Historically, those responsible for administration of student conduct resolution in U.S. higher education have sought some manner of moral development for students, whether labeled as such or not. It is clear that contemporary conduct officers are more deeply concerned with such student development as an extension of their practice. Many such professionals may frame the question as "What am I trying to accomplish with this student, and why?" In this article, the author explores the history of student conduct systems; discusses the evolution of learning, development, and conduct; and considers the conduct professional as moral mentor.