2015-16
FRESHMAN
SEMINAR
STUDENT HANDBOOK
BARUCH COLLEGE
Bearcat Commitment
Baruch College is committed to the values of
integrity, respect, excellence, and engagement.
–––––––––––––––––––––––––––––––––––––––––
As a Bearcat,
I will dedicate myself to learning and practice
personal INTEGRITY and academic honesty;
I will value and RESPECT our culture of diversity,
and foster an inclusive community through
celebration, compassion, and inquiry;
I will challenge myself and others to achieve
the highest level of academic EXCELLENCE
by taking responsibility for my success;
I will promote ENGAGEMENT and
involvement in our community and beyond
through participation, leadership, and service;
I promise to honor these values,
passed down from students before me,
and pave the way for those who follow.
–––––––––––––––––––––––––––––––––––––––––
1
CONTENTS
>
Welcome
3
>
The College
4
>
Leadership and Service
6
>
Freshman Seminar Syllabus
8
>
Freshman Seminar Course Materials
17
>
Campus Directory
85
>
Standards, Policies and Procedures
88
>
Academic Calendar
107
>
2015-2016 Student Life Events
109
The handbook is also available for download on the Student Life website
(www.baruch.cuny.edu/stulife). For the latest updates, amendments, and changes please check
our website www.baruch.cuny.edu/stulife.
2
Dear Baruch Student,
C
ongratulations and welcome to Baruch College. You will soon
realize, if you haven’t already, that selecting Baruch as the place
to complete your undergraduate degree has put you on the path
to some exciting and challenging experiences that will advance
you both academically and professionally. We have every confidence that
you will rise to this occasion. We challenge you to be involved in our Baruch
campus community. Capitalize on your talents and build your leadership skills
by participating in our leadership training opportunities, get involved in
student government, and begin your Baruch College experience by sitting in
toward the front of every one of your classes and getting to know your
professors. These are the people who will be your mentors and guide you
through these next few years. The information in this book has been
developed as a resource and a guide. We hope you find it useful.
On behalf of Baruch College–Welcome! We are happy that you have joined us.
Best wishes,
New Student Programs
Office of Student Life
3
THE HISTORY OF BARUCH COLLEGE
B
aruch College traces its history directly to the Free Academy, the first institution of free public
higher education in the United States, which was founded in 1847 on the site still occupied by
the College, at 23rd Street and Lexington Avenue. Townsend Harris, the founder of the Free
Academy, called on the city to "let the children of the rich and poor take their seats together and
know no distinctions save that of industry, good conduct, and intellect."
Bernard M. Baruch, financer, philanthropist, and advisor to eight presidents, was an alumnus of
City College (as the Free Academy was renamed in 1866), and, as a trustee, he campaigned for the
establishment of a school of business and government administration within the college. This was
accomplished in 1919, and "City College Downtown," as the school became informally known,
produced countless business and civic leaders. In 1953, the city recognized Mr. Baruch's great
service and distinguished career by naming the school after him.
In the early 1960s, City College, Hunter, Brooklyn, Queens, and others were brought together
under the administration of The City University of New York, governed by a Board of Higher
Education, now called the Board of Trustees. Baruch separated from City College and became a
distinct senior college of the University in 1968. In 1979, funding and oversight for the University were
shifted from the city to the state. In 1994 the College was reorganized, and the School of Public
Affairs was established.
Baruch College has been ranked as the most diverse college in the United States, with students
from more than 90 different cultural and ethnic backgrounds and from 150 nations around the
world. Total current enrollment is over 15,000, including nearly 2,500 graduate students.
College Governance
Baruch College is a senior college of The City University of New York, which is governed by a 15member Board of Trustees. The head of the College, appointed by the chancellor, is the president.
Reporting to her is the provost and vice president for academic affairs, who oversees academic
programs. Each of the three schools of the College has a dean, reporting to the provost.
Additionally, there is a vice president for finance and administration, a vice president for college
advancement, and a vice president for student affairs and enrollment management and dean of
students.
Getting Involved in Student Governance
There are a number of ways in which Baruch students can get involved in College governance.
Students organize their own activities through two student governments: the Undergraduate Student
Government and the Graduate Student Assembly.
Through their offices and committees, and under the supervision of the administration, the student
governments oversee the granting of club charters and make decisions on the spending of funds
collected through the student activity fees.
The official representative organization of the undergraduate student body is the Undergraduate
Student Government (USG). All duly enrolled undergraduate students may nominate and vote for
representatives of USG.
The official representative organization of the graduate student body is the Graduate Student
Assembly (GSA). All duly enrolled graduate students at Baruch College may nominate and vote for
the Board of Governors of the GSA.
4
The two student governments noted above are fiscally responsible to the Bernard M. Baruch
College Association, Inc., which is governed by a corporate Board of Directors. This board reviews
and approves the annual budgets and policy decisions of the respective operating boards under its
jurisdiction. These are the Communications Board, the Athletic Board, and the Student Center Board.
There is student representation on all of the boards. The Communications Board is concerned with
policies and fiscal matters relevant to the student publications and broadcast facilities. The Athletic
Board is responsible for the expenditure of student fees for athletic purposes. The Student Center
Board recommends policies and establishes rules and regulations governing the Student Activities
Center and its related operations and programs. The Auxiliary Enterprises Corporation is responsible
for policies relating to the College bookstore and food services and for the review of fiscal matters
pertaining to these services.
There are various other committees in which students can be involved. For further information,
contact the appropriate student government, the Division of Student Affairs, or the Office of Student
Life.
5
LEADERSHIP AND SERVICE AT BARUCH COLLEGE
C
ollege students are often asked to consider the question, “What is leadership?” At Baruch
College, we believe that every student should be given the opportunity to construct their
own interpretation of leadership and subsequently have access to the resources that will
help accentuate these self-tailored skills and behaviors.
In an attempt to bring leadership development to the forefront of the student life experience, the
Office of Student Life will be offering a variety of enriching programs, retreats and workshops
throughout the academic year designed specifically to enhance the leadership capabilities in every
student. To ensure that this endeavor reaches its full potential, Baruch will incorporate the Social
Change Model of Leadership into its already expanding vault of student leadership and
development programs. Created in 1994 by the Higher Education Research Institute at UCLA, the
Social Change Model “approaches leadership as a purposeful, collaborative, values-based process
that results in positive social change” (http://socialchangemodel.ning.com/page/what-is-the-scm).
With a special focus centered on individual, group and community values, each of these three
dimensions of the Social Change Model intertwine to emphasize and promote the 7Cs for Change:
•
Consciousness of self
•
Congruence
•
Commitment
•
Collaboration
•
Common purpose
•
Controversy with civility
•
Citizenship
By offering a diverse range of enriching developmental opportunities, students will be able to
reflect upon who they are as leaders and closely examine how they can be proactive agents of
social change—two essential learning outcomes of the Social Change Model. Students will be able
to utilize the tools and skills that they will acquire from these experiences and holistically apply them
to suitable opportunities both on and off campus.
In order to fully encompass the scope and value of group leadership development, all active and
prospective members of on-campus student clubs and organizations will be required to participate
in these specialized leadership-training experiences. Students will engage in self-assessment activities
that pay particular attention to what their own perceptions of leadership encompass, and will
subsequently challenge the expectations that they’ve set for themselves as leaders. Special
emphasis will also be placed upon the notion that leadership in practice has the potential to be a
dynamic and communal engagement, juxtaposing its traditional individualistic features.
To underpin the approach backed by the Social Change Model that a community of socially
responsible and committed citizens can make significant advances towards a common goal,
purposeful self-discovery and team building activities will be integral components of each program,
retreat and workshop.
More information regarding off-campus leadership retreats and developmental training programs
will be made available at the start of the fall semester. Listed below is a concise compilation of
various on-campus leadership opportunities, which can positively enhance your leadership potential
and aid in making your overall student experience at Baruch College an enriching and meaningful
one.
6
Undergraduate Student Government (USG) and
Graduate Student Government (GSA)
Students are encouraged to participate in student government and to serve on Collegewide committees and tasks forces. Participation in student government through
democratic elections is a concrete way to share in the policy setting and governance of
the College. Elections are held each April for the following academic year.
T.E.A.M. BARUCH (TOGETHER EVERYONE ACHIEVES MORE)
T.E.A.M Baruch is a Student Leader Training and Development Program that works with
students to help them develop their leadership potential. The program is based on the
Social Change Model of Leadership Development developed by the Higher Education
Research Institute of UCLA. Through T.E.A.M Baruch training, students are empowered to
take action and help make positive social change for the betterment of their community.
The program is a two-day intensive experience in which students are encouraged to
develop a deeper understanding of who they are. Through self-awareness, students gain
critical insights on how to work within a group, and through the group help enact social
change in the community. Joining T.E.A.M Baruch and successfully completing the
training program will enhance your self-awareness, communication, interpersonal,
conflict resolution and mediation skills. These key assets are essential to helping you
develop strong relationships and will give you the tools you need to help you become a
better leader.
Successful completion of the T.E.A.M Baruch training program will prepare student leaders
to apply and work in a host of peer leadership positions. These include: Orientation
Leaders, Freshman Seminar Peer Mentors, Peer Academic Advisors, Peers for Careers, and
PAWS: Peers Advocating Wellness Services.
Applications for T.E.A.M Baruch will be available during the middle of the fall semester.
SERVICE LEARNING OPPORTUNITIES
Throughout each semester, a carefully selected collection of off-campus service learning
opportunities will be made available to all Baruch students. These experiences—
scheduled to take place in such areas as Washington DC, New Orleans, Philadelphia,
and other to-be-named locations—will help expand your leadership horizons, further
cultivate your developing team-building skills and abilities, and provide opportunities to
intrinsically reflect upon your awareness of and engagement in community service
outreach. While these experiences have the high probability of taking you outside of your
comfort zone, you will find that both the personal and collective effects your participation
will afford will be well worth the temporary adjustments.
Detailed information regarding specific dates and locations of off-campus service
learning experiences will be made available in the fall semester.
7
FRESHMAN SEMINAR
F
reshman Seminar is a vital gateway to your success at Baruch College and is specifically
designed with the needs of first-year students in mind. The program is committed to providing
you with all the necessary tools you need in order to make informed decisions regarding your
academic, personal and career choices. As you make the pivotal transition into the college
atmosphere, you will have the opportunity to develop time management skills, introspectively
examine your ethical values, and familiarize yourself with the campus and all the services it provides
to its students. Most importantly, you will have the opportunity to get to know your fellow freshmen.
