Purpose and History
Character Clearinghouse is an online center of information about research, curricula, and practices relating to the moral development of college students and features resources such as program descriptions, interviews, and other types of articles. Initiated by Jon C. Dalton with a grant from the John Templeton Foundation, it previously shared its home website with the Journal of College and Character. This project is sponsored by the Office of the Vice President for Student Affairs at The Florida State University.
We invite college and university faculty, administrators, graduate students, practitioners in student services and campus ministry, as well as others engaged in research and practice in moral education to submit program descriptions, information, links, and various media that will help to further the discussion and research about moral and intellectual development of college students.
Jon C. Dalton Institute Live Blogging
Panel Discussion: Reflections on Next Steps to Minimizing Inequalities
The last session of the 2015 Jon C. Dalton Institute on College Student Values consisted of a panel of individuals within the Tallahassee community reflecting on local, global, and national changes that can be implemented to minimize the gap of widening inequalities. In order to give our audience an in depth idea of the dialogue and conversation within the session, we have listed below the bios of the panelists as well as the questions asked by participants. We will have the answers to the questions published soon!
- Student Involvement in programs like study abroad, greek life, and outdoor recreation generally impose additional financial costs on students, which may present a barrier to access. How can universities create inclusive communities within these types of specialized programs while still addressing cost to continue?
- In the promotion of access to higher education to first generation students, how do we cater to those that are undocumented?
- Within your positions, how do you balance a tri-learning approach where you are educating staff and faculty; students; and yourself in regards to issues of inequality?
- It has been documented that student access in higher education has increased exponentially, but there are many reasons to believe the supports are lagging behind. How can we better support students with marginalized identities in the realm of academia, human resources undocumented students, and tri/student support services?
- Which upcoming policy changes most excite or give hope for minimizing inequalities? Which give you the most concern?
- How can we empower our minority students to advocate for their populations and how can they navigate the university bureaucracy?
- Often, the outreach and research done for communities of color and those affected by college access are done by people who similarly identity, such as the panel today. What advice or actions can we take to engage white and/or privileged staff and faculty to also engage in this work? Because it is indeed, the responsibility of everyone to reduce these inequalities.
- When hiring, the employers at institutions want the candidate that best fits. Although diverse employees are important, often the best is a person of privilege (white, older male). What is the right balance of diversity in hiring? Does the concept of affirmative action work? Can it apply in employment settings?
- How do we as advocates, work to develop, promote, and sustain an environment at our institutions, that value all students in all depths and uses resources to work for access?
- Given your experiences, which identities need to stay in our dialogues? Which identities do we need to pay more attention to when it comes to inequalities in education?
with Pradiip Alvarez, Contributing Editor
Service-learning has roots in the writings of American philosopher John Dewey and Brazilian educator Paulo Freire. Dewey argued that education was less about accumulating knowledge and more about developing student judgment, a skill necessary for participatory democracy. Freire believed education was a process of empowerment, where the teacher-learner relationship is reciprocal; educators are also learners and students are also teachers. Service-learning is a very powerful tool in higher education because it links the academic with the practical, empowering students to become active citizens and teaching them about the vital role they play in their communities. It connects higher education to the wider community and prepares students to meet society's urgent needs.
What is Campus Compact?
"I consider Campus Compact to be one of the most enlightened and farsighted ventures that American colleges and universities have undertaken in recent years. It provides evidence that there are, in the world of higher education, people more than willing to pitch in, people of vision and commitment." John Gardner, former U.S. Secretary of Health, Education and Welfare and Former President of the Carnegie Corporation (What people are saying about Campus Compact).
Social Class on Campus
Reviewed by: Jessica Mestre, Graduate Student, Michigan State University
Blog authored by: William Barratt, PhD
"Social Class on Campus" is a versatile, dynamic space where Dr. William Barratt shares a wide range of content, questions, and resources related to social class in higher education. This blog passionately explores multiple ways of thinking about class and calls readers to action by starting conversations and raising awareness on the subject. Specific entries include academic models, facilitated discussion guides, thought-provoking questions, brief musings, a list of class-related movies, and a popular series based on consumer data entitled "What are ____ people like?" exploring upper-middle class behaviors, middle-middle, lower-middle, and poor and lower class behaviors. Whether visiting the most popular posts, the most recent entries, or the archival content dating back to 2008, readers will be challenged to reconsider their own class background and think about the many factors related to this aspect of diversity.
