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Journal of College and Character

Journal of College and Character

Student Success Student Affairs Partnering with Academic Affairs Undergraduate

Journal of College and Character is a professional journal that examines how colleges and universities influence the moral and civic learning and behavior of students. Published quarterly, the journal features scholarly articles and applied research on issues related to ethics, values, and character development in a higher education setting.

Issues Per Year
4 issues per year

About JCC

Aims and Scope

Journal of College and Character is a professional journal that examines how colleges and universities influence the moral and civic learning and behavior of students. The journal publishes scholarly articles and applied research on issues related to ethics, values, and character development in a higher education setting.

Published quarterly, the journal encourages the submission of manuscripts from around the world and from a wide range of academic and professional fields, including higher education, student affairs, psychology, religion, sociology, business, social work, philosophy, law, and education.

The journal audience includes faculty, administrators, graduate students, and practitioners in student services and campus ministry, as well as others engaged in research and practice in moral education in colleges and universities.


JCC Areas of Interest

Journal of College and Character publishes the following types of articles (open submission)

  • Peer Reviewed 
  • Opinions & Perspectives

The journal also publishes these regular columns (invited only)

  • Civic Engagement on Campus
  • College Student Development Outside the US
  • Cultural Cross Currents on Campus
  • Diversity and Social Justice
  • Ethical Issues on Campus
  • Interfaith Cooperation
  • Invited Featured Article
  • Preparing Students for Careers & Callings
  • Student Engagement With Spiritual & Secular Worldviews
  • What They're Reading

Read the Current JCC

Journal of College and Character is a professional journal that examines how colleges and universities impact the moral and civic engagement of students. Read the current issue.

JCC Submission Guidelines

The Journal of College and Character considers manuscripts of these two types of articles:  Peer Reviewed Articles; and Opinions and Perspectives.  Read more to see how to prepare your manuscript..

Submit a Manuscript

Submit a manuscript to the Journal of College + Character. Complete guidelines for preparing and submitting your manuscript to this journal are provided below.

Submit a Manuscript


JCC Editors

JCC Editorial Board

William H. Arnold, Alma College
Michelle L. Boettcher, Clemson University
Christopher Broadhurst, University of New Orleans
Patience D. Bryant, California State University Long Beach
Dan Sarofian-Butin, Merrimack College
Sara Connolly, University of Bridgeport
Elizabeth Connor, The Citadel
Andrew Courtner, Lincoln Memorial University
Christy Moran Craft, Kansas State University
Rebecca E. Crandall, Ohio State University
Claudia F. Curry, Community College of Philadelphia
Marylee Demeter, Rutgers University
Pitt Derryberry, Western Kentucky University
Tonya M. Driver, Texas A&M University
Sean Gehrke, University of Washington
Perry L. Glanzer, Baylor University
Corday Thomas Goddard, St. Norbert College
Jacob R. Grohs, Virginia Tech
Eric Grospitch, Washburn University
Kathy L. Guthrie, The Florida State University
Laura M. Harrison, Ohio University
April Herring, Carroll Community College
Tori A. Holmes, Marshall B. Ketchum University
Jonathon M. Hyde, Appalachian State University
Joshua Moon Johnson, American River College
John Klatt, University of Wisconsin-Madison
Dena R. Kniess, University of West Georgia
John Kolligian, Princeton University
Lynda Tierney Konecny, A.T. Still University
Forrest C. Lane, Sam Houston State University
Phyllis McCluskey-Titus, Illinois State University
Donna J. Menke, University of Memphis
Leslie Sadler Meyerhoff, Cornell University
Demetri Morgan, Loyola University Chicago
Jonathan J. O'Brien, California State University, Long Beach
Jennifer E. Pope, Adler School of Professional Psychology
Judith McGuire Robinson, Massachusetts Institute of Technology
Alyssa N. Rockenbach, North Carolina State University
Joanne Rojas, University of Kentucky
Larry D. Roper, Oregon State University
Pietro Sasso, Southern Illinois University Edwardsville
Douglas N. Searcy, Barton College
Gabriel Ramón Serna, Virginia Tech
Timothy C. Shiell, University of Wisconsin-Stout
Scott Silverman, California Lutheran University
Audrey Sorrells, University of Texas at Austin
Adam Burke Sterritt, University of Alabama
Eric Swank, Arizona State University
Ashley Tull, Southern Methodist University
Thomas A. Walker, Wayne Community College
Elizabeth Wallace, Tarleton State University
Kelly Ward, Washington State University
Diane M. Waryold, Appalachian State University
Rich Whitney, University of La Verne
Jermaine F. Williams, Nassau Community College
John Zacker, University of Maryland

JCC Connexions Latest Issue



Welcome to the JCC Connexions Blog! Discover more about the people behind the Journal of College and Character in JCC Connexions. 

