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Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were perceived to have a stronger influence than in-class experiences. Implications for graduate preparation programs and supervisors are discussed.

Student affairs professionals traditionally struggle with how to bring the proper balance to their work. Their work takes place in a variety of settings--some informal, some structured. In each of these settings, they may find opportunity to serve as moral mentors. The authors describe the moral mentor as a professional practicing in the field of student affairs, concerned holistically with student development, of which a significant part is moral development. This professional works within the framework discussed in Chapter One of this volume, as one who is focused on moral development as an aspect of cognitive development, assisting students in meaning making and decision making, where moral actions are weighed and moral principles serve as the boundaries for those actions. The authors' framework for such work is grounded in theory, experience, and professional standards including, among others, the Professional Competency Areas for Student Affairs Practitioners and the Council for the Advancement of Standards, as well as from the guidance on practice provided by various educational activities and professional statements such as the Association of American Colleges and Universities VALUE Rubrics. In this article, the authors examine how this framework informs practice and how that practice, through the authors' various roles as campus educators, reflects their efforts to facilitate moral learning among their students. The authors explore the learning dynamic between mentor and mentee, including the discomfort, resistance, and retreat that may be an aspect of this learning. They conclude with some ideas for building everyday moral habits that encourage the practice of good mentoring.

In this era of increased accountability, it is important to consider how student affairs researches and assesses the outcomes of efforts to increase moral competence. This article examines both qualitative and quantitative inquiry methods for measuring moral development. The authors review the instrumentation and methods typically used to measure moral competence, and suggest close proxies for the domain.

In this article, the authors lay out the basic foundational concepts and assumptions that will guide the reader through the chapters to come as the chapter authors explore "how" moral growth can be facilitated through various initiatives on the college campus. This article presents a brief review of the theoretical frameworks that provide the foundation for this volume.

This article explores three dimensions in moral development: (1) morality as an individual construct; (2) facilitated by powerful relationships; and (3) in the context of the organization. The goal in this article is to orient the educator to the mind of the learner and suggest strategies and approaches that facilitate learning. (Contains 1 exhibit.)

Dana is a graduate assistant in the second year of a master's program in student personnel. In a class discussion of assistantship issues, Dana reveals that he has decided not to enforce the university's policy of "writing up" all underage students who are in a residence hall room where alcohol is present. He says that in his opinion the punitive nature of the policy, which imposes a $200 fine, flies in the face of any opportunity for learning and drives the targeted behavior further underground. Dana says that the residence hall supervisors know about the decision and that they have discussed the possible ramifications and consequences. As an educator, what is your responsibility to both Dana and to others in the campus community? What are the obligations of others? The purpose of this article is to explore the layered dimensions of learning in the context of everyday ethical dilemmas and to examine the ways in which student affairs educators, classroom faculty, and institutional leaders can serve as ethical elders on campus. We believe that educators are obligated to serve as ethical role models, especially for students and younger colleagues who aspire to serve as educators themselves. (Contains 11 notes.)

The Measure of Moral Orientation (MMO) is compared to semistructured interviews with college students. Results support the validity and reliability of MMO as a standardized assessment of moral voice. To understand the specific nature and context of students' moral dilemmas, however, educators must engage in meaningful, direct dialogue with students. (EMK)

Uses qualitative and quantitative measures to examine differences in levels of perceived alienation from campus among 41 students who identified themselves as gay, lesbian, and bisexual, and those who identified themselves as heterosexual. Found differences in alienation levels based on both sexual orientation and gender. Non-heterosexual students reported more alienation. (RJM)

Describes aspects of the moral voice of the self and of the institution, and makes suggestions for assessing and reducing the dissonance between these two forces. Examines student services' ethic of care and argues for the desirability of "moral bilingualism": the need for an ethic of care and an ethic of justice. (RJM)

Examined relationship between gender and moral orientation (care or justice) and between gender and judgment preferences (thinking or feeling). Findings from 366 undergraduates revealed gender differences in feeling/thinking preferences, with females more feeling oriented and males more thinking oriented. After controlling for preferences, found no significant gender differences in justice scores or in self-descriptions of care/justice. (Author/NB)

Developed Measure of Moral Orientation, objective instrument that measured moral orientation of college students. Administered instrument and conducted analyses to determine its psychometric properties. Results of pilot (n=64) and field (n=366) testing with college students suggest that the Measure of Moral Orientation is psychometrically sound way to assess moral voice of traditional-age college student population. (NB)