Facilitating the Moral Growth of College Students

Moral development is a powerful task of young adulthood, andattending to that development is a mandate expected of institutionsof higher education. Liddell and Cooper offer a practical approachto understanding how moral learning occurs as well as the role ofmentors and educators in facilitating that learning.Using Rest's Four Component Model--moral sensitivity, judgement,motivation, and action--they describe powerful campus initiativesfor moral growth, including service learning, civicengagement, campus judicial systems, diversity and social justiceinitiatives, and sustainability efforts. Guidelines for effectivemoral mentorship are examined, and assessment approaches aredescribed in detail.This is the 139thvolume of this Jossey-Bass highereducation quarterly series. An indispensable resource for vicepresidents of student affairs, deans of students, studentcounselors, and other student services professionals, NewDirections for Student Services offers guidelines andprograms for aiding students in their total development: emotional,social, physical, and intellectual.

EDITORS' NOTES 1Debora L. Liddell, Diane L. Cooper1. Moral Development in Higher Education 5Debora L. Liddell, Diane L. CooperThis chapter traces research on the moral development of collegestudents while providing a rationale for exploring the need forattention to this topic on campus.2. Identifying and Working Through Teachable Moments 17Debora L. LiddellThis chapter explores the application of learningtheory--particularly the role of cognitive dissonance--inhelping students make moral decisions.3. The Intersection of Service-Learning and Moral Growth27Joel H. ScottThis chapter explores ways service-learning activities,facilitated discussions, and personal refection can contribute tomoral growth.4. Promoting Civic Engagement to Educate Institutionally forPersonal and Social Responsibility 39Karen D. Boyd, Sarah BrackmannCivic engagement has seen renewed emphasis as a method forincreasing the personal and social responsibility of collegestudents.5. Conduct Systems Designed to Promote Moral Learning 51James M. LancasterStudent conduct systems are important institutional units wherestudents can explore their actions through a structured processaimed toward moral learning.6. Promoting Moral Growth Through Pluralism and Social JusticeEducation 63Dafina Lazarus StewartThis chapter looks at the relationship between moral growth andteaching about diversity, multiculturalism, and social justice onthe college campus.7. Sustainability as Moral Action 73Merrily S. Dunn, Jeanne S. Hart-SteffesThis chapter explores how to help college students viewenvironmental, social, and economic sustainability as a moral actof social justice.8. The Role of the Campus Professional as a Moral Mentor83Margaret A. Healy, James M. Lancaster, Debora L. Liddell, DafinaLazarus StewartThis chapter charges campus professionals to assume the role ofmoral exemplar, to be someone worth emulating, to be reflective andpurposeful in their relationships with students.9. Providing Evidence in the Moral Domain 93Diane L. Cooper, Debora L. Liddell, Tiffany J. Davis, KiraPasquesiThis chapter provides the reader a description of the variousapproaches and instruments available for the measurement of moraldevelopment and their utility to the scholar-practitioner.INDEX 105