Resurrection University
The Difference between Undergraduate and

Graduate Student Behaviors

Undergraduate MSN Graduate

Faculty-directed activities / Student independence in assignments
Guiding principle: It is up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you have already done so.
  • Demonstration of independence is expected in seeking out learning opportunities and resources
  • Self-direction in determining resources/materials for assigned activities and course preparation

Faculty supervision in assignments / Student responsibility for assignments
Guiding principle: Take responsibility for what you do or don’t do, as well as for the consequences of your decisions.
  • Learning at the graduate level stems from an open and collegial relationship with the faculty
  • Faculty want you to attend scheduled office hours
  • Professors expect you to initiate contact
if you need assistance
Instructional methods and text resources are structured by faculty / Students seek learning opportunities
Guiding principle: Mastery is seen as the ability to apply learning to new situations and to solve new kinds of problems.
  • Faculty encourage the learner to be explorative and to challenge assumptions of current knowledge and theories
  • Emphasis on high level critical thinking/clinical reasoning and synthesis of new theoretical and EBP content/materials.
  • Professors will amplify text materials to provide background information, illustration or research on topics studied.
  • Students gather skills in knowledge synthesis and research for advanced practice nursing and expand theoretical and practice perspectives.

Frequent tests / Infrequent tests
Guiding principle: Take responsibility for thinking through and applying what you have learned.
  • Testing is usually infrequent and may be cumulative covering large amounts of material. You, not the professor, need to organize material to prepare for the exam.
  • Faculty rarely offer review sessions or testing guides and when they do, they expect you to be an active participant - one who comes prepared with questions.

Focus on Grades / Less focus on grades
Guiding principle: Though good effort is important in regard to helping you achieve good results, it will not substitute for results in the grading process.
  • Grades may not be provided for all assigned work.
  • Extra credit projects are not used to raise a grade in a college course
  • Graduate work has a higher set point for passing an assignment or course.

Other transitional considerations:

  • Take control of your education: Think of yourself as a scholar moving toward advanced nursing practice.
  • Work closely with your professors: They are your greatest resource.
  • Be assertive: Create your own support systems and seek help when you realize you need it.
  • Plan ahead to meet academic and professional obligations.
  • Set goals for your personal and professional growth as well as for future career.