Facilitating the Moral Growth of College Students E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 217

Veröffentlichungsjahr: 2012

Beschreibung

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.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

EDITORS’ NOTES

Chapter 1: Moral Development in Higher Education

The Moral Crisis in Higher Education

Higher Education Initiatives on Moral Development

Theoretical Frameworks

Moral Development or Moral Maturity

Moral Development or Character Education?

Definitions Used in This Volume

Summary

Chapter 2: Identifying and Working Through Teachable Moments

Assumptions We Make About Learners and Learning

A Mile in Their Shoes: Understanding the Individual Learner

The Power of Relationships to Facilitate Learning

Moral Development in the Institutional Context

Challenges to Learning

Summary

Chapter 3: The Intersection of Service-Learning and Moral Growth

Understanding Service-Learning

Research in Service-Learning and Moral Growth

How Can Service-Learning Use Good Learning Practices to Facilitate Moral Growth?: Integrating a Reflective Planning Tool for Moral Growth

How Should Service-Learning Be Evaluated?

How Can Service-Learning Cultivate Relationships That Lead to Moral Growth?

Important Caveats and Reminders

Closing Thoughts

Chapter 4: Promoting Civic Engagement to Educate Institutionally for Personal and Social Responsibility

Civic Engagement

Institutional Exemplar: Coalition for Civic Engagement and Leadership

Educating for Personal and Social Responsibility

Mutually Reinforcing Metacurricular Constructs

PSR-Promoting Civic Engagement Activities and Initiatives

Considerations for Developing Model Metacurricular Programs

Overcoming the Barriers

Chapter 5: Conduct Systems Designed to Promote Moral Learning

History of Student Conduct Systems

Learning, Development, and Conduct

Student Conduct Outcomes as Moral Learning

The Conduct Professional as Moral Mentor

Institutional Support

Chapter 6: Promoting Moral Growth Through Pluralism and Social Justice Education

Framing the Conversation

Pluralism and Social Justice in Higher Education

Applying Rest’s Model to Pluralism and Social Justice Education

Implications and Recommendations

Conclusion

Chapter 7: Sustainability as Moral Action

Sustainability as an Act of Social Justice

From Individual Moral Action to Intentional Social Change

Sustainability as Spirituality

Sustainability in a Student Affairs Context

Sustainability at an Institutional Level as Moral Action

Assessing Sustainability

Chapter 8: The Role of the Campus Professional as a Moral Mentor

The Nature of the Learning Relationship

Role of the Mentor

Everyday Habits for Moral Coaching

Conclusion

Chapter 9: Providing Evidence in the Moral Domain

Measuring the Moral Domain Through Quantitative Methods

Qualitative Methods to Assess Moral Issues

Proxies for Moral Competence

Assessing Organizational and Programmatic Outcomes

Challenges in Measurement

Index

FACILITATING THE MORAL GROWTH OF COLLEGE STUDENTS

Debora L. Liddell and Diane L. Cooper (eds.)

New Directions for Student Services, no. 139

Elizabeth J. Whitt, Editor-in-Chief

John H. Schuh, Associate Editor

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EDITORS’ NOTES

Most days, the news typically reports on events reflecting some kind of a moral crossroads. Some of these events involve institutional issues, such as the SAT cheating scandal attributed to administrators and teachers in the Atlanta public school system. Others are on an individual level. For example, former Rutgers student Dharun Ravi was convicted of using a webcam to broadcast roommate Tyler Clementi’s sexual encounter with another man. Tyler committed suicide shortly after the broadcast. These are two of many examples of why student affairs professionals must consider purposeful approaches to promoting moral growth and development to prepare students to face difficult choices in the future.

The call for higher education to include moral development as a learning outcome is not new. More than 40 years ago, Brown and Canon (1978) pointed to the need for moral education in postsecondary settings to tend to the “void created by the abandonment of in loco parentis models” (p. 426). They called on student affairs professionals to practice caring confrontation rather than wait for students to pay a financial fine levied on them for their bad behavior.

No doubt that college students face complicated moral and ethical situations on a daily basis. This volume provides a framework for facilitating the moral development of college students through various campus initiatives. The authors briefly describe the theoretical frameworks that are useful for working with students’ moral and ethical development and then identify practices outside the classroom appropriate for student affairs educators.

We have five starting assumptions for this volume:

1. Moral growth and change is a developmental task that occurs during young adulthood.

2. Moral development is a goal that is increasingly evidenced in mission statements of higher educational institutions yet rarely is assessed as part of measurable learning outcomes.

