University Daily Kansan, June 17, 1982
Analysis
Administrators insensitive to needs
KU neglects nontraditional students
By PATTI HACKNEY
Guest Columnist
Students who work for their livelihood or are raising their children while attending school are not a narity anymore. But the University hasn't recognized that fact in their policies. The dominant attitude and system still serves the traditional model of education instead of encouraging, nontraditional students.
ALTHOUGH the easy-access program exists to help, it is not geared toward the degree-seeking nontraditional student. The Nontraditional Student Organization means well, and the students there are more likely to but weekly meetings are not what an already over-committed student needs or wants.
Nontraditional students normally must work to afford an education while supporting their families. But jobs that are flexible enough to accommodate a student's day classes are nor-committed to the minimum wage). Thus, financial aid is needed to supplement income and pay tuition.
Many times, financial aid with a part-time job just isn't enough. The student must find full-time work to meet household expenses. And if the student's salary is low, the student at minimum wage is still at the poverty level.
navid Stockman's claim that those who really want an education will work for it without financial aid is a sham, a crock and an outright lie. Those who can afford an education will get it, and those who can't will not. And the trusism that the rich get richer (and educated) and the poor get poorer (and pushed out of the higher-paying job market) is even true.
THE UNIVERSITY system does not support the nontraditional student. Look at the number and extent of evening courses. There is no way a person can hold down a chair or uphazardly chosen by departments with no plan to help a person who can only take night courses.
A small but very frustrating situation for students with children is that when schools are closed in the town because of bad weather, the university usually remains open. Those students with children are in a bind. Your child is home from school, and you have to go to work and classes. More coordination between the University and the public school system could be an answer, or some kind of emergency day care on campus for only those days when the public schools are closed because of weather and the university remains open.
EXTRACURRICULAR activities present one of the largest obstacles for nontraditional students. What seems to be an added opportunity for on-hands experience and socializing with fellow students can sometimes be the road to contacts and exposure needed to land a high-paying
Work on the Kansan (when you take Advanced Reporting) requires a story in every day, which means the person is working in the newsroom every evening. What family member with children works in the newsroom? What evenings a week in the Kansan newsroom, while working a job and attending classes? That feat is difficult enough for the traditional student, and totally out of reach for nontraditional students, and yet, it allows the student to string books to show) are many times based on involvement with the Kansan.
SURELY EVERY school in the University has its examples. The Law School has the Law Review, a journal put out by the students, and those who work on it gain prestige and exposure that can be the cutting edge in their competitive field.
But these students are a measure, it is said, of the student's true interest and enthusiasm for their profession. The Stockmans of the world say that if they really are dedicated, they will find a way to become involved in these activities, despite all obstacles.
IS THAT A Fair barometer of caring and dedication? Is the student who works a full-time job, supports a family, maintains a house, takes a full class load, keeps a decent grade point average and attempts a good family life any less dedicated? The rewards that go to the student involved in the extracurricular activities do not necessarily show the most dedication.
That is not to belittle in any way the accomplishments of the student who does work hard on the Kansan or the Law Review; it just puts some students on a high level of 'dedication' and how it is presently measured.
BUT THEN again, isn't that a microcosm of "the hard cruel world"? Those who work long and hard and steady are those who are necessarily rewarded. You can go to work every day, work hard, be dedicated and be laid off or never get a raise, or just get good pay and a chance to take extra advantage, those family contacts, or who are in the right place at the right time who get the payoff.
I don't have any pat answers. We are talking about a system here - attitudes ingrained into administrators that filter down into every classroom and the way each instructor operates. I don't expect the University system to be focused on the needs of the schools need to consider their value systems and re-evaluate the way their school treats nontraditional students. In these times especially, with a crippled financial aid program and the number of students having to work through the semester, it may be hard to do. Adequate alternatives should be thought out for the students who want that experience and education, but not at the cost of their families or their sanity.
"WITH FALLING enrollments, it would be an economically sound practice to encourage nontraditional students. Working while attending school can help you keep the number of people to gain an education.
Many causes for decline of education
By LOREN BUSY
Guest Columnist
THE QUALITY OF EDUCATION at any college or university is reflected by the skills and capabilities of the institution's graduates. And it is no secret that the reading, writing and verbal communication skills of college graduates have been declining. Many post-graduate schools and colleges have faced concerns about the standard fundamental communication skills of college students.
In turn, the colleges and universities often blame elementary and secondary schools for these problems. The situation is a familiar one. These schools very seldom hold a student back regardless of how inadequately he or she may be prepared.
Some institutions are able to protect their educational standards by using selective admissions policies. Undoubtedly, the University of Kansas could also improve the quality of education it offers by tightening its admissions standards. The luxury of a street admission policy, however, cannot impose absolute dream for a state law that must accept all state high school graduates who apply.
IN THE OPINION of many KU students, having to take all Kansas graduates is only one of several problems. There are many complaints that are well known to the entire University. They have been the central point of discussion among students, faculty and administrators.
A lot of students think that courses are too difficult or are poorly taught. Related to this is the complaint that faculty members spend the time teaching graduate courses and doing research.
