Building Character as part of curriculum, broadly speaking

I'm continuing to read Derek Bok, now on chapter 6, entitled "Character Building." Santa Clara is in an enviable position here- I think! I have to believe that many of our students self-select precisely because they already have through high school an above-average sense of moral awareness and reasoning, and their parents probably do too. Many of the faculty also take moral issues more seriously, and integrate them more frequently into their daily life. After two or three years, most faculty, and even some students, come to appreciate the Jesuit nuances of what are otherwise platitudes: "discernment", "solidarity", and "whole person". I'm curious whether the national survey of faculty actually shows this for Santa Clara- something to look up.
Regardless, as Bok (predictably) points out, there is always room for (much) improvement.

Aside: Is there going to be something that our underachieving colleges do too much of, and should do a little less of? Faculty already working too much- they should spend more time with their families!? Too much good food service? Too much broadband? Too many units required for graduation?

Some good suggestions throughout... useful "to do" list for university administrators. (E.g., when was the last time coaches were given a pep talk to let everyone on the team play because winning isn't everything...? Well, more like: winning through cheating is no victory.) Setting an example is important, suggests Bok. It does make me think that the Jesuit character of the university is somewhat abstract- students do not get too many profiles of present and living Jesuits and the moral examples so many strive to set. Ask a typical student: Who's a famous Jesuit? Response: None? Exceedingly moral people aren't famous?

Bok does have some straight talk about the role of cheating and faculty/administration response. Definitely something to monitor closely with students. But straying a little far from curriculum issues.

Last note: A little David Brooks bashing in this chapter. Good. I find him a willful perpetrator of "massive unsubstantiated generalizations." (Here, that colleges do little about moral reasoning, which, as Bok points out, is a baloney statement- most colleges do far more than they used to.)