Enhancing virtue via five modalities: empirical evaluation of utilizing a meta-model for character formation in higher education

Purpose Character formation is a central goal of higher education; yet, few empirically evaluated frameworks exist to guide faculty in cultivating student virtues. Addressing this gap, we evaluated the use of a meta-framework for cultivating virtue in college courses. Design/methodology/approach Professors participated in a day-long “Classrooms that Cultivate Character” workshop and then revised syllabi and at least one course assignment through the lens of a meta-framework that integrates seven virtues and five change modalities. Professors (N = 10) teaching two sections of identical courses with a total of 451 students taught one of their sections as control section and one section as an intervention section, with students assessed at the start and end of each class on self-reported virtues, strivings and course perceptions. Findings Multilevel modeling analyses indicated increases in self-reported virtues from pre-test to post-test for intervention courses, plus greater gains relative to control group courses, supporting our hypotheses that training professors on the meta-framework would be beneficial for student virtue development. These effects were detected despite students not perceiving intervention courses as more focused on character than control courses, unexpectedly. Research limitations/implications Our findings raise important questions about students’ perceptions of course content and personal growth and warrant deeper explorations comparing meta-frameworks and pinpointing specific modalities that drive change. Originality/value This study is the first, to our knowledge, to empirically evaluate the utility of a character-focused faculty workshop to enhance student virtue development utilizing an active control group. Further, we provided preliminary evidence for the efficacy of a novel meta-framework that stretches assignments beyond a single change modality or virtue.