Goucher College Middle States Self-Study Design (Draft)

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Description Page 1. Introduction 1 2. Nature and Scope of the Self-Study 28 3. Intended Outcomes of the Self-Study 28 4. Organizational Structure of the Steering Committee and Working Groups 29 5. Charges to the Working Groups and Guidelines for their Reports 30 6. Inventory of Support Documents 31 7. The Organization of the Self-Study Report 32 8. Editorial Style and Format of All Reports 32 9. Timetable for the Self-Study and Evaluation 32 10. Profile of the Visiting Evaluation Team 33

1. Introduction

a. Brief description of the institution

Introduction Goucher College (“Goucher” or the “college”) is an independent, coeducational liberal arts college located on 287 acres in Towson, Maryland. Goucher’s curriculum offers 31 majors and 6 interdisciplinary programs. In addition, students are encouraged to create individualized programs of study. In Fall 2006, Goucher became the first traditional liberal arts college in the nation to institute a universal study-abroad requirement. Starting with the first-year class that entered in August 2006, every Goucher graduate will study for a minimum of three weeks in an international setting. We provide each student a voucher of at least $1,200 to assist with the barrier of the cost of international study.

This requirement is a dramatic move for Goucher College and, we believe, an example for all of higher education in the United States. It is just one manifestation of Goucher’s vision of liberal education in the twenty-first century. Guided by Transcending Boundaries of the Map & the Mind, the college’s strategic plan adopted in 2002 by the Board of Trustees, Goucher College has undertaken a number of inventive programs that position the college to take its place as a pioneer of a truly global kind of liberal arts education. In addition to study abroad, they include revised general education requirements, creation of a service-learning site in Baltimore City, efforts to diversity the faculty, staff, and student body, including the Educational Opportunity Program (EOP) which admits high school from students from socio-economically disadvantaged backgrounds. EOP gives these young men and women the opportunity to attend Goucher College for four years without incurring any debts related to tuition, housing, board, and fees.,

The construction of the Athenaeum is the most visible sign of our efforts to transform Goucher into an outstanding, 21st-century liberal arts institution. The Athenaeum, a 100,000 square-foot facility, will be both a library and a signature building serving as the intellectual, social, and cultural nexus around which Goucher community members, as well as the general public, will gather for the free exchange of ideas. When completed in 2009, the Athenaeum will become the very heart of our community, and a vital point of our connection to the world. For details, see The Strategic Plan, below.

Goucher College Middle States Self-Study Design (Draft)

History and Character Goucher’s recent initiatives are rooted in t a tradition of innovation in liberal arts education that dates back to its founding in 1885. The college was among the first in the nation to introduce independent study, field work, early admissions, and individualized majors, and it was the second in Maryland selected to host a Phi Beta Kappa chapter. Goucher also developed one of the first political-science internship programs in the country.

Goucher was established in Baltimore City by a group of Methodist ministers, including the Rev. John Franklin Goucher. Initially called the Woman’s College of Baltimore City, it was renamed for Dr. Goucher in 1910. In 1954, the campus relocated to Towson, Maryland, approximately eight miles north of its original setting in Baltimore City.. Goucher became coeducational in 1986. Today, Goucher attracts a diverse body of students from almost every American state, and several countries around the world. Applications for admission have risen dramatically in recent years, and the selection of the student body has become increasingly competitive. Enrolling 1,475 undergraduates, and 872 graduate students (nearly 400 full-time equivalent graduate students), the college offers majors in 31 disciplines and six interdisciplinary areas of study encompassing the full range of the arts and sciences. Its flexible curriculum encourages students to explore the interdisciplinary connections between different areas of academic focus. Goucher is known for both its close-knit, supportive campus community and the degree of personal attention its students enjoy. The student-faculty ratio is approximately 10 to 1, making classes generally small and intimate. Professors in every discipline routinely collaborate with their students on high-profile research projects—often for publication in journals or presentation at major conferences. Reflecting the college’s increased emphasis on international perspectives, options for study abroad have grown significantly in recent years. Goucher now offers or collaborates with more than 40 study-abroad programs in locations around the world, including traditional semester and academic-year programs alongside a variety of three-week intensive courses taught abroad. A most significant addition to our international offerings began in Fall 2005 with the creation of the International Scholars Program (ISP), a set of courses and international experiences that allow students to infuse their studies, regardless of their declared majors, with multinational perspectives.

Since 1990, the college has developed several graduate programs that build upon its undergraduate strengths. They are the Master of Education (M.Ed.), the Master of Arts in Teaching (M.A.T.) in education, the Master of Arts (M.A.) in arts administration and in historic preservation, and the Master of Fine Arts (M.F.A.) in creative nonfiction. The M.A. and M.F.A. programs have a distance-learning format, with a two-week limited residency requirement. The graduate and undergraduate education programs jointly offer 4+1 B.A./M.A.T. and 4+1 B.A./M.Ed. options. The Teachers’ Institute at Goucher College presents graduate-level certificates in technology, athletic program leadership, teaching at-risk students, middle school teaching, reading instruction, school improvement leadership, school mediation, and teaching urban and diverse learners. Additionally, the one-year Post-Baccalaureate Pre-Medical certificate program gives those who have successfully completed a bachelor’s degree, but lack the required science courses for entrance to medical school, the opportunity to build a resume that will meet medical school admission standards. A longstanding collaboration with the Whiting School of Engineering at Johns Hopkins University (“Hopkins”) enables the college to

Goucher College Middle States Self-Study Design (Draft) offer a five-year dual-degree program in which students earn both a bachelor of arts degree from Goucher and a bachelor of science degree from Hopkins.

Goucher’s campus is home to state-of-the-art facilities, including a scientific visualization laboratory, a nuclear magnetic-resonance spectrometer, and several computer, multimedia, and language labs. The campus features technology-enhanced classrooms and widespread access to the Internet, cable television, and internal computing networks. Students have the benefit of well-equipped laboratories and research facilities, superb performance and studio-art spaces (including the Meyerhoff Arts Center and the 1,000-seat Kraushaar Auditorium), and the Hughes Field Politics Center, which coordinates political science internship opportunities in Washington, DC, across the United States, and abroad. The Julia Rogers Library boasts a collection of more than 300,000 volumes and 1,200 periodical subscriptions, along with several special collections and archives, audiovisual materials, and extensive access to Web-based resources.

A member of the NCAA’s Division III—and a founding member of the new Landmark Conference, which began in the fall of 2007—Goucher fields men’s and women’s varsity teams in basketball, cross country, lacrosse, soccer, swimming, track and field, and tennis, along with women’s varsity teams in field hockey and volleyball. The equestrian program offers coeducational varsity competition in the Intercollegiate Horse Show Association. There are also numerous club and intramural sports.

The Strategic Plan Approved by the college’s Board of Trustees in May 2002, Goucher’s Strategic Plan is founded on the belief that in the 21st century, every academic inquiry and intellectual endeavor must have a global context. Titled Transcending Boundaries of the Map & the Mind: A New Strategic Vision for Goucher College, the document presents a bold plan for expanding the college’s engagement with the world around it.

The plan is an ambitious, multi-faceted program, and we have every reason to believe that its realization will position our college to take its place as a pioneer of a truly global kind of liberal arts education. Goucher has made great strides in realizing its objectives. Graduation requirements now include a study-abroad experience, as well as an exploration of the ecological and/or policy dimensions of environmental sustainability. International and intercultural issues are taught across every discipline. Additional service-learning/community service experiences and internships have been developed, and better ways to help new students become members of the Goucher community of scholars have been implemented. Superior teachers are key to the achievement of the goals. Therefore, the college is increasing the size, strength and diversity of its faculty.

The community the college has built is energetic, enthusiastic, expansive, and strong. Trancending Boundaries calls for an increase in the size of the undergraduate student body to 1,500 by Fall 2008. Academic selectivity and diversity, however, also will increase. Further, Goucher will provide the resources necessary to promote a vibrant, engaging and exciting environment on campus. New initiatives that have been implemented include the creation of the Office of Community Living and Multicultural Affairs, the position of associate dean for

Goucher College Middle States Self-Study Design (Draft)

multicultural affairs, and the launch of the Educational Opportunity Program (EOP), a program that increases access to a Goucher education for academically promising, but economically disadvantaged, students from Maryland.

