First-year students as interviewers: Uncovering what it means to be an engineer
Abstract
A lack of understanding about engineering and its applications limits the number of undergraduates entering and persisting in engineering majors. Connecting students with practicing engineers is one way to address these problems. Research suggests this connection will help students become engineers rather than simply learn engineering skills. In this study, first-year engineering students interviewed practicing engineers as part of their technical communication course. Interviews were conducted either in-person or online through MentorNet. Students reported that the experience improved their understanding of engineering skills, values and ways of thinking. Students valued the direction the interviews gave them in their education and the advice the engineers gave them about practice. Students generally reported the interview as being the best part of the course, with some saying it was the best part of the semester or year. Both in-person and online interviews resulted in significant, reported learning outcomes for students. Results suggest that including interviews as part of first-year student curriculum in engineering will significantly improve student motivation and understanding of engineering practice.
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Real-world interactions build empathy and deepen student understanding of research subjects.
“Biology education often emphasizes coursework and labs, but real-world interactions build empathy and deepen student understanding of research subjects (1–4).”
From Using generative AI for interview simulations to enhance student research skills in biology education (2025) · cites this paper as [1]
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Millen, J. I. (2025) · Journal of Microbiology & Biology Education · doi:10.1128/jmbe.00122-25 · Cited by 8 · see citing works
“B iology education often emphasizes coursework and labs, but real-world interac tions build empathy and deepen student understanding of research subjects (1–4).”
- Authors
- Courter, S. S., & Anderson, K. J. B.
- Affiliations
- University of Wisconsin–Madison (US)
- Venue
- 2009 39th IEEE Frontiers in Education Conference
- Publisher
- IEEE
- Published
- 2009-10
- Pages
- 1-6
- ISSN
- 0190-5848 (ISSN-L)
- OpenAlex
- W2171746222
- Cited by
- 6
- References
- 11
- Citations by year
- 2025: 1 · 2022: 1 · 2020: 1 · 2012: 1
- FWCI
- 8.01
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE Frontiers in Education Conference (FIE) (publishedVersion)
- Funders
- University of Wisconsin-Madison
- Topics
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- first-year engineering students, engineering identity, engineering practice, student motivation, engineering education, virtual interviews, student perceptions of engineering
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