An open letter to university admissions board

Hello, I am writing as a young, adjunct professor at a small, liberal arts university. You say implicitly - and often explicitly - to each student who you grant admission into your institution, "the collective wisdom of those within this institution believes that you have the characteristics and qualities necessary to develop in this setting, and we are committing to your academic development." Yet, most of my 3rd and 4th year university students do not produce work that reflects an adequate proficiency in the English language or a conscientiousness to turn in error free work. I enjoy fostering professional and personal development in my students, and I would prefer to spend my time doing so in ways that use my (quasi/limited) expertise in psychology and theology. Honestly, as an adjunct professor, I do not have the time or resources to teach basic grammar to my students. However, I feel the obligation to teach them these skills because we, as an institution, have made a commitment to educating them to skills necessary to succeed in their lives and careers. Instead of fulfilling the role of an Adjunct Professor of Psychology, I take up the role of my 7th grade grammar teacher. This role confusion wastes resources (e.g., time, money, emotional energy) and, obviously, increases my frustration. We must reexamine curriculum or admission policies to provide appropriate options for students. We can no longer waste our resources. Thank you,