The Journal of College & Character Enters an Era of New Leadership

Abstract

The purpose of the Journal of College & Character is to publish research on how colleges and universities have influenced the social, civic, spiritual, and moral decision-making outcomes in college students. A primary goal has been to identify practices and policies that encourage or discourage growth of these outcomes. The retiring editor recalls important events in the journal’s almost 25-year history, expresses appreciation to the publication staff, and welcomes the new editors.

Through policies, practices, mission statements, curricula, campus activities, rituals, and other ways, character development of college students has been a focus in the field of higher education throughout its history. Within the higher education landscape, the student affairs profession has assumed a significant leadership role in encouraging principled habits that espouse personal, social, and civic values—among them “respect, responsibility, tolerance, and hard work” (Dalton & Crosby, 2020, p. 26).

The Journal of College & Character (JCC) in its almost 25-year history has carried out an important function of this leadership role: to publish research by those who examine in what ways, and to what degree, colleges and universities have influenced the social, civic, spiritual, and moral decision-making outcomes in college students. One of its primary goals has been to determine practices and policies that aid or hinder growth of these outcomes.

Beginnings

The journal’s purpose in its early years was to publish articles at the Institute on College Student Values (ICSV), which met to capitalize on the increasing interest of “moral and ethical issues” relating to student development in the college years¹ (Dalton & Crosby, 2020, p. 26). Jon C. Dalton founded the Institute when he was vice president of student affairs at Florida State University (FSU). In 1999, he resigned his role as vice president to join the Department of Educational Leadership and Policy Studies as one of the tenured faculty. Soon after, he also founded the JCC, with its first official issue published in 2000.

In 2004, I was a graduate student in my 50s at FSU working on a PhD in philosophy of education. Having spent my career as a high school teacher, I did not even know that such a field of research and practices called student affairs existed. I first joined the publication staff of the JCC at FSU merely to volunteer to copyedit. At that time, the Hardee Center for Leadership and Ethics at FSU sent out the monthly JCC newsletter, with blubs and links to articles that were uploaded on an off-campus server. These mailers included a short note from Jon as editor, news relating to resources and events, and links to papers (see Appendix). An important part of the journal’s survival was that Jon was able to apply Templeton grant funds to support its presence on the website.

In the years leading to 2007, Jon envisioned the journal’s rightful home to be that of NASPA² and worked with NASPA’s executive director, Gwendolyn Jordan Dungy, to move the journal’s sponsorship from FSU to the student affairs organization the fall of that year (Dungy, 2007). Jon had been president of NASPA in 1995 (“Our Leaders,” n.d.). NASPA continues to support the publication of the JCC as part of the organization’s member benefits.

Types of Articles

Columns

One of the journal’s noted features for most of its publication years has been that we publish both peer reviewed and editorial reviewed column articles. The purpose of the column articles has been to address trending themes, genres, practices, content, or fields of research we concluded needed to be emphasized but may not have been examined in articles submitted through the peer review process.

Very early on, the JCC published articles based on papers by college and university presidents presenting at the ICSV. Some of those included Walsh (2005) and Bok (2001). On the one hand, the practice of highlighting invited essays by prominent leaders and scholars in higher education evolved into a column of its own. These “featured invited articles” on topics—for which these leaders were noted—helped to attract wider readership and promote the journal’s reputation as a place to go to read works by the top scholars in the field. Some of those have included Astin and Astin (2010), Baxter Magolda (2009), Kuh (2016), Palmer (2011), Parks (2008), and White (2011).

On the other hand, New Scholars/New Scholarship, with Liddell (2006) as contributing editor, was a way to introduce emerging scholars to the wider community of scholars in the field. Her interviews helped to highlight their research while at the same time providing the journal with a place to present news about cutting-edge scholarship.

Jon’s short introductory note as editor in the journal’s first years (see Appendix) would evolve into a column of essays, first appearing in 2006 (Dalton & Crosby, 2006). The From the Editors essay—with Jon as lead author—provided us (chief editors) a space to reflect on current topics on moral education. Jon was a master composer of catchy titles, which he said was one of the most important aspects of any article, as evident in “The Hidden World of College Students: Five Reasons We Know Less About Students Than We Should” (Dalton & Crosby, 2007a), “Troubled Students on Campus: Private Lives and Public Responsibilities” (Dalton & Crosby, 2007b), “Being and Having: Shouldn’t Excellence in Higher Education (and People) Be a Measure of What One Does Rather Than What One Has?” (Dalton & Crosby, 2007c), “Challenging College Students to Learn in Campus Cultures of Comfort, Convenience and Complacency” (Dalton & Crosby, 2008), “Hoping in Hard Times: The Transformative Power of Hope in College Student Development” (Dalton & Crosby, 2009a), “Living with Maybes: The Upside of Hard Times for College Students” (Dalton & Crosby, 2009b), “College Peer Culture: Taming the ‘Monster Within the Gates’” (Dalton & Crosby, 2010), and “From Self to Others: Moral Development as the Art of Making and Sustaining Friendships in College” (Dalton et al., 2010).

