which was followed by a 15-minute period of discussion. The LSCC issued a 70-page report of the proceedings. The faculty reached consensus that poor student academic performance reflected a problem with students' attitudes toward university academic life. According to the summary section of the Official Report of the Institute,
A persistent theme throughout the week and the final day's discussion was the need to enhance a student academic culture at KSU. The faculty agreed that if this not done, it will undermine the educational mission of the University. A common complaint is the lack of motivation on the part of students and their "I don't care" attitude toward their classes. Too frequently students come to class without having read the material or having completed their assignments. Absenteeism from class is a chronic problem experienced widely on campus as is students continually coming to class late. When students miss classes, they are behind and serve ... to slow down the class when they return. Students coming to class without having read their assignments is another common complaint. That such behaviors hurt their grades doesn't seem to be an incentive for them to improve. Not only is it frustrating for faculty to deal with these problems, it is frustrating for the better students who do want to learn. (Link to SummerInstituteFinalCompleteReport_p4.pdf)
The faculty clearly saw the importance of the link between student attitudes and developmental and regular university education. The report called for greater University support for developmental education, stating that “The function of the remedial program is to prepare academically deficient students with the skills and habits they need to perform college-level work at an adequate level. Conditions at KSU are compromising that success and the remedial program needs attention . . .” The faculty group recommended that developmental courses meet five hours per week rather than three, maintaining class size at no more than 15 students, and holding dialogue workshops between faculty teaching in developmental courses with those who do not. (Link to SummerInstituteFinalCompleteReport_pp6-9.pdf)
The report offered several other recommendations to redress problems of student attitudes and learning, among them:
Improve the academic climate on campus through (1) better use of campus orientation sessions and the First Year Experience Program, (2) strengthening the content of UNV 101 (University Orientation) to promote a more serious work ethic, (3) common campus academic activities, (4) widespread use of the College Student Inventory to identify student-reported attitudes and needs, and (5) requiring conditionally admitted students to sign contract letters that would spell out the expectations the University has of them.
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