Transcending Boundaries also transforms the physical configuration of the campus. For example, in Fall 2005, the college opened a state-of-the-art residence hall that accommodates 185 students. However, more than the pathways of the campus are changing. New kinds of spaces which encourage intellectual interaction and collaboration are being created. The boldest construction is the Athenaeum; a 100,000-square foot signature building that will become the symbol of the college’s engagement with the world around it. It will be a Leadership in Energy and Environmental Design (LEED)-certified green building. Due to be completed in 2009, the Athenaeum will contain a first-class liberal arts library and information commons, but it will hold much more than shelves of books. This Athenaeum will be the cultural and social center of the college—the place where its living and learning environments converge. Its many features include spaces for the rare book collections, a reader’s lounge, a digital arts classroom, a secure art gallery, the student radio station, our community service program, and a center for commuting students. Its centerpiece will be the forum, an open, flexible-in-size gathering place for our community. See The Athenaeum below.

In support of the objectives of the strategic plan, the college is conducting a comprehensive capital campaign. It began on July 1, 2003. The initial goal is $80 million, and it is anticipated that this goal will be surpassed. The public phase will begin in October 2007, and, as of August 31, 2007, more than $53 million has been raised through gifts, pledges, and grants. See Fundraising Activity below.

The Athenaeum The Athenaeum will be Goucher College’s flagship building, weaving together the various threads of life in the college community. Its design includes a new, technologically advanced library, a spacious open forum for performances, public discussions, and other events, a café, an art gallery, a center for community service and multicultural affairs programming, a lounge for commuter students, and spaces for exercise, conversation, and quiet reflection. Goucher’s vision for the Athenaeum imagines a gathering place where students can engage in a variety of pursuits that might otherwise scatter them to different parts of the campus, and seeks to create a sort of critical mass that can be, at times, difficult to achieve in a community of Goucher’s size.

Our choice of the site of the Athenaeum reflects the wishes of the original designers who developed the master plan for the Towson location to which Goucher moved from downtown Baltimore in 1954.

They envisioned a campus that would bring "program and site into harmony," centered on a student union situated between the academic and residential quads, with plenty of open, green space around it. As the campus evolved, however, what ended up in that area was a parking lot and a road that divided the land in a way that seemed to set a good deal of it apart from the rest of the grounds.

Goucher College Middle States Self-Study Design (Draft)

In preparing for the Athenaeum, we have moved the Loop Road back out to the perimeter of the campus, reconnecting the green space that had been lost. We have also moved the parking lots to keep cars mostly outside the central campus. In 2005, we completed and opened a new residence hall to accommodate Goucher’s growing student body. The Athenaeum will sit comfortably between the new residence hall and the Alumnae/i House.

And when we build the Athenaeum, we will be realizing the vision of the original architects in ways they could not possibly have imagined in their day.

The College’s existing library facilities are long overdue for renovation and have been stretched well beyond their capacity.

Governance Goucher College is governed by a Board of Trustees (“the Board”). The internal day-today administration of the college is the responsibility of the college president, who is selected by the Board. The Board is authorized to include up to 50 members, including at least three alumnae/i and three recent graduates. The Board currently consists of 39 trustees, two ex officio trustees (the president of the college and the president of the alumnae/i association), and 17 non- voting trustees emeriti.

The Board is responsible for oversight of the college’s overall quality, integrity, and fiscal solvency, and for the realization of the college’s mission. It meets three times during the academic year, in the fall, winter, and spring. The Executive Committee of the Board typically meets seven times a year, and may hold special meetings as required.

The Board’s Trusteeship Committee is charged with identifying, cultivating, and recruiting new trustees for nomination and election to the Board. It also nominates the Board’s officers from among current trustees, as well as trustees due for re-election or emeritus status. The committee presents a full slate of nominees (including alumnae/i and recent graduates) to the Executive Committee for approval, then to the full Board for election. The Chair and Vice-Chair of the Board and the president of the College are ex officio members of all committees, with two exceptions: the president is restricted from participating in any committee to nominate a successor, and although he may attend meetings of the Audit and Governance Committee, he is not a member and cannot vote on any issues before it.

Trustees serve for three-year terms. The terms of the trustees are staggered so that the terms of one-third of the trustees expire each year. After completing three successive terms, a trustee is not eligible to serve during the next year unless elected to serve as an officer. Any person who has provided meritorious service as a Board member may be elected as a trustee emeritus for an indefinite term, with all trustee privileges except the right to vote.

The Board’s policy on conflicts of interest requires all trustees, officers, and employees of the College, in the performance of their responsibilities, to make known any conflict between their personal interests and those of the College, and to refrain from voting upon or acting on behalf of the College on any matter presenting a conflict of interest. The statement defines a conflict of interest as an existing or potential financial or other interest that impairs or might

Goucher College Middle States Self-Study Design (Draft) appear to impair independent judgment in the discharge of responsibilities to the College, or as an awareness that the individual’s family or an organization in which the individual (or a family member) is an officer, director, employee, member, partner, trustee, or stockholder, has an existing or potential financial or other interest that impairs or might appear to impair independent judgment in the discharge of responsibilities to the College.

Committee Chairs of the Board of Trustees The Board conducts its business through nine committees: Academic Affairs, Campus Life, Development and Alumnae/i Affairs, Facilities, Audit and Governance, Budget, Compensation, Endowment, and Trusteeship. The Executive and Audit and Governance Committees are mandated by the College’s charter and bylaws.

Administration The administration of Goucher College is the responsibility of the president of the College, in conjunction with a provost, four vice presidents (vice president for development and alumnae/i affairs, vice president and dean of students, vice president for technology and planning, and vice president for finance), a director of communications, a director of admissions, a director of financial aid, a special assistant to the president and director of government and community relations, and a part-time general counsel. .

Academic Programs

Undergraduate Degree Offerings Goucher’s academic program presents courses in the humanities, the social sciences, mathematics, the arts, the natural sciences, and several interdisciplinary areas. The college offers more than 900 courses leading to a Bachelor of Arts degree in 31 majors and 32 minors. First- year students enjoy a variety of courses and experiences that introduce them to the academic, social, and cultural life of the college. Each student participates in a first-year seminar (Frontiers) designed to introduce them to the liberal arts. In addition, all first-year students participate in Connections, a non-credit course that helps them make the transition into co- curricular aspects of college life.

All Goucher undergraduates, beginning with those who entered in the fall of 2006, are required to study abroad at least once before graduation. Many also complete internships, service-learning projects, and/or independent study. Our education programs offer students the opportunity to complete two degrees in five years through the 4+1 B.A./M.A.T. and the 4+1 B.A./M.Ed. options. In conjunction with the Johns Hopkins University, the College offers students the opportunity to earn both a bachelor of arts degree in a field of their choice and a master’s degree in engineering, in a five-year program. The Goucher II program admits non- traditional age students. For this program, a maximum of 60 credits may be transferred from other institutions.

International Studies Goucher has committed itself to providing study-abroad opportunities for students in every major. Its Office of International Studies (OIS) has developed semester-long study-abroad programs in partnership with 19 institutions worldwide, including opportunities in Australia,

Goucher College Middle States Self-Study Design (Draft)

Brazil, Denmark, Ecuador, England, Ghana, India, Philippines, Scotland, Spain, South Africa, Thailand, and Ukraine, among other countries. In addition, the college has developed 25 three- week intensive courses taught by Goucher faculty. The ICAs are not superficial study tours, but rigorous cross-cultural explorations of other societies. Some of the course topics are: History and Dance in India; The Art and Science of Glass in Romania; Tropical Marine Biology in Honduras; Inequality and Social Policy in South Africa; Multicultural Education in Costa Rica; History and Literature in Prague; Philosophy and Religion in China; and Astronomy and Spanish in Grenada. Typically, these overseas courses are preceded by a seven-week course on campus, and many also have a seven-week follow-up course.

A most significant addition to our international offerings began in Fall 2005 with the creation of the International Scholars Program (ISP), a set of courses and international experiences that allow students to infuse their studies, regardless of their declared majors, with multinational perspectives. It is an intensive program that gives any course of study grounding in international values. Students are encouraged to complete at least one additional semester of language training beyond the level of college proficiency. Entrance to the program is competitive, and participating students receive a special travel voucher worth $3,000.

In the ISP, first-year students begin their studies with a full-year seminar (Fall, January, and Spring terms) that introduces global perspectives. In the sophomore year, ISP students enroll in a four-credit seminar that deepens their engagement with international perspectives by adding a local context. During the junior year, ISP students are expected to undertake an extended study-abroad experience. Upon returning to campus for the senior year, the students participate in a three-session senior roundtable in which they share and compare their international experiences with those of their classmates.

