Exploring the meaning of fun: A missed opportunity to retain underrep-resented groups in engineering?

Abstract

Although more students from underrepresented groups are completing bachelor's degrees in engineering, these groups are still disproportionally represented in engineering professions. Recent research indicates that student engagement, both in and out of the classroom, can contribute to increased engagement and retention in engineering after college. This research sought to understand how "fun" manifests itself in the lives of underrepresented students and how "fun" is linked to student engagement. This case study used semi-structured interviews to investigate two students' (one Hispanic male and one White female) meaning of "fun" as they described their participation in in-class and out-of-class activities. The major theme that emerged was the importance of fun when participating in both in-class and out-of-class activities. Fun in out-of-class activities was associated with the development of a well-rounded engineer who can effectively manage the dynamics of work/life balance. The interview participants provided examples of fun in-class experiences that increased their levels of engagement through deep-learning instructional strategies. This research contributes a different perspective on student engagement in higher engineering education and supports the value of out-of-class activities and meaningful in-class activities in the development of underrepresented engineering students.