions measuring nine affective constructs13.Each construct is comprised of

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

John Layer, University of Evansville; Chris Gwaltney, University of Evansville

Tagged Divisions

Educational Research and Methods

shown to be enhanced withthe travel related activities. This learning outcome enhancement was evaluated by analyzing thedifferences between students that traveled to the Dominican Republic versus those students whoare associated with the projects but did not travel.These Dominican Republic projects are distinctive in their coupling of the active learningcomponent of the engineering senior capstone design project concept and the application of aninternational societal need. This series of Dominican Republic projects furthers the intention ofthe ABET engineering program outcome of providing “broad education necessary to understandthe impact of engineering solutions in a global, economic, environmental, and societal context”1

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet

Tagged Divisions

Educational Research and Methods

recent research, doessocial responsibility for educators include some aspect of teaching cyberethics in every course?In this paper the authors will explore the overlapping areas of intellectual property, copyright andplagiarism, and suggest some concepts for educators using online learning and collaborationtools.Background and DefinitionsThe umbrella term “intellectual property” encompasses the legal concepts of patent, copyright,trademark. Both copyright and patent rights can trace their origins to the US Constitution. Thecopyright law was written in 1790 to promote the progress of science and the arts, and since hashad a number of revisions.1 Generally intellectual property rights protect the products of themind, including creative works and

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

TK Beam, James Madison University; Olga Pierrakos, James Madison University; Jamie Constantz, James Madison University; Aditya Johri, Virginia Tech; Robin Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

outsourcing and the comparative decline of U.S. engineers andscientists is increasingly becoming a national concern. This is evident from concerns raised bythe academic community through publications such as Rising Above the Gathering Storm 1,through the mainstream media, via The World is Flat 2, and current policies, as evidenced bythe passage of The America Creating Opportunities to Meaningfully Promote Excellent inTechnology, Education, and Science Act (COMPETES) in August 2007 3. COMPETESallocates over $40 billion to improving STEM educators, STEM education, and STEM workopportunities. This bill highlights and attempts to address the concerns of decreasing retentionand recruitment rates of STEM students in higher education institutions.According

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan

Tagged Divisions

Educational Research and Methods

experiences, andthe cycle continues. To investigate experiences and analyze the results in a way tounderstand key differences in a broad range of experiences, a particular research methodwas utilized, that of phenomenography. This paper explores and explainsphenomenography as a research method through an example of phenomenography ofdesign experiences. For this study, the outcomes included six qualitatively different waysthat design has been experienced. Represented in a hierarchical form, from lesscomprehensive to more comprehensive, these categories of description included: Designis 1) evidence-based decision-making, 2) organized translation, 3) personal synthesis, 4)intentional progression, 5) directed creative exploration, and 6) freedom. An

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

Educational Research and Methods

, introduces SEM and the modelswe are evaluating and discusses the data collection, management and analysis we areimplementing to track the various components of the project. The methods are appropriate forother in situ studies of educational interventions.Overview of EEESEEES targets two groups of students who are at-risk for leaving engineering: 1) students who areacademically capable of completing an engineering degree but perceive the educationenvironment of early engineering as being unsupportive and not engaging 2-4; and 2) studentswho struggle with core prerequisite courses, mainly calculus and physics. Analysis of our paststudent retention patterns show that grades in these core courses are the best predictors of futureadmission to Engineering

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Kristin Bryant, Illinois Institute of Technology; Daniel Ferguson, Ohio Northern University

Tagged Divisions

Educational Research and Methods

AC 2009-1032: THE IMPACT OF REFLECTIONS IN SERVICE LEARNING ANDOTHER UNDERGRADUATE TEAM PROJECT LEARNINGMargaret Huyck, Illinois Institute of Technology Margaret Huyck is Professor in the Institute of Psychology, Illinois Institute of Technology. Her areas of expertise include adult development and program evaluation. She has been working with the IPRO Program at IIT for many years. She was a co-PI on an NSF CCLI-1 grant for adapting an EPICS Service Learning Pathway at IIT; and is the PI for a collaborative project funded with an NSF CCLI-2 grant to measure and identify best practices in multidisciplinary teamwork and awareness of ethical issues.Kristin Bryant, Illinois Institute of Technology

