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Destani, Fitni; Hannon, James C.; Podlog, Leslie; Brusseau, Timothy A. – Journal of Physical Education, Recreation & Dance, 2014
Character development has become an important component of physical education that contributes directly to the affective learning domain. However, teaching character development can be challenging. The purpose of this article is to suggest that character development be promoted through the teaching of wrestling, due to the unique moral development…
Descriptors: Physical Education, Physical Education Teachers, Athletics, Moral Development
Peterkin, Caitlin – Chronicle of Higher Education, 2013
With goals of fostering an intellectual atmosphere, building relationships, and increasing students' involvement on campus--and, ultimately, their rates of retention--universities around the country, including Elon, Michigan State, and Southern Methodist, are looking to residence life. House systems, residential neighborhoods, and living-learning…
Descriptors: College Environment, College Housing, Academic Persistence, Intellectual Development

Coles, Robert – Change, 1993
Youthful idealism like that found among college students is seen as an important part of the developmental process and also as an opportunity for college teachers to learn about how today's students view the world and to explore the connection between intellect and experience. (MSE)
Descriptors: Activism, Change Strategies, College Students, Educational Trends
White, Patrick E. – 1992
This two-year project at Saint Mary's College, a women's college in Notre Dame (Indiana), focused on building intellectual community and fostering student leadership skills. The study targeted two student groups: (1) students with much to contribute to the intellectual life of the college but alienated from traditional forms of leadership, and (2)…
Descriptors: College Faculty, College Students, High Risk Students, Higher Education
Greenstreet, Robert – 1996
When colleges were first organized in what would later become the United States, they were far different from those in existence today. Students matriculated, enrolled, and graduated in lock step through a prescribed 4-year curriculum. Colleges functioned not so much to encourage intellectual development as to foster moral piety. Topics and sides…
Descriptors: Colleges, Debate, Educational History, Educational Practices