20. Professionalism Marks vs. Participation Marks: Transforming the University Experience

• Main Author: Elizabeth A. Wells
• Format: Article
• Language: English
• Published: University of Windsor 2011-07-01
• Series: Collected Essays on Learning and Teaching
• Online Access: https://celt.uwindsor.ca/index.php/CELT/article/view/3189

As well as content, what are we teaching our students and what opportunities can we take to influence their current and future success as graduate students, professionals, and contributors to a wider society? One thing we can teach them is a sense of professionalism; however, that is defined in different disciplines and varying career paths. By substituting for the often vaguely-defined “participation” component of a grade a “professionalism” mark, a place is created for students to learn and exercise mature approaches to their work and their roles within the university. Presented as a proactive and positive element within the student’s control, instead of a punitive grade component, the professionalism mark can result in dramatic changes in class behaviour, participation, attitudes, accountability, and self-motivation. The following scenarios outline different situations, which may ring true to a number of instructors and which professionalism marks might address.