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

).Introduction We often assume that graduating engineering students readily envision what it means to be anengineer and what type of work they will be doing as engineers in the future. How can we knowif this is true? This research begins to answer these questions by aiming to understandundergraduate engineering students’ perceptions of themselves as engineers in the future as wellas by considering how these perceptions shape their choice to become engineers. Why mightthis matter? Our justification for this research is the need to understand, from the student perspective, thechoice to become an engineer. Developing this understanding is key to answering recent calls 1-5to increase the number and diversity of engineering graduates and change the way

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Lourdes Gazca, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Juan Manuel Garibay, Universidad de las Americas, Puebla

Tagged Divisions

Educational Research and Methods

Know32, which builds onHow People Learn, is also relevant to this discussion. Its focus is primarily on assessment.An organizing structure used in the How People Learn volumes (hereafter HPL) is the HPLframework. It highlights a set of four overlapping lenses that can be used to analyze any learningsituation. In particular, it suggests that we ask about the degree to which learning environmentsare:1. Knowledge centered. In the sense of being based on a careful analysis of what we want people to know and be able to do when they finish with our materials or course and providing them with the foundational knowledge, skills, and attitudes needed for successful transfer.2. Learner centered. In the sense of connecting to the

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

James Jones, Purdue University; Peter Meckl, Purdue University; Michael Harris, Purdue University; Monica Cox, Purdue University; Osman Cekic, Purdue University; Martin Okos, Purdue University; Osvaldo Campanella, Purdue University; Neal Houze, Purdue University; James Litster, Purdue University; Nathan Mosier; Bernard Tao, Purdue University; Daniel Delaurentis, Purdue University; David Radcliffe, Purdue University; Kathleen Howell, Purdue University; Masataka Okutsu, Purdue University; Sean Brophy, Purdue University; Amy Penner, Purdue University; Alice Wilson, Purdue University; Leah Jamieson, Purdue University

Tagged Divisions

Educational Research and Methods

can work effectively with nonengineers.” [3, p. 87] Engineers must becomeglobal leaders in their profession. In fact, she says: “If engineers are to compete successfully in this global workplace and establish themselves as leaders in solving many of the world’s most pressing problems, they must embrace the need for professional innovation and they must do so quickly.” [3, p. 1]She goes on to say: “The engineering curriculum can no longer remain as it has for essentially the past 40 years. The subjects of globalization, diversity, world cultures and languages, communication, leadership, and ethics must constitute a core component of the overall engineering education just as physics and mathematics do

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Sarah Parikh, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University

Tagged Divisions

Educational Research and Methods

. Page 14.887.2© American Society for Engineering Education, 2009 More to Say: Analyzing Open-Ended Student Responses to the Academic Pathways of People Learning Engineering SurveyKeywords – Open-ended Survey Responses, Student Academic ExperiencesAbstractA final, optional open-ended question in the Academic Pathways of People LearningEngineering Survey (APPLES) that asked “Is there anything else you want to tell us that wedidn’t already cover?” elicited free form responses from 37 percent of the 4,266 surveyparticipants. This paper explores their responses. After data cleaning, 880 responses wereanonymized by individual and institution. The responses were rated on a numeric value (1-5)ranging from negative (criticizing) to

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Esat Alpay, Imperial College London; Peter Cutler, Imperial College London; Susan Eisenbach, Imperial College London; Anthony Field, Imperial College London