As the journal’s readership increased, we added other columns: Opinions and Perspectives (essays), What They’re Reading (book reviews), Students’ Reflections on Moral Conflicts in College (essays by student authors), Interfaith Cooperation, Civic Engagement, International Perspectives, and Ethical Issues on Campus (short descriptions of ethical dilemmas for class discussion).

As foci on moral, civic, and spiritual development have embraced broader global perspectives as well as a more inclusive emphasis on diverse identities so have the columns followed suit, such as Student Development Outside the United States; Preparing Students for Careers and Callings, Diversity and Social Justice, and Student Engagement With Spiritual and Secular World Views.

Special Issues

Along the way, we have identified important topics of such interest and relevance to our readers that they merited a special issue. Our special issues have focused on religious, secular, and spiritual identities; critical religious studies; community engagement; academic integrity; interfaith understanding and cooperation; the purpose of student affairs; and personal and social responsibility.

Relating to the special issue concept has been the publication of different series of articles that address particular issues or topics with guest editors writing and recruiting experts in particular fields of research. Our series on religious identity groups featured articles such as “Examining Muslim Student Experiences With Campus Insensitivity, Coercion, and Negative Interworldview Engagement” (Cole et al., 2020) with guest editors and authors Darnell Cole, Shafiqa Ahmadi, and Mabel E. Sanchez.

Peer Review

In 2006, the JCC first published peer reviewed articles. Looking at the overall history of the JCC peer review process, I would classify these articles into four main categories: moral decision-making and responsibility; meaning and purpose, spirituality, and interfaith beliefs, practices, and worldviews; civic and political justice and activism; and diversity, equity, and inclusion. In the second decade, peer reviewed articles tended to address an integration of topics that had been earlier treated as separate topics, for example, various combinations of topics such as spirituality, civic engagement, racial, cultural, interfaith, and gender diversity.

As the campus environment has continued to evolve—presenting new challenges and opportunities for student affairs administrators—so have the topics of JCC articles evolved. Heading to the midway of our third decade, the journal’s familiar topics such as service learning, civic engagement, academic integrity, and meaning and purpose continue to dominate, but there is also more emphasis on diversity of identities, mental health challenges, and the influence of social media.

An End and a Beginning

Because of ill health, Jon resigned his co-editorship in September 2023. Until the onset of the COVID pandemic, we had met weekly in Tallahassee to discuss journal planning and business—these regular discussions had taken place since 2004. I am grateful for how his guidance has influenced my scholarship and work. He not only has been my mentor, but also a thoughtful friend, and I still miss our conversations that were often the beginning of some new insight he would bring to my attention. In turn, his influence in the field of moral decision-making of college students, of course, is immense. He has not only helped to shape the conversation concerning higher education and character development but has brought it into focus as an important field of research and study with the establishment of the Institute on College Student Values and the JCC, as well as his own scholarship. The field has never been the same.

By the time of the publication of this article, my 20-year-old story of serving on the JCC would have ended in March 2024. I could not leave without emphasizing the significant role my publication staff has played in providing published articles of relevance and insightful analysis in the field of college student moral development. My advanced degrees are in English and philosophy with no experience in college administration, and I have relied on my associate editors to pre-review manuscripts for me. Most have served on staff for over a decade, and I have worked with some of them since they were graduate students. They have always been dependable—never being anything but responsible and thorough. The care that they have given this journal has been the reason it has continued through the years. They exemplify the word character, and I count myself fortunate to have worked with these scholars, Hsin-Yu Chen, Matt Johnson, Tiffany Riggers-Piehl, and Jenny Small.

