Graduate and undergraduate education experience differs in terms of expectations from the professors and communities as well as amount of work load. Graduate students are expected to be mature, responsible, committed, flexible and able to do their work well with or without deadlines (Kabes, 2010).
According to Michele (2002), a professional learning community should incorporate groups of both students and professionals who share and critically interrogate their practice in a way that is reflective, collaborative, comprehensive, learning oriented, and in a growth promoting way (Michele, 2002). Undergraduate learning communities promote high levels of engagement, critical thinking and a high quality education both socially and intellectually. On the other hand, graduate communities lack the depth and involvement in undergraduate learning communities. Graduate students are more focused on one’s disciplinary course, research area and individual achievement. Thus, communication and collaboration is minimal (Hall, 2006).
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The Grand Canyon University (GCU) academic experience is different from a non-faith based one in that a student not only gets to acquire academic knowledge but also critical morality lessons which are the basis of Christian beliefs, values and practices. The student gets to learn about reading the scriptures and following Christ in word and in deed. Following Christ involves selflessness, sacrificial service and love.
The student also gets to cultivate a culture that is characterized by a welcoming spirit and loving service to all. GCU adds great value to students and creates wholesome individuals as it integrates faith, learning, work and service in an effort of honouring God. By integrating the Christian principles with curriculum across all degree programs, students are prepared for careers that honour God while serving others.
References
Kabes, S., Lamb, D., & Engstrom, J. (2010). Graduate learning communities: Transforming educators. Journal of College Teaching and Learning , 7 (5), 47.
Tinto, V. (2006). Research and practice of student retention: What next?. Journal of College Student Retention: Research, Theory & Practice , 8 (1), 1-19.