Tagged Divisions

Educational Research and Methods

AC 2009-1155: CHANGING THE MARKS BASED CULTURE OF LEARNINGTHROUGH PEER ASSISTED TUTORIALSEsat Alpay, Imperial College LondonPeter Cutler, Imperial College LondonSusan Eisenbach, Imperial College LondonAnthony Field, Imperial College London Page 14.316.1© American Society for Engineering Education, 2009 Changing the Marks Based Culture of Learning through Peer Assisted Tutorials E. Alpay1, P.S. Cutler2, S. Eisenbach2 and A.J. Field2 1 Faculty of Engineering (EnVision) 2 Department of Computing Imperial College London, South Kensington Campus

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

categories in the posttest. This difference also indicates the construct validity of our instrument. These differences arediscussed in depth later in the report.InstrumentsHARP Assessment Instrument The HARP Assessment Instrument is a 119 item survey using a Likert Scale rangingfrom 1 to 6, 6 being the highest. This instrument measures student development in the areas ofintrinsic motivation, valuing science, application knowledge, metacognitive processes, cognitiveskills, and content knowledge. Each area is broken down into several sub-scales (See Table 3).Interview Protocol An interview protocol has been made whose purpose is to provide qualitative data toenhance the quantitative data collected from the survey. The interview

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

nine students and therefore essentially function as sites 1. TheREU program solicitation 2 states: Page 14.1307.2 The REU program is a major contributor to the NSF goal of developing a diverse, internationally competitive, and globally-engaged science and engineering workforce. It draws on the integration of research and education to attract a diversified pool of talented students into careers in science and engineering, including teaching and education research related to science and engineering, and to help ensure that these students receive the best education possible.In spite of the significant

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

Tagged Divisions

Educational Research and Methods

beginning of the term (pre-test) and again atthe end of the term (post-test). Table 1 contains details about the number of sections surveyedand the number of surveys completed, and Table 2 contains the average response for each item.Differences in the mean response for each item are also presented in Table 2 for four cases:control group versus sketch group at pre-test, control versus sketch at post-test, control groupover time (pre-test versus post-test) and sketch group over time. To compare the differences,independent samples T-tests were computed. Differences that are statistically significant in Table2 are noted with asterisks.Since one of the primary purposes of the sketch was to provide students with strategies forresolving common team issues

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Gloria Starns, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Educational Research and Methods

directed arcs and labels which link relatedinformation. Mind maps better facilitate spontaneity and creativity while concept maps betterfacilitate identification of relationships between constituents of a body of knowledge.Particularly important is the distinction that concept maps rely on the creator’s ability to connectrelated information; mind maps do not require linking of any information.Mind maps have been used to help students create visual representations of their thinking 1 2 3patterns in sociology , economics , and psychology classes , and they have been used as 4 5assessment tools in chemistry classes and biology classes

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

funding for RET sites andsupplements, limited rigorous research has been conducted to determine the effects of suchfunding on teacher participants and subsequent student learning. Our work examines the impactof a Research Experiences for Teachers site conducted at a large university in a major U.S. city.The work consists of two phases: (1) investigation of the impact of the program on teacherparticipants’ perception of the field and efficacy to teach engineering and (2) impact of RET-developed teaching modules on students’ perceptions of the engineering field and motivation tostudy engineering. Results from the first phase of this ongoing project are reported in this paper;future publications will document the second phase of the

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Cynthia Atman, University of Washington; Christine Loucks-Jaret, University of Washington

Tagged Divisions

Educational Research and Methods

small decisions can have surprisingly far-reaching implications on theenvironment and future generations. Accordingly, today’s engineers must approach designproblems with a holistic, broad view of the impacts, environmental and otherwise, of theirsolutions.The notion of life cycle provides a structured, comprehensive approach for assessing the impactof an engineering solution, whether it takes the form of a product, a service, or a process.1 Thispaper presents initial findings from a longitudinal study of undergraduate engineers and theextent to which they consider life cycle in solving open-ended engineering design problems. Anengineering solution’s life cycle includes all of the inter-related stages of its existence, fromdesign to

