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Network Particle tracking (NPT), followed by a post path analysis can provide an analysis for a nonconservative information flows based on preliminary results. In theory, one can model a curriculum with data on documentation and retention of instruction at the course. An analogue of thermodynamic temperature appears to measure the importance of the respective course compartments. These correlate roughly to the numbers of connections associated with various course compartments. The temperature values seemed not to be overly sensitive to the beta values used. We present an intense strategy to develop documentation needed to model a given curriculum. The time-honored concept of cycling in a curriculum, of conceptual revisits, stands validated by the analysis. The Finn Cycling index describes cycling system wide. The indirect/direct effects ratio describes how compartments other than adjacent compartments can affect results. The process can provide some objective measures, but the data acquisition would be intense both for students and for faculty. It is likely that specifically focused data gathering would provide almost as much insight as would an exhaustive NPT and post path analysis. The analysis suggests that good students can learn in any curriculum. What is not yet clear is the ability of various curricula to retain students.

Network Particle Tracking (NPT) and Post Path Analysis for Understanding Student Learning and Retention