Transfer Of Learning: Foundation For Engineering Outcomes

Ultimately, engineering graduates are asked to apply their learning in contexts different from those in which they learned the material. Their ability to transfer their learning to new contexts is the basis for desired learning outcomes such as problem solving, design, analysis of sociocultural contexts, and lifelong learning. However, results from research and experience have given rise to a wide range of judgments about the ease and likelihood with which transfer occurs. Without clearer understanding of transfer, efforts to improve crucial engineering outcomes such as problem solving, design, integration, and analysis of global and societal impacts of proposed solutions may lack a firm theoretical foundation. To stimulate further conversations and research on transfer in engineering education initiatives, the paper will examine research on transfer and address three issues. How might transfer be defined? How might transfer be assessed? How might transfer be facilitated?