Welch Center for Graduate and Professional Studies Goucher’s Welch Center for Graduate and Professional Studies offers five degree programs. They are the Master of Education (M.Ed.), the Master of Arts in Teaching (M.A.T.) in education, the Master of Arts (M.A.) in arts administration and in historic preservation, and the Master of Fine Arts (M.F.A.) in creative nonfiction. The M.A. and M.F.A. programs have a distance-learning format, with a two-week limited residency requirement. The Teachers’ Institute at Goucher College presents graduate-level certificates in technology, athletic program leadership, teaching at-risk students, middle school teaching, reading instruction, school improvement leadership, school mediation, and teaching urban and diverse learners. Additionally, the one-year Post-Baccalaureate Pre-Medical certificate program gives those who have successfully completed a bachelor’s degree, but lack the required science courses for entrance to medical school, the opportunity to build a resume that will meet medical school admission standards.

Each graduate program was developed from the academic strengths of the undergraduate program. For instance, the M.A. in arts administration began as an undergraduate concentration in the arts division. The faculty member who created that concentration also created the graduate program. Both programs emphasize the importance of community-based arts programs in the non-profit sector. The same relationship exists between the undergraduate minor in historic preservation and the M.A. program. The subject was created first in the undergraduate history

Goucher College Middle States Self-Study Design (Draft) program, and then the graduate program emerged. Likewise, M.F.A. in creative nonfiction is complemented by the undergraduate Kratz Center for Creative Writing.

The oldest and most robust graduate programs are those offered in education. The M.A.T. degree is a program for college graduates who wish to enter the teaching profession, but who have not had an adequate preparation for teaching. Through a curriculum carefully balanced in theory and practice, participants can acquire the knowledge and skills needed for teaching general and/or special education students. The program is completed with either a yearlong internship, or a supervised teaching experience guided by a member of the Goucher faculty and by a cooperating or helping teacher at a professional development school (P.D.S). Our program is accredited by the Maryland State Department of Education (M.S.D.E), and, as of Fall 2006, enrolled 108 students.

The M.Ed., also accredited by M.S.D.E., offers eight areas of specialization, and enrolled 522 students as of Fall 2006. Its distinction is the relationship it has forged with Baltimore’s Sheppard Pratt Health System, a not-for-profit behavioral health facility. One of the few of its kind in the nation, this partnership program helps teachers address the special needs of psychologically and sociologically-disrupted students. The degree program offers training that is not available in most other programs by placing a strong emphasis on clinical studies, and on the degree capstone experience, an action research project.

The graduate and undergraduate education programs jointly offer 4+1 B.A./M.A.T. and 4+1 B.A./M.Ed. options. The 4+1 programs allow students to satisfy a state requirement for advance degree work upon being hired. Secondly, many undergraduate students majoring in heavy-credit disciplines (the sciences, in particular) find it difficult to satisfy the requirements of their majors and those for teacher certification in the four years spent earning a bachelor’s degree. The 4+1 option gives students flexibility to meet the requirements of heavy-credit majors and teacher certification.

Goucher’s degree programs in arts administration, historic preservation, and creative nonfiction are distinctive in that each is the only program in the country in its subject area that is offered in a distance learning format. This format attracts a national and international audience. Areas of research that are particularly strong among the three distance-learning programs include the thesis requirement for the M.A. in historic preservation, and the final manuscript for the M.F.A. in creative non-fiction writing. Both have resulted in publications. Since 1997, students of the M.F.A. have either published or have received contracts for 28 books.

Faculty Development Programs Goucher encourages its faculty members to pursue ongoing scholarship. The college wants faculty members to balance their teaching responsibilities with continued research and scholarship, and it supports these endeavors in a variety of ways, including sabbaticals, summer research grants, travel allotments for conference attendance, and course-development funding.

Full- and half-time faculty members are eligible for significant annual funding for the purchase of research materials, for travel, and in support of scholarly writing, presentations, and membership in professional organizations. The college also provides substantial assistance to

Goucher College Middle States Self-Study Design (Draft)

faculty through summer research grants. These competitive grants are awarded by the chief academic officer in consultation with the Faculty Affairs Committee on the merits of individual faculty proposals. Smaller grants are available to faculty who need help in the development of new courses or curricular programs.

The Faculty Grant Mentoring Program is Goucher’s creative response to the need to encourage faculty to win external funding. This stipend-based program presents workshops that teach faculty how to identify likely sources of funding, and how to write successful proposals.

Accreditation and Memberships Goucher College is accredited by the Middle States Commission on Higher Education, and was last reaccredited in 1998 for a ten-year period. The Education program has been accredited by the Maryland State Department of Education, and the College’s Department of Chemistry is on the approved list of the American Chemical Society.

Goucher College is an institutional member of the following higher education organizations: • Association of American Colleges and Universities (AAC&U) • Council for Advancement and Support of Education (CASE) • Council on Undergraduate Research (CUR) • Maryland Independent College and University Association (MICUA) • Middle States Commission on Higher Education (MSCHE) • American Council on Education (ACE) • National Association of Independent Colleges and Universities (NAICU)

Enrollment, Tuition and Fees, and Related Data

Enrollment During the last five years, the college has increased its full-time equivalent (FTE) enrollment at the undergraduate level by more than 20 percent. Graduate enrollments also have grown.

The table below shows the fall semester total enrollments for the past five years.

Total Enrollment: Undergraduate and Graduate

Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Full-Time 1,346 1,383 1,460 1,447 1,545 Part-Time 756 944 889 786 765 Total headcount 2,102 2,327 2,349 2,233 2,310 % Full-time 64% 59% 62% 65% 67% % Male 26% 27% 28% 29% 29% FTEs 1,660 1,769 1,841 1,770 1,856 FTEs % Change 4.2 6.6 4.1 -3.9 4.9

Goucher College Middle States Self-Study Design (Draft)

Undergraduate Enrollment The college has initiated a robust undergraduate recruitment effort focused on the themes of the strategic plan. In that plan, the undergraduate enrollment is to increase to 1,500 by Fall 2008. During the past six years, this initiative has produced an increase in applications of approximately 66 percent. Moreover, the academic quality of incoming classes has improved during this time, even as the tuition discount rate has been reduced.

The tables below summarize Goucher’s admission activities for the last five years.

First-Year Students

Class enrolling in: Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Applicants 2,596 2,571 2,870 2,976 3,171 Acceptances 1,763 1,728 1,946 1,991 2,220 Acceptance Rate 67.90% 62.81% 67.80% 66.90% 70.00% Matriculants 366 342 401 340 451 Matriculation Rate 20.80% 19.8% 20.60% 17.10% 20.30%

Matriculating Undergraduate Statistics

Class enrolling in: Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 SAT Mean 1,175 1,209 1,188 1,208 1,197 Average GPA 3.16 3.23 3.21 3.14 3.18 Within top 10% 10% 25% 27% 28% 26%

Undergraduate Enrollment

Class enrolling in: Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Full-Time 1,230 1,268 1,322 1,306 1,400 Part-Time 40 58 44 40 46 Total Headcount 1,270 1,326 1,366 1,346 1,446 % Full-Time 97% 96% 97% 97% 97% %Male 30% 32% 32% 33% 34% FTEs 1,248 1,293 1,342 1,327 1,419 FTE % Change 4.1% 3.6% 3.8% -1.1% 6.9%

First-to-Second-Year Retention Rate

Year of Entry Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 % Retained following fall 80% 80% 85% 83% 82%

Goucher College Middle States Self-Study Design (Draft)

Graduation Rate

First-Year Cohort from: Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2002 4 years or less 56.00% 57.10% 62.20% 57.50% 57.00% 5 years or less 62.00% 62.10% 69.30% 65.70% Cumulative in 6 years 62.90% 64.00% 70.70%

Geographical Distribution of Undergraduate Students

Class enrolling in: Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Maryland 35.40% 26.20% 32.6% 30.7% 30.00% DC/DE/VA 4.4% 4.6% 4.4% 4.5% 4.9% Other Mid-Atlantic 30% 29.2% 30.1% 30.7% 29.8% New England 13.9% 13.3% 15.4% 16.0% 16.0% South 6.2% 6.9% 7.3% 7.2% 7.3% West 4.3% 4.1% 5.4% 5.7% 6.7% Midwest 2.3% 2.8% 2.9% 3.2% 3.9% U.S. Territories 0.1% 0.2% 0.2% 0.1% 0.1% International 2.1% 1.1% 0.6% 0.9% 0.4% Unknown 1.3% 1.7% 1.4% 1.0% 1.9%

Tuition and Fees The table below shows Goucher’s tuition, room and board, and student activity fee, yielding a comprehensive fee for each of the past four academic years, as well as the current and the next academic year. During this time frame, the annual increase in the comprehensive fees has ranged from 3.66% to 6.81% with an average annual increase of 5.42%.

