Educating for personal and social responsibility, from the perspective of moral cognition, involves promoting students' cognitive development. The literature suggests several approaches as successful in promoting cognitive development. Though Kohlberg views this development as primarily facilitated by dialogue with individuals in more advanced stages of moral reasoning, Berkowitz (1984) found that such discussions--termed "sociomoral discourse"--are particularly effective if students are required to analyze, extend, or logically critique the arguments of others. In 2004, the Association of American Colleges & Universities (AAC&U) commissioned a review of the relevant literature and research on the development of personal and social responsibility during college. This article presents an abridged version of the review. It was found that, while the literature on personal and social responsibility in college has remained largely fragmented over the past three decades, there is an emerging consensus that personal and social responsibility can no longer be viewed as a simplistic, one-dimensional, or discrete construct. Suggestions for further research are proposed.