Goucher College 2018-2019 Undergraduate Catalogue 
    Jun 13, 2024  
Goucher College 2018-2019 Undergraduate Catalogue PLEASE NOTE: This is an archived catalog. Programs are subject to change each academic year.

Special Academic Programs

Community-Based Learning

The Office of Community-Based Learning provides shared, community-based experiences and reflective opportunities that serve the entire campus community and all academic departments. Our goal is to strategically support faculty, students and the Baltimore community while focusing resources and expertise toward the continuing development of thoughtful and informed global citizens.

By actively connecting academic coursework with engaged learning in the community, students investigate assumptions about race, class and privilege, and learn how to develop beneficial, sustainable community partnerships. All academic disciplines and divisions (humanities, social sciences, sciences and the arts) incorporate community-based learning practices.

Special Programs

Futuro Latino Learning Center

On weekends, Goucher College is transformed into a bustling international center for the local community. Administered through Goucher College’s Office of Community-Based Learning (CBL) and Professor Frances Ramos-Fontan, the Futuro Latino Learning Center (FLLC) was created in response to a critical need for English as a Second Language (ESL) services for a rapidly growing immigrant population in Baltimore County.

The center offers a wide range of educational programs that respond to the needs and interests of the area immigrant community. Participants gather in the Athenaeum’s Pinkard Community Service Center on Saturdays from 11am-5pm to practice conversation skills and to receive ESL and basic computer-literacy training. For children, there are kids’ cultural heritage programs to keep in touch with their Hispanic heritage while their parents are working to reach their own educational goals.

Signature Programs

Goucher has a number of weekly signature programs. We encourage students who participate in these programs to make a full, semester-long commitment. Many of these programs will require additional training and will also offer structured opportunities for reflection.

  • Armistead Gardens Partnership
  • Baltimore County Humane Society
  • Goucher Scholars & Pleasant Plains Elementary School (Federal Work Study)
  • Maryland Food Bank
  • Middle School Mentoring & Barclay Elementary/Middle School
  • Project PLASE with Food Recovery Network
  • Read-a-Story/Write-a-Story (volunteer and Federal Work Study)
  • Refugee Youth Project @ Patterson High School
  • TALMAR Gardens & Horticultural Therapy Center
  • West Towson Neighborhood Association & Blue Water Baltimore

Student Leaders for Civic Action

Student Leaders for Civic Action (SLCA) Directors serve as a resource and leader to volunteers and community participants in Goucher College’s many off-campus and on-campus Community-Based Learning Programs.  We seek SLCA Directors who are passionate about community action and social justice.  SLCA Directors should have a high level of expertise in their particular site, or have significant experience that applies to that site or service location.  We also seek SLCA Directors who are organized, can communicate effectively, and have some experience managing or supervising peers. 

Examples of Community Based Learning Courses

  • CBL 115  - Gateway to Service (2 Cr.)
  • CBL 299  - Independent Work (1.5 Cr.)
  • COM 401  - Topics in Media and Communication (3-4 Cr.)
  • PSY 226  - Relational Psychology (4 Cr.)
  • SOA 393  - Seminar: Sociological Analysis of Selected Topics (4 Cr.)
  • SP 130S  - Intermediate Spanish with Community-Based Learning (4 Cr.)
  • SP 230  - Intermediate Conversation and Composition (4 Cr.)
  • SP 363  - Spanish in the Workplace: Language and Culture (4 Cr.)
  • THE 490  - Senior Project Workshop/Senior Project Production (4 Cr.)


Goucher Prison Education Partnership (GPEP) and Writing Workshops at the Baltimore County Detention Center 

The Goucher Prison Education Partnership (GPEP) is an extension of Goucher College. Our primary goal is to offer an excellent college education to men and women incarcerated in Maryland. We operate two on-site higher education programs in state prisons.  While we are a division of Goucher College, all courses at the prisons are funded individual donations and a few private grants. We rely heavily on volunteers from the campus and the surrounding community.