Many of your classmates will be attending other classes as you, which will give you a unique
opportunity to connect with your peers on a reoccurring basis.
Your class will be taught by a Freshman Seminar instructor and peer mentor. In some instances you
may only have a peer mentor. These leaders will be your guide and support during your first semester
at Baruch College and will also serve as a valuable resource to make the transitional process a
seamless one.
During Freshman Seminar you will be introduced to a number of diverse topics that will assist you
on your journey to becoming an accomplished college student. Likewise, you will learn about
common academic success strategies, explore a variety of career paths that are of interest to you
and be able to make informed decisions about your future class schedules. Ways to become an
active participant within the Baruch College community will also be discussed at great lengths
throughout the semester.
Introspectively examining the unique elements that comprise both who you are and who your
peers are is an integral component of the Freshman Seminar experience. You will be able to engage
in this type of reflective exploration with the implementation of free-writing and monologue
composition. This platform was designed to help you delve into the uninhibited free flow of your own
thoughts and emotions as you become socially integrated into the college community. This creative
outlet will also help you improve your oratory and written communication skills.
To support your in-class experience, the Freshman Seminar staff will be offering a repertoire of
enrichment workshops that you will attend. You will have the opportunity to choose from various
events and activities. To this extent, we ask that you be open to the possibilities of exploring
uncharted territories and play a proactive role in the edifying experiences that lie ahead.
We are excited that you are joining us on this journey. Best of luck on the start of your college
career!
Outlined below are the comprehensive expectations of Freshman Seminar, in addition to the
course attendance, grading policy and course resources.
8
Expectations of Freshman Seminar
•
Freshman Seminar has been created to increase the chances of the academic success of
Baruch students.
•
We ask that students attend Freshman Seminar with an open mind.
•
Students should come prepared to discuss the designated topic.
•
Students must complete all class assignments, including reflective writing, presentations, and
outside-of-class experiences on time. Time management is one of the most critical skills for
achieving success in college and career.
•
Students should come to class with a positive attitude and should be respectful of those
around them.
Course Attendance and Grading Policy
•
Students may not miss more than two sessions.
•
Come to class on time. Lateness is an indicator of poor time management.
•
Email or call the instructor or peer mentor prior to the start of class if you cannot attend a
class.
•
Grades for the course are Pass or INComplete.
•
The pass grade is based on
o
Attendance
o
In-class participation
o
Successful completion of assignments
o
Attendance at workshops
Please be aware that receiving an INComplete in this course will prevent you from being eligible
to graduate from Baruch College.
9
What Are The Assignments?
1.
Reflective Monologue Writing and Blogging on Blogs@Baruch
Various sessions will involve students actively engaged in monologue writing and/or blogging
on Blogs@Baruch—an online publishing platform that instructors, peer mentors, and students
utilize as a means of maintaining ongoing communication outside of the classroom. These
will be noted as assignments in the course content of the Freshman Seminar section.
2.
Presentations
During Communication Skills II, students will have the opportunity to bring their monologue to
class and perform their monologues in front of their peers. This experience will help students
improve communication skills, explore identity development, and promote social integration.
3.
Enrichment Workshops
Workshops will be offered throughout the semester to complement what you have discussed
in your Freshman Seminar classroom. Students will need to complete at least 3 out-ofclassroom workshops and blog about their experience. Additional details regarding
enrichment workshops are outlined below.
4.
Title IX Education & Training
One of the central goals of Freshman Seminar is to provide you with a range of information
and tools to be successful in your transition to college and your time at Baruch. One of the
topics that CUNY and Baruch believe is important to provide you with resources on is sexual
assault, harassment, stalking, and gender-based violence. Baruch expects all students to
foster a supportive and inclusive community that is free from this behavior.
10
Enrichment Workshops
Freshman Seminar enrichment activities provide students with the opportunity to learn more about
the resources and opportunities available at Baruch College. Offered throughout the semester,
these activities will help complement the sessions that students will cover in their Freshman Seminar
classes. The enrichment opportunities will help to ease their transition into college life by
strengthening connections with fellow peers, faculty, and staff.
The enrichment opportunities offered will include a wide range of activities and events related to
the following categories: academic, career, and student life. You will be required to attend or
complete a total of three (3) enrichment opportunities, selecting one from each category, and write
a short reflective piece on your class’s Blogs@Baruch page. Below are some examples of
enrichment workshops that you can attend.
ACADEMIC
CAREER
STUDENT LIFE
Informational Interview
Attend the Federal
Work Study Fair
Attend an athletic event
Attend Major and Minors Fair
Informational Interview
Attend a health and
wellness event
Attend a workshop with
SAAC Tutoring Center
Focus2 Workshop
Attend club fair
Attend an exhibition offered at
the Sidney Mishkin Gallery
Resume Building Workshop
Attend a cultural event
Vark Quiz
Various events offered
through STARR Search
The class peer mentor will highlight additional information regarding dates, times, locations and
descriptions for the scheduled activities when classes begin. If you have an event you would like to
use as an enrichment workshop, receive approval from your peer mentor in advance of attending.
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Blogging in Freshman Seminar 2015
Having attended your enrichment workshops, Blogs@Baruch will allow you to reflect on your
experience. Blogs@Baruch is an online publishing and academic networking platform for the Baruch
College community overseen by Baruch’s Center for Teaching and Learning. All incoming students
will contribute to collaborative weblogs in order to build community inside and outside of the
classroom, extend the opportunity for dialogue among seminar participants, and to gain an
introduction to the implications of doing academic work on the Internet. On the first day of class,
Freshman Seminar Peer Mentors will review instructions on how to use Blogs@Baruch, how to develop
and maintain a profile page on the system, and will also guide you through the three blog posts that
will be required of all Freshman Seminar students. You will also receive instruction on best practices
for developing a digital identity, and guidance on where to find support for your work with
educational technology on campus.
Blog Assignments
ACADEMIC
Select an event or activity from the Academic Workshop section. Post a photo of yourself
at the event or doing the activity. Embed your image in a blog post and then write a post
of no more than 500 words that explains how and why the event or activity assisted you
during your first semester at Baruch.
CAREER
Select an event or activity from the Career Workshop section. Following the event or
activity have the presenter sign the signature section of your handbook. Write a post of no
more than 500 words that explains how the workshop helped you to explore your career
goals and what additional resources will you use at Baruch College to help accomplish
your career goals.
To attend a career workshop please do the following:
1.
Log into STARR Search, the SCDC’s electronic career management program, and
create your personal profile at http://baruch-csm.symplicity.com/students.
2.
RSVP for the workshop you wish to attend.
Please note that pictures are not allowed to be taken at the career workshops. Please
have the presenter of the workshop sign in the signature section below to verify your
participation.
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STUDENT LIFE
Select an event or activity from the Student Life Enrichment Workshop section. Post a photo
of yourself at the event or of yourself doing the activity. Embed your image in a blog post
and then write a post of no more than 500 words that reflect on your impressions of the
event or activity and how you plan to get involved.
DUE DATES:
•
Post One: Due before Values and Academic Integrity Session
•
Post Two: Due before the Communication Skills I Session
•
Post Three: Due before Career Planning Session
CAREER WORKSHOP SIGNATURE
Workshop Attended: __________________________________________________________
Date Attended: _______________________________________________________________
Staff Print: _____________________________________________________________________
Staff Signature: ________________________________________________________________
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Resizing Images for Blogs@Baruch
Before uploading a picture to your Blogs@Baruch site, you need to make sure that the image is sized
appropriately. Images taken directly from cameras and smart phones are often too large in the raw
(unedited) format, so you will need to resize the image.
First, you will need to upload the image to a computer (Mac or PC). You can do this by
connecting your camera or phone via USB, or by emailing the image to yourself and saving it on the
computer you plan to use.
Once you have your image saved on the computer, you can open the image and change the
size. Images should be 800 pixels wide (or less) before they are uploaded to a Blogs@Baruch site.
Directions for how to open and resize an image are below.
On a PC, resize a picture using the ‘Paint’ program.
1.
Open Paint: Click the Start button > All Programs > Accessories > Paint.
2.
Click the Paint button, click Open, and select the picture you want to resize.
3.
On the Home tab, in the Image group, click Resize.
4.
In the Resize and Skew dialog box, make sure the Maintain aspect ratio check box is
selected so that resized picture will have the same aspect ratio as the original picture.
5.
To resize the picture so it's a specific size, click Pixels, and then enter a new width (800) in the
Horizontal box. Click OK. Now your picture is resized.
6.
Click the Paint button, point to Save as, and then click the picture file type for the resized
image.
7.
Type a new file name in the File name box, and then click Save. Make sure you Save it
somewhere that you can access later (ex: a USB drive or a personal folder).
On a Mac, resize an image using the ‘Preview’ program.
1.
Click on the saved image and it will open in Preview.
2.
From the top menu, choose Tools > Adjust Size.
3.
Choose a common size from the “Fit into” menu or, enter new values for width and height.
•
You can select 800 x 600 from the “Fit into” menu.
•
To ensure that the image keeps its original proportions, select “Scale proportionally.” If
you change either the width or height, the other value changes to maintain the
proportions. If you choose a size from the “Fit into” pop-up menu, the image’s width or
height may be smaller than the chosen size to maintain the proportions.
•
To make the image’s dimensions smaller without losing any detail, deselect “Resample
image” before changing the width or height.
Disclaimer: The Office of Student Life may use the photograph/video in publications or other media
material published, including but not limited to: brochures, invitations, books, newspapers, magazines,
television, websites, etc.
14
Title IX Education & Training
One of the central goals of Freshman Seminar is to provide you with a range of information and tools
to be successful in your transition to college and your time at Baruch. One of the topics that CUNY
and Baruch believe is important to provide you with resources on is sexual assault, harassment,
stalking, and gender-based violence. Baruch expects all students to foster a supportive and
inclusive community that is free from this behavior.
As part of Baruch College’s comprehensive Title IX education and training on these issues, firstyear students are required to complete the Haven-Understanding Sexual Assault course. This is a
mandatory requirement for all first year students at Baruch College. Part 1 of the course must be
completed before Session #5 – Health & Wellness.
To access the training:
1.
Go to: http://www.everfi.com/register
2.