The current contributing editors of our columns, Amefil Agbayani, Doris Ching, Becky Crandall, Michael Cuyjet, David Eberhardt, Barbara Jacoby, and Michael Stebleton have for years committed to recruiting and editing manuscripts that address the latest and most pressing issues on our campuses. I have depended upon them to bring to the publication diverse voices, and I thank them for helping readers to make sense of the latest research and how it influences the experiences and well-being of students. I must also express a warm appreciation for the extensive contributions of Larry Roper, who was the contributing editor of Ethical Issues on Campus from 2009 to 2020 (Roper, 2009). Readers continue to benefit from his sage advice, admiring the meticulous way he articulated ethical dilemmas that still confront college administrators every day.

In 2015, I founded the JCC Connexions (https://www.naspa.org/journals/journal-of-college-and-character#JCCConnexionsLatestIssue), a newsletter that has afforded a way to feature practices and scholarship by members of the journal staff, reviewers, and authors. At first Connexions was uploaded on NASPA’s website as a PDF, but it has evolved into a more user-friendly format. Our blog posts, like the journal, have run the gamut of moral, spiritual, and civic development and behaviors. Also like our journal staff, our JCC Connexions staff has been with us for many years. Alan Acosta (who also has served as associate editor of social media with his expertise and networking skills), Jenny Small, Michael Stebleton, Peter Mather, Colm Fitzgerald, Vic Massaglia, Abby Wilfer, Hsin-Yu Chen, Keon McGuire, and Becca Hartman-Pickerill were and many still have been long-time contributors to Connexions.

When the journal moved from FSU to NASPA in 2007, a bright, knowledgeable young woman, who had recently been hired as director of publications at NASPA, became our guiding force with her steady hand and extensive knowledge of publications—and she, Melissa Dahne, has been that crucial guide in our endeavor ever since. Kevin Kruger, president and CEO of NASPA, has written for us, met with us, and given us support through our highs and lows as we dealt with the challenges of a growing publication. Kate Williamson and Laura Sonnie of Taylor & Francis have served the journal as the best production staff of my experience with the patience and gentle interaction with authors and editors that I envy.

As I say good-bye, I enthusiastically welcome the new chief editors of the Journal of College & Character: Peter Mather and Laura Harrison. Pete has been with us since 2011 as associate editor and later senior associate editor. His role has been to review manuscripts and represent the journal editorial staff at annual conferences, plan and chair special sessions sponsored by the journal, and assist in leading writing workshops at NASPA. It is especially fitting that he be a chief editor of the journal, which he has helped to nurture and promote for so long. Throughout his career as scholar-practitioner and leader in higher education, he has compiled an extensive and impressive list of published works and served as a student affairs professional, dean, and department chair. He is currently professor of higher education and student affairs at Ohio University.

Laura has been a contributor and reviewer for JCC for many years, including writing several book reviews for us (e.g., Harrison, 2020) that have shown the depth and analysis that she brings to her writing. She is also professor of higher education and student affairs at Ohio University, where she has encouraged others to use their voices for the public good. Her background in developing and teaching a course on scholarly writing as well as publishing a book based on this program of study will afford the journal the expertise needed to improve the quality of JCC’s scholarship.

Laura and Pete have both expressed their vision for the journal as one that will preserve its decades-old emphasis on shaping and fostering the conversation centered on student moral decision-making, civic activism, and religious and secular worldviews. At the same time, they want to create new spaces for more diverse voices. They also see a critical need to utilize a more developmental approach to working with authors and reviewers. With these new perspectives and directions, I leave the journal pleased to know that the publication will be in the hands of these two visionaries.

While we look to the future, I am pleased to bring our readers JCC’s current issue on topics ranging from the influence of the COVID pandemic to the importance of student learning about local elections. I am excited to know that the journal will continue to publish articles like these by scholars who carry on the legacy of Jon Dalton, and that even on our divided and challenging college campuses, we still have leaders who focus on what matters most.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Pamela C. Crosby

Pamela C. Crosby ([email protected]) is a former high school teacher, National Milken Family Foundation Award Educator, former associate editor of the American Journal of Theology and Philosophy, and former vice president of the Institute for American Religious and Philosophical Thought.

Notes

¹ The Institute was an annual gathering place for scholars in the field of college student character development, beginning in 1991 at Wakulla Springs, Florida. It would continue to be a seedbed for research for the JCC, particularly in the journal’s first decade. With the consequences of the COVID-19 pandemic and changes in FSU leadership, the Institute has not met since 2021 (“History,” n.d.).

² NASPA – Student Affairs Administrators in Higher Education.

Appendix

WELCOME

VOLUME VI, NO. 3, April 2005

FROM THE EDITOR

While colleges and universities have been very active in encouraging student involvement in community service and service learning, they have been less successful in motivating students to become active in political and civic leadership. Most college students continue to regard politics with indifference and even cynicism. How higher education can be more effective in encouraging civic engagement and leadership remains a perplexing challenge.

