We describe the implementation of evolving concept maps in two different graduate-level educational psychology courses: "The Adolescent Learner" and "Theories of Learning and Cognition." We provide an explicit description of how we used evolving concept maps as instructional and assessment tools in our respective classes, changes in the application over time, and lessons learned from this process. Finally, we present the benefits and challenges of implementing evolving concept maps in teaching practice. (Contains 3 figures.)