Another common gripe is about faculty advising. In several instances, there is either little or no action. Many professors do not have many students who have seen their adviser think the quality of advising was inadequate.
THERE ARE MANY who place the blame for the decline in quality of undergraduate education on former administrators at KU. Many people point to the administration of former Chancellor Archie Dykes (1973-980) as the main cause of the decline. For a variety of reasons, appropriations from the Kansas Legislature were made to support the college. Us' not important to establish what the reasons were or where the blame lies at this point.
Even though increased funding would solve some problems, such as the growing number of teaching assistants needed and the decrease in professors attracted to KU, problems would still exist. Difficult courses would still be here, as would poor advising and other problems.
According to a publication prepared by the office of student affairs titled "Student Profile." "After six semesters at KU, 41.3 percent of the class who entered in the fall of 1979 have left the University." From data gathered thus far on the classes that entered in 1979 and 1980, it appears that this figure will be easily repeated by both classes.
This figure is not cause for great alarm. Probably close to all of the 1,000 students had a vast array of excuses for their failures. It's always easier to blame something abstract than to blame oneself. In all likelihood, in practically every case, the blame for dismissal lies with the student.
missal rate is high and why students in general are dissatisfied with the quality of their education. The solution rests with the student. Tacha said that data obtained from studies of ACT scores show that 80 percent of the students who attend KU are capable of achieving a 2.50 GPA. Yet the total University GPA is only 2.68 (as of the fall of 1980).
CERTAINLY THERE are many reasons for students to leave KU. Unfortunately, a precise breakdown for why the 43 percent left KU is not clear. The failure of instruction and dismissal policies were implemented two years ago, the number of academic dismissions has increased dramatically. According to Dean Natalie Tacha, vice chancellor for academic affairs at KU, the dismissions for academic issues in the past 12 months.
THE ANSWER is the same for why the dis-
A large number of students don't come to KU with the commitment and dedication needed to succeed. Many students say she or he didn't even book for a class until the night before a test.
Closely related to this is attendance. Again, it isn't uncommon to see a student in class only on the day of a test. Attendance is such a large problem that the Commission on the improvement of Undergraduate Education suggested an increased attendance policy be considered.
The commission also recommended several other changes in undergraduate education. Some of these recommendations are: to establish clearly defined academic standards, to establish clear guidelines for student achievement and reward teaching at the undergraduate level; to evaluate regularly the quality of the undergraduate program; and to communicate to prospective students and the people of Kansas the academic commitments of KU to a high quality educational institution; and their recommendations are being implemented.
Just having these recommendations implemented, however, won't discontent that presently exists. Students must come half way toward achieving academic achievement for quality education. Even if KU were to soon have the most outstanding advising program in the nation, it wouldn't matter unless students participated. Well over 50 percent of KU students are self-advised, and the majority of them receive their adviser once a semester. Unless students accept their share of responsibility, nothing will change.
Student body threatened from within and without
By ALVIN A. REID Columnist
The university student is quickly becoming an endangered species. What once was a thriving elan is dwindling every semester and, if something doesn't change soon, extinction is possible. Between education budget cutbacks, elimination of over 50 percent of all student financial aid and spiraling college costs, receiving a first rate education is becoming a thing of the past for many people. The University of Kansas is approaching this dangerous trend.
THE ECONOMIC status of the average KU student may be high, but this university relies heavily on students who must receive some type of financial assistance to defray the mounting cost of tuition. Should these students lose any more financial aid, many will have to settle for other colleges and KU will be the biggest loser of all.
Part of the problem lies with the student himself. In fact, the KU student is his own worst enemy. Students are quite aware of their plight, but too many of them won't lift a finger to help themselves. If the existing situation is to be reversed, those enrolled at this university had better start taking more interest in University affairs.
Pretty soon students will be receiving less and less education for more and more money. How many sophomores and junior know that tuition is going to skyrocket after spring 1983? Along with that, room and board prices will be higher, as will prices of books and supplies.
THE ONLY PEOPLE who are great enough in number to battle these runaway price increases are students. Every student has a vote and can use his ballot to show some clout. Let Kansas representatives know how you feel about the college education that is slipping through your
But, until the KU student starts taking the initiative and gets off his duff, the odds of graduating from an accredited university will grow worse everyday. Next fall, look around and see how many of your friends aren't here. And not all of the missing people were academically dismissed. They simply couldn't keep pace with the financial burden
IN THESE DAYS of educational cutbacks, the most endangered type of student is the minority
student. What's alarming is that the black student may be the most apathetic of all. The way America is running, any black student enrolled in college, especially a fine university such as this, should consider himself very lucky. Because attending college is such a grand opportunity, black students should be fighting tooth and nail to hamp on to it.
