意义制造者的边缘化身份：重构工程学生保留
The Marginalized Identities of Sense-makers: Reframing Engineering Student Retention
摘要：
本文从经验上论证了当我们在工程中谈论“保留”时，我们希望保留什么的更仔细的检查[1]。我们呈现并解释了来自“Michael”的临床访谈和课堂视频的数据，Michael是一名学生，由于他对知识的态度而被低估了他的工程项目所边缘化[2]，[3]。Michael是电气工程和数学专业的大二学生，主修基础电路课程。用他自己的话说，他是一个“边缘”学生，因为他强烈地倾向于尝试理解所教的概念，而不是记住公式。他也感到被疏远，因为他认为学习是根据论证和直觉，而不是算法和死记硬背的接受。此外，对迈克尔来说，意义创造的实践定义了他;这是他身份的一个组成部分[4]。因此，迈克尔自我报告的疏离感与现有的基于身份的学生离开该领域的帐户产生强烈共鸣[5]，[6]。我们认为，如果像迈克尔这样的人不追求工程领域，工程领域就会受到影响。通过迈克尔的案例研究，我们敦促保留讨论不仅要考虑我们希望保留的人员的人口统计类别，还要考虑我们旨在支持的知识，学习和解决问题的方法。
英文摘要：
This paper empirically argues for a closer examination of what we wish to retain when we speak of "retention" in engineering [1]. We present and interpret data from clinical interviews and classroom video of "Michael," a student who feels marginalized by an engineering program that undervalues him because of his stance toward knowledge [2],[3]. Michael is a sophomore Electrical Engineering and Mathematics major in a Basic Circuits course. In his own words, he's a "fringe" student because of his robust tendency to try making sense of the concepts being taught rather than memorizing formulae. He also feels alienated because he views learning in terms of argument and intuition, not algorithm and rote acceptance. Furthermore, for Michael the practice of sense-making defines him; it's an integral aspect of his identity [4]. Thus, Michael's self-reported sense of alienation resonates strongly with existing identity-based accounts of students leaving the field [5],[6]. We contend the field of engineering suffers if individuals like Michael don't pursue it. Through this case study of Michael, we urge the retention discussion to consider not just the demographic categories of people we hope to keep, but also the approaches to knowledge, learning, and problem-solving we aim to support.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
