Conduct Systems Designed To Promote Moral Learning

Historically, those responsible for administration of student conduct resolution in U.S. higher education have sought some manner of moral development for students, whether labeled as such or not. It is clear that contemporary conduct officers are more deeply concerned with such student development as an extension of their practice. Many such professionals may frame the question as “What am I trying to accomplish with this student, and why?” In this chapter, I explore the history of student conduct systems; discuss the evolution of learning, development, and conduct; and consider the conduct professional as moral mentor.