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science and Technology; Ioan Gelu Ionas, University of Missouri Columbia; Harvest Collier, Missouri University of Science and Technology

Tagged Divisions

Educational Research and Methods

complexity of the task. This strategy can be easilyadapted to increase the effectiveness of tutoring sessions, review sessions, or short transfer storyproblems.IntroductionWith many students struggling with the concepts they learn, their instructors often askthemselves “How can we help them?” In science and engineering, this question often revolvesaround the thread of coherent reasoning built around questions or question-driven story problemsthat the instructors ask and the answers they receive from their students. Questioning is one ofthe most fundamental cognitive components that guide human reasoning 1. Very often studentsengage in memory search and retrieval strategies in answering instructor’s questions, strategiesthat are not sufficient for

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Alexandre Probst, Colorado School of Mines; Aarthi Krishnaswamy, Colorado School of Mines; Vinita Singh, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Cyndi Rader, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

of scientific knowledge and hands-on experience with computers. The methodology employed to develop this software was a hybrid of learner-centered design.1. Introduction Meaningful science instruction, at any level, needs to be culturally relevant. According to Konnen [5], an „investigation-based‟ approach to science instruction helps students to recognize science as a method of answering important questions rather than as an inventory of previously discovered facts. The first step in a scientific experiment is often to formulate a relevant scientific hypothesis and then explore this hypotheis empirically. Aikenhead [2] stresses that science instruction has more practical utility and connectedness when personal and societal issues

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Jay Martin, University of Wisconsin, Madison; John Mitchell, University of Wisconsin, Madison; Jennifer Welter, Wiley; Sandra Courter, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

anddirected student participation in the learning process.We are part of the group of developers of concept inventories, in our case, in thethermal sciences. In past work, we have used the results of concept inventoryassessment in a variety of ways 1-4. There were several key findings from ourinitial studies using the concept inventories: First, there appears to be enormouspotential using inventory-type questions to provide measures of student learning.Second, because the results provide a direct measure of student learning, it is alogical progression to next ask how student learning might be improved. Third,the results on the inventory as a whole and on specific topics are a natural meansto inform both the instructor and student about where learning

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

J. Shelley, United States Air Force

Tagged Divisions

Educational Research and Methods

for the broadcast section of dynamics for four semesters.Student attitudes toward the non-standard learning environment were assessed through aninstructor-developed survey, third party interviews, and anecdotal evidence. Results ofthe DCI indicate that outcomes from the broadcast section are similar to national averagefor lecture style classes. Attitude surveys revealed a persistent sense of student isolationand frustration with lack of personal contact with the instructor, but little difficulty withthe broadcast and technology assisted class room environment. Page 14.241.2Purpose: The purpose of this study was twofold: 1) test the hypothesis

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Michael Prince, Bucknell University; Margot vigeant, bucknell; Katharyn Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

AC 2009-1795: DEVELOPMENT OF A CONCEPT INVENTORY IN HEATTRANSFERMichael Prince, Bucknell UniversityMargot vigeant, bucknellKatharyn Nottis, Bucknell University Page 14.469.1© American Society for Engineering Education, 2009 Development of a Concept Inventory in Heat TransferKeywords: heat, misconceptions, concept inventoryAbstractInitial research with chemical engineering students suggests several areas where studentsappear to have robust misconceptions. In heat transfer, those areas include (1)temperature vs. energy, (2) temperature vs. perceptions of hot and cold, (3) factors whichaffect the rate of transfer vs. those which affect the amount of energy transferred and (4

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

USDepartment of Labor Occupational Outlook Handbook4 reiterates the need for expandedcommunication skills, and goes on to suggest that the rise of the Internet causes a decline in thedemand for US Engineers, but cites communication skills as a means for US Engineers to remainin demand.Knowing that adding communication emphasis is essential presents two challenges for mostengineering programs: (1) What teaching resources will be used, and (2) How does it fit into analready demanding curriculum. At Louisiana State University (LSU), these two issuesconverged as a result of an unexpected circumstance and a new opportunity.The Unexpected CircumstanceThe unexpected circumstance LSU encountered was the growth of non-Ph.D. instructors in theEnglish Department

