Cultivating Character: Universities as Crucial Arenas for Virtue Development in a Polarized World

University life is a bit like a train station. Students from many different backgrounds, locations, and political affiliations come together for learning, collaboration, and fun. Then, they choose career paths and head off in their own directions. So, even if they are side by side on a bench at the train station, they find themselves far from one another once they choose their train, pick their path, and travel into the future. This transient yet intensely collaborative environment presents an exceptional opportunity for college and university faculty to shape not just intellect, but character. Beyond the dissemination of academic content, educators are uniquely positioned to help students cultivate essential character virtues necessary for adult life and active, responsible participation in society, with the potential for these virtues to permeate and positively influence numerous societal sectors.

The Evolving Mandate of Higher Education in a Complex World

Historically, higher education institutions have primarily focused on intellectual development, critical thinking, and specialized knowledge acquisition. However, the demands of the 21st century have broadened this mandate. Young people today graduate into a world characterized by unprecedented challenges: rapid technological change, an unstable global economy, profound social inequalities, and, critically, heightened ideological polarization and partisan hostility. In the United States, for instance, data from organizations like the Pew Research Center consistently highlight growing divides across political lines, with younger generations often caught in the crosscurrents of these tensions. This environment necessitates not only academic prowess but also a robust ethical compass and a sophisticated set of interpersonal and civic virtues.

Without requiring an overhaul of existing curricula, faculty possess the capacity to foster classroom conditions that subtly yet effectively cultivate virtues such as open-mindedness, awareness, empathy, and democratic citizenship. These attributes are not merely desirable; they are increasingly crucial for students’ capacity for ethical decision-making, effective leadership, and sustained professional growth—skills that are indispensable for navigating complex professional landscapes and contributing meaningfully to society. Employers, for example, consistently rank "soft skills" like critical thinking, communication, collaboration, and emotional intelligence—all intrinsically linked to character virtues—as highly desirable, often more so than technical skills alone, according to reports from entities like the World Economic Forum and LinkedIn Learning.

The university setting, with its inherent diversity and intellectual rigor, offers a safe and structured, yet intellectually challenging, environment for students to practice these essential character virtues. It provides a unique "training ground" for engaging with difference, testing assumptions, and developing the resilience needed to uphold one’s values while respecting those of others.

Unpacking Student Experiences: What Fosters Character?

To better understand how university experiences impact character virtue cultivation, a project team conducted an in-depth qualitative study. The research involved 12 focus groups with 51 undergraduate students, who were asked to reflect on specific aspects of their course experiences that either supported or hindered their development of character virtues. The findings offer compelling insights for educators and institutional leaders alike.

1. Activities Promoting Perspective-Taking and Productive Disagreement:
A primary takeaway was the significant role of activities that actively promote perspective-taking and facilitate productive disagreement. These experiences were found to directly support virtues such as open-mindedness, awareness, and empathy. The scope of these activities varied, from informal interactions to structured assignments.

Students frequently emphasized the importance of building meaningful relationships with peers, both within and beyond the classroom. These relationships were often cited as crucial for nurturing open-mindedness and empathy. Within academic settings, students highlighted that their most impactful peer relationships were often forged through working with members of their program cohort, engaging in project-based group work, or participating in focused discussions with partners. Such small-group settings were seen as fostering trust, which, in turn, created a classroom environment conducive to authentic dialogue and productive disagreement. One student eloquently articulated this: "The [program] cohort that I’m in [is] still small enough where I could probably name everybody, and a fun fact about them, and like that’s super cool, because then I can also disagree with everybody because I feel comfortable, knowing who they are and I know their values, and I know how to contradict them in a way that’s productive versus just like arguing at someone for hours, [that] doesn’t get you very far."

