A project at Alverno College, a Catholic liberal arts college for women, that focuses on the way liberal education can enhance the undergraduate student's growth in ethical perception, moral reasoning, and related abilities, is described. Attention is directed to how commitment to this project began 10 years ago and to general philosophic and pedagogic concerns. Examples of how the curriculum has been rethought and reshaped are presented, and the approaches of instructors in various disciplines to examining the valuing dimension and to implementing challenging teaching/learning strategies are considered. Detailed examples of assessment techniques, including samples of student performances and how they were judged with respect to the student's development, are presented. Program evaluation efforts, which included internal and external tests, are reviewed, and information is presented on what is currently understood about the valuing process and how Alverno students developed. The college's goal was to help the student develop fluency in the process by which she actively engages her values in personal, professional, and societal contexts in which she must choose, decide, and act. Six levels of the valuing process have been distinguished: sharpening awareness of what is involved in making value judgments and decisions; developing the ability to infer valuing and trace its sources by focusing on literary, artistic, historical, philosophical, and religious works; developing the ability to infer and analyze valuing implications in scientific and technological systems; applying valuing first-hand in complex decision-making situations; applying valuing in intercultural settings; and focusing on valuing holistically. It is suggested that components of the valuing process can be described as knowing, judging, and acting. (SW)