Instead of following in the apathetic footsteps of his white counterpart, the black student should be trying to fill every leadership role he could mustered. The student would equality in every facet of education. This includes protesting the proposed cuts in financial aid favored by President Reagan. While these cuts would affect many white students, they would decimate the black student population at
AT THE CLOSE of the spring semester the black students of KU found themselves fighting each other instead of the problems that threaten them all. The Black Student Union is taking the first steps in becoming campus leaders, as are the black students' organization, the Black Student Union, and unofficial groups must put their petty grievances behind them and become strong allies.
amount KU's black students decide to get on the ball, they could have one of the best black student bodies in the Big Eight, or in the nation because of other students' sluggish behavior. The limelight is there, but someone has to make an offer to him. KU wants him to find some motivation and take an active role in this university, minority education at KU will be seriously limited.
By utilizing the Kansan and the campus radio stations and by simply writing letters to politicians and KU administrators, the black students' group is able to gain a voice in shaping whim of an animal struggling for survival.
GRADUATING FROM the hallowed halfs of KU is a prestigious moment for any student, be they black or white. But if the same thing can be said 10 years from now, the student is going to have to decide to take part. Not only must the faculty and staff be concerned, but so must every individual student who pays through the nose for the right to enroll each semester. The student has to figure out that this entire campus is made possible by him—and to keep it, to be to be fought for. If the college student's future in Lawrence is threatened, so is he.
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Fundamental goals of education at the University of Kansas
By MICHAEL L. JOHNSON Guest Columnist
Like any public university, the University of Kansas is dedicated to a variety of educational missions that may be characterized in many different ways. However, if one is concerned, as I am here, with presenting an overview of those missions, one must have some relatively simple criteria of categories in terms of which they may be classified and briefly discussed and evaluated.
PROPABEDEUTIC EDUCATION involves teaching and learning at the introductory level. It is education in the fundamental forms of knowledge, including basic information essential or core-curricular subjects. Its mission is generally to enhance and consolidate the student's command of those forms of knowledge and skills in preparation for more advanced and, typically, more specialized or vocational learn-
Thus, I propose that those missions be categorized in terms of a kind of twivum. By this scheme the University has three missions: (1) providing exemplary education and (2) mathematical education.
It is the kind of education realized in the student's completion of the basic freshman and sophomore courses in English and mathematics, plus the social sciences such as history, psychology, history of art and
chemistry. At its most basic level, it habitulates the student to avoid写 run-on sentences and to grasp and use the notion of algebraic proportion; at its most advanced, it habitulates the student to distinguish analytically two pieces of music from different eras.
DISCIPLINARY EDUCATION involves teaching and learning at a higher level and in a variety of ways. Students are典化 forms of knowledge and skills associated with that discipline. Its mission is to deepen the student's understanding of those forms of knowledge and to refine and polish those skills in areas of study.
It is the kind of education realized in the student's completion of a terminal degree,
whether at the undergraduate or graduate level. It enables the student to graduate and secure employment more or less related to the kind of job offered, setting it a higher degree and subsequent employment.
MATHETIC EDUCATION is more general or more holistic than propeudectic or disciplinary education and involves teaching and learning about the discovery, cultivation and enlargement of cognitive faculties, those radical abilities that relate to the whole process by which any form of knowledge or any skill is learned and used. It is education in generalized forms of meta-knowledge and meta-skills. its mission is to help the student to learn the processes of knowledge structure in which the forms of knowledge apply to any discipline inhere and are elaborated to analogize among them, to understand how understanding is accomplished.
It is the kind of education realized (sometimes almost in a single moment of enlightenment) in the student's achievement of a polymathic and intelligently fluid mind-set, one informed by the need to cultivate intelligent intellect. In lifelong self-education, it enables the student to grow with an open and whole view of the human enterprise, the artificial closures of particular subject areas or activities, and to live adaptively, comprehensively, even enthusiastically, in a world of self-realization.
which being paralleled by its compass,
THE UNIVERSITY of Kansas for the most
Placing a special emphasis on mathecic education involves a special kind of commitment. *President's education is hugely, though if should be more focused on the sciences* in the city of the College of Liberal Arts and Sciences;
part does an at least respectable job in fulfilling all of these three educational missions. However, if it is to be the kind of university presently envisioned by its more optimistic administrators and faculty members (count me as a member of both groups), it obviously must continue to improve manifoldly all the entities (schools, programs, courses, whatever) subsumed by the especially, I would suggest, the many aspects of those entities relevant to matheduc education.
disciplinary education is partly the responsibility of the college but more largely the responsibility of the various schools of the University; but mathetic education is the responsibility of the entire academic community of the University.
TO BE FULLY and generally realized, it requires a thoroughgoing and ongoing commitment to interdisciplinary teaching and learning. This is particularly important because made but must make if it is to educate its students appropriately and richly for a future that promises to be terribly problematic but nonetheless replete with wonderful opportunities for growth and development, it is intensive enough to perceive and exploit them.
In his poem "In Broken Images," Robert Graven delineates two very opposite kinds of death.
He continues quick and dull in his clear images;
I continue slow and sharp in my broken images.
He in a new confusion of his understanding;
1 in a new understanding of my confusion
I in a new understanding of my confusion
Cheery I want attention at the University of Kansas, at least the best ones, to identify with the speaker.