Specific assignments also proved instrumental. One student recounted a transformative experience in a "Political Dialogue" class where she was required to interview someone with a different political viewpoint. She shared, "I think [my Political Dialogue class is] where I started working on my open-mindedness . . . because [I realized] everyone has a deeper root for what they believe in. There was one guy I had to meet with and talk with, and the reason he was more [politically] conservative was because he grew up in the [Great] Depression era, and his [conservatism] came from the economic side. [This assignment] was really wonderful, because you also learn these skills of talking to people and presenting empathy and open-mindedness [to others]." This demonstrates how structured engagement with differing views, when facilitated thoughtfully, can dismantle preconceptions and foster genuine understanding.

Another student illuminated how her course experiences cultivated curiosity and reduced judgment. She observed, "[My classes] allow me to have a wider perspective of people’s backgrounds, views, and ideas, and why they have them, even if it’s someone that I don’t agree with. I still appreciate being exposed to that. I think the way my classes are structured really help me learn from a different perspective . . . my professor will take time out of the beginning of class to literally put all [our] desks in a circle so that we look at each other when we speak. It’s little things like that that help with my moral development . . . when I leave [university], I’ll know how to properly listen to a person, ask follow-up questions, and ask clarifying questions . . . little things like that [can] help me learn about someone holistically rather than just [think] ‘they said a statement’ and then I judge it based off of the statement." This powerful testimony underscores the impact of intentional pedagogical choices on fostering holistic personal growth.

2. Personal Connections with Empathic Instructors:
Unsurprisingly, students highlighted the critical role their instructors play. They particularly valued instructors who demonstrated genuine effort in building authentic and meaningful relationships with them, and who were accessible. This accessibility manifested in various ways: lingering after class, appearing at student gathering spots, clearly communicating availability, and reframing office hours as opportunities for informal "chats" rather than solely for academic troubleshooting.

The classroom culture established by the instructor was also paramount. Students noted that this culture directly influenced their comfort level in expressing opinions and their willingness to engage in authentic dialogue with peers. One education major observed, "I’m an [education] major, so a lot of our classes [involve] discussions. I feel [like this] relates a lot to being open-minded. I feel like a lot of the discussions in classes . . . the space is a lot more welcoming, for disagreement and challenging different ideas. And I feel like the professors are very supportive of that, too. I’ve also found that a lot of professors in that school [the School of Education and Human Development] are more willing to foster relationships with their students." This illustrates how a supportive faculty approach can cascade into a more virtuous learning environment.

Conversely, not all student experiences were positive. Some students recounted instances where instructors inadvertently or intentionally created hostile classroom environments, which actively discouraged authentic participation. A poignant example was shared by a Black student who described her psychological safety being compromised when a white, tenured professor used a racial slur. She articulated the power dynamic at play: "I think that censorship is a big theme in classrooms and . . . I think that students don’t feel like they can truly express themselves because professors are not cultivating an environment where respectful debate is welcome. . . . I know one professor in particular—I love him, but he said something crazy . . . the N-word. And he’s white and tenured. That power dynamic gives you the ability to say something like that and not receive repercussions. . . . But students can’t. . . and that challenges your ability to truly like authentically, be yourself in the classroom. So, I appreciate when professors are who they are, but they are cognizant of the demographics that they are teaching. And even if those demographics are not in the room, they’re constantly including those demographics in their discussions, because to me, that’s true allyship and advocacy." This powerful testimony underscores the profound importance for instructors to be acutely aware of their personal attributes, past experiences, the inherent power differences between them and their students, and the intersection of these factors—particularly in classrooms that include students with marginalized identities. It highlights the institutional responsibility to ensure faculty are equipped for inclusive pedagogy.