Comprehensive Fees

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 Tuition 22,950 24,150 25,750 27,100 28,900 30,636 Room & Board 7,900 8,200 8,725 9,000 9,224 9,477 Student Fees 300 300 400 425 425 446 Total 31,150 32,650 34,875 36,525 38,549 40,559

Goucher benchmarks its comprehensive fees in relation to other colleges and universities with which it competes for students. The College remains dedicated to maintaining comprehensive fees within the middle range of the comparison group as indicated in the following table:

Comparative Comprehensive Fees for 2006-07

American University 40,913 Bard College 44,070 Boston University 44,285 Brandeis 43,498

Goucher College Middle States Self-Study Design (Draft)

Bryn Mawr 43,560 Clark University 37,365 Connecticut College 44,240 Dickinson College 42,284 George Washington University 48,920 Goucher College 38,549 Guilford College 29,945 Hampshire College 42,915 Loyola College - Maryland 41,825 McDaniel College 33,180 Mt. Holyoke 44,296 Muhlenberg College 38,240 New York University 45,200 Sarah Lawrence College 48,820 Skidmore College 44,250 Smith College 43,438 St. Mary's College-MD 29,780 University of Delaware 25,406 University of Maryland – Baltimore County 25,508 University of Maryland – College Park 29,907 University of Vermont 33,950 Wheaton College 42,760 Smith College 43,438 St. Mary's College-MD 29,780 University of Delaware 25,406 University of Maryland – Baltimore County 25,508 University of Maryland – College Park 29,907 University of Vermont 33,950 Wheaton College 42,760

Marketing and Student Recruitment

Undergraduate Enrollment Goucher has implemented a marketing program for recruiting undergraduates that includes participating in programs run by high schools, junior colleges, colleges, and agencies for both first-year and transfer students. The college also participates in regional and national college fairs, visits 450 high schools annually, and hosts student/parent receptions in metropolitan areas throughout the Northeast. Each year, more than 500 students attend open- house programs on campus. More than 1,200 students participate in interviews and campus tours.

Goucher is continually evaluating its recruitment activities. The college routinely uses the Admitted Student Questionnaire, a yield-survey instrument of the College Board, and

Goucher College Middle States Self-Study Design (Draft)

participates in the National Survey of Student Engagement (NSSE) and the Cooperative Institutional Research Program (CIRP) Freshman Survey. The Office of Communications has conducted focus-group sessions to evaluate specific marketing messages and strategies. In addition, the enrollment management division analyzes admissions and financial aid data to develop strategies for effectively leveraging institutional aid funds. These efforts, combined with the marketing of the strategic plan, have enabled the college to enroll more students with the ability to pay the cost of attendance without being offered merit scholarships. This, in turn, has enabled the college to shift a greater proportion of its financial aid grant funds toward meeting the demonstrated financial need of incoming students, and to adopt more generous need- based aid policies for returning students in the hopes of increasing retention and graduation rates.

Beginning with prospects for the class that will enroll in Fall 2008, Goucher has made submission of the SAT Reasoning Test or American College Test scores optional for a three-year trial period. In doing so, Goucher joins many other similar undergraduate liberal arts institutions whose administrators believe that test scores may not be accurate predictors of college success. Goucher expects that this move will increase both the size and the diversity of its applicant pool. By considering other, additional indicators of academic promise instead, the college believes that it will be able to enroll entering classes in 2008, 2009, and 2010 at least equally talented as those classes for which the submission of test scores was required.

Graduate Enrollment

Total Graduate Enrollment: All Programs

Fall 2002-03 2003-04 2004-05 2005-06 2006-07 Full-time headcount 116 115 138 141 145 Part-time headcount 716 886 845 746 719 Total headcount 832 1,001 983 887 864 % Full-time 14% 11% 14% 16% 17% % Male 20% 20% 23% 23% 20% FTE 411.3 476 499.2 443.3 437.1

Graduate Headcount Enrollment by Program

Fall 2002 2003 2004 2005 2006 Arts Administration 42 38 36 37 41 Historic Preservation 44 43 41 43 39 Education (M.Ed.) 507 623 603 532 522 Creative Nonfiction 38 42 43 42 51 Teaching (M.A.T.) 107 105 132 103 108 Post-Baccalaureate Certificate, Teaching 71 117 96 100 79 Post-Baccalaureate Certificate, Premedical 23 33 32 30 24 Total 832 1,001 983 887 864

Goucher College Middle States Self-Study Design (Draft)

Graduate Programs for:

Applicants Fall 2004 Fall 2005 Fall 2006 MFA 51 57 54 MAHP 29 15 16 MAAA 18 21 18 M. Ed. 53 35 81 MAT 71 51 58

Accepted Fall 2004 Fall 2005 Fall 2006 MFA 34 33 36 MAHP 14 13 14 MAAA 15 15 14 M. Ed. 40 35 69 MAT 66 51 58

Enrolled Fall 2004 Fall 2005 Fall 2006 MFA 19 25 25 MAHP 14 10 12 MAAA 14 11 15 M. Ed. 33 34 52 MAT 64 43 56

Post-Bac Pre-Med Program

Post-Bac Pre-Med Fall 2004 Fall 2005 Fall 2006 Applicants 226 230 253 Accepted 51 49 53 Enrolled 32 32 29

Geographical Distribution of Graduate Students

2002-03 2003-04 2004-05 2005-06 2006-07 Maryland 80.0% 82.0% 82.1% 81.2% 78.7% DC/DE/VA 2.3% 2.5% 1.9% .16% 2.5% Other Mid-Atlantic 4.9% 4.1% 4.8% 4.5% 6.1% New England 1.7% 1.6% 1.2% 2.2% 1.9% South 3.2% 2.9% 3.4% 3.8% 2.9% West 3.5% 3.2% 3.2% 3.6% 2.7% Midwest 3.5% 2.4% 2.6% 2.2% 2.2% U.S Territories 0.0% 0.1% 0.1% 0.0% 0,0% International 0.5% 0.3% 0.2% 0.6% 0.3% Unknown 0.4% 0.9% 0.2% 0.3% 1.8%

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Career Planning and Placement Goucher’s Career Development Office (CDO) is a comprehensive information and advising center for students and alumnae/i exploring majors and career options, seeking employment or internships, or preparing for further education. Services include career advising and assessment, job listings, a career library, employer visits, career and job fairs, seminars and presentations, summer internship awards, and a computer laboratory. The office also coordinates the internship and student employment programs.

Student Life In all of its endeavors, Goucher seeks to blur the distinction between curricular and co curricular activities. Goucher students apply their talents and leadership skills working with student clubs and organizations, in student and campus governance organizations, on athletic teams, in internships and community service projects, and in performing arts productions. Members of the student-life staff help students learn strategies for balancing academic and personal responsibilities.

Consistent with other small liberal arts colleges, nearly 80 percent of Goucher students live on campus. The college has six residence halls, each divided into several “houses.” Several areas within the residence halls are centered on special interests that the college has identified among its students. For example, students can choose to live in a traditional residence hall on a single-sex or coed floor, in wellness housing, on a language floor, or in a quiet house. The college is committed to promoting a living/learning environment in the residence halls, and strives to integrate a faculty and staff presence in them. Future housing is expected to reflect aspects of the college’s strategic plan, with a greater emphasis on international and intercultural themes, as well as a house that focuses on ecological-sustainability issues. Special housing to support the transition of first-year students to the college environment is now in its third year. Several floors have been reserved for first-year students. A community assistant is assigned to the new students to help them bond and engage in special activities as a group. Although the college has not done a statistical analysis on these groups to date, preliminary data suggest that the college has been able to retain students who have lived on these floors at a higher rate than those who have opted for mixed-class housing.

Athletics Goucher is very proud of its athletics programs, and of the attention that the director and coaches have paid to ensuring that students are intellectually as well as athletically engaged. GPAs among student-athletes at Goucher are consistent with those of the general student body, and on some teams they are consistently higher. Student-athletes are frequently involved in leadership and service roles outside the athletic program.

Sixteen of Goucher’s seventeen intercollegiate athletic teams are NCAA Division III programs, and they began competing in the newly formed Landmark Conference during the Fall 2007 semester. Students in the equestrian program compete in the Intercollegiate Horse Show

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Association (IHSA) and the American National Riding Commission. The riders competed as a team for the first time ever at the 2007 IHSA national championship in Springfield, MA.

As a member of the Capital Athletic Conference (CAC) from 1991 to 2006, Goucher captured CAC championships in volleyball, field hockey, men’s basketball, and women’s lacrosse. Individually, Goucher has produced a total of 29 CAC conference champions in men’s cross country, women’s swimming, men’s swimming, women’s track and field, and men’s track and field. Goucher also has sent individual athletes and athletic teams to NCAA Division III Championships in men’s cross country, women’s lacrosse, women’s swimming, and women’s track and field. The most successful of those teams was the 1996 women’s lacrosse team, which advanced as far as the Division III national semifinals and finished with an 18-2 record. The leading scorer from that team was named the NCAA Player of the Year for Division III.