The majority of the blog posts are written by Dr. William Barratt, Lotus Delta Coffman Distinguished Professor in the Department of Educational Leadership at Indiana State University. Dr. Barratt is a social class scholar and author of Social Class on Campus: Theories and Manifestations. In his Google+ profile, Dr. Barratt describes his professional identity as a "teacher and learner...in the classroom, sometimes on TV, sometimes in distance education, sometimes during a chat." It reasonably follows that that his broad approach to teaching and learning would inspire Dr. Barratt to author a blog. He characterizes the blogosphere as "a new marketplace of ideas where the interesting and emergent things get posted." Dr. Barratt takes advantage of this format by sharing current, varied content that need not align with the specific markets or messages that other media outlets consciously or unconsciously promote (personal communication, December 9, 2014).
2015 Best Practice Recipient
with Luisa Gallagher, Service Immersion Coordinator at Gonzaga University
In addition to Mission: Possible and Justice in January, Luisa Gallagher oversees the incoming student pre-orientation Reality Camp, where students are immersed in the local Spokane community and can engage with over ten community partners. This program is a good way for students to enter the Gonzaga community, and understand the mission of service at the university. A new program on the horizon is Serve in South Africa, where Louisa will be traveling with ten students to Cape Town, South Africa for three weeks of service learning with a focus on the social justice issue of peace and reconciliation. Louisa and the students will be working with local non-profits around the issues of education, and health care, which were greatly affected by apartheid. Students will be oriented to the city through a semester of preparations and in country lectures of history, and culture.
What most interests you about service learning and how did you become involved in the field?
I entered the field of service learning unintentionally. I first came to Gonzaga for the doctoral program, and joined the service learning office to work with student leaders. I have always cared about social justice, and have enjoyed serving with students, and this position has enabled me to engage with student leaders in service in a purposeful and meaningful way.
I have been working with student leaders in the field of student development/student affairs for over ten years. I love experiential education, and prior to this position worked in outdoor experiential leadership, with international students, as an RD for four years, and then for the past four years have focused on service learning.
Men of Color in Higher Education: New Foundations for Developing Models for Success
Jazmine K.J. Williams, Grand Valley State University
Men of Color in Higher Education: New Foundations for Developing Models for Success serves almost as a manual for institutions looking to service and maintain its population of men of color. Consisting of several different chapters, this text is dedicated to exploring the challenges (and the perceived 'crisis') different racial groups of men experience while pursuing higher education. It is a guide to rethinking our approach to supporting and understanding these groups and, more importantly, how different these groups are from white males, women of color, and even each other. Each chapter was written by different experts on the communities they are discussing, giving the reader a detailed understanding and historical context of what challenges these students are facing and why previous popular solutions have not been as effective. Additionally, breaking this topic into racial categories allows the authors to pinpoint flaws and missing pieces in previous research, general perceptions, and popular practice.
While each chapter covers a different racial/ethnic group, the common thread of methodology links them. In the first chapter, "The Problem of Patriarchy", authors Edmund Gordon PhD, the chair of the African American and African Diaspora department, and Celeste Henery PhD, a post-doctoral fellow, both from the University of Texas at Austin, introduce the theoretical framework. They identify the main theories and concepts used as: critical race theory, intersectionality, and feminism. Additionally, they discuss the concept of patriarchy and how it shapes the relationships between genders and also dictates relationships between men by creating norms of how masculinity should be performed. In relation to this they introduce the concept of 'respectability' as the base of some of the challenges facing men of color. Finally, this chapter carefully includes black women, not as a place of comparison, but as a place to create a historical reference for understanding the research (or lack thereof) on black males.
