Character education and assessment in practice: a case study of a European liberal arts college

Abstract

This chapter ponders on the added value of moral or character education, arguing that the integration of morals and virtues in educational practice is an invitation for students to flourish as academics with a sense of purpose and as citizens, who are willing to contribute to the public good. This chapter centers on two questions —‘How should we include moral elements in educational programs?’ and ‘How can students’ character be assessed?’— and takes the Liberal Arts and Sciences program at University College Tilburg as a case study to address them. University College Tilburg bases its understanding of character education on a neo-Aristotelian framework, promoting intellectual virtues, such as practical wisdom, as well as moral and civic virtues. A team-taught course on Evil illustrates how students can develop character by studying and grappling with the content of core texts and by jointly discussing moral questions. This chapter also presents a longitudinal and mixed-method assessment tool for civic growth, which builds on the methodological insights of the theories of learning gain and narrative identity. The retrospective narratives offer a glimpse of the extent to which students, during the course of their studies, managed to achieve civic growth and how the curriculum contributed to their journey.