The featured articles in this issue of the Journal of College & Character examine various aspects of leadership and democracy. In her article on “Trustworthy Leadership” Diana Chapman Walsh, president of Wellesley College, writes about the moral purposes of leadership, its role in democracy, and the role of educators in rearing the next generation to bring moral purpose and commitment to their leadership.

Scott Miller, president of Wesley College, reflects on the importance of liberal arts education in instilling the values and inclinations in students to want to pursue public service.

Terrell Strayhorn examines the values necessary to sustain democracy and the importance of democratic decision-making, civic competencies, ethical behavior and a commitment to service to society.

Melissa Ousley discusses the downside that can come when higher education leaders try to mirror the goals and styles of business in their organization and administrative practices.

We welcome your comments on these articles and invite your articles and information on character issues in college.

Jon C. Dalton

Editor

Top of Page

FEATURED ARTICLES

TRUSTWORTHY LEADERSHIP

Diana Chapman Walsh, President of Wellesley College

In her keynote address at the recent Institute on College Student Values, President Diana Chapman Walsh of Wellesley College offered five ways that educational leaders can assume trustworthy leadership.

OFFERING ROOTS AND WINGS: HOW CAN A VALUES-CENTERED EDUCATION HELP?

Scott D. Miller, President of Wesley College

President Scott Miller of Wesley College argues that institutions of higher learning must offer students more than vocational preparation. Both practical experience and grounding in the liberal arts are needed to prepare students for public service.

DEMOCRATIC EDUCATION AND PUBLIC UNIVERSITIES IN AMERICA

Terrell L. Strayhorn, Virginia Polytechnic Institute and State University

Terry Strayhorn writes that one of the most important purposes of higher education in a democratic society is cultivating democratic values. Events such as September 11 and the war in Iraq remind us that Americans do not live isolated lives. Understanding others has become even more important in the education of citizens as participants and leaders in a global community.

VALUE CONFLICT: STUDENT DEVELOPMENT AND THE COSTS AND BENEFITS OF ENTREPRENEURIAL PARTNERSHIPS IN HIGHER EDUCATION

Melissa D. Ousley, Pima Community College

Although higher education costs continue to rise, the goals of higher education should not mirror the goals of business. Melissa D. Ousley cautions that educational leaders must closely examine the costs and benefits of education and business partnerships.

CHARACTER DEVELOPMENT RESOURCES

THE INVENTORY FOR ASSESSING THE SPIRITUAL GROWTH INITIATIVES OF COLLEGES AND UNIVERSITIES is one of our most popular resources. Some colleges are using it as an institutional checklist for spirituality and character education programs.

THE 2006 INSTITUTE ON COLLEGE STUDENT VALUES is scheduled for February 2-4 at Florida State University. The theme of the 2006 Institute will be Finding Wholeness: Students’ Search for Meaning and Purpose in College.

THE ETHICS AND SERVANT LEADERSHIP PROGRAM AT EMORY UNIVERSITY

This program seeks to promote the principles of servant leadership throughout the Emory community. Through teaching and leadership experience, EASL strives to support Emory students as they develop the skills to serve and lead for the common good.

TEENS AND RELIGION

Teenagers test their bodies, their minds, and their spiritual sides. A new book reports that a majority of teens say religion plays an important role in their lives, though few can articulate just what it is they believe. NPR’s Talk of the Nation discusses teens and religion.

HELPING STUDENTS LEARN THE ART OF PEACEMAKING

North Central College’s (IL) Dispute Resolution Center offers students a set of opportunities to learn, teach, and practice conflict resolution within the college and in communities beyond the college. It is a curricular-based interdisciplinary program and provides ways for students to develop leadership competencies grounded in the tasks of peacemaking. Read more information at

TEACHING ETHICS IN THE UNIVERSITY

Should the university be a place where students are actively helped to deepen their powers of moral understanding and appreciation? Robert Fullinwider presented an essay at DePauw University, IN, in conjunction with Indiana University’s Poynter Center project entitled Ethics and the educated person that was funded by the Lilly Endowment.

CENTER FOR PURPOSEFUL LIVING (CPL), WINSTON-SALEM, NC

CPL in 2000 established a yearlong, full-scholarship education program to prepare world servers. Programs are practical and through study, service, and reflection help students discover meaning and purpose in their lives, build interpersonal and leadership skills, and overcome their personal barriers.

