Honors in the Major
Departmental honors are awarded on the basis of outstanding course work and independent research. To be eligible for consideration, students must have at least a 3.5 GPA in psychology and have taken PSY 395, PSY 398 or completed a senior thesis. Honors recipients are selected from among those eligible by the psychology department faculty, based on relative strength of GPA in psychology and quality of independent study or thesis work.
Psi Chi is the National Honor Society in Psychology, founded with the objective of encouraging, stimulating, maintaining excellence in scholarship, and advancing the science of psychology. Membership is open to undergraduate students for whom the study of psychology is one of their major interests, and who meet the following minimum qualifications:
- Psychology major or minor
- At least 9 credits in Psychology
- At least 3 semesters in college
- Minimum GPA of 3.0 in Psychology and cumulatively, and
- Ranking in the top 35% of class (this usually implies an overall GPA of around 3.5)
Goucher Chapter of Psi Chi annually inducts new members in April.
Special Prizes and Awards
The Ruth C. Wylie Prize
The Ruth C. Wylie Prize is awarded to senior psychology majors who have achieved exceptional intellectual and experiential distinction and show great professional promise in psychology.
The Janet F. Williams '98 Prize
The Janet F. Williams '98 Prize is awarded to students majoring in psychology who have been self-determined and have embarked on a journey of discovery and exploration, taking risks and stretching themselves toward higher dimensions of skill and competence.
Fellowships for Graduate Study
Selections for the following fellowships are made by the College Lectures and Fellowships Committee. Application information can be obtained from the Associate Dean for Undergraduate Studies' office.
The Stimson-Duvall Fellowship is awarded to students demonstrating professional promise and outstanding qualifications for graduate studies in the natural, physical, biological and medical sciences, or history of science.
Dean Van Meter Alumni Fellowships
The Dean Van Meter Alumni Fellowships are awarded for graduate or professional studies in the United States or abroad.
The Psych Club
The Psych Club was created to promote learning and participation outside the classroom setting. The club sponsors a variety of activities including, "get-to-know-you" meetings; community service; information sessions on internships, graduate programs, and careers; guest speakers; and an annual picnic.
Membership is open to any Goucher student with an interest in psychology. For the officers in the 2013-2014 school year, click here.
Internships are a very important facet of the curriculum at Goucher College. As such, the psychology faculty members consider well-structured internships to be essential to a student's education. The variety of internships that have been completed under the supervision of this department is evidence of the flexible and creative applicability of degrees in psychology. Students find internship opportunities through the Career Development Office (CDO), through faculty and staff members, or on their own. In the Baltimore area, there is a wide variety of possible placements for psychology students. Some of the more frequent internships are at:
- Johns Hopkins University School of Medicine
- Kennedy Krieger Institute
- Mt. Washington Pediatric Hospital
- National Institute of Child Health and Human Development
- National Institute of Mental Health
- Sheppard Pratt Health Systems
- St. Vincent Center
A detailed description of the off-campus experience is published by the CDO each year and fully describes the guidelines and timetable for internships. Visit CDO to locate internships. Students interested in arranging an internship in psychology should contact their individual academic advisers. Upon completion of the internship, students are expected to complete the Internship Evaluation Form and send it to their advisors.
Community-based learning, or service learning, is a way for students to actively connect their academic work with direct experience in the community. By combining hands-on work in the community with the academic framework provided by course work across the curriculum, students gain a rich experience of social issues.
Students learn about the workings of community, encounter differences related to race, class and privilege, gain a deeper understanding about social justice, and are able to do work that is beneficial to others. They also gain a greater understanding of themselves. Community-based learning emphasizes academic rigor, reflection, and developing ongoing community partnerships. Community-based learning can be part of any discipline and any academic division: humanities, social sciences, sciences and the arts.
At Goucher, community-based learning is part of a growing number of academic courses, many of which are listed here. Many but not all of our programs are connected to central Baltimore, the historic home of Goucher College, and new partnerships are being created locally in Baltimore County. For further information about community-based learning, contact us.
Community-Based Learning Courses
CBL 115: GATEWAY TO SERVICE (2)
This course will introduce students to the philosophy, theory, and best practices of academically based community service work. Working with faculty and concepts from a wide range of academic disciplines, students will gain knowledge about community action and community service, while developing first-hand practical skills and applications for effective work in Baltimore City. Topics and skills to be learned include community building, effective mentoring, developing community partnerships, perspectives on learning development, and others. One hour lecture and two hours community service required per week.
Instructor: Michael Curry
CBL 299: INDEPENDENT WORK (1.5)
Building on community-based learning experiences in other courses, the independent study is designed to give students the chance to further explore working in the community. The student will be supervised by a faculty member and will complete a Community Learning Agreement before starting work. May not be repeated for credit. Graded pass/no pass.
Instructor: Michael Curry
PSY 226: RELATIONAL PSYCHOLOGY (4) (GEN. ED. #10)
Moving away from a framework of psychological research, theory, and evaluation that unduly values objectivity, independence, and personal achievement, students explore collaboratively the ramifications of a psychology that places human relationship, connection, community, and care at the center of psychological health and development, where mutual empowerment and empathy, rather than separation from others, are the goals. This feminist, antiracist, and critical psychology recognizes the powerful impact of the sociocultural context in impeding mutuality, and provides an interpretive framework for understanding and reshaping culture, lives, and theory. Specific topics vary from year to year, but include the following: the works of Carol Gilligan, the relational psychology of Jean Baker Miller and the Stone Center, the psychology of gender (e.g., girls' development, the construction of masculinity), the psychology of oppression, and relational classrooms and environments. Prerequisite: PSY 111 or 114, or sophomore standing.
Instructor: Rick Pringle