Enter the Haven Registration Code (1e034d0c)
3.
Register as a student using your Baruch email address
4.
Complete Part 1 of course
There is a 30-45 day intersession before you will be notified that Part 2 of the course is available. At
that point you must complete Part 2 of the course, a post-survey, by Session #10 – Mid-Semester
Check-in and submit the Course Certificate to your instructor.
You will not receive your grade for Freshman Seminar until the Haven course requirement is
met. Note that a certificate of completion must be submitted to your Freshman Seminar instructor in
order for you to receive your Freshman Seminar grade.
We recognize that you may wish to discuss this course component further or seek additional
information and support related to the topics covered in the online program. Baruch College has
available on-campus resources to help and support students.
The Baruch College Counseling Center offers individual and group counseling to the
Baruch community. Services are all confidential and free of charge. The Counseling
Center is open Monday through Friday from 9 am – 5 pm. To make an appointment, please
call 646-312-2155 or visit their website to fill out an online appointment request. You may
stop by our office located at 137 East 25th Street, next door to the Library Building, on the
9th Floor.
The Baruch College Campus Intervention Team (CIT) works together as a support system to
provide assistance to students in crisis. Any member of the college community (faculty,
students, staff) can reach out to the CIT to report a concern about a student. To alert the
CIT to a concern, complete and submit the Incident Communication Form. A member of
the team will receive and review your submission. Please note that you may be contacted
for follow-up information. Members of the CIT may be emailed at cit@baruch.cuny.edu or
call us at 646-312-4570.
Baruch has a staff member dedicated specifically to helping students who have
experienced partner violence, called the Title IX Coordinator. Baruch’s contact person is
Kieran B. Morrow, Chief Diversity Officer 646-312-4542 Kieran.Morrow@baruch.cuny.edu.
At Baruch, you can also speak with a staff member in the Dean of Students Office, which
provides support for students on a wide range of challenges throughout their college
15
careers. They are located in the VC room 3-175 and can be reached at 646-312-4570 or
deanofstudents@baruch.cuny.edu.
Freshman Seminar Course Schedule* - Fall 2015
*Schedule is subject to change. Students will be notified of all modifications upon their first Freshman Seminar class.
TOPICS
MON
TUE
Convocation Day
WED
THU
FRI
8/26
Adjusting to Baruch Culture
8/31
9/1
9/2
8/27
8/28
Leadership & Service
9/10*
9/8
9/9
9/3
9/4
Values and Academic Integrity
9/21
9/25*
9/16
9/17
9/11
Health & Wellness
9/28
9/29
9/30
9/24
9/18
Research Success
10/5
10/6
10/7
10/1
10/2
Communication Skills I
10/19
10/13
10/14
10/8
10/9
Academic Advisement
10/26
10/20
10/21
10/15
10/16
Communication Skills II
11/2
10/27
10/28
10/22
10/23
Mid-Semester Check-in
11/9
11/3
11/4
10/29
10/30
Academic Success Strategies
11/16
11/10
11/11
11/5
11/6
11/12
11/13
Baruch Voices
Career Planning
11/12
11/23
11/17
11/18
* On Thursday, September 10th, classes will follow a MONDAY schedule
* On Friday, September 25th, classes will follow a TUESDAY schedule
* The college will be closed on Monday, September 7th, Monday, October 12th, and Thursday, November 26th –
Sunday, November 29th.
* There will be no classes held on Monday, September 14th, Tuesday, September 15th, Tuesday, September
22nd, and Wednesday, September 23rd.
16
Session 2:
ADJUSTING TO BARUCH CULTURE
“The secret to a good life,”
he told me once,
“is to bring you’re A game
to everything you do”
- Karen Joy Fowler,
We Are All Completely Beside Ourselves
What does this quote from the Freshman Text mean to you? How does it connect to your journey
beginning college?
17
Scavenger Hunt Game
Riddle
Answer
Eyeing that internship but not sure if you can get it? Come here for resume review,
interview tips, and even to borrow professional clothing so you can advance on
becoming a star!
What is this office called?
Where is this office located?
Not only is this place named for you, but aside from its massive support it provides to
Baruch students, they also have information about the college’s 170+ clubs and
organizations!
What is this office called?
Where is this office located?
Forgot your textbook at home? Need a calculator? Come here and you can borrow
it for free.
What is this place called?
Where is this place located?
You can get your supplies, your books, and your Baruch gear. Great thing about it is,
this place is always near.
What is this place called?
Where is this place located?
Not sure what class to take next? Are you on track to graduate? Considering
dropping a class? Don’t stress! This office is here to help you determine what to do
next.
What is this office called?
Where is this office located?
Bearcat Pride is important to us, as we hope it is to you. We are elected to represent
the students and try to make your college experience go smooth.
What is this office called?
Where is this office located?
With a smile they help you down your academic road. This is where you first go. You
start out fresh, but in time, you get the hang of it. All Freshmen must attend this.
What is this office called?
Where is this office located?
I help destroy the tuition barrier that prevents students from taking the classes they
want. How they deal with it depends on them, but I will always be there to help
students in terms of financial difficulties and tax returns. What do you call me?
What is this office called?
Where is this office located?
Avoid the freshmen 15 with a run or a swim. Stop by between 8 am and 9 pm for our
local bearcat gym.
What is this place called?
Where is this place located?
Nobody likes getting a shot. But this office is here to help you stay healthy when
you’re feeling like snot.
What is this office called?
Where is this office located?
Do you ever feel like you are having trouble with subjects that you don't like? Well,
there is place where students, just like you, can tutor other students. What is this
place?
What is this office called?
Where is this office located?
These men and women are here to keep you safe. This is also the place to go if you
lose something and someone found it!
What is this office called?
Where is this office located?
When your tuition needs to be paid, go here before you start your day.
What is this office called?
Where is this office located?
No classes! There is so much activity going on at this time. Every important
organization and society wants you to join. Oh, I heard there was a bake sale, look at
that line!
What day(s) and time does
this happen?
18
Goals for Fall 2015
Goal #1
1. _______________________________________________________________________________________________
Timeline of steps to take to accomplish Goal #1
Goal #2
2. _______________________________________________________________________________________________
Timeline of steps to take to accomplish Goal #1
19
Session 3:
LEADERSHIP & SERVICE
My definition of leadership (in 15 words or less):
My leadership plan:
20
Mandela - His 8 Lessons of Leadership
Wednesday, Jul. 09, 2008
Mandela: His 8 Lessons of Leadership
By Richard Stengel
Nelson Mandela has always felt most at ease around children, and in some ways his greatest
deprivation was that he spent 27 years without hearing a baby cry or holding a child's hand. Last
month, when I visited Mandela in Johannesburg---a frailer, foggier Mandela than the one I used to know-his first instinct was to spread his arms to my two boys. Within seconds they were hugging the friendly old
man who asked them what sports they liked to play and what they'd had for breakfast. While we
talked, he held my son Gabriel, whose complicated middle name is Rolihlahla, Nelson Mandela's
real first name. He told Gabriel the story of that name, how in Xhosa it translates as "pulling down the
branch of a tree" but that its real meaning is "troublemaker."
As he celebrates his 90th birthday next week, Nelson Mandela has made enough trouble for
several lifetimes. He liberated a country from a system of violent prejudice and helped unite white
and black, oppressor and oppressed, in a way that had never been done before. In the 1990s I
worked with Mandela for almost two years on his autobiography, Long Walk to Freedom. After all
that time spent in his company, I felt a terrible sense of withdrawal when the book was done; it was
like the sun going out of one's life. We have seen each other occasionally over the years, but I
wanted to make what might be a final visit and have my sons meet him one more time.
I also wanted to talk to him about leadership. Mandela is the closest thing the world has to a
secular saint, but he would be the first to admit that he is something far more pedestrian: a
politician. He overthrew apartheid and created a nonracial democratic South Africa by knowing
precisely when and how to transition between his roles as warrior, martyr, diplomat and statesman.
Uncomfortable with abstract philosophical concepts, he would often say to me that an issue "was
not a question of principle; it was a question of tactics." He is a master tactician.
Mandela is no longer comfortable with inquiries or favors. He's fearful that he may not be able to
summon what people expect when they visit a living deity, and vain enough to care that they not
think him diminished. But the world has never needed Mandela's gifts--as a tactician, as an activist and,
yes, as a politician--more, as he showed again in London on June 25, when he rose to condemn the
savagery of Zimbabwe's Robert Mugabe. As we enter the main stretch of a historic presidential
campaign in America, there is much that he can teach the two candidates. I've always thought of
what you are about to read as Madiba's Rules (Madiba, his clan name, is what everyone close to
him calls him), and they are cobbled together from our conversations old and new and from
observing him up close and from afar. They are mostly practical. Many of them stem directly from his
personal experience. All of them are calibrated to cause the best kind of trouble: the trouble that
forces us to ask how we can make the world a better place.
21
No. 1
Courage is not the absence of fear – it's inspiring others to move beyond it
In 1994, during the presidential--‐election campaign, Mandela got on a tiny propeller plane to
fly down to the killing fields of Natal and give a speech to his Zulu supporters. I agreed to
meet him at the airport, where we would continue our work after his speech. When the
plane was 20 minutes from landing, one of its engines failed. Some on the plane began to
panic. The only thing that calmed them was looking at Mandela, who quietly read his
newspaper as if he were a commuter on his morning train to the office. The airport prepared
for an emergency landing, and the pilot managed to land the plane safely. When Mandela
and I got in the backseat of his bulletproof BMW that would take us to the rally, he turned to
me and said, "Man, I was terrified up there!
Mandela was often afraid during his time underground, during the Rivonia trial that led to
his imprisonment, during his time on Robben Island. "Of course I was afraid!" he would tell me
later. It would have been irrational, he suggested, not to be. "I can't pretend that I'm brave
and that I can beat the whole world." But as a leader, you cannot let people know. "You
must put up a front."
And that's precisely what he learned to do: pretend and, through the act of appearing
fearless, inspire others. It was a pantomime Mandela perfected on Robben Island, where
there was much to fear. Prisoners who were with him said watching Mandela walk across the
courtyard, upright and proud, was enough to keep them going for days. He knew that he
was a model for others, and that gave him the strength to triumph over his own fear.