Courses are taught by Goucher faculty and, occasionally, by faculty from surrounding colleges. Goucher faculty and upperclassmen serve as tutors for the Goucher students incarcerated at the prisons. Students from the main campus also engage with the project as research assistants (serving as a bridge between the academic library on the main campus and the students at the prison), program assistants (assisting with programmatic projects and clerical work), teaching assistants, or as peers in co-enrolled courses taught at the prison but serving both incarcerated Goucher students and students from the main campus.

Individualized Interdisciplinary Major

Definition and Purpose of the IIM

The individualized, interdisciplinary major (IIM) at Goucher College provides a framework for students with a broad range of interests to pursue a flexible, self-designed major that takes advantage of the diverse and innovative courses offered across the curriculum. The IIM is designed for the student who has examined the traditional majors offered at Goucher College and has come to an understanding that their educational goals cannot be achieved with the rigidity of a single major or double major. Rather, the student has recognized the fact that their interest in a multidimensional issue or topical area requires an intentional plan of study that crosses three disciplines, interweaving the ideals and processes of each discipline into a logical new multidiscipline.

Students who engage in an IIM will be able to achieve the goals of a) being able to articulate clearly the vision of the area of research and study, b) stating the methodology or methodologies that they employ, c) framing the history of and the new relations and offerings among disciplines in their areas, d) engaging in and describing their advanced areas of research into questions in their areas of study, and e) researching, imagining, and understanding the areas of opportunity for advanced study, employment, and careers in their chosen areas of interest. 

Learning Outcomes


The main outcome of the IIM is to demonstrate learning, growth, and a public contribution through an individualized pathway that is illuminated through student-mentor collaboration. Upon graduation, students completing an IIM will be able to:


  • Engage in self-directed learning with the guidance of the IIM mentor and IIM committee.


  • Explain the design, implementation, and results of their IIM in a concise manner so that graduate schools and/or employers understand the interdisciplinary approaches and connections that the student has identified.


  • Present their interdisciplinary research to the Goucher community, its partners, and/or society at large, ordinarily at the Julia Rogers Student Symposium during the spring semester.

Procedure for Initiating the IIM

Students interested in pursuing the IIM should arrange a meeting with the IIM director. The student should be prepared to discuss the appropriateness of the IIM for their particular path of study relative to tradition majors, double majors or major/minor combinations. Students should be able to identify their three disciplinary areas of study and provide a tentative list of courses appropriate for their plan of study that adheres to the requirements for the major listed below.  If the IIM director and student agree that the IIM is an appropriate path of inquiry, an IIM mentor will be assigned to the student.  At that point, the student, the IIM mentor and IIM committee will work together to formally develop the IIM proposal, which will serve as the plan of study for the student.  The details of this process are described below.


The following questions are provided to help guide the student in their process of assessing whether or not the IIM is an appropriate curricular path for them: Who formerly researched the question that you want to study? Why does research in that discipline no longer apply to how you want to study your topic?  Why is this approach no longer an appropriate way to address that question? If this discipline is where the question came from, what is the limitation that means you need to use the IIM?

Requirements for the Major

The student must complete at least 48 credits in courses that focus on the methods and content from three disciplines and that balance the contributions from each discipline. The student will form an IIM committee that consists of an IIM mentor and at least three other faculty members drawn from the three disciplinary areas under study.  The IIM mentor is the primary point of contact for advising throughout the student’s course of study at the college.  In certain cases, the IIM mentor may also be one of the three disciplinary members that comprise the IIM committee, but this need not be the case.  Working closely with the IIM committee, the student will formulate a proposal for their plan of study.  The student will formally deliver and defend their curricular proposal to the IIM committee in both oral and written form. If necessary, the IIM director can weigh in on proposals or other situations when needed.

Once approved, the proposal will serve as the academic plan and the IIM mentor and committee will help the student progress through the major, adjusting coursework as necessary. Any changes to the overall proposed area of study or to the proposed coursework requires a petition that must be approved by the entire IIM committee.

The 48 credit requirement allows the student to devote at least 12 credits to each of the three disciplines. As is the case with any major on campus, at least 16 credits must be taken at the 300-400 level. Ordinarily, those upper-level (300-400) credits will be distributed such that at least 12 of those credits will be taken across each of the three disciplines (i.e. one four credit 300-400 level course per disciplinary area.)  Ideally, a student will complete a capstone experience in one of their three disciplinary areas of study. In cases where this is not possible, the student can complete a 4 credit independent study in IIM to satisfy the requirement of a capstone experience for all graduating Goucher students.

