Christian parents want many things for their sons and daughters heading off to college. They want their children to be happy and safe. They want them to pursue their most ambitious dreams, including in their careers. Of course, some parents are plenty satisfied if their child merely finds a good job!

Beyond all these considerations, however, Christian parents want their children to be faithful ambassadors for Jesus Christ. Sometimes happiness (and even safety) have to be sacrificed in favor of making a positive difference in the world. What Christian parent would not be proud of a son or daughter for whom shaping moral character is among the highest priorities?

Paul R. Corts, president of the Council for Christian Colleges & Universities (CCCU), learned early on that a concern for moral character in our society is a high priority for CCCU member institutions. In June of 2006, Corts initiated his CCCU presidency by embarking on a "listening tour" of CCCU schools. As reported on the CCCU's website, the tour consisted of phone conversations with nearly 30 people in 30 days. Corts heard from current and former members of the CCCU board of directors, as well as from longterm CCCU institution presidents and a few "prominent friends of Christian higher education."

Among other things, Corts wanted these people to express not only their thoughts about the council, but also their hopes and dreams for their own institutions and for the Christian college movement in general.

After finishing the tour, Corts took his turn to speak. "The overriding aspiration [of CCCU member institutions] was to have a significant impact on our culture. A lot of people voiced a great concern for our nation's moral character and values. So character development, moral leadership, providing a moral compass were all hopes of those I interviewed. Our institutions want to turn out leaders in all aspects of life."

For decades, Christian colleges and universities have been graduating men and women who, as followers of Jesus Christ, have functioned as salt and light in the marketplaces of ideas and in society's spheres of influence. They are teachers, businesspersons, scientists, doctors, pastors, lawyers, politicians, social workers, and more. They are also fathers and mothers who are active as volunteers with community organizations and in their school districts.

Anyone who has seen from up close how those who follow Christ conduct themselves in the classroom, in front of a television camera, in the halls of Congress, or in any other context knows these Christians are making a difference. And many times—perhaps more often than not—we have Christian colleges and universities to thank.

As evidenced by the sentiments reflected and expressed by Paul Corts, however, much remains to be done. The challenge to inject moral values into the veins of our society remains a daunting one. Fortunately, all indications are that CCCU institutions understand the nature of the challenge.

The mission statement of Olivet Nazarene University in Bourbonnais, Illinois, for example, states that the school exists to provide university-level liberal arts education. "Our mission is to provide high-quality academic instruction for the purpose of personal development, career and professional readiness, and the preparation of individuals for lives of service to God and humanity."

For more than 100 years, that has been the school's mission. A statement from the university's 1915 catalog reads, "We seek the strongest scholarship and the deepest piety, knowing that they are thoroughly compatible (and) … a Christian environment … where not only knowledge but character is sought."

According to University Provost Gary Streit, the sentiment of this statement is just as relevant today as it was nearly a century ago. "The communicating and inculcating of this vision is necessarily premeditated. It doesn't merely happen by accident. Every unit on campus must 'own' this vision."

Philip W. Eaton, president of Seattle Pacific University, says, "At Seattle Pacific, we have a clear and compelling vision to 'engage the culture and change the world with the gospel of Jesus Christ.'"

Eaton adds that the SPU vision statement can be "seen on colorful banners flying all across campus, found on all of our printed materials, and heard and discussed at virtually every community gathering. Our vision has sunk deeply into the hearts and minds of students, faculty, staff, alumni, and trustees."

Crown College in St. Bonifacius, Minnesota, has been especially conscious of its larger mission as a result of the addition of programs in communications and nursing. Says Scott Moats, vice president for academic affairs, "We want graduates in every vocation in every nation to be sources of light. We want our students to demonstrate professional excellence along with a heart and vision for fulfilling the Great Commission."

The same is true of Messiah College in Grantham, Pennsylvania. Joseph Huffman, dean of the school of humanities, says, "At Messiah College, developing character is embedded in developing the intellect and Christian faith of our students. We seek to inculcate maturity of character in a holistic manner through an intentional engagement of intellect and of faith."