No. 2
Lead from the front – but don't leave your base behind
Mandela is cagey. In 1985 he was operated on for an enlarged prostate. When he was
returned to prison, he was separated from his colleagues and friends for the first time in 21
years. They protested. But as his longtime friend Ahmed Kathrada recalls, he said to them,
"Wait a minute, chaps. Some good may come of this."
The good that came of it was that Mandela on his own launched negotiations with the
apartheid government. This was anathema to the African National Congress (ANC). After
decades of saying "prisoners cannot negotiate" and after advocating an armed struggle
that would bring the government to its knees, he decided that the time was right to begin to
talk to his oppressors.
When he initiated his negotiations with the government in 1985, there were many who
thought he had lost it. "We thought he was selling out," says Cyril Ramaphosa, then the
powerful and fiery leader of the National Union of Mineworkers. "I went to see him to tell him,
What are you doing? It was an unbelievable initiative. He took a massive risk."
Mandela launched a campaign to persuade the ANC that his was the correct course. His
reputation was on the line. He went to each of his comrades in prison, Kathrada remembers,
and explained what he was doing. Slowly and deliberately, he brought them along. "You
take your support base along with you," says Ramaphosa, who was secretary – general of
the ANC and is now a business mogul. "Once you arrive at the beachhead, then you allow
the people to move on. He's not a bubble-gum leader – chew it now and throw it away."
For Mandela, refusing to negotiate was about tactics, not principles. Throughout his life, he
has always made that distinction. His unwavering principle – the overthrow of apartheid and
the achievement of one man, one vote – was immutable, but almost anything that helped
him get to that goal he regarded as a tactic. He is the most pragmatic of idealists.
22
"He's a historical man," says Ramaphosa. "He was thinking way ahead of us. He has
posterity in mind: How will they view what we've done?" Prison gave him the ability to take
the long view. It had to; there was no other view possible. He was thinking in terms of not
days and weeks but decades. He knew history was on his side, that the result was inevitable;
it was just a question of how soon and how it would be achieved. "Things will be better in the
long run," he sometimes said. He always played for the long run.
No. 3
Lead from the back – and let others believe they are in front
Mandela loved to reminisce about his boyhood and his lazy afternoons herding cattle. "You
know," he would say, "you can only lead them from behind." He would then raise his
eyebrows to make sure I got the analogy.
As a boy, Mandela was greatly influenced by Jongintaba, the tribal king who raised him.
When Jongintaba had meetings of his court, the men gathered in a circle, and only after all
had spoken did the king begin to speak. The chief's job, Mandela said, was not to tell people
what to do but to form a consensus. "Don't enter the debate too early," he used to say.
During the time I worked with Mandela, he often called meetings of his kitchen cabinet at
his home in Houghton, a lovely old suburb of Johannesburg. He would gather half a dozen
men, Ramaphosa, Thabo Mbeki (who is now the South African President) and others around
the dining room table or sometimes in a circle in his driveway. Some of his colleagues would
shout at him to move faster, to be more radical and Mandela would simply listen. When he
finally did speak at those meetings, he slowly and methodically summarized everyone's
points of view and then unfurled his own thoughts, subtly steering the decision in the direction
he wanted without imposing it. The trick of leadership is allowing yourself to be led too. "It is
wise," he said, "to persuade people to do things and make them think it was their own idea."
No. 4
Know your enemy – and learn about his favorite sport
As far back as the 1960s, Mandela began studying Afrikaans, the language of the white
South Africans who created apartheid. His comrades in the ANC teased him about it, but he
wanted to understand the Afrikaner's worldview; he knew that one day he would be fighting
them or negotiating with them, and either way, his destiny was tied to theirs.
This was strategic in two senses: by speaking his opponents' language, he might
understand their strengths and weaknesses and formulate tactics accordingly. But he would
also be ingratiating himself with his enemy. Everyone from ordinary jailers to P.W. Botha was
impressed by Mandela's willingness to speak Afrikaans and his knowledge of Afrikaner history.
He even brushed up on his knowledge of rugby, the Afrikaners' beloved sport, so he would
be able to compare notes on teams and players.
Mandela understood that blacks and Afrikaners had something fundamental in common:
Afrikaners believed themselves to be Africans as deeply as blacks did. He knew, too, that
Afrikaners had been the victims of prejudice themselves: the British government and the
white English settlers looked down on them. Afrikaners suffered from a cultural inferiority
complex almost as much as blacks did.
Mandela was a lawyer, and in prison he helped the warders with their legal problems.
They were far less educated and worldly than he, and it was extraordinary to them that a
black man was willing and able to help them. These were "the most ruthless and brutal of the
apartheid regime's characters," says Allister Sparks, the great South African historian, and he
"realized that even the worst and crudest could be negotiated with."
23
No. 5
Keep your friends close – and your rivals even closer
Many of the guests Mandela invited to the house he built in Qunu were people whom, he
intimated to me, he did not wholly trust. He had them to dinner; he called to consult with
them; he flattered them and gave them gifts. Mandela is a man of invincible charm – and
he has often used that charm to even greater effect on his rivals than on his allies.
On Robben Island, Mandela would always include in his brain trust men he neither liked
nor relied on. One person he became close to was Chris Hani, the fiery chief of staff of the
ANC's military wing. There were some who thought Hani was conspiring against Mandela,
but Mandela cozied up to him. "It wasn't just Hani," says Ramaphosa. "It was also the big
industrialists, the mining families, the opposition. He would pick up the phone and call them
on their birthdays. He would go to family funerals. He saw it as an opportunity." When
Mandela emerged from prison, he famously included his jailers among his friends and put
leaders who had kept him in prison in his first Cabinet. Yet I well knew that he despised some
of these men.
There were times he washed his hands of people – and times when, like so many people
of great charm, he allowed himself to be charmed. Mandela initially developed a quick
rapport with South African President F.W. de Klerk, which is why he later felt so betrayed
when De Klerk attacked him in public.
Mandela believed that embracing his rivals was a way of controlling them: they were
more dangerous on their own than within his circle of influence. He cherished loyalty, but he
was never obsessed by it. After all, he used to say, "people act in their own interest." It was
simply a fact of human nature, not a flaw or a defect. The flip side of being an optimist – and
he is one – is trusting people too much. But Mandela recognized that the way to deal with
those he didn't trust was to neutralize them with charm.
No. 6
Appearances matter – and remember to smile
When Mandela was a poor law student in Johannesburg wearing his one threadbare suit, he
was taken to see Walter Sisulu. Sisulu was a real estate agent and a young leader of the
ANC. Mandela saw a sophisticated and successful black man whom he could emulate.
Sisulu saw the future.
Sisulu once told me that his great quest in the 1950s was to turn the ANC into a mass
movement; and then one day, he recalled with a smile, "a mass leader walked into my
office." Mandela was tall and handsome, an amateur boxer who carried himself with the
regal air of a chief's son. And he had a smile that was like the sun coming out on a cloudy
day.
We sometimes forget the historical correlation between leadership and physicality.
George Washington was the tallest and probably the strongest man in every room he
entered. Size and strength have more to do with dna than with leadership manuals, but
Mandela understood how his appearance could advance his cause. As leader of the ANC's
underground military wing, he insisted that he be photographed in the proper fatigues and
with a beard, and throughout his career he has been concerned about dressing
appropriately for his position. George Bizos, his lawyer, remembers that he first met Mandela
at an Indian tailor's shop in the 1950s and that Mandela was the first black South African he
had ever seen being fitted for a suit. Now Mandela's uniform is a series of exuberant--‐print
shirts that declare him the joyous grandfather of modern Africa.
24
When Mandela was running for the presidency in 1994, he knew that symbols mattered as
much as substance. He was never a great public speaker, and people often tuned out what
he was saying after the first few minutes. But it was the iconography that people understood.
When he was on a platform, he would always do the toyi–toyi, the township dance that was
an emblem of the struggle. But more important was that dazzling, beatific, all-- inclusive
smile. For white South Africans, the smile symbolized Mandela's lack of bitterness and
suggested that he was sympathetic to them. To black voters, it said, I am the happy warrior,
and we will triumph. The ubiquitous ANC election poster was simply his smiling face. "The
smile," says Ramaphosa, "was the message."
After he emerged from prison, people would say, over and over, It is amazing that he is not
bitter. There are a thousand things Nelson Mandela was bitter about, but he knew that more
than anything else, he had to project the exact opposite emotion. He always said, "Forget
the past" – but I knew he never did.
No. 7
Nothing is black or white
When we began our series of interviews, I would often ask Mandela questions like this one:
When you decided to suspend the armed struggle, was it because you realized you did not
have the strength to overthrow the government or because you knew you could win over
international opinion by choosing nonviolence? He would then give me a curious glance
and say, "Why not both?"
I did start asking smarter questions, but the message was clear: Life is never either/or.
Decisions are complex, and there are always competing factors. To look for simple
explanations is the bias of the human brain, but it doesn't correspond to reality. Nothing is
ever as straightforward as it appears.
Mandela is comfortable with contradiction. As a politician, he was a pragmatist who saw
the world as infinitely nuanced. Much of this, I believe, came from living as a black man
under an apartheid system that offered a daily regimen of excruciating and debilitating
moral choices: Do I defer to the white boss to get the job I want and avoid a punishment?
Do I carry my pass?
As a statesman, Mandela was uncommonly loyal to Muammar Gaddafi and Fidel Castro.
They had helped the ANC when the U.S. still branded Mandela as a terrorist. When I asked
him about Gaddafi and Castro, he suggested that Americans tend to see things in black
and white, and he would upbraid me for my lack of nuance. Every problem has many
causes. While he was indisputably and clearly against apartheid, the causes of apartheid
were complex. They were historical, sociological and psychological. Mandela's calculus was
always, what is the end that I seek, and what is the most practical way to get there?
No. 8
Quitting is leading too
In 1993, Mandela asked me if i knew of any countries where the minimum voting age was
under 18. I did some research and presented him with a rather undistinguished list: Indonesia,
Cuba, Nicaragua, North Korea and Iran. He nodded and uttered his highest praise: "Very
good, very good." Two weeks later, Mandela went on South African television and proposed
that the voting age be lowered to 14. "He tried to sell us the idea," recalls Ramaphosa, "but
he was the only [supporter]. And he had to face the reality that it would not win the day. He
accepted it with great humility. He doesn't sulk. That was also a lesson in leadership."
