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, New Directions for Student Services offers guidelines andprograms for aiding students in their total development: emotional, social, physical, and intellectual.
Inhaltsverzeichnis
EDITORS‘ NOTES 1
Debora L. Liddell, Diane L. Cooper
1. Moral Development in Higher Education 5
Debora L. Liddell, Diane L. Cooper
This 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 17
Debora L. Liddell
This 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 Growth27
Joel H. Scott
This chapter explores ways service-learning activities, facilitated discussions, and personal refection can contribute tomoral growth.
4. Promoting Civic Engagement to Educate Institutionally for Personal and Social Responsibility 39
Karen D. Boyd, Sarah Brackmann
Civic engagement has seen renewed emphasis as a method forincreasing the personal and social responsibility of collegestudents.
5. Conduct Systems Designed to Promote Moral Learning 51
James M. Lancaster
Student 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 Justice Education 63
Dafina Lazarus Stewart
This chapter looks at the relationship between moral growth andteaching about diversity, multiculturalism, and social justice onthe college campus.
7. Sustainability as Moral Action 73
Merrily S. Dunn, Jeanne S. Hart-Steffes
This 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 Mentor83
Margaret A. Healy, James M. Lancaster, Debora L. Liddell, Dafina Lazarus Stewart
This 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 93
Diane L. Cooper, Debora L. Liddell, Tiffany J. Davis, Kira Pasquesi
This 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
Über den Autor
DEBORA L. LIDDELL is associate professor in the Division of Counseling, Rehabilitation, and Student Development at The University of Iowa City. She teaches in the Student Development in Postsecondary Education Program and has prior experience working in residence life, women’s centers, and minority and international student programs.
DIANE L. COOPER is a Professor of College Student Affairs Administration in the Department of Counseling and Human Development Services at The University of Georgia.
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