2015 DICSV Dissertation of the Year Recipient
Dr. Darris R. Means
Recipient: Darris R. Means
Dr. Darris Means is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. He primarily works with graduate students in the College Student Affairs Administration Programs (M.Ed., Ed.D., and Ph.D. students). Dr. Means’ research and scholarship focus on diversity, equity, and inclusion in K-12 and higher education contexts. He has worked in several areas of higher education and student affairs, including college access and success; fraternity and sorority life; and multicultural affairs. He is the recipient of several awards, including the American Association for Blacks in Higher Education First Place Dissertation Award (2014); ACPA’s Standing Committee for LGBT Awareness Research Recognition Award (2014); Elon University’s Young Alumnus of the Year Award (2013); and the Southern Association for College Student Affairs Bobby E. Leach Award (2011). Dr. Means earned his Bachelor of Arts in Sociology and Political Science from Elon University. He went on to earn his M.Ed. in Counselor Education with a focus in Student Affairs from Clemson University. In 2014, he earned his Ph.D. in Educational Research and Policy Analysis with a focus in Higher Education.
Women of Influence, Women of Vision: A Cross-Generational Study of Leaders and Social Change
reviewed by Amanda L. Bonilla, M.S., Indiana University-Purdue University-Indianapolis
1991 by Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, California 94104
Written by: Helen S. Astin & Carole Leland
Women of Influence, Women of Vision gives voice to women in both positional and not positional leadership roles by bringing to light their stories and experiences beginning in the 1940's through the first two decades of the modern women's movement in the United States. The purpose is to break away from early models of leadership that often described leadership from a positional lens, and instead begin to identify the outcomes of leadership through the social changes on behalf of women. The book breaks down the women into three generational cohorts by "virtue of age and partially because of their experiences as leaders at particular periods of social history" (Astin & Leland, 1991, p.28).
2015 Institute Theme
with Editor Miguel Hernandez & Associate Editor Josh Davis
Jon Dalton Institute on College Student Values Overview
Some of the most pressing conflicts in our society today center on issues of fairness and equity such as: equal access to higher education, equal pay for equal work, excessive CEO compensation, racial and ethnic equality, gender equality, fair treatment of college athletes, and equal justice under the law. The 2015 Dalton Institute will examine the role of higher education and student affairs in promoting the values of fairness and equity in the intellectual and ethical development of college students. The Institute will be held at The Florida State University in Tallahassee, FL, and is expected to attract more than 200 participants from across the United States.
College and University Foodbank Alliance
with Josh Davis
The United States Department of Agriculture (2013) defines food insecurity as a condition when persons do not have adequate resources to feed themselves, either nutritiously, or at all. Food insecurity remains prevalent among college campuses and threatens student success. An article published in the Journal of College and Character written by Clare Cady, Co-Founder of the College and University Food Bank Alliance, reviews current literature surrounding college students and food insecurity. Gaines, Robb, Knol, & Sickler (2014) found 14% of surveyed students in the United States are currently experiencing food insecurity. Researchers of another study found that 59% of the students surveyed within a university in Oregon experienced food insecurity during the previous year (Patton-Lopez, Lopez-Cevallos, Cancel-Tirado, & Vazquez, 2014). Similar statistics are cited throughout Cady (2014) where 20% to 40% of students in colleges and universities throughout the United States experience food insecurity such as City University of New York, University of California, Merced, Bowling Green State University, University of Hawai'i at Manoa, and Ohio University. Food insecurity adversely affects student's success. More specifically, food insecurity affects student learning, retention, and time taken to obtain a degree (Cady, 2014). Therefore, food insecurity requires immediate attention on college campuses.
Dr. Pamela Crosby
with Editor Miguel Hernandez & Associate Editor Josh Davis
Dr. Pam Crosby came to Florida State after retiring from a high school English teaching career in Colorado. She and her husband moved to Tallahassee for retirement because her husband had roots in the area. Once in Tallahassee, she decided to work on her Ph. D. for fun, which illustrates her passion for education. She recalled her great fortune of meeting Dr. Jon Dalton, Co-Editor of the Journal of College and Character (JCC), which led to her affiliation with the journal. Through her work with Dr. Dalton, she secured a graduate assistantship as an associate editor for the journal, and soon after was promoted to co-editor. Through a Templeton Foundation grant, she and Dr. Dalton were able to revive the Character Clearinghouse, which remained dormant after the National Association of Student Affairs Administrators on Higher Education (NASPA) assumed the portfolio of the JCC. When asked to manage the Character Clearinghouse, she enthusiastically replied, "That will be fun!" and assumed her role as editor in 2009.