25
Knowing how to abandon a failed idea, task or relationship is often the most difficult kind of
decision a leader has to make. In many ways, Mandela's greatest legacy as President of
South Africa is the way he chose to leave it. When he was elected in 1994, Mandela
probably could have pressed to be President for life – and there were many who felt that in
return for his years in prison, that was the least South Africa could do.
In the history of Africa, there have been only a handful of democratically elected leaders
who willingly stood down from office. Mandela was determined to set a precedent for all
who followed him – not only in South Africa but across the rest of the continent. He would be
the anti-Mugabe, the man who gave birth to his country and refused to hold it hostage. "His
job was to set the course," says Ramaphosa, "not to steer the ship." He knows that leaders
lead as much by what they choose not to do as what they do.
Ultimately, the key to understanding Mandela is those 27 years in prison. The man who
walked onto Robben Island in 1964 was emotional, headstrong, easily stung. The man who
emerged was balanced and disciplined. He is not and never has been introspective. I often
asked him how the man who emerged from prison differed from the willful young man who
had entered it. He hated this question. Finally, in exasperation one day, he said, "I came out
mature." There is nothing so rare or so valuable as a mature man. Happy birthday, Madiba.
Find this article at: http://content.time.com/time/magazine/article/0,9171,1821659,00.html
Copyright © 2014 Time Inc. All rights reserved.
26
Session 4:
VALUES & ACADEMIC INTEGRITY
Case Studies
CASE #1
An introductory writing course included an assignment on writing a short synopsis on an important
event in United States history. The professor reviews each assignment for grading while also checking
the paper on a popular resource, Turnitin.com, which reviews text and checks it against 24+ billion
web pages, 300+ million student papers and leading library databases and publications. When the
professor utilized Turnitin.com for this particular paper, several sections of the paper were highlighted
as linked to popular webpages. Examine the paper and webpages as a group to determine your
answers to the following questions:
1.
Is the situation described above a violation of Baruch’s Policy on Academic Dishonesty?
If so, which specific policy or policies might be relevant?
2.
Should anyone be held responsible for the situation described above? If so, who? Why or
why not?
3.
If a sanction is appropriate given the situation, which sanction or sanctions would you give
and why?
CASE #2
A group of students created a Facebook group for their management class, which involved several
group projects throughout the course of the semester. They intended to use the group to exchange
messages with one another to schedule meetings and prepare for presentations. Towards the end
of the semester, one of the students in the class posted a message that said, “Look what I foundhere is the final exam from this class last year” and attached a file to the post. One of the other
students in the class shared this information with the professor. Discuss this incident as a group to
determine your answers to the following questions:
1.
Is the situation described above a violation of Baruch’s Policy on Academic Dishonesty? If
so, which specific policy or policies might be relevant?
2.
Should anyone be held responsible for the situation described above? If so, who? Why or
why not?
3.
If a sanction is appropriate given the situation, which sanction or sanctions would you give
and why?
4.
What could the professor, students or anyone else involved have done to prevent this
incident from taking place?
27
A Guide to Avoiding Academic Dishonesty
CHEATING
PLAGIARISM
GROUP WORK
Make sure you are aware what
resources or sources your professor
believes are appropriate during a
test. Some things to consider are
calculators and notes and what
specifically is allowed, if anything.
Make sure you are aware what
citation guidelines your professor
expects. If it isn’t clear on the
syllabus, ask!
Make sure you are aware how
the professor expects you to
collaborate on the
assignment, how to credit
each group member, and
how to turn in the work.
If you have a question regarding
something on the test, always ask
a professor or proctor instead of a
peer. That will help you avoid any
question about intent to cheat.
Visit the Baruch Writing Center in
NVC 8-185 for assistance with
writing papers.
Discuss with your group
members how you will share
responsibilities for the work.
Write down an agreement
that outlines what each
person’s contributions will be
before you start the
assignment.
Always sit in your assigned seat if
you have one.
Ask about utilizing sources and
other aspects of the paper you
are unsure about.
Follow up with your group
members who are not
participating and attempt to
resolve any outstanding work
or disagreements directly with
your group members.
Maintain distance from others
around you when taking a test.
Attend a Writing Center Workshop
on topics such as Reading and
Interpretation, Structuring an
Argument, and Writing with
Research.
If you are unsuccessful with
any of these approaches, talk
with your professor about the
difficulty you are experiencing
with your group. Ask the
professor for suggestions on
how to handle the situation.
Use your arm or body to hide your
work from others who may try to
see it.
Talk with a Library Staff member
regarding your assignment.
Never pass papers, switch
examinations, or change seats
before, during, or after an exam.
Meet with your professor during
his/her office hours to discuss the
paper.
Always turn in your work as soon as
you are finished. Don’t ask to
change an answer or look over
something you have already
turned in
Manage your time effectively so
you are not rushing to finish an
assignment right before the
deadline. You are more likely to
cut corners or not properly cite
sources when you are rushing.
28
Session 5:
HEALTH & WELLNESS
What’s On Your Plate?
29
Case Scenarios
STRESS MANAGEMENT CASE STUDY
Casey is a first-year student in college. He isn’t sure what he wants to major in, but has always been
good in school and the expectation from his family is that he will continue to excel academically.
He lives at home with his family and is responsible for packing lunches for his younger sister every
morning. While he tries his best, he has been consistently late to his 9:00am class on Tuesdays and
Thursdays. He has even missed a few pop-quizzes because he was late. Midterms are coming up
next week and Casey knows that he needs to start studying. On top of this, Casey was one of the
few first-year students that has joined the school’s glee club, which has rehearsals on Wednesday
nights from 7-9 pm and shows most weekends. On one particular Wednesday some new friends
who Casey met in his ENGL 100 class invited him to go to the movies after class. Casey skips Glee
Club practice and goes to the movies. When he gets home, he stays up until 3 am finishing a
Spanish paper. He oversleeps and needs to pack lunch for his sister before leaving the house. He
gets to school late and his Spanish teacher won’t accept his paper. When he leaves class he sees
the Glee Club president down the hall and walks the other direction to avoid him. He wants to
make friends and have fun in college, but nothing seems to be going right.
•
What advice would you give Casey?
•
What is triggering his stress?
•
What are ways to cope with the stress presented in the case?
•
How can he avoid the stress if a similar situation happens?
•
Brainstorm resources on campus that could help Casey.
NUTRITION AND EXERCISE CASE STUDY
Lauren is halfway through her first semester of college. Next week, Lauren has four midterms, one for
each class she is enrolled in: psychology, philosophy, calculus and marketing. In addition to
allocating 2-3 hours a day to study for her exams, Lauren is also the secretary for the First-Year
Organization. She is responsible for attending and recording minutes for all club events and
meetings. Free pizza is always served during meetings. Between attending classes, studying, and
participating in the First-Year Organization, Lauren spends the majority of her time on-campus from
9 am – 9 pm. Since she lives in Long Island, Lauren typically doesn’t get home until 11 pm and finds
herself working on last-minute homework until 2 am or 3 am. Lauren starts feeling sluggish; while she’s
always had good energy, now she struggles to wake up in the morning, feels tired throughout the
day, and often oversleeps or misses her 9am class.
•
What advice would you give Lauren?
•
Help Lauren create an action plan to live an active and physically fit lifestyle.
•
Brainstorm resources on campus that could help Lauren.
30
HEALTHY RELATIONSHIPS CASE STUDY #1
Peter is a first-semester college student. He is living at home and commuting to classes four days a
week approximately one hour each way. He has become involved on-campus, getting a workstudy job in the Student Life office and participating in the Accounting Club. A hard-working
student, he often gets to campus early or stays on-campus after class to study. His family expects
him to be at home for dinner at 6:00pm every night and to help his younger brother with his
homework on weeknights. As the semester progresses, Peter has frequently been late for dinner
because he is either studying on-campus or working on a club activity. One Wednesday night, he
walks in the door at 6:20pm and quietly sits down at the table with his family. Before he can even
apologize for being late, his mother starts asking questions about why he was late and what he was
doing that was more important than family dinner. Exhausted after a long day, Peter yells back that
he’s just trying to be a normal college student and that his family should get used to it. Peter’s
younger brother starts to cry and runs away from the table to his bedroom.
•
What advice would you give Peter?
•
Write a script of a conversation that Peter could have with his parents based on this scenario.
•
Write a script of a conversation that Peter could have with his brother based on this scenario.
•
Brainstorm resources on campus that could help Peter.
HEALTHY RELATIONSHIPS CASE STUDY #2
Asher and Parker were classmates in high school and starting dating at the end of July. Asher is a
first-year student at a local college while Parker works full-time as a store clerk at a neighborhood
grocery store. Asher is flourishing in college and has joined several clubs on-campus, made friends in
a study group, and is considering running for an Undergraduate Student Government position in the
spring semester. Between club involvement, the commute to and from college, and studying for
midterms, Asher has not had as much free time as usual to speak with or hang out with Parker.
Parker has started texting Asher more frequently and leaving angry voicemail messages. When they
do talk on the phone, it often ends with Parker hanging up on Asher. Asher is enjoying college and
the relationship with Parker is really starting to detract from Asher’s studies and ability to make new
friends.
•
What advice would you give Asher?
•
Write a script of a conversation that Asher could have with Parker.
•
Brainstorm resources on campus that could help Asher.
31
32
33
Session 6:
RESEARCH & SUCCESS
What is your favorite memory or experience of using a library before coming to college? How has
the Internet changed how you will use the library while a student at Baruch College?
34
William & Anita Newman Library
Baruch College takes using information effectively seriously. Along with writing an orally
communicating well, information literacy comprises one of the three main attributes of a Baruch
College graduate. Just as with writing and oral communication, your information literacy abilities will
be developed throughout the curriculum and courses you take, regardless of major.