3. Relevance of Course Content to the Real World:
Students expressed a strong desire for course content to be demonstrably relevant to real-world situations and current events. They craved opportunities to apply their newly acquired classroom knowledge to societal issues, believing this deepened their understanding of how they could exercise civic virtues to contribute positively to the world. One student, for example, described how seeing real-life applications enhanced her understanding of civic engagement: "I think using a real-life application project as a way to facilitate diversity [is meaningful]. I remember going to a conference two months ago and seeing a . . . competition where entrepreneurs pitched ideas about how they can use AI or machine learning or any type of technology to improve, for example, maternal health for Black mothers, since we are more likely to die in childbirth. . . . It’s really cool to see how innovative these projects can be and how it can help a lot of people who come from underrepresented backgrounds, or anyone who just wants the problem solved. So more of those real-life examples [in the classroom]."

While students seek these connections, implementing extensive experiential learning opportunities can be challenging for faculty, given packed curricula and prerequisite structures. However, the call for relevance aligns with broader concerns about student engagement. Data shows a concerning trend: college student engagement has dropped in recent years, with students, on average, spending 1.7 fewer hours attending classes, discussion sections, and labs in 2022–23 than in 2018–19, according to Inside Higher Ed. This decline suggests that incorporating real-world situations might not just foster character but also significantly enhance overall engagement. Imagine if every semester included at least one course designed around real-world, experiential learning—tasks such as asking students to follow a current news topic related to course content for the entire semester, creating assignments that require engagement with community members, or analyzing local problems (e.g., water testing in chemistry, transportation data in a data analysis class).

Even when large-scale curriculum reworks are not feasible, faculty can still bridge the gap. Given that at least 65% of college students engage in research with faculty, extracurricular activities, or civic participation outside of class, instructors can create explicit connections between course material and students’ daily lives and activities beyond the classroom. This could involve assigning reflections on how extracurriculars relate to course themes, or bringing in examples from student-led initiatives.

What Hinders Character Development? Student Challenges

Students were equally candid about the aspects of their university lives that sometimes limit or challenge their capacity for virtue development.

1. The Difficulty of Sustaining the "Bigger Person" Role:
Students expressed the considerable difficulty in consistently engaging in perspective-taking and practicing open-mindedness, particularly when confronting beliefs that fundamentally oppose their own deeply held values. One student articulated this struggle with empathy: "I think sometimes it’s really hard to be compassionate and empathetic when I just don’t understand why [someone is] doing that. And then there’s also the idea of being fundamentally different from somebody, and somebody’s fundamental views on life and morals, are just different from my own and so it’s sometimes hard to give people any benefit of the doubt when I’m like, You’re representing something that I fundamentally disagree with." This highlights the psychological toll and ethical dilemma students face when asked to extend grace to views they find abhorrent, underscoring the need for structured guidance in navigating such complex emotional and moral terrain.

2. Uncertainty About the Future:
A significant hindering factor was students’ profound uncertainty about their future. This apprehension about navigating an unstable job market, securing employment related to their degree, and ultimately establishing a career aligned with their values and desired societal contributions, often makes it difficult for them to prioritize practicing certain civic virtues, such as social action. When personal stability is in question, the focus can understandably shift inward.

One graduating student shared her predicament: "I’m currently about to graduate and I’ve accepted one job over another job. . . . I did have two [job] offers that I felt like both of them would have been making a positive change in the world, and would kind of get me closer to where I wanted to be in 5 to 10 years, but I picked one over the other largely because I feel really uncertain about where the economy is headed, where, like education in particular is headed. So, I chose a job over Teach for America, because I’m not super sure where the AmeriCorps is going to go. So yeah, I think financial stability matters to me. But I think at this point, making positive change also still really matters to me." Her dilemma reflects a widespread concern among young people, who are often forced to balance idealistic aspirations with pragmatic realities.

She further elaborated on her anxieties regarding the longevity of her chosen career path amidst current political realities: "As someone that’s studying public health intertwined in education, those are two things that I feel like are really being defunded or not invested in currently by the administration. Also, I got one of my offers rescinded initially, and that really sucked. I think that a huge challenge for me is trying to figure out and navigate this landscape of what do I do? [Do I choose] what I know will be good for my career in five years, post this [presidential] administration, or do I do what I need to do to be comfortable right now with where I’m at?" This deeply personal account underscores the pervasive sense of precarity felt by many students, which can directly impact their bandwidth and motivation to engage in broader civic action. Data from the American Psychological Association consistently reports high levels of stress and anxiety among college students, often linked to academic pressures and future uncertainty.