Goucher also offers a wide and growing variety of intramural and club sports, including martial arts, flag football, racquetball, volleyball, fencing, ultimate frisbee, and dodge ball.

Faculty Goucher’s faculty consists of 121 full-time members (four currently on administrative assignments), 25 half-time faculty (who teach three or four courses a year and sometimes have administrative duties such as advising), and 67 part-time lecturers. Eighty-seven percent of full- time faculty members hold Ph.D. degrees or terminal degrees in their field of study; 40.5 percent are tenured. Women represent 62.8 percent of the full-time faculty.

During the past 10 years, Goucher’s faculty FTEs have increased from 102.7 in fall 1997 to 151.8 in fall 2006 – an increase of 47.8 percent. In that same time frame, the faculty full-time headcount has increased from 78 to 121, an increase of 55.1 percent. The faculty part-time headcount has increased from 27 to 30.67, an increase of 13.6 percent. Over the last 10-year period, undergraduate student FTEs have increased from 1,053 in fall 1997 to 1,419 in fall 2006, an increase of 34.8 percent. The student-to-faculty ratio in Fall 2006 was 10 to 1.

The college has made a concerted effort to increase the diversity of the full-time faculty. Since the 1995-96 academic year, Goucher has increased the number of full-time faculty of color from 5 to 16. Full-time tenured and tenure-track faculty are expected to serve on both standing and ad-hoc committees as part of their service to the Goucher community. These include the following:

Administrative Committees • Academic Honor Board • Chemical Hygiene Committee • Diversity Committee • Discipline Appeals Board • Institutional Review Board

Faculty Governance Committees • Academic Policies • Budget and Planning

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• Curriculum • Dismissals • Faculty Affairs • Graduate Studies • Grievance • Lectures and Fellowships • Nominations • Reappointment, Promotion, and Tenure

Board of Trustees Committees on which faculty members serve: • Academic Affairs • Budget • Campus Life • Development and Alumnae/i Affairs • Facilities

Staff Goucher employs 360 non-faculty staff members, including 282 full-time and 78 part- time employees. Despite growth in Goucher’s faculty and student body, the College has been able to continue providing a consistently high level of service without increasing the size of its staff proportionally.

The following table provides the number of staff for the past five academic years.

2002-03 2003-04 2004-05 2005-06 2006-07 Full-time 293 281 284 283 282 Part-time 54 51 58 77 78 Total 347 332 342 360 360

Union Employees Service/maintenance employees at Goucher College are represented by a labor union. Management is not aware of any organizing activities outside of this class of employees, and considers its relations with its employees to be satisfactory. The college has completed negotiations on a new contract that began on June 1, 2007, and extends through May 31, 2011.

Facilities The College owns approximately 287 acres in Towson, Maryland; the core campus covers approximately 50 acres, and it is surrounded by woods. Campus buildings include the president’s house, six student residence halls (including three dining halls), three classroom and faculty office buildings, a library, five athletic facilities, horse stables, a student center, an alumnae/i house, and a chapel. The gross square footage of all buildings approaches 900,000 square feet.

Construction of the Towson campus began in the mid-1940s, and most of the buildings were completed by the mid-1960s. Since then, the Sports and Recreation Center, the Todd Dance Studio, a track and stadium facility, the Meyerhoff Arts Center, and two residence halls

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have been added. A central heating and cooling plant was built in 1994, and another one in 2004. In addition, significant renovations have been made to Van Meter Hall (Humanities), Hoffberger Science Building, Pearlstone Student Center, Heubeck Hall, and the Alumnae/i House.

The college places a high priority on preserving the value of plant assets, and identifies facilities maintenance as one of the several essential elements in achieving long-term financial equilibrium. Since 1999, the college has invested $58 million in capital and operating funds to address program and maintenance needs. As of June 30, 2007, the college’s long-term debt is $58 million. The estimated deferred maintenance on campus properties is approximately $41 million. Currently, the college budgets nearly $1 million per year in deferred maintenance, and this budget is increased by $50,000 each year.

Information Technology Goucher has developed a strategic information technology (IT) plan that outlines strategic objectives and initiatives, and a technology-planning document that states the current status and future steps for student, faculty/staff, instructional, and business technology services. The IT website (http://www.goucher.edu/x5912.xml) provides access to technology-planning documents, as well as information on Goucher technology services and support.

All campus buildings and residential halls are connected to a fiber-optic gigabit network infrastructure. All computer workstations in classrooms, labs, and offices are connected to the campus network. Each residential hall room provides each student with access to the campus network, the Internet, telephone services, and voice mail. Individual and common rooms are equipped with cable television access. The campus has implemented an indoor and outdoor wireless network infrastructure in academic buildings, public spaces, and outdoor locations to provide access to the campus network and the Internet in order to enhance teaching, learning, and business operations.

The college’s library provides students with 24-hour access to computer workstations, campus software, and network printing capabilities. Through high-speed Internet access, dial-up modem access, virtual private network access, and laptop wireless network access, Goucher students enjoy e-mail accounts, generous network storage space, personal web pages, file and document backups, an e-mail anti-spam system, free professional office software, and anti- virus/anti-spyware software. Using the college’s web portal, Goucher students can view undergraduate and graduate catalogs, course availability, and class schedules; see their final grades and unofficial transcripts; receive academic progress reports; and purchase textbooks and bookstore merchandise. Goucher’s OneCard ID serves as electronic key, debit card, and library card for students.

Goucher has equipped its learning spaces to address the increased demand for technological resources in the classroom. IT supports the use of the classroom technology with personal orientations at the beginning of each semester, printed and online instructions for each classroom, and staff that are available for consultation concerning best practices in the use of classroom technology.

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The college has implemented new information systems to enhance business operations, decision making, and access to information and services. The new information software has allowed the college to examine and refine its business processes and staffing. Goucher expects to continue to develop business tools, such as the five-year financial planning model, to enable the administration to examine its goals and objectives in light of historical data and contingencies. For example, one tool in development is an executive portal that will utilize a scorecard to provide a visual representation of the college’s progress toward achieving specific institutional goals. The scorecard will be a hierarchical display of key performance indicators defined by the college to evaluate its performance in achieving its goals.

The focus of the IT division is to help the campus community understand and use technology to enhance teaching, learning, and the business operations of the college. IT provides a number of services. One such service, the Help Desk, is the single point of contact for all IT- related questions and service requests from faculty, staff, and students. The Center for Teaching, Learning, and Technology (CTLT) provides resources for faculty and students that encourage the exploration of new ideas and new technologies. The CTLT staff facilitates discussions of issues related to today’s teaching and learning challenges and opportunities.

Financial Matters and Independent Auditors The balance sheets and statements of activities that follow summarize the college’s assets, liabilities, and net assets, along with its operating results for the most recent five fiscal years and as of December 31, 2006, and for the six months then-ended. The fiscal information is drawn from Goucher’s audited financial statements for the respective periods. The information presented is as of December 31, 2006, and for the six months then-ended is unaudited.

Balance Sheets (figures in thousands)

06/30/02 06/30/03 06/30/04 06/30/05 06/30/06 12/31/206 Assets Cash and cash equivalents 8,120 7,046 10,436 3,337 3,955 7,853 Accounts and loans receivable, net 3,486 3,351 3,661 3,336 4,223 1,034 Investments 135,029 128,575 144,514 159,685 178,479 192,629 Deposits with bond trustee 3,784 2,336 15,007 6,302 3,960 Contributions receivable 466 313 99 2,310 4,635 6,819 Receivables under split interest 7,675 7,877 8,224 8,510 9,364 9,340 agreements Investment in plan assets, net 67,683 67,726 69,095 85,671 92,451 90,433 Other assets 730 636 667 959 664 623 Total assets 226,973 217,860 236,696 278,815 300,073 312,691 Liabilities Accounts payable and accrued 3,783 3,971 4,840 6,604 7,264 3,609 liabilities Deferred revenue and deposits 2,663 2,657 2,203 2,205 2,904 3,265 Payables and deferred revenues 1,008 1,221 1,259 1,418 1,567 1,342 under split interest agreements Long-term debt 44,865 43,500 41,910 60,881 59,938 57,963

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Other long-term liabilities 1,610 4,700 2,462 3,838 1,040 1,703 Asset retirement – obligation 5,001 5,001 Refundable advances from U.S. 2,047 2,088 2,087 2,157 2,208 2,230 government Total liabilities 55,976 58,137 54,761 77,103 79,922 75,113 Net Assets Unrestricted 103,380 91,653 109,59 120,867 135,660 146,819 Temporarily Restricted 9,453 8,429 10,817 16,394 15,966 18,869 Total net assets 58,164 59,641 61,524 64,451 68,525 71,890 Total liabilities and net assets 226,973 217,860 236,696 278,815 300,073 312,691