The Library provides:
•
Millions of dollars of articles, books (including e-books), reserve materials for courses, data
files, policy reports, photographs, music, video
•
Access to all of the books in all CUNY libraries, articles and other resources from around the
world via free interlibrary loan services
•
A student commons for individual and group study, computers for use and loan,
calculators, group study rooms, scanners and printers connected to personal accounts
•
A fully wireless facility using the Baruch Wi-Fi network
•
Information specialists available for individual and group consultations to help you
navigate the wide range of sources accessible
•
24/7 chat assistance for immediate help identifying sources and using databases, along
with Reference Desk staff available during the day, evenings, and weekends
What you need:
•
Activate your Student Identification Card at the Newman Library Circulation Desk each
semester you are enrolled
•
Baruch username and password for using databases from off campus, using computers
and wireless services
•
Be familiar with the Library website as the gateway to all the information you need to
success at Baruch College
Library Website Highlights:
•
ASK a Librarian box for any kind of information related help
•
Hours link at top right hand corner of page
•
Search Box for quick identifying of articles, books and digital subscriptions
•
RESERVES box for lists of resources set aside for specific courses
•
DATABASES BY NAME underneath the search box for the alphabetical list of databases:
Academic Search Complete and Business Source Complete are two of the most used
databases to get from this list
•
Computer availability
•
Group Study Room availability and reservations
•
STUDENTS tab at top of page for RESEARCH GUIDES and other services
35
Session 7:
COMMUNICATION SKILLS I
Discourse Communities
DEFINITION:
A discourse community is a group of communicators with a common purpose or interest who
share certain preferred ways of participating in discussion. “Membership” in a discourse community
generally requires learning and adhering to (often unspoken) expectations, and most people
participate in many different discourse communities simultaneously.
DISCOURSE COMMUNITY COMPARISON 1
Example 1:
To: professor.smith@baruch.cuny.edu
From: Student.McStudent@baruchmail.cuny.edu
Subject Line: Missing two classes mid-semester (TR3023)
Dear Professor Smith,
I’m really looking forward to taking your class this fall, and have already started reading some of the
textbook chapters for next week. I wanted to let you know in advance that unfortunately, I will have
to miss two class sessions in the middle of the semester (October 12th and 14th) because my sister is
getting married in Los Angeles. I’m so sorry about this! One of my friends from high school is in this
class, though, so I already know that she will be able to give me her notes. Please let me know if you
want to discuss this in person. See you soon!
My best,
Student McStudent
36
Example 2:
To: 646-646-6464
Hey
! LOLZ. Emailed prof about L’s wedding. Told her ud take notes. I know I know. Ugh. Coffee
later? This day sucksssss.
ANALYZING DISCOURSE COMMUNITIES 1
Using the examples in Discourse Community Comparison 1, fill in the following chart.
Example 1:
To professor
Example 2:
To friend
Mode of
Communication
Language
Tone
Why do you think these choices (in tone, language, and mode) were made?
37
DISCOURSE COMMUNITY COMPARISON 2
Create new examples based on some of your own discourse communities:
Example 3:
Example 4:
38
Analyzing Discourse Communities 2
Based on your new examples, fill in the following chart.
Example 3:
Example 4:
Mode of
communication
Language
Tone
Why do you think these choices (in tone, language, and mode) were made?
39
Monologue Prompt & Examples
A monologue is one person expressing an idea during a dramatic event and/or going through an
emotional transition and/or revealing a story or belief. More specifically, a monologue is a speech
given by a single individual. It has no set length, although it is usually several lines long. It is a window
into the personal voice of a person, a chance to express their character and their voice
Having engaged in a series of free-writing exercises, review your reflective samples and create a
comprehensive monologue that showcases your own interpretation of identity development and
self-expression. You will be required to come to the Communication Skills II session prepared to
perform your monologue in front of the class. This experience will give you the chance to be
reflective, express yourself, and practice your written and oral communication skills. After everyone
has had a chance to present their monologues, your class will then vote on the top two of the class.
These students of the “winning” monologues will then be eligible to perform their piece on stage in
November during Baruch Voices VII.
Baruch Voices VII will be an artistic portrayal of the stories, messages, and experiences performed
by the selected students as a venue to let their voices be heard. All freshmen are invited to support
their fellow students by attending the performance. Baruch Voices VII will satisfy an enrichment
workshop for both the performers and attendees.
Examples of Previous Freshman Seminar Monologues
EXAMPLE 1
The girl walks by herself in the rain
She enjoys being by herself so people label her as an introvert
but sometimes just sometimes
she wants a friend.
Not just a friend, a close friend, a true friend
She has two close friends but they do not know her true self
This girl is terrified of heights so she rejects them when they invite her to go on a roller-coaster
but to them it looks like she does not want to be their friend
She is also afraid of being judged thus causing her not to truly open up to people
She is very sensitive but the thing is the tears come out not by choice
She used to be all smiley and cheerful but then a bully came along and stomped on her happiness
She has suffered so much so why does she keep living?
The pain, the agony, she deals with them all
She gets misjudged as the quiet girl and you know what?
Fine. I agree. Sure I am quiet but don’t think that I don’t have a voice.
I have dreams maybe not when I sleep but this girl has hope in this world
To rise from the bottom, to rise up the ranks
To be able to make her family proud
To be someone who is not afraid.
Not afraid of the world
Not afraid of anyone
But be ready to face everyone
At night, she looks up to the sky and reaches out
Hoping just hoping that her wishes come true.
However wishes come in sparse numbers and the shooting star has soared away
So what happens then?
40
What is a person suppose to do?
Just hope and pray.
So I’ve been waiting
Waiting for a change
I dreaded the first days of school at Baruch
I was worried that I would not make friends
It brought me back to the days of my first year of high school
I spent the whole year pretty much by myself
I mean I had friends but they were the ones where all you really say is
“hi” “what’s the homework?” “bye”
That was it, the whole year was spent like that
So when class started at Baruch I was ready to spend the agonizing days of school once more
However, as I step foot in class, I was able to make friends easily which surprised me
A light opened up. Hope. I had friends that I can actually say “Let’s eat”
I was finally able to catch that shooting star and my wish came true.
EXAMPLE 2
Assort it; colors or white
The weight of the laundry sure isn’t light
I toss it into the machine
Fill in the quarters – cha-ching
Precisely measure the detergent; smells breezy
Pouring it into the compartment, sure is easy
The machine rotates my dirty clothes
Around and around it goes
Thirty minutes will be the time to wait
Patience is the part I hate
Thirty minutes walk by…
Throw the wet clothes into a drier nearby
Wait another thirty
Wow that girl folding her clothes sure is purdy
Take it out
Fold my clothes
Pack it up
Out I goes
Laundry
41
EXAMPLE 3
I was lost. I was lost in thought, lost in love, lost in a new place, lost in life, and lost in everything. I didn't
know what to even write a moment ago. I didn't know what I wanted my future to look like. I didn't
know what I wanted my major to be, and I didn't know what I was particularly interested in. I was lost.
I didn't really know who I really was. I didn't know my hobbies. I didn't know my personality. I didn't
know how I appeared to other people. I didn't know how I would "come off" to others. I didn't know
how lucky I was so be able to eat, sleep, and learn in a environment others desired. I didn't know
why I was rejected. I didn't know how those other people were accepted. I was lost. I didn't know
why "as long as you're pretty, you could obtain anything you wanted" a statement my “friends” used
was. I didn't know why people were so two-face, bi-polar, and fake. What was the point of that? I
didn't know why people lied when there was no reason to. I didn't know why the world was so unfair.
I didn't know why people do extraordinary activities to display their nonchalant coolness. I didn't
know some of the materials I learned in high school were so much easier than college. I didn't know I
would hate my sociology professor so much. I didn't know why I was thinking of not attending
college. I didn't know one little mistake or decision I made was going to cost me and hurt me my
whole life. I didn't know drinking was going to totally change who I was. I didn't know the influence of
others were so strong. I also didn't know that I was showcasing myself differently to others. I was
lost. As I continue this monologue, I realized I was a frustrated girl who wasn't mature enough to cast
aside these reflections. Until I came to Baruch, I saw the diversity of opportunities that awaits for me. I
realized I was not alone. We all go through many phases in life that causes us negatively. I'm elated
since I know what I want now as my major and minor. With alacrity and ambition I believe I am able
to get going on to the successful path ahead. With friends, family, and the support of many students
and staff members of Baruch I will achieve my goals. Success in my professional life, success in
finding a man, and success in readying myself for the better. Where I stand now is where I find my
new beginning. I find myself in clubs and organizations. I find myself in study groups. I find myself in
the library. I find myself in the SACC office at Baruch. I find myself in the STARR Development center
at Baruch. I find myself in the Academic Advisement Center. I find myself knowing and establishing a
sense of "this is where I want to be."
EXAMPLE 4
Another Day, Another Lemon
People always asked if I were a fruit, what fruit would I be and why? I never understood why I had to
compare myself to a fruit to sum up my 18 years of life, but if it makes the masses happy—well then,
who can argue? If I had to subject myself to the "trite ice breaking inquiry", as some of my more literal
colleagues would say, I would be a lemon.
Why a lemon you ask? Lemons are what make the world go ‘round. They're ability to change
people's facial expressions with one small introduction is similar to my never ceasing ability to make
people laugh upon meeting me (or so I would like to think). Lemons are strong fruits that alleviate
illnesses, are good in tea and can be sweetened up when treated nicely. Yet similarly to a lemon,
too much of me and you'll be left with a sour taste in your mouth because of the acidic properties
in lemons. Your mouth will go dry and your teeth will hurt, not because I'm sour, but because
I'll make you fall for me that much. Face it, no matter how sour a lemon, you still always go
a lick even if you know the consequences of it. Hello chapped lips.
If the Chinese knew that their little medicine tree would cause so many tasty treats, they have
guarded it from Marco Polo even better. No one gets why a lemon is already pre-sliced. A fruit that is
mature once it grows, a fruit which does not need ripening—sounds familiar. Lemons and me have
this unnerving bond, and let's not forget our alter ego, lime.
42
Monologue Brainstorming
Describe in writing an actual scene of a specific experience that you want to include in your
monologue. Where were you? Who was there? What could you see in the room or space?
43
Session 8:
ACADEMIC ADVISEMENT FAQS
Course Loads: Credit Overloads and Dropping Courses
HOW MANY CREDITS AM I ALLOWED TO TAKE IN MY FIRST SEMESTER?
We encourage entering freshmen and transfer students to take a full-time course load between 12
and 15 credits. We set no minimum number of credits you must take, but you may not register for
more than 18 credits. Entering freshmen are not allowed to add courses to their assigned block. We
strongly urge entering freshmen not to seek employment if possible; otherwise, limit your weekly
hours. If you have a full-time job, taking more than one or two courses may negatively impact your
academic progress and success at Baruch. Become familiar with Baruch’s expectations before you
test your limits.
WHAT IF I WANT TO TAKE MORE THAN 18 CREDITS?
