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Journal of College and Character

Current Issue

Volume X, No. 1, September 2008

Jon C. Dalton, Editor, Florida State University
Pamela C. Crosby, Editor, Florida State University

As the nation prepares for a pivotal general election this fall, it is timely to consider what role colleges and universities should play in promoting student participation in the political process. While colleges and universities have become deeply invested over the past 20 years in promoting community service and integrating service learning into the curriculum, there continues to be considerable uncertainty about the role of promoting student involvement in the political process and in the broader arena of public work.

Anne Colby, Carnegie Foundation for the Advancement of Teaching

The study suggests that educational attention to the moral dimensions of politics can strengthen the depth and resilience of political commitment as well as support more ethically thoughtful and sophisticated political engagement.

Harry C. Boyte, Humphrey Institute of Public Affairs, University of Minnesota

Values education needs to become much more closely tied to education for civic agency, which will require a bolder and more political conception of the role of values educators.

Samuel Speers, Vassar College

This essay considers the shifting terrain of the “religious” and the “secular” in liberal arts education from the perspective of a religious life administrator.

Elizabeth Hollander, Tufts University
Nicholas V. Longo, Providence College

In this essay emerging trends in college student political engagement are reviewed and ideas are presented for educating this generation of students for democracy.

Larry A. Braskamp, The Gallup Organization

College students who view themselves as global citizens also express a complex view of knowing, are committed to the common good, and desire to relate to others unlike them. Education abroad is one effective pathway to develop students with a global perspective, but we should not limit our perspective to cultural differences that are only associated with nations and countries.

Shouping Hu, Florida State University

This study examines whether receiving GMS awards during college years affected graduates’ democratic values and civic engagement after college. The results indicated that receiving GMS awards had positive effects on college graduates’ democratic values and civic engagement after college. These findings can help expand the understanding of the role of financial aid on college students and have implications for preparing college students for lives of civic responsibility.

J. Herman Blake, Medical University of South Carolina
Ervin R. Simmons, Daufuskie Island, South Carolina

A new and unique academic community in an elite public university offers an educational opportunity to young people from underprivileged homes and with poor educational preparation.

Reviewed by Liesa Stamm, Contributing Editor, Rutgers University

This book provides a comprehensive blend of visionary inspiration, practical guidance, and the authors’ personal philosophies, experiences, and insights for transforming campuses to become places that tolerate and encourage diverse viewpoints, practices, and truths.

David M. Eberhardt, Jr., Contributing Editor, Birmingham-Southern College

As students return and our campuses again become lively with political activity, situations are certain to develop that raise questions about how professionals in a collegiate environment interact appropriately with students around political issues.

Interview by Debora L. Liddell, Contributing Editor, University of Iowa

Two scholars discuss their research based on results from the Academic Integrity Awareness Survey (AIAS), which assesses students' knowledge about, and their decision making process regarding, ethical behavior.

Richard J. Hardy, Western Illinois University
Aimee D. Shouse, Western Illinois University

This paper addresses the successful implementation of a campus-wide mock presidential election in the fall semester of 2007, and includes a discussion of how civic education can be the responsibility of faculty from disparate disciplines.