Director of Graduate Education and Learning Communities

Director of Graduate Education and Learning Communities

My graduate educational experience will be different from my undergraduate experience because of the specialization. During my undergraduate studies, the course’s curriculum involved general studies of assorted topics. In my current graduate studies, each topic is analyzed in more depth and detail. The focus is placed on specific elements of the topics. Since my master’s program has an emphasis on health care management, the topics’ emphasis is geared towards elements and concepts that improve the student’s abilities to manage health care appropriately in various positions. Currently, I study about ten main units in a shorter period than the undergraduate program, which includes more units and consumes more time.

A graduate learning community assists graduate students in integrating socially and academically into various programs. The process of integration is enabled through curricular as well as extracurricular activities (Odom, Burbank, & Reed, 2016). The graduate learning programs bear significant differences from the undergraduate learning communities. The first difference is the enhanced purpose in a graduate learning community as opposed to the undergraduate ones. The graduate programs involve individuals who emphasize their studies in a certain direction and often have a clear purpose. This means that their commitment to the learning communities is greater. The group’s members tend to have common goals that are related to their courses. For them, it entails more than just completion of assignments, projects, and tasks.

Due to these differences, collaboration and communication is also different. For instance, the graduate groups’ collaboration is based on one’s willingness. None of the members is compelled to collaborate. Communication tends to be more effective as the learners discuss course concepts and other aspects related to the study (Engstrom, Kabes, & Lamb, n.d). The complexity of the graduate-level units demands that members communicate openly to facilitate critical thinking and quality conclusions. At the undergraduate level, the group members may collaborate or fail to do so due to a lack of internal drive. For instance, some cooperate with others while other group members leave their colleagues to conduct more tasks.

References

Engstrom, J., Kabes, S., & Lamb, D. (n.d). Graduate Learning Communities: Transforming Educators.

Odom, S. F., Burbank, M., & Reed, D. W. (2016). An Examination of a Graduate Learning Community in a College of Agriculture. NACTA Journal, 60(4), 398-404.

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Respond to each of the following questions. Each response should be 75-100 words.
• How do you think your graduate educational experience will be different from your undergraduate experience? Explain your response and provide examples.

• How would you describe a graduate learning community? What would be the key components of a graduate learning community and how might they be different from key components of an undergraduate learning community? Explain your response and provide examples.
• Are communication and collaboration expectations the same in a graduate learning community? Explain your response and provide examples.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of any sources should be presented using APA formatting guidelines,