by Writerbob

Created on: March 05, 2007   Last Updated: May 02, 2007

I speak from experience as a former university instructor when I state that not only can one's attitude influence the grades received, it is possibly the single most influential aspect of this matrix. In specific, this attitudinal position is one that is demonstrated by the students depth of interaction with their instructors. To the extent possible (given that 200 plus class sizes makes this an impossibility), students should attempt to achieve a basic human rapport with their professors, so that when it is time to assign grades there is a face to match with the numbers. In any class that involves some level of subjectivity, be it essay questions, writing projects or presentations, students who want to get the most credit should establish at least a conversational relationship with their instructors.

This technique is often derided as politics, "butt-kissing" and the like, but those who want to believe in a completely objective process of evaluation will be shocked once they enter the "real world" and they discover the depth of subjective influence in the workplace. Those who get ahead in corporate America are those who get their superiors on their side, rooting for their advancement. And it is no different, and perhaps should be no different, in college as well as the work world.

The vast majority of university instructors want their students to succeed, and are aware of the pressures their students face in trying to keep a high GPA for graduate schools or to validate the money that their parents are investing in their education. In my many conversations over the years with other instructors about what makes one student stand out from another, it is the demonstration of desire to improve and/or excel. If a student remains anonymous by always sitting at the back of the class, never participates in discussions, never stays after class to exchange just a few words and never visits me during office hours, I am drawing blanks when I evaluate their work and seek to assign the proper credit.

On the other hand, if I have noticed a student participate in class discussions several times during the semester, and they stay briefly after class to question me more in-depth about the topic of that day, and I have spent at least an hour working with them in my office, then I have a basic notion that they are motivated to do well. They have sought my counsel to improve what wasn't working, and have demonstrated a respect for the position I hold and the job I am performing.

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