The CCCU's goals—and President Corts's aspirations—are reflected also in the mission statement of Judson College in Elgin, Illinois, which states in part that Judson strives to equip students to be "fully developed, responsible persons who glorify God by the nature of their personal relationships, their work, and their citizenship."

Marsha Vaughn, associate professor at Judson, stresses the importance of getting students involved in the local community as early in their time at Judson as possible. "We have time dedicated to service projects in the Elgin area during orientation," says Vaughn.

Claudia DeVries Beversluis, provost at Calvin College in Grand Rapids, Michigan, says, "Calvin looks at the entire educational experience through the lens of formation, so that both curricular and co-curricular experiences are intended to contribute to both the development and the expression of character."

DeVries Beversluis maintains that the best way to accomplish the goal of turning out persons of moral character who will bring positive change to society is to offer a "well-rounded program of study in the liberal arts shaped by Christian conviction." DeVries Beversluis notes that Calvin's core curriculum (or general education) program was designed with an emphasis on fostering academic virtues such as courage, diligence, and hospitality.

It goes without saying that what young men and women experience at a Christian college or university is worlds apart—or one might say "worldviews apart"—from what they experience at other schools. The options available to students in terms of clubs and recreational activities are different. The guest lecturers and artists who are brought in are, by and large, not the same as the ones who frequent secular schools. The co-curricular activities are also different. (For more information and perspective on co-curricular activities at Christian institutions, see "Developing Character and Values Through Co-Curricular Activities".)

The differences are readily evident in the classroom experience as well. Even such seemingly value-neutral subjects such as chemistry and math are taught differently at a Christian institution because of the underlying values and sense of mission.

But a focus on values does not come at the expense of an emphasis on quality. "If our graduates are going to make a difference in a complicated world, they must first and foremost be excellent scientists," says Seattle Pacific University Associate Professor of Biology Cindy Fitch. "We don't back off of the competence issue—we are constantly pushing and encouraging our students. We want them to get into the very best medical schools and graduate programs. We want them to be strong researchers, leaders in their professions, and people who are well-respected by their scientific peers."

At Gordon College, every freshman is required to take the year-long seminar, Christianity, Culture, and Character. This experience includes reading books and viewing films that raise questions about character, faith, and responsibility. The course provides a stimulating forum for students to discuss and examine issues through honest dialogue, writing, and critical thinking. It also includes a requirement for volunteer service and encourages students to develop a global perspective.

Jacqui Smith-Bates, director of the career development center at SPU, notes that career classes at SPU are taught "with a focus on the Christian calling to do good in the world, to play a role in reconciling a broken world." Smith-Bates adds, "We want our students to understand that they are called to participate in the reconciliation and enhancement of God's kingdom on Earth as a goal for their vocation, calling, or work in the world."

According to Judson College's Vaughn, college students are eager to learn "what" and "how." That is, to acquire knowledge and skills that will help them succeed. But in a Christian college classroom, students learn the "who" and the "why": the sociological, philosophical, and theological foundations of serving. Vaughn says students address such questions as, "What are the needs of those whom we want to serve?" and "What is the nature of the Christian 'call' to serve others?"

Calvin's DeVries Beversluis notes that the "signature pedagogy" of Calvin includes deep respect for students as image bearers of God and for the formative power of community interactions, respect for and love of the subject matter as a part of God's world, an interpretative practice that helps students see the worldview assumptions enmeshed with the subject matter, and an imaginative and inspirational claim that helps a student see how particular knowledge and skills relate to their callings in the world. DeVries Beversluis notes that this approach is significantly different from the pedagogy at other institutions, even when, on the surface, classroom behaviors may look the same.

"We don't see our distinctive character as limiting what students should study, what interpretive approaches they should be exposed to in biblical studies or theology, what scientific theories they should study, what variants of existentialism they might be confronted with," says DeVries Bevesluis. "Our conviction is that students need to be given guidance but not protection against dangerous ideas, and we are convinced that it is better to face up to the most challenging and unsettling perspectives while students are part of our community than to leave them to discover them years later."

Much of what develops character on the Christian college campus takes place informally. Young men and women have around them leaders who model character and values in and out of the classroom. And students model values for one another. In fact at Christian colleges and universities, "peer pressure" results in young people going on mission trips, leading Bible studies, or serving with churches and ministries.

Judson's Vaughn notes that in-class and out-of-class experiences are all potentially "teachable moments." Upperclass students, for example, serve as peer mentors for those enrolled in the school's first-year seminar course. Says Vaughn, "Faculty advisors and student development staff cultivate one-to-one mentoring relationships with students." Even policies addressing student discipline, according to Vaughn, are "intentionally designed around (hopefully) restoring students to the college community and helping them make better choices."

Whether it is through chapel services, campus Bible studies and worship services, or student discussions in the hallway outside class, Christian colleges offer a distinctively Christ-centered learning environment.

In addition to preparing men and women to be leavening influences in society, some of the opportunities available at Christian schools are designed to prepare students to make a more direct impact on the world, for example, by addressing issues related to public policy or social justice.

Messiah College is home to such student organizations as International Justice Mission, Amnesty International, Boys & Girls Clubs, Catholic Worker House, Central PA Foodbank, and Students for Justice in the Middle East. These organizations heighten students' awareness of public policy and social justice issues while providing them with means to become active sources of remediation and reconciliation through serving others. Messiah's Center for Public Humanities offers educational outreach in partnership with the Perry County Literacy Council to serve the economically and educationally underprivileged populations in the region with pre-collegiate bridging coursework.

Judson's Vaughn notes that students at her school are encouraged to study abroad or participate in internships related to the issues they feel called to address. For example, students interested in law school have interned with a local nonprofit agency founded by a Judson College alumnus that provides legal services to the underserved.

"Faculty are also encouraged to use their gifts in this way," says Vaughn. "This opens up many opportunities for students to work alongside faculty. Architecture faculty have been involved in designing affordable housing in several parts of the world; students are able to learn directly from them. Every student has the potential to be in a position to address social justice issues; seeing it modeled in faculty and staff makes that clear."

Of course, no two Christian colleges or universities are alike. They carry out their individual missions in unique ways. Some schools have distinguished themselves based on particular program specializations. Often, these academic specialties are related to location. A school near the ocean, for example, is more likely to have a program in marine biology, while a school in an urban location is more likely to have a specialty in urban ministry.

These many differences, however, ought not mask the mission common to Christian colleges and universities. One could argue that in some sense, Christian institutions are in competition with one another, but this competition dwarfs when compared to the ultimate mission these institutions share.

Says Crown College's Moats, "What is common to the CCCU institutions is a dedication to what I call the capital "T" truth. We learn a tremendous amount from visiting with our CCCU peers and discussing issues that are common to all of us."

Calvin College hosted the annual CCCU conference in the fall of 2006, which brought together representatives from several schools. Says Calvin's DeVries Beversluis, "The world has a great need for leaders who are committed to following Jesus Christ and are skilled leaders, savvy about the world, dedicated to rigorous thinking and analysis, cross-culturally competent, and capable of being moved by both the beauty and the pain around them. The CCCU is educating many of those leaders."

The world today is in dire need of leaders and followers who stand for biblical values as they relate to social and public policy issues. It needs more people who are motivated by scriptural virtues such as compassion and justice. In short, it needs more followers of Christ who are committed to being his ambassadors in a confused and hurting world. CCCU schools are committed to shaping such people, who will help to provide for the nation and the world a new moral compass.

And Christian parents ought to be proud as their sons and daughters become shapers of moral character in their homes, in their communities, and in the world.

Randall Frame is executive director of marketing and communications, Palmer Theological Seminary, Philadelphia, and a freelance writer living in Valley Forge, Pennsylvania.

Adapted from the article that appeared in the special advertising section for Christian colleges in the March 2007 issue of Christianity Today.