Statements of Activities (figures in thousands)

06/30/02 06/30/03 06/30/04 06/30/05 06/30/06 12/31/206 Revenues, gains, and support Tuition and fees 28,390 30,961 34,023 37,218 39,401 22,223 Institutional financial aid 12,694 13,916 14,102 14,626 14,220 8,160 Net tuition and fees 15,696 17,045 19,921 22,592 25,181 14,063 Government appropriations 3,269 2,915 2,899 3,058 3,155 1,422 Contributions 5,348 4,404 7,201 10,171 11,865 6,977 Investment income 3,691 3,439 3,573 4,052 2,295 6,736 Auxiliary enterprises 7,780 8,284 9,352 10,044 10,858 6,290 Other sources 1,027 1,168 1,000 958 1,055 411 Net realized and unrealized gains (19,325) (2,021) 20,097 17,693 19,744 11,111 (losses) on investments Total revenues, gains, and support 17,486 35,234 64,043 68,568 74,153 47,010 Expenses Instruction and departmental 19,272 20,305 20,510 21,662 24,284 11,843 research General administration 7,478 8,264 8,658 9,107 9,531 7,389 Student services 4,214 4,457 4,402 5,017 5,313 2,232 Library 1,830 1,814 1,952 1,975 2,213 1,239 Auxiliary enterprises 8,412 8,505 8,859 9,998 11,914 6,217 Total expenses 41,206 43,345 44,381 47,759 53,255 28,290 Excess (deficit) of revenues, gains (23,720) (8,111) 19,662 20,809 20,898 18,090 and support over expenses Other Cumulative effect at July 1: 2005 of (5,001) change in accounting for Asset Retirement Obligations Unrealized gain (loss) in fair value (1,872) (3,163) 2,550 (1,032) 2,542 (663) of interest rate swap agreement Total other changes (1,872) (3,163) 2,550 (1,032) (2,459) (663) Increase (decrease) in net assets (25,592) (11,274) 22,212 19,777 18,439 17,427

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Net assets at beginning of period 196,589 170,997 159,723 181,935 201,712 220,151 Net assets and end of period 170,997 159,723 181,935 201,712 220,151 237,578

Management’s Discussion of Recent Financial Performance The college strives to maintain a balance between current financial needs, investments for long-term growth, and moderate tuition increases, while managing financial stability as measured against multi-year financial goals. As of June 30, 2006, the college’s total net assets were $220.2 million and the market value of its investments was $178.5 million. As of December 31, 2006, the College’s total net assets increased to $238 million and the market value of its investments increased to $192.6 million.

As shown in the table above, the college reported increases in its net assets for each of the years ended June 30, 2004, 2005, and 2006. These increases were due primarily to gains on investments, reflecting general performance of the equity markets during the period, and increases in contribution revenue garnered during the silent phase of the College’s ongoing comprehensive campaign.

The net book value of the college’s property, plant, and equipment as of June 30, 2006, was approximately $92.5 million, representing a $24.8 million (or 36.6 percent) increase over June 30, 2003. The increase was due primarily to the completion of Goucher’s newest residence hall, which was financed with the proceeds of the Series 2004 Bonds. As a result, long-term debt grew by $16.4 million (or 37.7 percent) since June 30, 2003. Long-term debt was $59.9 million as of June 30, 2006.

Net tuition and fees revenue increased 27.3 percent from the year ended June 30, 2003 to the year ended June 30, 2006. The average number of full-time equivalent students for the last three years, 2004 through 2006, has exceeded the same average for the five years prior to that by 14 percent. In addition to increasing enrollment, the administration has lowered its tuition discount rate to 36.1 percent for the year ended June 30, 2006. The tuition discount rate is calculated, for the purpose of this discussion, by dividing the total institutional financial aid by the total tuition and fees disclosed on the statements of activities included above. Between 1999 and 2003, the tuition discount rate hovered around 45 percent.

In an effort to contain expenditures, the college holds all departmental non-payroll costs static. Each year the college prioritizes all budget requests and awards budget increases based upon the merits of the requests, and their applicability to the college's long-range strategic plan. Total expenses have risen 23 percent since June 30, 2003. Increases in payroll and fringe-benefit costs account for roughly half of the overall rise. Increase in depreciation expense, utilities, board, maintenance, and bond interest and fees account for another third. The increase in the functional-expense category related to instruction and departmental research is largely due to higher payroll and fringe benefit costs—and, to a lesser degree, to increases in travel expenses, dues and memberships, and information technology costs.

The college continues to monitor performance against the operating budget carefully and was pleased to report a modest surplus for the year ended June 30, 2006.

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Budgetary Procedures, Reporting, and Systems The college’s annual budget is based on estimates of revenue from student tuition and fees, auxiliary enterprises, and other revenues, and on expenditure estimates of all departments. Using enrollment projections and predetermined financial goals agreed upon by the Board of Trustees, the president, in consultation with the vice president for finance, proposes tuition and board rates and finalizes budgeted revenue levels. If spending estimates exceed acceptable levels, the president works with senior management to obtain the necessary reductions. The budget is then submitted to the full Board for consideration and approval at its February meeting. A revised budget is approved by the trustees in October, when there is greater certainty concerning critical budget variables.

A variance report detailing actual versus budgeted expenditures is distributed monthly to all department heads and their respective vice presidents. Summary financial management reports are also reviewed by the Executive Committee of the Board of Trustees and forwarded monthly to senior management and selected operating managers, highlighting the total college position on revenues and expenses, and the variances against budget. The vice president for finance, supported by the controller, monitors departmental spending levels each month through these reports, in order to ensure that each department adheres to its budget.

To assist in this activity, the college engages in continuous long-term financial planning, and utilizes multi-year financial modeling. Strategic initiatives, along with key operation and revenue assumptions, are defined to help the college determine and address potential problem areas. A five-year financial plan serves as a framework to develop the initial assumptions for the next year’s budget and to help predict future performance.

Financial Aid Through a comprehensive program of need-based and merit-based financial assistance, Goucher has been able to attract a talented and diverse student body from throughout the country and from all socioeconomic strata. As a member of NCAA Division III, Goucher does not offer aid based on athletic ability. It does, however, recognize outstanding academic, artistic, and extracurricular achievements with various institutional merit scholarships. More importantly, it has sustained its commitment to helping as many students as possible meet the difference between their ability to pay for college and the total cost of a Goucher education.

Goucher students receive financial aid in “packages” developed from a variety of combinations that may include merit- and need-based scholarships, grants, loans, and work-study opportunities from institutional, governmental, and other sources. In the 2006-07 academic year, the college spent approximately $14.9 million on financial aid for undergraduates. More than 90 percent of Goucher undergraduate students received some form of financial aid that year, and more than half received need-based assistance. The average need-based gift award was $19,995, and the average total package was $22,713.

During the 2004-2005, 2005-2006, and 2006-7 academic years through effective student recruitment, the college has been able to achieve enrollment goals without relying as heavily on merit-based scholarships. During those three years, first-year applications have increased from 2,976 (for Fall 2005) to 3,596 (for Fall 2007) – an increase of 21 percent. During the same

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period, the average SAT critical-reading plus math (formerly verbal plus math) scores totaled 1194, less than two points below the average of the previous five years. The mean grade point average, unweighted, for new classes since 2002 has varied by less than one tenth of one percent.

The tables below represent the past five academic years of Goucher’s institutionally funded aid programs and total financial aid from all sources, respectively.

Institutionally Funded Student Aid (Undergraduate)

2002-03 2003-04 2004-05 2005-06 2006-07 Grants 4,010,803 4,909,687 5,842,956 5,853,959 7,300,347 Merit 7,934,971 7,734,023 7,417,047 6,670,984 7,686,482 Loan 22,500 29,961 26,625 17,800 15,731 Work 605,001 597,891 547,886 605,001 597,891 Total 12,573275 13,271,562 13,834,514 13,147,744 15,600,451

Total Student Financial Aid (all sources)

2002-03 2003-04 2004-05 2005-06 2006-07 Grants and Scholarships • From Goucher 11,945,774 12,643,710 13,260,003 12,524,943 14,986,829 • From Other Sources 2,863,135 2,606,506 856,879 913,619 784,158 • Total 14,808,909 15,250,216 14,116,882 13,438,562 15,770,987 Loans • From Goucher 22,300 29,961 26,625 17,800 15,731 • From Other Sources 8,159,103 7,486,386 10,351,810 11,772,996 11,292,258 • Total 8,181,603 7,516,347 10,378,425 11,790,796 11,307,989 Work • From Goucher 605,001 597,891 547,886 605,001 597,891 • From Other Sources 115,524 169,978 200,000 200,000 200,000 • Total 720,525 767,869 747,886 805,001 797,891 Total 23,711,037 23,534,432 25,243,203 26,034,359 27,876,867

Investments Goucher’s endowment is an important part of the college’s overall financial strength. Earnings from the endowment provided approximately 13 percent of the college's annual operating budget for FY 2007.