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Joanna Garner, Pennsylvania State University; Allen Gaudelli, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Michael Alley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

presentation slides and aim to increase the audience’scomprehension and retention of information. Of the 72 presentations considered in this study, 31received Best Paper nominations, 12 arose from the rigorous Educational Research and MethodsDivision, and 3 were plenary sessions. In examining the 1,381 presentation slides from these 72 presentations, we determinedcommon practices through a scoring rubric that considered the following three aspects ofpresentation slides: (1) slide structure (form of the headline and body); (2) slide density (theamount of text on each slide), and (3) frequency and classification of images (decorative,representative, organizational, and explanative). In regard to structure, almost half of the slides per

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

females. Studentinterviews, administered during the last semester of their senior year, provide additional evidenceabout confidence in engineering students, with marked differences in the responses of male andfemale students. This multi-method approach, utilizing the rich dataset of the AcademicPathways Study, enables us to consider approaches to understanding the ‘confidence gap’ inengineering students.Introduction:Despite years of research and intervention, women continue to be underrepresented inengineering.1 Women earned less than one-fifth of the bachelor’s degrees in engineering andengineering technologies granted in the U.S. in 2004.2 One reason for the gender gap which hasbeen explored by researchers is a gap in self-confidence, which

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Maura Borrego, Virginia Tech; Kacey Beddoes, Virginia Tech; Miguel Hurtado, Purdue University

Tagged Divisions

Educational Research and Methods

, Russia,South Africa, Brazil, and India. Attendees discussed the current state and future trajectory ofengineering education research, including needed expertise, existing and desired infrastructures,and leading research areas. In addition to encouraging networking among participants, datacollected during these sessions was used to write a report on the global state and trajectory ofengineering education as a research field.6The present study was designed to compliment and supplement our analysis of the AGCEERinitiative. By studying hundreds of conference papers and journal articles published from 2005 to2008, we address the following research questions: 1. What quantity and types of engineering education research are currently being done

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Ricky Castles, Virginia Tech; Vinod Lohani, Virginia Tech

Tagged Divisions

Educational Research and Methods

represent student knowledge gains in an entire course or even an entire degreeprogram.The methods used for building the comprehensive concept map and an appropriate conceptinventory are described. The software developed to generate student maps based on responses toa concept inventory is also discussed. Many applications of this paradigm are describedincluding the use of such assessment methods to augment university admissions data, the abilityto replace or augment transcripts and resumes with detailed student maps, the development ofcollege rankings based on student learning outcomes, and objective faculty teaching evaluationbased on student learning outcomes.IntroductionMuch work has been done in attempting to discover how people learn[1] and the

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jill Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

the trends in student responses arediscussed in the following sections.Two in-class problems included content that evaluated students' understanding of theconvergence of sequence and series. In both problems, students were required to apply sequenceand series concepts to determine whether or not a given system was stable. In the first problem,shown in Figure 1, students were first asked to describe what a system does if the system wasdefined by an infinite summation. Thirteen groups submitted solutions, and five groups wereable to describe the "purpose" of the system in words. While an additional six groups were ableto expand the summation to give a formulaic description of the processing performed by thesystem, their inability to explain

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

various factors, including pedagogy, influencestudent concept retention. This is an exploratory effort and no attempts to generalize will bemade.BackgroundIt is important to differentiate between transfer, knowledge retention, and concept retention. Forthis paper, transfer is defined as the ability for learning activities to have positive effects thatextend beyond the conditions of initial learning.(1) Knowledge retention is defined as the abilityto remember facts and other information. Concept retention is the ability to rememberfundamental concepts rather than “just” facts. “Concept retention” is a term coined for thispaper, which was necessary as the ability to retain concepts rather than facts has not beendifferentiated in the