SAMFORD UNIVERSITY CODE OF VALUES

Institutions of all types and sizes are using student compacts to communicate core values and promote values and character development among students.

THE NATIONAL CLEARINGHOUSE FOR THE TEACHING OF CHARACTER IN EDUCATOR PREPARATION PROGRAMS

Integrating character education into high quality academic instruction is a goal of the National Clearinghouse for the Teaching of Character in Educator Preparation Programs (Character Ed Prep).

INSTITUTE FOR ETHICS AND VALUES AT THE UNIVERSITY OF DENVER

The Carl M. Williams Institute for Ethics and Values advances the interdisciplinary study of ethics and values through broad-based philosophical inquiry, rational deliberation, and practical application. It strives to increase the capacity for ethical decision-making in personal, institutional, and community contexts.

UPCOMING EVENTS

SPIRITUALITY PROJECT REPORTS ON NATIONAL SURVEY

The Higher Education Research Institute (HERI) at University of California Los Angeles (UCLA) will release findings and analysis of a national survey of more than 112,000 students attending 239 U.S. colleges and universities. The report will be issued on April 13 and should be helpful in understanding the spiritual and religious interests of college students and how institutions should be responding to this important student trend.

SPIRITUAL CAPITAL RESEARCH PROGRAM

Spiritual Capital is an interdisciplinary social science research initiative of the Metanexus Institute on the economic and social consequences of religion and spirituality. The program seeks to build a network of scholars for a new field of study by integrating the concept of spiritual capital into the social sciences. Scholars and researchers from fields such as anthropology, economics, history, political science, psychology, religious studies, and sociology are encouraged to apply.

CONTEMPLATIVE MIND IN THE LIFE OF SERVICE — GARRISON INSTITUTE IN GARRISON, NEW YORK, APRIL 11–14, 2005

This multifaith symposium offers campus spiritual leaders the opportunity to enrich their practice of contemplation, share their personal approaches to community service, and explore the relationship between the inner practice of contemplation and a commitment to engaged action in the world.

INSTITUTE FOR SPIRITUALITY AND MEDICINE

“Spiritual well-being: the individual, community, and health care institutions,” will be sponsored by the Johns Hopkins University School of Medicine faculty, May 9–11.

SIXTH ANNUAL NATIONAL CONFERENCE OF THE FACULTY RESOURCE NETWORK — HUSTON-TILLOTSON COLLEGE, NOVEMBER 18–19, 2005

During a time when a resurgence of religious and spiritual fervor is at the center of tensions across the globe, educators ask the question, “What is the place of spirituality in the academy?” This conference will offer an opportunity for faculty members and administrators to consider the implications of this critical and timely topic.

A CALL FOR PAPERS/PRESENTATIONS:

FAITH, HOPE, AND WORK — FEBRUARY 9–11, 2006, POINT LOMA NAZARENE UNIVERSITY, SAN DIEGO, CA

This symposium is designed to gather academics, clergy, practitioners, undergraduate and graduate students in the exploration of how people of faith understand vocation as a way of life, a way to express faith, hope, and love. The conference welcomes proposals for individual or panel presentations and workshops related to the theme questions. Proposals will be received until July 15, 2005. Abstracts should not exceed 500 words and must include title, author, position, institution, mailing address, e-mail address, and telephone.

SPIRITUALITY, JUSTICE, AND PEDAGOGY — GRAND RAPIDS, MI, SEPTEMBER 22–24, 2005

There is growing discussion at various levels of education regarding the spirituality of teaching and learning. There are also a variety of valuable explorations of the connections between education and a concern for justice. How do these two important areas of discussion intersect? What can each contribute to the other?

TELL US WHAT YOU’RE DOING!

We would like to publicize the good work you are doing on programs, research, and innovations that relate to student moral, spiritual, and civic development in college. In addition, do you know of events, programs, or activities that could be of interest to others?

NEWSLETTER

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CONTACT INFORMATION

HARDEE CENTER FOR LEADERSHIP AND ETHICS IN HIGHER EDUCATION

JOURNAL OF COLLEGE & CHARACTER

Dr. Jon C. Dalton, Director & Editor

Grahaeme A. Hesp, Associate Director & Associate Editor

The Journal of College & Character is published by the Hardee Center for Leadership and Ethics in Higher Education. The purpose of the Journal is to inform professional colleagues, students, and friends about research and educational programs related to moral and civic learning in college. The Journal was initiated through a grant from the John Templeton Foundation.