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?

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:

1. Be on time

2. Come to class prepared (e.g., complete readings, be ready to participate)

3. Show your professor you are engaged (e.g., make eye contact, take notes, avoid looking at your phone)

4. Contribute to class discussions and ask questions

5. ALWAYS treat your professors and peers with respect

6. Seek and listen to feedback (bonus points if you acknowledge and thank your professors for said feedback)

7. Manage your online presence, maintaining your professionalism in online spaces such as social media platforms

8. Address professors formally in person and via email (e.g., use formal titles such as "Professor" or "Dr.")

9. Use office hours to discuss course materials, seek guidance on academic and career planning, and build a professional relationship with your professors 

10. 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

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/s10964-006-9161-3  

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., Mohd Ismail, Z. I., Ismail, H. N., Talip, S. B., & Abdul Rahim, A. F. (2018). Empowering students’ minds through a cognitive load theory-based lecture model: A metacognitive approach. Innovations in Education and Teaching International, 55(4), 398–407. https://doi.org/10.1080/14703297.2016.1252685 

Jackson, D., Shan, H., & Meek, S. (2022). Employer development of professional capabilities among early career workers and implications for the design of work-based learning. The International Journal of Management Education, 20(2), Article 100692. https://doi.org/10.1016/j.ijme.2022.100692 

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.

Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 5(1), 15. https://doi.org/10.1186/s41235-020-00218-5