Aims and Scope
Journal of College and Character is a professional journal that examines how colleges and universities influence the moral and civic learning and behavior of students. The journal publishes scholarly articles and applied research on issues related to ethics, values, and character development in a higher education setting.
Published quarterly, the journal encourages the submission of manuscripts from around the world and from a wide range of academic and professional fields, including higher education, student affairs, psychology, religion, sociology, business, social work, philosophy, law, and education.
The journal audience includes faculty, administrators, graduate students, and practitioners in student services and campus ministry, as well as others engaged in research and practice in moral education in colleges and universities.
Journal of College and Character is a professional journal that examines how colleges and universities impact the moral and civic engagement of students. Read the current issue.
The Journal of College and Character considers manuscripts of these two types of articles: Peer Reviewed Articles; and Opinions and Perspectives. Read more to see how to prepare your manuscript..
Submit a manuscript to the Journal of College + Character. Complete guidelines for preparing and submitting your manuscript to this journal are provided below.
Welcome to the JCC Connexions Blog! Discover more about the people behind the Journal of College and Character in JCC Connexions.
The purpose of Connexions is to make spaces for readers, authors, and editors to meet at the many intersections of programs, practices, and research. People are at the heart of the Connexions approach.
Inside This Issue. . .
Kristen A. Renn, Michigan State University
In "The Influence of Peer Culture on Identity Development in College Students" (Journal of College & Character, vol. 21, no. 4, November 2020), this quarter's JCC Focus Author Kristen A. Renn from Michigan State University examines peer culture as an enduring influence on college student values, beliefs, and behaviors. She argues that while educators may not be able to change peer culture and its influences, they can understand how to engage with formal and informal peer cultures to facilitate positive outcomes while minimizing negative ones. Read more.
Pamela C. Crosby, Co-Editor, Journal of College and Character
Here are some important questions that relate to moral developnment that are explored in articles in the November 2020 issue (vol. 21, no. 4) of the Journal of College and Character. Read more.
Lisa Kaler, University of Minnesota – Twin Cities
Michael J. Stebleton, University of Minnesota – Twin Cities
Much has been written about student activism, which has played a central role in social justice movements in the U.S. since the Civil Rights Movement. Students will likely continue to engage in activism, and as the political climate in the U.S. grows more hostile, student affairs educators must continue supporting students and themselves advocating for social justice. These dynamics continue to be complicated by the pandemic, where social distancing requirements prohibit large gatherings and many of the in-person interactions that previously facilitated relationships between practitioners and student activists. Read more.
Becca Hartman-Pickerill, Interfaith Youth Core
Is it necessary to state that respect for other’s worldview identities is foundational to building civic religious pluralism on campus and beyond? Public discourse and contemporary culture would answer, "Yes!" One might guess that given the diversity of the U.S. and the fact that religious freedom is written into the Constitution, Americans must be expert at this first part of pluralism, but opinion polls, social science research, and the nightly news reveal the gaps in this fundamental area of American life. Read more.
Jenny L. Small, Convergence
Critical Religious Pluralism Theory was designed with a twofold purpose: “acknowledging the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and non-Christians in the United States” and “developing a plan of action for utilizing the theory to combat the very inequalities it exposes” (Small, 2020, p. 61). Read more
Alan Acosta, Clark University
If the COVID-19 pandemic has taught higher education professionals anything, it has certainly provided lots of lessons about managing various forms of transition. In the Spring 2020 academic term, most institutions had to pivot from the traditional in-person educational experience to a 100% remote learning model. In the academic terms to follow, continuing to the time of this writing, most institutions are navigating the numerous unexpected challenges the pandemic has presented. Read more.