The Professional College Student: Communicating Professionalism in the Classroom
Written by: Ruth V. Walker, PhD
Published June 2, 2024
I am fortunate to work in a department that is the home of one of the top masters degree programs in industrial-organizational (I-O) psychology in the country. The first time I taught a graduate course with our I-O graduate students, I noticed how their behavior and appearance in the classroom set them apart from previous graduate and undergraduate students I have worked with. To begin with, they come into the classroom dressed in business casual clothing. This alone took some getting used to with the increasingly casual clothing that is typical in college classrooms. Beyond their professional appearance, they came to class on time, prepared, they regularly contributed to class discussions, and typically (no one is perfect) understood when it was time to look up from their laptops. They also stayed off their cell phones and viewed feedback as an opportunity for growth. Through these behaviors, they showed me that they understood the importance of communicating their professionalism through their actions to both their professors as well as their peers.
I also teach lower division undergraduate courses. This year I took over our undergraduate course, Psychology as a Profession, teaching almost 300 undergraduate psychology majors and minors about careers in psychology. The course focuses predominantly on helping students explore career opportunities in the field of psychology, develop a career plan, outline SMART goals to help them achieve their career goals, and build their professional identity through the creation of a LinkedIn Profile, resume, and curriculum vitae. It has become clear to me over the past year that there are students that seem to understand what it means to be a professional in the classroom; they typically - although not always - sit close to the front of the classroom and engage in many of the behaviors I see in the I-O graduate students (with the exception of business casual dress). However, the majority of students still have room to more fully develop this valuable skillset.
This knowledge gap may be due to a variety of factors. For example, my university has a number of first generation college students who may not have had guidance regarding expectations for their behavior in the classroom. Current cohorts of traditionally aged college students also had their high school education interrupted by the pandemic, which has fundamentally shaped their understanding of classroom expectations. When they took classes synchronously or asynchronously online, there was no one in their immediate vicinity to be impacted by potentially disruptive behaviors such as scrolling on their phone during class, regularly arriving late for class or leaving class early, working on assignments for other classes, or - thanks to mute buttons - having conversations with friends.
Importantly, many students don't understand and haven't had anyone explain to them why professionalism in the classroom is important.
Why Should You Care?
When students are professional in the classroom, they are not only prioritizing their own education but also enhancing the classroom learning environment as a whole. But what's in it for you?
You are beginning to build habits that will follow you into the workplace. You want those behaviors to be a positive reflection of who you will be in your future workplace. Researchers have found that early development of professional behaviors in educational settings is linked to higher levels of career success and job satisfaction (Baxter Magolda, 2004).
Several researchers have found support for the connection between student engagement in the classroom and learning outcomes. Definitions of engagement vary, but ultimately students who are punctual, prepared, and engaged in small-and-large group classroom discussions have better retention of course material (Ernst & Colthorpe, 2007; Hadie et al., 2018; Miller et al., 2016).
Professionalism in the classroom does not go unnoticed; these behaviors often lead to stronger relationships with faculty, who can be pivotal in providing career guidance, references, or further academic opportunities. This reciprocal interaction not only elevates your visibility and credibility in the eyes of your instructors (Tinto, 1993), but research by Gregory et al. (2016) found that positive teacher-student relationships, fostered by professional classroom behavior, can significantly improve academic engagement.
Professional behaviors in the classroom can contribute to the development of positive peer interactions and promote peer relationships, which are related to better academic performance and engagement (Dotterer et al., 2007; Finn, 1993).
The skills associated with professionalism in the classroom—such as effective communication, time management, and ethical conduct—are directly transferable to the workplace. Employers consistently emphasize the need for these soft skills, which are just as critical as technical abilities in building a successful career (Robles, 2012). By nurturing these traits during your college years, you will be better equipped to transition smoothly into the professional world, where such qualities are valued and expected.
Develop a Growth Mindset
Students often view college in two distinct ways: as either the end of their educational journey or the beginning of their lifelong professional journey.
