Approaches used by colleges and universities to implement values clarification and inquiry, moral education and development, and normative and applied ethics into the curriculum are examined, along with the way that the schools are defining values education in terms of their own students and mission. In "Values in the Curriculum," Edward A. Langerak describes some of the objectives of values education, including consciousness-raising and moral training. It is suggested that faculty members do not need to agree on these objectives in order to successfully team-teach an interdisciplinary values course. In "Students' Developing Views of Pluralism in Knowledge and Value," William G. Perry, Jr. suggests that one difficulty in teaching values is that students may move into the stage of their moral development in which they suddenly realize the pluralism of values, and this realization causes them to resist making decisions or value judgments. Perry labels this stage as "absolute personalism" because students express the view that "anything goes" and refuse to see any opinion as better than another. He based his nine-position intellectual and ethical developmental scheme on the results of interviews with Harvard and Radcliffe students between 1954 and 1963. Descriptions are provided on the following university programs: Liberal Arts Clusters at Syracuse University, New York; Values Throughout the Curriculum at Alverno College, Wisconsin; The Center for Philosophy and Public Policy at the University of Maryland; Decision Making and Evaluation at Rollins College, Florida; Moral Development in Values Courses, Siena Heights College, Michigan; and Ethical Concerns and the Helping Professions, The Ohio State University. Brief descriptions of additional programs and a list of resources are included. (SW)