We believe that all persons have leadership potential and that their particular gifts, talents, and skills can be enhanced through education, training, and development. Furthermore, we believe that leadership is a process, not a position; therefore, the broad goal of leadership programs is to promote a culture of engaged and ethical leadership on Goucher’s campus.

As Goucher seeks to increase its diversity amongst the undergraduate student population, it is imperative that we practice and teach a transformative model of leadership that recognizes a multiplicity of identities and encourages participants to develop relationships that meaningfully engage difference. As well, the need for effective leadership transcends traditional boundaries and contexts. Leadership programs at Goucher will encourage students to identify ways they can practice leadership on campus, in their home communities, in Baltimore city, regionally, and globally.

As we move forward, we will work toward the creation of a multi-year leadership program that utilizes the best of both the curricular and co-curricular learning opportunities that currently exist on campus. Students will learn to utilize tools of reflection and feedback to make meaning of these experiences and to further their understanding of their own leadership practice. Students who have participated in selected leadership programs and who can exhibit their engagement with and understanding of the leadership learning outcomes (as outlined below) will be recognized at the culmination of their undergraduate experience.

Leadership Learning Outcomes

  • Cognitive Complexity
  1. Students will develop critical thinking skills. 
  2. Students will develop an understanding of change processes, and be able to think critically about obstacles to change.
  3. Students will understand and be able to utilize a process for decision-making.
  • Knowledge Acquisition, Integration and Application
  1. Students will understand the history of leadership and current leadership theories. In addition, students will understand how leadership models are put into practice personally, locally, and globally. 
  2. Students will gain knowledge of diverse cultures, cross-cultural communication, the dynamics of privilege and oppression, and the uses of power between groups.
  3. Students will understand how ethics, morals, and values relate to their leadership dilemmas.
  4. Students will be able to integrate their lived experiences into their leadership development process.
  • Humanitarianism/Civic Engagement
  1. Students will learn to act out of humanitarian values, such as being committed to social justice, engaging in social responsibility, and serving as positive social change agents.
  2. Students will develop and explore their own competence with regards to the dimensions of difference, especially as it relates to others in their communities.
  3. Students will engage with the greater Baltimore community as a means to explore one’s civic responsibility as a leader.
  4. Students will learn to engage in controversy with civility.
  • Interpersonal Competence
  1. Students will learn to practice team leadership through active group participation.
  2. Students will examine their own and others’ intrinsic and extrinsic motivations as leaders.
  3. Students will gain a greater understanding of their own personal identities and how their identities shape their leadership and followership.
  4. Students will learn how to use their minds, their hearts, their voices, and their ears in order to constructively engage and collaborate with others.
  • Intrapersonal Competence
  1. Students will learn to explore and actualize their personal values.
  2. Students will develop a sense of confidence and belief in themselves and their ideas. Their confidence will allow them to be challenged without feeling minimized and to embrace ambiguity.
  3. Student will become comfortable taking risks.
  4. Students will come to realize that serving as a leader is more than holding a position.
  5. Students will explore and discover what they need to maintain a sense of personal balance and ways they can seek personal renewal.
  • Practical Competence
  1. Students will develop a comprehensive set of practical skills and tools to rely on through leadership practice. Such skills and tools include time management, meeting management and agenda setting, group dynamics and team building.
  2. Students will learn how to communicate effectively (utilizing written and spoken word, non-verbal language, electronic tools, and listening skills) in order to develop relationships, manage conflicts, and work across differences.
  3. Students will learn the skills to engage in conflict productively and work toward conflict resolution.
  4. Students will learn how to effectively articulate their set of practical skills and tools on a resume, portfolio and in interviews.