ABSTRACT
My colleagues and I have argued elsewhere (Colby, Beaumont, Ehrlich, & Stephens, 2003; Colby, Ehrlich, Beaumont, & Corngold, 2007) that colleges and universities ought to make moral, civic, and political development central goals of undergraduate education. In this chapter, I will lay out what I believe are the key developmental dimensions that higher education ought to support if moral and civic functioning are to reach their full potential. A clear understanding of these dimensions is critical to formulating both the goals and strategies of moral and civic education at the college level.