The endowment comprises unitized, individually named funds that are invested collectively. Goucher College’s endowment spending policy is designed to provide support for current operations while maintaining the future purchasing power of the endowment. In order to achieve long-term financial equilibrium, the Board of Trustees has established an annual spending rate calculated as a percentage of the trailing 12-quarter average of each fund’s total

Goucher College Middle States Self-Study Design (Draft) market value. The rate used for FY 2007 was 5.5 percent, and the College expects gradually to decrease the rate to 5.0 percent during the next five years.

The Endowment Committee of the Board of Trustees takes an active role in managing the endowment and selecting fund managers and investment options intended to achieve long-term financial growth. The committee meets at least four times a year to review the results of investments made by the fund managers, and to make adjustments in the overall portfolio. As of March 31, 2007, approximately 60 percent of Goucher’s endowment was invested in stocks, 25 percent in fixed income vehicles, and the remaining 15 percent in real estate, commodities, and venture capital funds. Fund managers currently include State Street Global Advisors, T. Rowe Price, Commonfund, Morgan Stanley, Rothschild, TIFF, Barclays, Black Rock, Park Street, Silicon Valley Bank, and Vanguard Capital.

Certain endowed funds may be restricted by donors for specific purposes. Neither the principal of nor the income from funds restricted to purposes other than general ones may be used to make debt payments in accordance with loan and trust agreements or to meet the claims of general creditors. However, board-designated unrestricted endowment may be used for general purposes as determined by the Board.

The market value of the portion of the college’s endowment that is categorized as board- designated unrestricted endowment is displayed in the table below.

Market Value of Board-Designated Unrestricted Endowment (figures in thousands)

06/30/02 06/30/03 06/30/04 06/30/05 06/30/06 12/31/206 Market Value 34,493 31,292 35,540 38,598 40,397 42,932

Investment Targets: Allocation at Market Value (%)

Asset Class Minimum Target Maximum Global Equity • U.S. Equity 25 27.5 40 • Non-U.S. Developed Markets Equity 20 22.5 30 • Emerging Markets Equity 0 5 10 Global Fixed Income • High Quality Long Duration Dollar Bonds 5 10 15 • Non-Dollar Nominal Bonds 5 10 15 • U.S. and Non-Dollar Inflation Linked Bonds 0 5 10 Real Estate and Commodities 5 10 5 Venture Capital/Private Equity 5 10 5

Fundraising Activity Overall responsibility for development rests with the vice president for development and alumnae/i affairs, assisted by 31 full-time staff. Comprehensive fundraising programs include a capital campaign, major and planned gifts, annual giving, and support from the foundation and corporate community. 24

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Currently, the college is conducting a comprehensive campaign. Its goal is $80 million, however, it is anticipated that the goal will be surpassed. Campaign priorities include the construction of the Athenaeum (a library and much more), support for international-studies program, and curricular initiatives, endowment and current support for faculty, and for scholarships, and annual operating funds. The four objectives for the campaign are Academic Transformation, Academic Facilities, the Vibrant Campus Community, and Current Operating Needs. The campaign began its quiet phase on July 1, 2003. The public phase will begin October 2007. Most of the major-gift fundraising during the quiet phase of this campaign has been done by the president and a small team of volunteers. The campaign will end in 2010.

During the quiet phase, Goucher has raised $46.5 million in philanthropic support, $6.8 million in federal and state support, and $1.5 million in verbal commitments for a total of the $80 million goal.

Nearly 75 percent of Goucher’s alumnae/i go on to graduate, medical, business, or law school within five years of graduation. Among those who seek work immediately after graduation, approximately 85 percent are employed within six months. Goucher boasts more than 340 alumnae/i, trustees, parents, and friends as volunteer solicitors, many of whom also serve on various fundraising-related committees. These volunteers aid in solicitations for leadership gifts, including major and planned gifts from individuals, and gifts from corporate donors and foundations.

The table below represents total gifts and pledges raised during each of the last five fiscal years from alumnae/i, parents, friends, foundations, corporations, and other sources.

Total Gifts and Pledges

June 30, 2002 June 30, 2003 June 30, 2004 June 30, 2005 June 30, 2006 5,348,000 4,404,000 7,201,000 10,171,000 11,865,000

As of May 31, 2007 (unaudited): $11,406,000

b. Mission

The Mission Statement (http://www.goucher.edu/mission) of the college is:

Goucher College is dedicated to a liberal arts education that prepares students within a broad, humane perspective for a life of inquiry, creativity, and critical and analytical thinking. The college's principal objectives are to help each student master significant areas of knowledge and skills while developing an appreciation for individual and cultural diversity, a sense of social responsibility and a system of personal and professional ethics. Goucher believes these goals are best achieved in an environment that responds to students both as individuals and as members of multiple groups. Accordingly, education at Goucher is based on an expanding sense of community--a community where discourse is valued

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and practiced, where students attend small classes and interact closely with faculty and one another, and where students can participate in and lead extracurricular programs. In undertaking this mission, Goucher recognizes the centrality of four curricular and extracurricular themes:

1. Scholarship and academic excellence in traditional disciplines in the Humanities, Social Sciences, Natural Sciences/Mathematics and the Arts. 2. An interdisciplinary approach to important areas that cross or transcend the boundaries of traditional disciplines, including world peace, the environment, and the nature of knowledge. 3. An international outlook extending liberal arts education beyond Western cultures to encompass the perspectives and achievements of other members of the world community. 4. Commitment to experiential learning on and off campus as well as abroad, requiring students to apply and extend what has been learned in the classroom.

c. Recent developments

1. Sanford Ungar appointed president in July 2001 2. The Board of Trustees asks the president to: • Make Goucher distinctive • Develop a Strategic Plan • Raise the profile of Goucher • Invigorate the college • Engage alumnae/i and improve annual giving • Build enrollments • Improve the financial condition 3. New Strategic Plan approved by the Board of Trustees in March 2002 • Emphasize the global context of every academic inquiry and intellectual endeavor • Require students to explore the international, intercultural, and ecological dimensions of their studies through at least one study-abroad experience • Increase the size and diversity of Goucher’s student body while maintaining selectivity • Increase the diversity of Goucher’s faculty and staff • Expand, enhance, and invigorate the intellectual, cultural, and social life of our campus community • Build an Athenaeum – a new library combined with community gathering spaces 4. Emergence of three-week Intensive Courses Abroad (ICAs) 5. In the Fall of 2005, Goucher implemented an International Scholars Program (ISP) 6. In the Fall of 2006, Goucher College became the first college in the nation to require all of its undergraduates to study abroad at least once before graduation – and to give every one of them a voucher to help cover travel expenses 7. In the Fall of 2006, the implementation of new Liberal Education requirements 8. The college begins the construction of the Athenaeum in May 2007 9. Marc Roy appointed Provost in July 2007 10. Quiet phase of a Capital Campaign begins in July 2003, and the public phase will begin on October 27, 2007

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d. Expectations for the future

Goucher’s goals for the future are:

1. Environmental Sustainability: Develop courses that address the environmental sustainability liberal education requirement; hire an Environmental Visiting Professor; explore the creation of an environmental sustainability major/minor; seek outside funding for the development of environmental courses and major; explore the creation of a residential hall floor based on environmental sustainability; and implement campus ecological initiatives 2. Diversity: Examine our efforts to improve student, faculty, and staff diversity; examine how we address campus incidents related to diversity; determine next steps for the Diversity Standing Committee; and explore the potential and growth of the EOP Program 3. International: Increase new international opportunities; explore how we can improve study abroad planning by asking students to declare when they will be studying abroad at the time that they declare their major; improve the college’s recruitment of international students; and explore using staff for ICAs 4. Retention: Develop and implement a plan to improve retention 5. Housing: Find additional off-campus housing; examine our housing policies; review student expectations; review how information on campus housing is communicated to prospective students and accepted applicants; examine dates for enrollment and housing departments; determine the impact of study abroad on campus housing; and develop a better strategy for assigning student housing 6. Residential Hall Sprinklers: Plan and install sprinklers in the remainder of the residence halls and implement additional residential hall renovations 7. Public Launch of the Capital Campaign: Plan and implement events to launch the public phase of the capital campaign 8. Student and Faculty Course Load: Develop a strategy for reducing student semester workload from five courses to four courses per semester and reducing faculty semester workload from six to five courses; and review state requirements/rules on this issue 9. Downtown Presence: Continue strengthening our connection to Baltimore and make this more public; create more of a web presence for our community service/service learning programs 10. Middle States Self-Study: Conduct a self-study to identify opportunities to enhance teaching, learning, services, and operations of the college 11. Facilities: Identify space needs and priorities of the college; develop options for the future use of the Julia Rogers building; complete annual facilities and infrastructure improvements; and develop a facilities master plan

e. Steps taken to date to prepare for the self-study

The following tasks have been completed for the self-study 1. The president appointed co-chairs for the self-study 2. The comprehensive model was selected for the self-study 3. Nine working groups were defined 4. Chairs and/or co-chairs for each working group were appointed

