Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1147
Title: The Power of Networks as an Engineering Sophomore
Authors: Tsai, Janet Y.
Kotys-Schwartz, Daria A.
Knight, Daniel W.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Tsai, J. Y., Kotys-Schwartz, D. A., & Knight, D. W. (2014). The Power of Networks as an Engineering Sophomore. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1601-1602.
Abstract: Sophomore year for engineering undergraduates is competitive, high-stakes, and where many students choose to leave engineering for alternate majors. Through the lens of Actor-Network Theory, this paper explains the existence and significance of networks of power within the engineering sophomore class as observed ethnographically, with specific attention to the implications of power differentials for engineering persistence and retention.
URI: https://doi.dx.org/10.22318/icls2014.1601
https://repository.isls.org/handle/1/1147
Appears in Collections:ICLS 2014

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