The GRACE Mandate

Since its introduction, the GRACE mandate:

G- Globally relevant

R- Research focused

A- Adventist rooted,

C- Competent community,

E- Entrepreneurial

has quietly positioned itself as more than just a slogan. It is, at least in theory, a framework meant to shape both policy and student experience.

Across campus, its presence is felt in subtle and direct ways. From increased emphasis on structure and discipline to a growing push for skill development, the mandate appears to be steering the university towards a more defined identity. But as with any institutional vision, its true impact is best measured not in policy documents, but in how students interpret and experience it.

For one student, the most visible aspects of the mandate are its emphasis on competence and entrepreneurship, areas they believe are actively being implemented. While the broader vision suggests a holistic approach to education, they interpret it more simply: an attempt to produce students who are not only well-behaved, but well-rounded.

That said, the relevance of the mandate is not evenly felt across all its components. Entrepreneurship stands out as the most personally meaningful aspect, particularly in its encouragement of practical thinking, independence, and development of money making skills. Other elements, such as the focus on research, feel less connected to immediate student priorities or experiences.

Still, there is an acknowledgment that the influence of these values may extend beyond the university environment. As the student put it, “if you pass through school, school should also pass through you.” Whether consciously or not, aspects of the mandate may shape habits, thinking patterns, and decisions long after graduation.

Expectations for the current administration, however, remain mixed. While there is recognition of structure and intent, there is also a call for balance, particularly in the area of student welfare. Concerns around strictness suggest a desire for leadership that is firm, but not overbearing.

Financial decisions also come into focus. The hope is not just for stability, but for consideration, specifically that fee increases are either slowed down or reduced over time.

For another student, however, they believe that the administration is doing an amazing job, especially regarding the environment. The student compliments and recognizes the beauty of Babcock’s environment and commends the administration for building a better space for students. The new mandate appears to be highly focused on bringing opportunities and school-sponsored programs that open up new avenues for students, including connections and exposure.

A strong emphasis on research stands out as a key factor driving innovation and opportunity. This particular student believes that the mandate has been highly beneficial to students, even beyond the walls of Babcock, as it has set them on the right path toward becoming the best version of themselves.

A major similarity between these two conversations is that both students believe the administration does not fully listen to or understand the perspectives of the students. They acknowledge that the administration is constantly looking out for them, but also emphasize that it is important to pay attention to the needs of the people they are serving. They hope that this new administration will be more inclined to understand them and take meaningful action in the near future. With that being said, they agree that the administration is doing a good job.

Ultimately, the GRACE mandate presents a clear vision. The question, as always, is not what it stands for, but how deeply it connects, and whether students see themselves reflected in it.

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