The purpose of Connexions is to make spaces for readers, authors, and editors to meet at the many intersections of programs, practices, and research. People are at the heart of the Connexions approach.

Inside This Issue. . .

November 2022, Vol. 8, No. 4

Critical Conversations #31

Samuel J. E. Cox, Luke T. Waldbillig, and Perry L. Glanzer

In "College Students’ Developing Understanding of Moral Expertise: A Longitudinal Case Study of the Importance of Models, Mentors, and Practice" (Journal of College & Character, vol. 23, no. 4, November 2022), Samuel J. E. Cox,Luke T. Waldbillig, and Perry L. Glanzer interviewed fourteen students in their first and third years of enrollment regarding their understanding of moral expertise. Findings suggest students sought out moral experts with religious organizations and peer mentors providing the primary sources of moral expertise. Read More.

The 70-Year Work Life: Preparing Our Students

Michael J. Stebleton University of Minnesota-Twin Cities

Higher education and student affairs leaders play critical roles in supporting students for career longevity in an era marked by profound uncertainty. It is difficult to predict the future; yet, change is inevitable, and many individuals struggle with managing ambiguity. Inevitably, there will be periods of time when all of us are more engaged in paid work (e.g., traditional employment, gig work) as compared to non-paid work (e.g., caregiving, volunteer work). Based on these predictions, a holistic planning approach will work best. Read more.

Questions Relating to Moral Development: JCC, November 2022

Pamela C. Crosby, Co-Editor, Journal of College and Character

Here are some important questions that relate to moral development that are explored in articles in the August 2022 issue (vol. 23, no. 3) of the Journal of College and Character. Read more.

Lessons in Moral Development Learned From a Sabbatical Adventure

Art and the Possibilities of Higher Education

Peter Mather, Ohio University

 I believe in the virtue of university life. The opportunity to cultivate vital knowledge and wisdom in advancing the best of humanity has provided me a sense of meaning and purpose for nearly four decades. However, I believe the venerable mission of higher education and my own attempts to contribute to it are frequently drowned out by the noise of what has come to be the business of the university. What I refer to as the business of the university is often in competition with virtuous practices that foster transformational learning. As we gather in meetings but also in classroom settings, shadows are cast on the loftiest promise of our work by a focus on antiquated business and pedagogical conventions—practices born out of an industrial age mindset of control, efficiency, and productivity. None of these is problematic in its own right, but they have become idols, obscuring the liberating and transformative promise of our communities of learning. Read more.

Critical Religious Studies in Higher Education

Renee L. Bowling The Ohio State University

Having served as a student affairs professional at both public and private U.S. higher education institutions, spirituality has been important to my identity and communities of belonging and motivational for my work. Like many colleagues of faith, I volunteered with student retreats and interfaith experiences and supported students’ religious, secular, and spiritual (RSS) development by ensuring access to religious and spiritual resources, support, and spaces. A relationship between religion and culture became apparent as I began to understand how identity and community are connected; for many students, religion is much more about practice and belonging than about beliefs. Read more.

Engaging Civic Religious Pluralism

Becca Hartman-Pickerill Interfaith America

Affective polarization is diminishing people’s inclination and ability to collaborate with people with whom one disagrees; in a diverse democracy that is a recipe for a strained if not dysfunctional life together. The upshot is that researchers, practitioners, and people who need to work with others in their daily lives know what works to reduce affective polarization; the challenge is that it takes a multipronged and sustained approach to strengthening our civic health. There is no single quick fix, but there are myriad ways to reduce affective polarization in your own life and in the operations of our institutions. Read more.

Fostering Moral Development

Alan Acosta, University of Massachusetts Chan Medical School 

As with most academic terms, the fall 2022 semester has provided lots of interesting and unique opportunities to hear from students about their experience. At the University of Massachusetts Chan Medical School (UMass Chan), students shared their concerns regarding a new policy around course evaluations and potential impacts on their academic careers. I sat in a town hall where students freely shared their opinions, often not positive, about the policy change. They have also shared their views on a number of other issues, some which are related to broader societal concerns and others which are specific to our institution. While this story is not new or uncommon on most college campuses, there has been an element to the students’ expressions of frustration which has felt a bit different than in previous years.. Read more.


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