Students in all three schools may apply for a credit overload- please consult your school’s specific
GPA requirements. First semester transfer students and first semester freshmen are not permitted
credit overloads. Students not in one of the three schools are required to have a minimum GPA of
3.0 to qualify.
WHAT IF I NEED TO DROP A COURSE?
See the Academic Calendar for each semester’s deadline date(s) to drop a course.
1.
You can withdraw from a course using your CUNYFirst account. If you are an international
student, you must submit a withdrawal form to the International Student Services Center
(ISSC).
2.
If you are receiving financial aid or are an international student, dropping a course might
affect your aid or status. Please see the appropriate office.
3.
First semester freshman students are required to meet with an Academic Advisor at the
Center for Academic Advisement & New Student Orientation (CAANSO) in order to make
any changes to their first semester block program. Course withdrawals will only be approved
prior to the semester’s withdrawal deadline date.
4.
Students who wish to withdraw from all courses in a given semester (Total Withdrawal) can
drop their courses on CUNYfirst but are recommended to meet with an Academic Advisor at
the Center for Academic Advisement & New Student Orientation (CAANSO) to review
important policies.
5.
After the withdrawal deadline has passed, meet with an Advisor at CAANSO to discuss the
appeals process.
44
Degree Requirements, Exemptions, Exams, Waivers
HOW DO I KNOW IF I HAVE MET ALL DEGREE REQUIREMENTS FOR GRADUATION?
Review your DegreeWorks Degree Audit for guidance on your degree requirements. It is
recommended that you also meet with an Academic Advisor to review your academic progress
and to confirm you are meeting your program’s requirements. At least one semester prior to
graduation students should plan to meet with an Academic Advisor to complete an Academic
Worksheet in order to review remaining requirements.
MAY I PURSUE A DOUBLE MAJOR?
Students may pursue a double major only with the Weissman School of Arts and Sciences. You must
file two separate specialization (major) forms; each form must have the appropriate department
advisor's signature. The Office of the Associate Dean grants final approval. Double majors are not
permitted through the School of Public Affairs or the Zicklin School of Business.
HOW WILL I FIND OUT THE COURSES FOR WHICH I WILL BE ABLE TO GET ADVANCED PLACEMENT
CREDIT OR TRANSFER CREDIT?
We provide freshmen credit for Advanced Placement classes or tests, or College NOW course work
once we receive transcripts documenting the results. Generally, students will earn credit for
Advanced Placement scores of 4 or higher. For more information, or to submit AP scores or College
NOW transcripts, visit the Office of Undergraduate Admissions, 151 East 25th Street, Room 720.
I WANT TO BE EXEMPT FROM A COURSE. WHAT SHOULD I DO?
A department may, under certain circumstances, grant exemption from a particular course. To find
out more, contact the department that offers the course and inquire about the possibility of
applying for an exemption exam.
WHERE CAN I FIND OUT INFORMATION ABOUT THE CLEP EXAMS?
Visit the Undergraduate Admissions Office: 151 East 25th Street, Room 750 or email:
admissions@baruch.cuny.edu. *Please note that we only accept CLEP for Calculus.
IS IT POSSIBLE TO GET CREDIT FOR MILITARY EXPERIENCE?
Yes, the College grants limited credit for military experience (usually elective course credit). For more
information and to obtain an application, visit the Office of Undergraduate Admissions. Submit the
completed form to an evaluator at the Registrar’s Office. Note: International students are not eligible
to receive credit for military experience.
IS IT POSSIBLE TO GET CREDIT FOR WORK EXPERIENCE?
No, at this time Baruch does not grant credit for work experience.
WHAT IS AN INDEPENDENT STUDY COURSE?
This course enables students to pursue an interdisciplinary project independently in an area that is
not available in the course offerings. The subject should be chosen in consultation with a faculty
advisor who will act as the student’s supervisor. A description of the project and its specific goals
should be clearly articulated in the written prospectus. Students can earn between 1-3 credits for an
independent study.
45
HOW CAN I TAKE HONORS COURSES?
Honors courses are open to students who are in good standing in the Baruch Honors College. Other
students who have qualifying GPA may be invited to take certain courses. For more information
about enrolling in the Baruch College Honors Program, please see the Honors Program Web Page
at: http://www.baruch.cuny.edu/honors/.
Academic Appeals
WHAT IS AN APPEAL?
If a student wants to request an exception to an academic rule and has special circumstances,
he/she may file an appeal. It is helpful if the student can attach relevant supporting documentation.
Each school has its own Committee on Academic Standing, which reviews appeals in writing only.
You may submit an appeal based on several circumstances:
•
To withdraw from a course after the deadline.
•
To seek a change in your final grade (eg. retroactive withdrawal).
•
To be granted an extension to make up a missed final.
•
To have a course substitution or waiver within the School's base curriculum requirements.
•
To be reinstated into the College after an academic dismissal.
•
To join CIS courses if you are not placed in a school, you must appeal to the Joint Committee
for Academic Standing, in CAANSO.
HOW DO I SUBMIT AN APPEAL?
You can pick up the appeal form you need at CAANSO or download an application from the
CAANSO website (www.baruch.cuny.edu/advisement), and submit it to the appropriate
department/school. Students should meet with an Academic Advisor at CAANSO for assistance in
filing an appeal.
Grades/GPA/Grading Policies
WHAT DO MY GRADES MEAN?
The following table lists the grades that are used at Baruch College
Grade
Grade Point Equivalent
Percentage Equivalent
A
AB+
B
BC+
C
CD+
D
F
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
93.0 – 100.0
90.0 – 92.9
87.1 – 89.9
83.0 – 87.0
80.0 – 82.9
77.1 – 79.9
73.0 – 77.0
70.0 – 72.9
67.1 – 69.9
60.0 – 67.0
Below 60.0
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WHAT IS THE DEAN’S LIST?
In addition to awarding degrees with honors, the College also recognizes excellence with the
annual Dean’s List. The Dean’s List is promulgated at the end of the spring semester in each school of
the College. To be eligible for inclusion on the list, a matriculated student must have an average in
all subjects of at least 3.5 in a program of at least 12 credits per semester for two consecutive
semesters of attendance as a full-time student, or at least 24 credits taken in a maximum of four
consecutive semesters as a part-time student. P (Pass) grades and credits are not included in the
calculation.
WHAT DOES IT MEAN TO GRADUATE WITH LATIN HONORS?
To be eligible for Latin Honors, students must have completed at least 56 credits at Baruch College.
The scholastic index is first computed on the courses taken at Baruch College and then on
the entire scholastic record. Grades earned at another college are computed according to
Baruch’s academic standards. The lower of the two indexes so computed determines the
graduation honors. There are three levels of Latin Honors:
•
Summa cum laude shall be granted to those students whose scholastic index in all subjects is
at least 3.85 (3.8 for those entering prior to fall 2004 who remain in continuous attendance
until graduation)
•
Magna cum laude shall be granted to those students whose scholastic index in all subjects is
at least 3.75 (3.5 for those entering prior to fall 2004 who remain in continuous attendance
until graduation)
•
Cum laude shall be granted to those students whose scholastic index in all subjects is at least
3.5 (3.2 for those entering prior to fall 2004 who remain in continuous attendance)
Probation/Dismissal/Reinstatement
WHAT IS ACADEMIC PROBATION?
Students must maintain a certain Grade Point Average to maintain good academic standing.
•
0-14.9 credits – 1.50 cumulative GPA
•
15-29.9 credits – 1.75 cumulative GPA
•
30 credits and over – 2.00 cumulative GPA
Students will be placed on Grade Point Average Probation at the end of semester if their
cumulative GPA falls below that minimum. Students who fail to meet the terms of GPA probation will
be dismissed at the end of the following semester. Summer and Winter semesters are not included in
consideration. Dismissal from the College is permanent unless a written reinstatement appeal, made
to the Committee on Academic Standing of one of the College's three schools, is successful.
Students on probation are urged to take advantage of the tutoring services offered by the
Student Academic Consulting Center (SACC) located on the 2nd Floor, room 2-116, Newman
Vertical Campus, (646) 312- 4830.
47
WHAT DO I DO IF I AM ACADEMICALLY DISMISSED?
Students who fail to meet the terms of GPA probation will be dismissed at the end of the following
semester. Dismissal from the College is permanent unless a written reinstatement appeal, made to
the Committee on Academic Standing of one of the College's three schools, is successful.
If you are not in one of the three schools, the appeal needs to be filed with the Joint Committee
on Academic Standing. Consult CAANSO for assistance. The deadline for submitting appeals for
reinstatement to the Committee on Academic Standing in the appropriate school is Nov ember 1st
for the Spring semester and April 1st for the Fall semester. Students must also file a reentry application
with the Registrar's Office.
WHEN AM I PERMITTED TO RETAKE A COURSE?
You may only repeat a course in which you received the following grades - F, FIN, FPN, W, WU, or
WN, up to 3 times. For information on repeating failing grades, please see Baruch’s Undergraduate
Bulletin for the 3x repeat policy.
HOW DO I GET AN F GRADE REMOVED FROM MY TRANSCRIPT?
Students can replace F grades in their GPA by repeating the exact course and earning a C grade or
better. The F grade will remain on the transcript, but will be excluded from the overall GPA, though it
will reflect the semester in which it was originally earned. CUNY students can replace a maximum of
16 credits, CUNY-wide.
AM I ALLOWED TO I TAKE A COURSE ON A PASS/FAIL BASIS?
Only students in the Weissman School of Arts and Sciences are permitted to put a course on
PASS/FAIL. Only elective courses may be taken on a PASS/FAIL basis. Please fill out an application,
and submit to Weissman. Please refer to the academic calendar to see the deadline to apply for
the PASS/FAIL option.
48
CHOOSING A MAJOR AND A MINOR
WHAT MAJORS ARE OFFERED AT BARUCH?
Consult the Undergraduate Bulletin for a complete list of majors available at the College. Students in
the Weissman School of Arts and Sciences and in the School of Public Affairs must declare their
majors with a faculty advisor in the appropriate department. Important notes about majors at
Baruch:
•
Some departments require that certain courses must be completed prior to declaring a
major offered in their department. In certain instances there may be a minimum GPA
required in order to proceed from one level of coursework to a higher level.
•
A student may not substitute a course that has been specified in their major specialization
form without the written permission of the faculty advisor in the department.
•
A 'C' (2.0) average in the major courses is required for graduation.