Goucher College Middle States Self-Study Design (Draft)

5. A steering committee was appointed 6. A Goucher Middle States website (www.goucher.edu/middlestates/) was created containing the following information: • A website for each standard that contains the following information: o Brief description of the standard o Eligibility Requirements and Standards: What is the context for the standard? What are the requirements for the standard? What type of analysis should be conducted? o Questions: What questions should the working group address for the standard? What are the sample questions from Middle States for this standard? o Documents: What existing documents should be used for this standard? What data or documents need to be created or developed for this standard? What are the sample documents from Middle States for this standard? o Draft Report Template: What should be contained in the final report for this standard from the working group? • Documents on the self-study process • Middle States Reference Documents • Goucher Middle States Reports 7. Members for each working group were selected 8. A list of questions was prepared by each working group: What questions should the working group address for the standard? 9. The Steering Committee reviewed the questions for all working groups to provide suggestions and revisions and to discuss how to address areas of potential overlap 10. Working groups identified data and reports that will be needed 11. Support documents have been loaded to the Middle States website

2. Nature and Scope of the Self-Study

The college has elected to perform a comprehensive self-study to examine every aspect of its educational offerings, programs, services, resources, and operations.

3. Intended Outcomes of the Self-Study

In addition to demonstrating to external audiences that Goucher College meets the standards of the Middle States Commission on Higher Educations’ for accreditation, the self- study process will allow the institution to reflect on its accomplishments, strengths, and challenges to recommend opportunities to improve teaching and learning and to recommend opportunities for growth and improvement. The study will also provide an opportunity to improve the planning process of the institution and individual departments and units.

Using the findings of the study and the recommendations of the visiting tea, the college will develop an implementation planning document (posted to the Goucher Middle States website) that will accomplish the following: • Create assignments of responsibility for accomplishing the recommendations and include a projected timeline

Goucher College Middle States Self-Study Design (Draft)

• Incorporate the recommendations into the annual goals for a division, department, or member of Senior Staff • Incorporate the recommendations into the responsibility of existing campus committees • Track the implementation efforts and provide an annual progress report to the campus community

4. Organizational Structure of the Steering Committee and Working Groups

1. Nine working groups have been created for the self-study: Mission, Goals, and Integrity • Standard 1: Mission and Goals – The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness. • Standard 6: Integrity – In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom. 2. Planning, Resources, and Institutional Renewal • Standard 2: Planning, Resource Allocation, and Institutional Renewal – An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality. • Standard 3: Institutional Resources – The human, financial, technical, physical facilities and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing outcomes assessment. 3. Leadership and Governance • Standard 4: Leadership and Governance – The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision- making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution. 4. Administration • Standard 5: Administration – The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance. 5. Admissions, Retention, and Student Support Services • Standard 8: Student Admissions and Retention – The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

Goucher College Middle States Self-Study Design (Draft)

• Standard 9: Student Support Services – The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students. 6. Faculty • Standard 10: Faculty – The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals. 7. Educational Offerings and General Education • Standard 11: Educational Offerings – The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings. • Standard 12: General Education – The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency. 8. Related Educational Activities • Standard 13: Related Educational Activities – The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards. 9. Institutional Assessment and Student Learning Assessment • Standard 7: Institutional Assessment – The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards. • Standard 14: Assessment of Student Learning – Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

The Middle States Steering Committee consists of the following representatives: • Chair and co-chairs of each working group • Provost • Trustee representative • Student representative • Middle States co-chairs

5. Charges to the Working Groups and Guidelines for their Reports

Each working group was charged with the following: • Identify the key requirements or elements of the standard(s) that must be addressed in the self-study • What questions should be addressed by the committee? • Demonstrate compliance with the Commission’s standard(s) • What existing documents can be used and cited? • What new research, if any, should be undertaken during the self-study? • What assessment has occurred in this area? • How can the college continue to improve in this area?

Goucher College Middle States Self-Study Design (Draft)

• Provide final report to the Steering Committee: Analysis of strengths and weaknesses and suggestions for improvement

The Middle States Steering Committee received the following charge: • Determine the key issues for the self-study • Establish and charge working groups • Ensure the timetable is implemented • Assure communication within the institution about the process • Arrange for institution-wide review of responses to a draft of the study • Oversee the completion of the final self-study report an all relevant documents

To support each working group, a document with the following information was provided for each Middle States standard on the Goucher Middle States website: • Brief description of the standard • Eligibility Requirements and Standards: What is the context for the standard? What are the requirements for the standard? What type of analysis should be conducted? • Questions: What questions should the working group address for the standard? What are the sample questions from Middle States for this standard? • Documents: What existing documents should be used for this standard? What data or documents need to be created or developed for this standard? What are the sample documents from Middle States for this standard? • Draft Report Template: What should be contained in the final report for this standard from the working group? Any member of the working group, the college community, or the visiting team will be able to access these documents.

Each working group will be asked to provide a final report for each standard using the following format: • Description of the topic(s) under review and analysis of the evidence considered, with appropriate reference to the standards • Analysis of relevant strengths and challenges, with appropriate reference to standards and fundamental elements • Recommendations for improvement This report will be posted on the Goucher Middle States website along with the questions and support documents used for each standard.

6. Inventory of Support Documents

The web page for each standard on the Goucher Middle States website (www.goucher.edu/middlestates) contains a list of documents that will be used by the associated working group. A comprehensive list of documents is also available on the Goucher Middle States website home page. These listings of support documents will continue to be updated throughout the self-study.

Goucher College Middle States Self-Study Design (Draft)

7. The Organization of the Self-Study Report

The self-study report will be organized in the following format: • Executive Summary and Eligibility Certification Statement o A brief description of the major findings and recommendations of the study o The Eligibility Certification Statement • Introduction o A brief overview of the institution and description of the self-study process • For each standard in the report: o A heading indicating the standard or topic under consideration o A description of the topic under review and analysis of the evidence considered, with appropriate reference to the standards o Cross-references to relevant materials in other parts of the report o Analysis of relevant strengths and challenges, with appropriate reference to standards and fundamental elements o Recommendations for improvement • Conclusion o A summary of the major conclusions reached and recommendations offered in the report. Supporting documents for the self-study will be available to the visiting team through the Goucher Middle States website.

8. Editorial Style and Format of All Reports

A format has been established for the final report for each working group. Drafts of the final reports for each working group will be submitted to the Office of Communications who will edit and finalize their reports. The Office of Communications will then create a draft of the overall final report that will be reviewed by the steering committee and the campus community.

9. Timetable for the Self-Study and Evaluation

The timeline for the self-study will be posted and revised on the college’s Middle States website:

Semester Tasks Fall 2006 Choose the self-study model Determine working groups Spring 2007 Determine working group chairs / co-chairs Determine steering committee Chairs / Co-chairs develop questions for working groups Steering Committee reviews questions for working groups Chairs / Co-chairs identify documents that can be used and cited Chairs / Co-chairs identify new research, if any, that should be undertaken during the study Chairs / Co-chairs begin identifying working group members Summer 2007 Draft self-study design Collect documents needed for working groups 32

Goucher College Middle States Self-Study Design (Draft)

Initiate new research needed by working groups Fall 2007 Chairs / Co-chairs finalize working groups Middle States approval of self-study design Middle States staff liaison campus visit: October 19 Self-study continues Spring 2008 Working groups submit final reports Fall 2008 Final reports from working groups used to make draft of self-study report Steering Committee reviews draft report Campus reviews self-study report Chair of Middle States review team makes visit to Goucher Final version of the report is prepared Spring 2009 Campus visit by Middle States Team

10. Profile of the Visiting Evaluation Team

Goucher College trusts the judgment of the Commission to select an appropriate Chair and evaluation team.