3. The word “moral” comes with baggage that is culturally and religiously grounded. The higher education community may have shied away from using it as a specific goal and instead has used such terms as “civic engagement,” “campus involvement,” “service-learning,” or “character education.” However, we see these terms as potential means to the moral end.

4. There is a cultural context to what is known about moral development. There may also be a political or ideological context.

5. Moral growth requires the context of a relationship.

In Chapter One, we describe moral development in the context of higher education, explore how values and assumptions create a frame for moral development, and describe the relationship between cognitive development and moral development. We differentiate between moral reasoning (cognitions) and moral action (character), and explore the provocative nature of learning experiences that are vital to the moral growth and development of college students. Further, we look at three approaches to understanding moral development: those of Lawrence Kohlberg, Carol Gilligan (and the expansions on her work by Nel Noddings), and James Rest.

In Chapter Two, Liddell explores three dimensions in moral development: (1) morality as an individual construct, (2) facilitated by powerful relationships, (3) in the context of the organization. The teachable moment is usually one that is centered in conflict for the learner: dissonance about an issue or discomfort around a choice. The author explores the importance of others in moral development: peers, parents, faculty, and teammates. Finally, for the institution, there should be consistency between espoused and lived values.

Service-learning has become a popular activity on campus to intentionally create opportunities for students to experience activities designed to take them out of their comfort zone with the support necessary to process the events. In Chapter Three, Scott differentiates service-learning and volunteerism, and examines the role of student affairs in each. He explores how service-learning can facilitate growth and cultivate relationships that lead to moral development. In Chapter Four, Boyd and Brackmann expand on the concept of the nature of civic engagement and personal and social responsibility as conditions for increasing moral development. The chapter provides a rationale and process for how to encourage students to examine, develop, and personalize their integrity, excellence, and ethical and moral reasoning capabilities, contribution to the larger community (that is, civic engagement), and ability to take seriously the perspective of others.

Chapter Five explores the co-curricular domains of learning and includes a discussion of several issues: self-governance, restorative justice on campus, the role of forgiveness in victim healing, and uses of a social justice lens. Lancaster also explores how such alternatives can easily satisfy the legal and ethical need for good practices in student conduct.

Stewart discusses the relationship between moral growth and teaching about diversity, multiculturalism, and social justice on the college campus in Chapter Six. She describes effective and ineffective initiatives in this area, including how we can design educational opportunities that honor individual developmental differences and how can we move students toward social justice action.

Chapter Seven, by Dunn and Hart-Steffes, explores the concept of sustainability by demonstrating how we can teach students to understand sustainability as an act of social justice and moral action. Model programs from across the country are highlighted to provide guidance for student affairs professionals to increase moral development though attention given to the environment.

Healy, Lancaster, Liddell, and Stewart charge professionals working with students to assume the role of moral exemplar, to be someone worth emulating, to be reflective and intentional in their relationships with students. Of particular note in Chapter Eight is the role of the professional in facilitating difficult dialogue and understanding the importance of aspirational ethical practice.

The final chapter in this volume provides the reader a description of the various assessment approaches, instruments available for the measurement of moral development, and their utility to the scholar-practitioner. Cooper, Liddell, Davis, and Pasquesi examine several measures of moral development as well as the issues associated with qualitative inquiry and moral development. The chapter examines measurement on the individual, group, and organizational level as well as the challenge of researching versus assessing moral outcomes.

Rest’s Four Component Model of moral functioning (1986)—moral sensitivity, moral judgment, moral motivation, and moral action—is used as the framework for this text. The volume explores both macro and micro processes that can be employed by student affairs professionals to enhance moral development of students.

References

Brown, R., and Canon, H. “Intentional Moral Development as an Objective of Higher Education.” Journal of College Student Personnel, 1978, 19(5), 426–429.

Rest, J. Moral Development: Advances in Research and Theory. New York: Praeger, 1986.

DEBORA L. LIDDELL is an associate professor and program coordinator of the Higher Education and Student Affairs Graduate Program at the University of Iowa.

DIANE L. COOPER is a professor of college student affairs administration at the University of Georgia.

1

Moral Development in Higher Education

Debora L. Liddell, Diane L. Cooper

Why does moral development matter now? What resources are available for campus professionals committed to facilitating moral growth in college?

Student affairs, from its formation as a profession, has always included some attention to the development of the whole student, including moral and religious values (American Council on Education, 1937). In the 1960s and 1970s, higher education put less emphasis on these areas in part due to the outcomes of legal cases that gave students more rights and freedoms within the academy. However, recent events and public debate have renewed the focus of higher education toward a consideration of moral development as an anticipated outcome of college attendance. Colby (2002) noted: