As we engage in formative character education at diverse colleges and universities, we need to recognize that the contexts of implementation are both iterative and precarious. To better understand how to steward projects and programs to integrate formative character education into a higher education setting, this group studies the cycles of implementation alongside the challenges and success at diverse institutions.

Grappling with how the whole person can flourish in higher education spaces, and what outcomes this may have on the educational system as a whole requires a keen eye on the cycle of our initiatives. 

• Is there a universal cycle of implementation of a character education initiative? What are the mile markers? 

• Are there distinct challenges or affordances of doing this work in certain contexts? What are these challenges and affordances and which contexts present which hurdles?

• How can we engage in whole-person education at colleges and universities?

• Why is engaging with the whole person an important goal for higher education?