Classroom assessment techniques (CATs) or other closure activities are widely promoted for use in college classrooms. However, research on whether CATs improve student learning are mixed. The authors posit that the results are mixed because CATs were designed to "help teachers find out what students are learning in the classroom and how well students are learning it" (Anglo & Cross, 1993, p.4) rather than to help students learn the material. Thus, in order for CATs to be effective for helping students learn, they should be redesigned to focus on student retention of concepts. The Ticket to Retention 2 (TtR2) is designed to do just that.