If you view college as the end of your educational journey, your focus is likely on achieving high grades and seeing professors primarily as gatekeepers. This perspective emphasizes traditional academic success, such as securing a high GPA, as the ultimate goal before entering the "real world." You may view your classmates as competitors rather than collaborators.
On the other hand, if you view college as the start of a lifelong professional journey, you will adopt a broader approach. You’ll value practical skills and professional relationships, not just grades. You’ll engage in hands-on experiences and networking, viewing professors as mentors and future career allies. You’ll see classmates as potential colleagues and important parts of your professional network. This perspective encourages collaboration, knowledge sharing, and mutual support.
The way you approach college can impact your educational and career outcomes. Adopting a growth mindset—the belief that abilities and intelligence can be developed through effort and dedication—is powerful. This mindset helps you see challenges as opportunities for growth, value constructive feedback, and keep going despite difficulties. It can help boost your engagement in learning and build the resilience and adaptability needed in the workplace.
Practical Tips for Demonstrating Professionalism in the Classroom
If you are interested in viewing every class, interaction, and extracurricular activity as a step toward your future, here are some of the ways you can communicate that to your professors:
Be on time
Come to class prepared (e.g., complete readings, be ready to participate)
Show your professor you are engaged (e.g., make eye contact, take notes, avoid looking at your phone)
Contribute to class discussions and ask questions
ALWAYS treat your professors and peers with respect
Seek and listen to feedback (bonus points if you acknowledge and thank your professors for said feedback)
Manage your online presence, maintaining your professionalism in online spaces such as social media platforms
Address professors formally in person and via email (e.g., use formal titles such as "Professor" or "Dr.")
Use office hours to discuss course materials, seek guidance on academic and career planning, and build a professional relationship with your professors
Be a good group member (e.g., meet deadlines, communicate promptly, stay focused, and contribute equally to projects)
Conclusion
By showing up on time, being prepared, engaging actively, and treating everyone with respect, you’re not just meeting the minimum requirements—you’re setting yourself apart and making a lasting impression. Remember, this approach doesn’t just benefit you academically; it opens doors for career opportunities, mentorship, and strong professional relationships.
References and Further Reading
Baxter Magolda, M. B. (2004). Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship. Stylus Publishing.
Dotterer, A. M., McHale, S. M., & Crouter, A. C. (2007). Implications of out-of-school activities for school engagement in African American adolescents. Journal of Youth and Adolescence, 36(4), 391-401. https://doi.org/10.1007/s10964-006-9153-9
Ernst, H., & Colthorpe, K. (2007). The efficacy of interactive lecturing for students with diverse science backgrounds. Advances in Physiology Education, 31(1), 41-44. https://doi.org/10.1152/advan.00107.2006
Finn, J. D. (1993). School engagement and students at risk. National Center for Education Statistics Research and Development Reports. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Gregory, A., Hafen, C., Ruzek, E., Mikami, A., Allen, J., & Pianta, R. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171-191. https://doi.org/10.17105/SPR45-2.171-191
Hadie, S. N. H., Hassan, A., Ismail, Z. I. M., Ismail, H. N., Talip, S. B., & Rahim, A. F. A. (2018). Empowering students’ minds through interactive lecture: Effective strategies for teaching and learning. Bulletin of Education and Research, 42(1), 81-96. https://doi.org/10.3382/ber.v42i1.34567
Miller, K., Zangori, L., Forbes, C., Sabel, J., & Schwartz, R. (2016). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 1(1), 1-9. https://doi.org/10.1186/s41235-016-0008-8
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453-465. https://doi.org/10.1177/1080569912460400
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press.
About the Author
Dr. Ruthie Walker is an Assistant Professor of psychology at the University of Tennessee at Chattanooga. She has taught and mentored more than 1,500 students since 2011 and is passionate about preparing undergraduate (and graduate) students in psychology to be successful professionals. She is the creator of the Careers in Psychology Google site, and worked with Dr. Drew Appleby to create the "What Can I do with a Bachelor's degree in Psychology?" resource poster that has been downloaded more than 1,500 times.