Though the student concept maps reveal some knowledge gaps, students were able to incorporate a large number of nanorelated concepts into a logical arrangement. This indicates that, even with little or no previous relevant coursework and a rapid, short-course time frame, students were still able to assemble key concepts in a meaningful way. The final exam scores correlated well with the grades of individual concept maps, which may directly indicate the degree of student conceptual understanding for various topics. Of course, another explanation may be that the students who performed well on concept mapping assessments are high achievers, who also perform well on conventional examination-based assessments. To better assess the effectiveness of concept mapping with respect to enhancing student performance, we plan to continue these investigations with larger numbers of students in other regular-semester, threecredit courses, at both the first-year level and graduate levels.