Faculty comfort and proficiency with using a student-centric approach can have powerful effects on student learning and transfer. Lane (2008) stated teaching competencies for student-centric learning include the ability to create an environment that encourages student participation by developing trust,collaboration, support, and mutual respect. Faculty who facilitate learning must be active listeners, ask open-ended questions, and guide student discovery through reflection and critical thinking. Faculty must also overcome student resistance by using positive feedback and managing the energy level in the classroom. A student-centric facilitation approach is appropriate for learning transfer but requires faculty be comfortable with establishing an interactive learning process that puts the learner center stage