TEACHING FOR TRANSFER: RECOMMENDATIONS FROM TRANSFER STUDIES
Although none of these theoretical bents have offered a conclusive solution that would resolve all transfer difficulties, each perspective has uncovered strategies which may improve transfer. Nelms, Dively, and Beaufort advocate “teaching for transfer” by giving explicit instruction during class which helps students to make connections between courses. While Nelms and Dively say “teaching to transfer is possible” (216), Beaufort argues that “teaching transfer (is not only possible, but) would serve students best” (149). However, teaching for transfer brings up the larger pedagogical question, what should be taught? As we turn to technological trends and scholarship in transfer and memory studies, we can begin to formulate a pedagogy for transfer in the digital age.