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Academic Leadership Journal

Abstract

Moral development (growth in personal and social responsibility) was originally a primary goal of higher education in the United States and continues to be cited in many college catalogs, but few institutions currently make a commitment to intentionally addressing personal and social responsibility through the core experiences of their students (Hersh & Schneider, 2005). The processes of specialization and fragmentation, along with the pursuit of value-free inquiry, have led institutions to retreat from investing in moral development as a component of robust liberal education (McNeel,1994). As “colleges and universities are increasingly under pressure to offer educational programs of immediate economic value to prospective students” (Lake, 2003, p.21), the ubiquitous catalog goals related to moral development tend to remain only in vestigial form on most campuses as “orphan outcomes” (Schneider, 2007).

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