Preparing students for success in fieldwork

We designed an interviewing techniques course to facilitate students' acqui sition of professional role attributes and skills eve consider likely to co ntribute to success in fieldwork. Advanced undergraduates rated the value o f various components of the course 1 to 2 years after taking it, when they were near completion of senior fieldwork placements. Faculty members who te ach fieldwork seminars and fieldwork preparation courses also rated the val ue of course components. Overall ratings by both students and faculty were quite high. Students gave the highest ratings to learning experiences that took place in class, were active, related directly to interviewing skills, and included interactions with others.