Ordinarily, students will declare the IIM major by the second semester of their sophomore year. They should also ordinarily plan to complete their degree requirements by the end of their sophomore year or the beginning of their junior year. Doing so can help students avoid unnecessary scheduling conflicts in their junior and senior years.  Depending on the three disciplinary areas under study, the student and the IIM mentor and committee must identify within the IIM proposal how the student will satisfy the Goucher Commons Center Pair Exploration requirements by explicitly identifying which CPE areas must be satisfied.  IIM students are also expected to satisfy the two common areas of inquiry (race, power and perspective and environmental sustainability.) Regarding study abroad, students should also articulate within their IIM proposal why a specific study abroad experience fits into the goals and purpose of their IIM. 

The student should engage in critical reading, writing, and understanding of the three disciplines and their interactions. The end result of this engagement should be some form of public delivery of this scholarship. The Julia Rogers Student Symposium would be a logical outlet for this sort of presentation to the Goucher College community.

Honors in the Major

Students interested in pursuing honors in the major must complete a senior thesis. Guidelines for senior theses are available in the official Goucher College Undergraduate Catalogue.

Responsibility of the Student

After initiating a meeting with the IIM director and upon successful declaration of the IIM, it is the student’s responsibility to submit a tentative version of the proposal to the IIM mentor and committee in sufficient time to allow review and revision.  The IIM mentor and student should work out a time schedule at the beginning of the project, including scheduling approximately two meetings per semester.

Responsibility of the IIM Director

The IIM director will administer the IIM program and serve as the first point of contact for students interested in learning more about the IIM. Program administration will also include overseeing the paperwork associated with declaring and completing the IIM (plans of study, committee structure) as well as overseeing the faculty who will serve as IIM mentors or who will serve on IIM committees.

Responsibility of the IIM Mentor

The IIM mentors will advise students who have declared the IIM. The IIM mentor will help the student form an appropriate IIM committee, which will be comprised of faculty from each of the three areas of study. For faculty taking on the role of IIM mentor, this is no different than faculty agreeing to be first-year advisors aside from the fact that the IIM mentor will continue to advise the student as the primary advisor until graduation. As described above under the requirements for the major, the IIM mentor can also represent one of the three areas of study, but this need not be the case.

The IIM mentors will meet with their advisees twice over the course of the semester to review the plan of study for the upcoming semester and to revise that course list if necessary (note: all change to the plan of study need approval from the entire IIM committee.)  The individual meetings will allow the IIM mentor to receive project and course progression updates, to clear students for registration, and to provide support and feedback for the student. The second semester meeting will include all currently declared IIM students and all IIM mentors. The goal of this larger meeting is to foster community, collaboration, and conversation across the major. 

Responsibility of the IIM Committee Members

Mimicking the guidelines for senior theses at Goucher, the IIM committee will consist of the IIM mentor and at least three faculty members drawn from the three disciplinary areas under study. The IIM mentor can also serve on the IIM committee representing one of the three disciplinary areas under study.  Where appropriate, additional faculty or staff could be asked to serve as additional members of the committee.

The IIM committee reviews and approves the proposed course of study, and once approved, helps the student progress through the major, adjusting coursework as necessary until the student reaches the goal of completing the IIM major. Any changes to the overall proposed area of study or to the proposed coursework requires a petition that must be approved by the IIM committee.

Presentation and Evaluation of the Completed IIM

The IIM, in final form for evaluation, shall be submitted to the IIM committee no later than the last day of classes of the semester in which the work is to be completed.  It shall be in a form that facilitates efficient evaluation by the committee.  The final form of the project should be explicitly stated in the IIM proposal, or in any approved revisions to the IIM proposal.  It is imperative that all parties agree as to the nature of the expected product, and that the student understands what is required for submission and evaluation.  If the end product is a manuscript, DVD, CD ROM or photographic slides, for example, an adequate number of copies shall be provided for evaluation by the IIM Committee. The end result of the IIM should also include some form of public delivery of this scholarship. Ordinarily, the Julia Rogers Student Symposium, held during the spring semester, or Capstone day, held during the fall semester, would be logical outlets for this sort of presentation to the Goucher College community.