Implications for Higher Education and Society

The findings of this study carry significant implications for university administrators, faculty development specialists, and policy makers in higher education.

1. Curriculum Redesign and Integration: Universities should explore integrating character development more intentionally into curricula. This doesn’t necessarily mean creating entirely new "virtue classes," but rather embedding ethical considerations, structured dialogue, and perspective-taking exercises across disciplines. For example, engineering ethics, business ethics, and medical ethics courses could be expanded to include more experiential components that challenge students to apply virtues in complex dilemmas. Mandatory first-year seminars could focus on civil discourse and intergroup dialogue.

2. Enhanced Faculty Development: The profound impact of instructors, both positive and negative, highlights the critical need for robust faculty development programs. These programs should focus on:

• Inclusive Pedagogy: Training on creating welcoming and psychologically safe classroom environments, particularly for students from marginalized backgrounds.
• Facilitating Difficult Conversations: Equipping instructors with strategies to manage heated discussions, encourage productive disagreement, and model respectful engagement.
• Understanding Power Dynamics: Raising awareness of how instructor positionality and personal attributes can impact student experience and willingness to participate authentically.
• Building Student-Faculty Relationships: Encouraging and supporting faculty efforts to connect with students on a personal level, making themselves accessible and approachable.

3. Bridging Classroom Learning with Real-World Engagement: Universities should actively seek to connect academic learning with real-world application. This could involve:

• Experiential Learning Initiatives: Expanding internships, service-learning programs, and community-based research opportunities.
• Case Studies and Current Events: Integrating contemporary societal issues and ethical dilemmas into course discussions and assignments.
• Cross-Departmental Collaboration: Encouraging faculty to partner with student affairs, career services, and community organizations to create holistic learning experiences.

4. Addressing Student Anxiety and Uncertainty: University support services, including career centers and counseling services, must be sensitive to students’ anxieties about their future. Career guidance could explicitly link diverse career paths to opportunities for making positive societal change, emphasizing that ethical contributions can occur in any field. Mental health services are crucial for equipping students with coping mechanisms to navigate uncertainty, thereby freeing up mental and emotional space for civic engagement.

Broader Societal Impact and a Call to Action

The cultivation of character virtues in university students extends far beyond individual growth; it is an investment in the health and resilience of democratic societies. Graduates equipped with open-mindedness, empathy, and a commitment to ethical decision-making are better prepared to:

• Combat Polarization: Engage in constructive dialogue, bridge divides, and seek common ground, rather than retreating into ideological silos.
• Foster Ethical Leadership: Lead with integrity, compassion, and a nuanced understanding of diverse perspectives in professional and civic roles.
• Drive Positive Social Change: Apply their knowledge and skills to address pressing global and local challenges, understanding the systemic roots of problems and working collaboratively towards solutions.

Young people will inevitably encounter circumstances that challenge their character virtues, forcing them to confront difficult ethical choices and navigate conflicting values. It is the profound responsibility of educators to provide students with the foundational tools and practice opportunities they need to navigate these complex moments, enabling them to engage in thoughtful and ethical decision-making throughout their lives. The starting point for this crucial endeavor, as the study’s findings powerfully suggest, is by elevating the voices of students themselves. By genuinely seeking to understand their experiences, aspirations, and challenges, universities can best tailor their approaches to support comprehensive character development. Thus, the imperative is clear: Listen first, then intentionally create opportunities for students to stretch, practice, and apply virtues to real-life, day-to-day situations, preparing them not just for careers, but for a lifetime of responsible citizenship.