Volume 5, Issue 1

For several years, Ohio Northern University has sought to enhance its assessment program by developing an overall University Continuous Improvement program to assess the overall growth of its students in areas consistent with its educational mission and purpose and by encouraging a transition from learning objectives to an outcome-based assessment program. Currently, the University seeks to develop assessment procedures to better ascertain the development of character occurring as an outcome of the Ohio Northern University learning experience. In designing its plan to assess character development, the University has intentionally defined the concept of character development and distinguished the development of character as an outcome of the learning process complete with indicators for both the intellectual and behavioral domains of character. Most importantly, the University's plan is suitable for implementation at Ohio Northern University and other similar institutions coping with the everchanging environment of higher education.

Nationally, and at the state and institutional levels, we face a daunting dilemma. Since 9/11/2001 the challenges of religious pluralism, and its varied extremist elements, are having a daily impact, not only here in the U.S. but around our reeling globe. Here in the U.S. we have long standing white, Anglo Saxon, Protestant, religious assumptions and habits embedded in our psyche and expressed through our symbols and rituals – our currency, our Pledge of allegiance, our legal holidays, the Presidential inauguration and court practices where we swear on the Bible. Until fairly recently these foundations for our culture have gone largely unexamined in our schools, colleges and universities. Legal challenges from atheists or from those rooted in different belief systems which get to the Supreme Court create a short blip on our awareness screen, which quickly fades for most of us. Of course many of those who identify strongly with our Christian foundations are very aware of, and concerned about, the consequences of these challenges and the Court decisions, and the societal trends they support. But the rest of us continue our daily rounds paying scant attention to varied ways this tradition finds expression.

I bring two basic premises to this chapter. First, almost all the content areas that typically characterize college and university curricula have potential for helping students address issues of spiritual growth, authenticity, purpose, and meaning. I include here not only the traditional "liberal arts" and "general education" programs, and the traditional disciplines in the humanities, social sciences and natural sciences, but also the varied professional preparation programs such as business, education, engineering, nursing, and others. Only the most narrowly focused training programs may lack that potential. Second, realizing the potential of any particular content area requires integrating pertinent pedagogy, experiential learning, and human interactions. Simply presenting relevant readings, lectures, and asking students to memorize the content and feed it back, may occasionally trigger some reflection and growth, but for most persons the material remains inert, devoid of lasting contribution. Similarly, pedagogical technique, in the absence of judiciously chosen, well organized, resource materials, and without rich experiential encounters, won't generate much impact.

Two hundred years ago most people would have found Wilson's claim preposterous. Today few people would argue with it. Few people would deny that, for whatever complex mix of human motivation, economic forces, and political dynamics, we are depleting our global resources at an accelerating pace. So far we have staved off the nuclear devastation that was a real threat during the 1960's. But as our global interdependence has increased so have our global problems. In its largest dimension, the need to strengthen spirituality and authenticity in higher education flows from a disheartening array of world wide issues.

While many unflattering tales emerge from the campus subculture of fraternities and sororities, here is one of a different sort. In this sketch, students demonstrate character in seeking to make amends for past misconduct and in doing so redeem the honor of their organization. While the names of the principals and fraternity are fictitious, the events are completely true.

Last spring a van pulled up to a university with an extended proud family dressed to the nines looking for the graduation ceremony to see a member of their family graduate from college. University security had to notify the family that the spring graduation ceremony was a few weeks ago. No, they said, they just had spoken to their student, and he was meeting them at this location. They had visited him regularly in the past four years at an apartment located just off campus. Security encouraged the family to call their student and straighten it out. After a few hours of efforts, the family concluded they could not reach their student. After reviewing university records, personnel found that this student had never attended the university.