Physical Education and Athletics

Physical Education and Athletics have been key components of the Goucher experience since the founding of the college. Together they complement Goucher’s commitment to developing a student’s intellectual growth and leadership skills. Students learn to test physical limits, develop responsibility, work together as a group, and understand the basis for establishing a balanced lifestyle.

The department encourages the development of vitality and health through the activity courses, where students take one course from a variety of choices offered through physical education. Athletics plays an important role in the student life of the campus. As competitive participants, students learn to draw strength and courage from within. The testing of mental and physical limits is integral to building positive self-esteem and important in the development of leadership skills. In addition to the Welsh Gymnasium and von Borries Swimming Pool, the Virginia and Alonzo Decker Jr. Sports and Recreation Center complex includes a cardio fitness center; a strength and conditioning center, dance studios, athletic training room, locker rooms, a racquetball and a squash court, and a multipurpose room. Outdoor facilities include three natural grass practice fields; eight tennis courts; an indoor and outdoor riding ring; stables; a synthetic turf field with lights, an eight-lane synthetic surface track and stadium field, a nine-hole disc golf course; and five miles of wooded riding, jogging, and hiking trails that are used by the cross country team and many students on campus.

Recreational Sports Program

The hallmark of recreational sports at Goucher is participation. The program provides facilities, equipment, and activities to meet the diverse needs and interests of the entire college community. Recreational sports includes three facets in programming: intramurals, sports clubs, and recreational events. Within these areas are opportunities for competition in team, dual, and individual sports for men and women; practice, instruction, and competition in common-interest group activity; and nontraditional, self-paced activities. The program is flexible and based upon the interests of the college community and the availability of facilities.

Intramural Sports

Most recent activities include basketball, softball, flag football, tennis, ultimate Frisbee, indoor soccer, and volleyball.

Sport Clubs

Sport clubs are recognized student organizations formed by individuals with a common interest. Sport clubs promote student participation in a wide variety of physical and athletic activities, provide greater opportunity for student competition at various levels of play, contribute to the development of student leadership, and provide a bond within individual clubs. Most of all, sport clubs are a great place to learn a sport, meet people, and have fun. The key to the success of this program and each club is student leadership and participation. Sport clubs are administered through the Office of Student Engagement and the Sports Club Umbrella. Each club is formed, developed, governed, and administered by the club’s student members. Clubs that have sustained interest in recent years include Ultimate Frisbee, fencing, jujitsu, hip-hop, gymnastics, and yoga.

Varsity Sports Program

The intercollegiate athletics program offers 11 varsity sports for women and 9 varsity sports for men, as well as an equestrian intercollegiate athletic program for men and women. Goucher is a member of the Landmark Athletic Conference and has NCAA Division III affiliation. Students may fulfill the activity course of the physical education requirement by successfully completing one season on an intercollegiate team.

Fall Sports

Men’s and women’s cross country, riding, soccer, and tennis, and women’s field hockey and volleyball

Winter Sports

Men’s and women’s basketball, riding, indoor track and field, swimming

Spring Sports

Men’s and women’s lacrosse, riding, tennis, outdoor track and field, golf

Equestrian Program

The Equestrian Program is part of the comprehensive physical education program and offers small, personalized riding classes for riders at the novice through advanced levels. The program emphasizes a contemporary approach to hunt seat riding. Throughout the year, students participate in horse shows and riding clinics both on and off campus. Goucher is a member of Region I of the Intercollegiate Horse Show Association, and intercollegiate competition is available to students on the varsity riding team. The Riding Club provides a variety of non-riding, horse-related activities and sponsors riding events on campus. Goucher’s riding facilities include college-owned horses, 21 box stalls, a 150’ by 180’ sand ring, an indoor riding ring, a hunt course area, and fields and trails with cross-country jumps. For information on boarding a private horse in the college stables, contact the director of the equestrian program.

Study Abroad

The college sponsors summer, winter, and semester study abroad programs. Students interested in studying abroad should contact the Office of International Studies (OIS) for further information. Students receiving any financial aid should consult the Office of Student Financial Aid before planning to participate in a study abroad program. Goucher institutional aid, including Goucher grants and scholarships, as well as any state aid, do transfer to any Goucher semester study abroad program, up to the cost of Goucher tuition for the first semester abroad experience. Participants are billed Goucher charges for their study abroad program, not the fees indicated in program literature or websites.

Students are considered in-residence while enrolled in a Goucher program. Credits and grades earned abroad on Goucher semester programs, Goucher ICAs and Goucher summer programs will be counted towards a student’s credit accumulation and calculation of grade point average. Semester courses must be taken for a letter grade with the exception of some designated language courses that may be taken pass/no pass. Consult OIS for these designated courses.

Generally, students will be allowed to transport their Goucher institutional aid for only one semester, except for reciprocal exchange programs, the Costa Rica Monteverde Institute program, or the Goucher Oxford University yearlong program. Students majoring in a foreign language, Peace Studies, or International Relations are eligible to study abroad for an additional semester with their financial aid, but must apply through their respective program.


Goucher Semester Programs Abroad


Spanish Language Program, Cordoba (surcharge applies)


La Trobe University (full curriculum studies)
University of the Sunshine Coast (full curriculum studies)
University of Wollongong (full curriculum studies)


Internships in Francophone Europe, Brussels (surcharge applies)


Chinese Language and Culture, Chengdu

Costa Rica

Global-Local Challenges to Sustainability, Monteverde Institute (with Mt. Holyoke College) (Spring only)

Czech Republic

Politics, Culture and Art Studies, Prague


Copenhagen Business School (Spring)


Hansard Scholars Program (housing surcharge applies)
Oxford University (Mahoney & Caplan Scholars Program) (AY program)

The University of Roehampton (full curriculum studies)
University of East Anglia (full curriculum studies)
University of Westminster (Psychology, Communication and International Business only)


Internships in Francophone Europe Program, Paris and Strasbourg (surcharge applies)
IFE  Paris Gateway Program, Paris (surcharge applies)
University of Pau, Pau


German Language and European Studies, Lüneburg


Ashesi University College, Accra


Sociology and Indian Cultural Studies, Bangalore


University College, Cork (full curriculum studies)


Ben-Gurion University of the Negev (full curriculum studies)
University of Haifa (full curriculum studies)


Art, International Business and Italian Studies, Torino

Art and Italian Studies, Siena
History, Art and Italian Studies, Viterbo


Aoyama Gakuin University, Tokyo

Japanese and East Asian Studies at Kwansei Gakuin University, Osaka

New Zealand

Massey University (full curriculum studies)


University of Oslo (full curriculum studies)


ACTR, Moscow (surcharge applies)


Glasgow School of Art (Art majors only) (Fall only)
University of St. Andrews (full curriculum studies)
University of Glasgow (full curriculum studies)

Serbia and Bosnia

Peace and Conflict Studies in the Balkans, Belgrade (surcharge applies)

South Korea

Korean and East Asian Studies at Yonsei University, Seoul


Spanish Language Program, Seville (surcharge applies)


Asian-Pacific Rim Economics, Politics, and Culture Studies


Development Studies, Kampala (surcharge applies)


Goucher Intensive Courses Abroad (ICAs)

These courses are all led by Goucher faculty members. Course descriptions are available under the appropriate academic program. Although most ICAs are offered every other year, these programs are subject to change without notice.


Arts, Music, and Culture in Bali

Costa Rica

Conservation, Development and Spanish (Summer 2019)


Latin American Studies and International Business in Cuba (Summer 2019)


Spanish and Environmental Studies: Quito and the Galápagos (Summer 2017)


French Theatre in Paris and Marseille FR 272Y/THE 272Y (Summer 2019)


German GER 130/272 in Berlin (Summer 2019)


Arab Cinemas, Cultures and Identities in Nazareth (Summer 2017)


The Scottish Connection: A Cultural and Artistic Experience (July 2018)

South Africa


Township and Rural Education ED 272Y (Summer 2017)

Civil Society and Social Change in South Africa (Summer 2017)


Spanish SP 130 in Peru (January 2016)

Spanish SP 130 in Spain (January 2019)