If you are uncertain about your choice of major, meet with a faculty advisor from the
department(s) of interest to you, a counselor from the Starr Career Development Center and with an
Academic Advisor from the Center for Academic Advisement & New Student Orientation.
HOW DO I FILE FOR MY MAJOR AND MINOR?
Students can file an “Intended Major Form” at the Registrar’s Office to indicate which major they are
intending to pursue. Intended business majors will be automatically official once all of the prebusiness requirements have been successfully completed. Review the eligibility requirements for the
Zicklin School of Business on the website. SPA and Weissman majors must complete a Specialization
Form with their department in order to officially declare their major.
49
Pathways Curriculum
REQUIRED CORE (4 COURSES) = 12 CREDITS
English Composition (two required)
ENG 2100 (or ENG 2100T)
____________
ENG 2150 (or ENG 2150T)
____________
Mathematical & Quantitative Reasoning (one course req’d.):
MTH 2003/MTH 2140/MTH 2160
_________________ *(MTH 2140/2160 only for BA majors)*
MTH 2205, MTH 2207 or MTH 2610 (need if BBA) ________________
Life and Physical Sciences (one course req’d.; MUST correspond with Flex Core/Scien. World)*:
[NOTE: “L” denotes that it is a “Lecture” course.]
BIO 1012
co-requisite with BIO 1011L in the Flexible Core (Scientific World)
______________________
BIO 1016
co-requisite with BIO 1015L in the Flexible Core (Scientific World)
______________________
CHM 1004 co-requisite with CHM 1003L in the Flexible Core (Scientific World) ______________________
ENV 1004
co-requisite with ENV 1003L in the Flexible Core (Scientific World
______________________
PHY 2001
co-requisite with PHY 2002L in the Flexible Core (Scientific World)
______________________
* BIO 2010, CHM 2003, PHY 2003, and PHY 3010 are “STEM Variant” courses for Natural Science majors. However, non-science
majors may use these courses to satisfy either the Life and Physical Sciences or Scientific World requirement. If using a STEM
Variant to satisfy either Life and Physical Sciences or Scientific World the other requirement must be satisfied with a course in a
different area. Note: BIO and ENV are the same area.
___________________________________________________________________________________________________________
FLEXIBLE CORE (6 COURSES) = 18 CREDITS
The Flexible Core is made up of six courses that must be taken in five different areas. In fulfilling the six-course
requirement, students may not take more than one course from any one department, discipline, or
interdisciplinary field.
Please note that some departments offer courses in more than one area:
1.
•
ANT and SOC courses are offered by the Department of Sociology & Anthropology
•
ART, MSC, & THE courses are offered by the Department of Fine & Performing Arts
•
BLS and LTS (HSP) courses are offered by the Department of Black and Latino Studies
•
BIO, ENV, CHM, and PHY courses are offered by the Department of Natural Science
•
Within the Pathways flexible core, POL, & PAF (PUB) are considered to be a single field.
World Cultures and Global Issues (1 course)
ANT 1001, HIS 1001, HIS 1003, LTS 1003, POL 2001, or POL 2260
2.
U.S. Experience in its Diversity (1 course)
BLS 1003, HIS 1000, HIS 1005, PAF 1250, POL 1101, or POL 2332
3.
_____________________
Individual & Society (1 course)
PHI 1500, 1600, 1700 or SOC 1005
5.
______________________
Creative Expression (1 course)
ART 1000, ART 1011, ART 1012, MSC 1003, MSC 1005, or THE 1041
4.
______________________
______________________
Scientific World (1 course; Must correspond with Life & Physical Science)
BIO 1011L, BIO 1015L, CHM 1003L, ENV 1003L, PHY 2002L
______________________
**Students who take STEM Variant courses in Scientific World see Required Core for options.
50
6.
Flexible Core Sixth Course:
Course must be from Flexible Core but not from discipline already taken.
This course cannot be taken from Scientific World or Creative Expression
(since the courses in those categories are offered by single departments)._______________________
COLLEGE OPTION = (12 CREDITS)
Course #1: ENG/CMP 2800/2850: Great Works of Literature
Course #2: Liberal Arts Minor Capstone (4000/5000 level) (must be completed at Baruch)
Course #3: First 3000 level liberal arts course toward the same liberal arts minor
Course #4: Second 3000 level liberal arts course toward the same liberal arts minor
MAJOR ELIGIBILITY REQUIREMENTS
Weissman School of Arts & Sciences (Liberal Arts majors)
•
A minimum Baruch GPA of a 2.0
•
Completion of COM 1010 and two semesters of a Foreign Language*
(*The foreign language courses must be completed in the same language. See the Department of Modern
Languages for placement.)
School of Public Affairs (Public Affairs majors)
•
A minimum Baruch GPA of 2.25 and the completion of 45 credits
•
Completion of PAF 1250 or POL 1101
•
Additional Core Requirements: STA 2100, ECO 1001 (pre-requisite: MTH 2003)
Zicklin School of Business (Business majors)
•
A minimum Baruch GPA of 2.25
•
Completion of the 10 Pre-Business courses with an average GPA of 2.25
•
•
•
•
•
ACC 2101 (co-req MTH 2003 and Soph Status)
CIS 2200 (BUS 1000)
ECO 1001 (MTH 2003)
ECO 1002 (ECO 1001)
COM 1010 (*not included in pre-bus GPA)
•
•
•
•
•
ENG 2100/2100T
LAW 1101 (ENG2100)
Calculus MTH 2205/2207/2610
STA 2000 (MTH 2003 and co-req CIS 2200)
ENG 2150 (*not included in pre-bus GPA)
Additional BBA Core Requirements
•
•
•
•
•
•
•
ACC: ACC 2203 for NON-ACC Majors or ACC 3202 for ACC Majors
BUS 1000
FIN 3000
MGT 3120
MGT 3121
MKT 3000
BPL 5100 (senior year)
View the requirements for your major (24-30 credits) in the Undergraduate Student Bulletin.
TOTAL CREDITS FOR YOUR DEGREE
BBA – 124 (must complete a minimum of 62 Liberal Arts credits)
BA – 120 (must complete a minimum of 90 Liberal Arts credits)
BS – 120 (must complete a minimum of 57 Liberal Arts credits)
SUBJECT TO CHANGE. Always review the Undergraduate Bulletin, the Baruch Website,
and the Schedule of Classes for the most recent updates and changes
Center for Academic Advisement & New Student Orientation
Academic.Advisement@baruch.cuny.edu
51
Session 9:
COMMUNICATION SKILLS II
Characteristics of effective oral presentations:
52
Communication Platform Skills
Platform Skill
Do’s & Don’ts
Initial Impression
First impressions are powerful,
based on appearance
Women: avoid distracting accessories;
Men: button jacket, look professional
Standing/Stance
Stand tall
Balance your weight on both feet
Don’t lean side to side
Place weight forward rather than back
Avoid rocking, swaying, bobbing
Moving
Come to us to communicate
Get out of the “box”
Own the presentation space
Move with commitment
Don’t be tentative
Don’t pace, wander, scuff the floor
Hands & Gesture
Open up the chest area to gesture
Keep arms above waist level or at rest
Make gestures bold, committed
Avoid repetitive gestures
Don’t fidget, rub/wring hands, play
with yourself, touch yourself
Don’t clasp hands in front, behind,
in prayer
Smile/Facial
Animation
Smile to welcome listeners, show
confidence, generate interest, connect
Animate your face, but avoid ticks
Focus on one listener at a time for 3-6
seconds (a full thought)
Only talk to someone if you are looking
them in the eye
Don’t dart, scan, talk to the ceiling, to
the floor, your feet, the exit sign, the
visual aid, out into space
Eye Contact
Pause
Pause to separate ideas
Pause for emphasis
Pause to vary pitch, rate, and volume
Pause to breathe, relax, energize
Pause to avoid run-on sentences
Pause to create expressiveness
Pause to give your listeners time
to think about what you have said
Pause to avoid fillers
Never vocalize pauses
Vocal Sincerity
& Expressiveness
Be emotionally connected to what you say
Vary vocal pitch, rate, volume
Articulate, enunciate more than in
general conversation
Warm up your voice
Project
Personal Feedback
53
Use of Humor
Can overcome your anxiety;
fight or flee response
Can relieve listeners’ anxiety
Establishes rapport
Avoid what may offend
Can break the ice WHEN APPROPRIATE!
Use of Language
Keep language simple
Less is more
Use analogies, examples, stories
Help listeners visualize
Establish rapport
Attitude/Comfort
Level
Be relaxed, but alert and energized
Convey interest
Keep a friendly conversational tone
Be prepared
Be yourself; have a good time
Welcome questions/questioner
Make eye contact, smile
Be aware of hostile/defensive body
language, gesture, movement
Don’t meet anger with anger
Q&A
Acknowledge questioner, select
responsive strategy; stay in control
Pause to formulate your response
Be committed, confident
Ask others to share
Bridge back
Visual Aids
Look at us, not visual aid
Pause when not looking at listeners
Pause long enough for listeners
to take in visual aid (up to 30 seconds)
Come back to us whenever possible
Turn off machine/remove visual aid when
not in use
Notes
Pause when walking over to notes
Place notes strategically
Do not talk to notes
Do not call attention to notes
54
Session 10:
MID-SEMESTER CHECK-IN
Mindfulness Activity
55
56
Session 11:
ACADEMIC SUCCESS STRATEGIES
“Make a success of living by seeing the goal
and aiming for it unswervingly.”
–
Cecil B. DeMille
“I hope to have convinced you –
the only thing that separates successful people
from the ones who aren’t is the willingness
to work very, very hard.”
–
– Helen Gurley Brown
How is it going?
What’s your biggest challenge with school right now?
What are you enjoying most?
What do these quotes mean to you?
57
V.A.R.K. Quiz
The VARK Questionnaire (Version 7.8)
HOW DO I LEARN BEST?
Choose the answer which best explains your preference and circle the letter(s) next to it. Please circle more than
one if a single answer does not match your perception. Leave blank any question that does not apply.
1.
You are helping someone who wants to go to your airport, the center of town or railway station.
You would:
a. Go with her.
b. tell her the directions.
c. write down the directions.
d. draw, or show her a map, or give her a map.
2.
3.
4.
5.
6.
A website has a video showing how to make a special graph. There is a person speaking, some lists and
words describing what to do and some diagrams. You would learn most from:
a.
seeing the diagrams.
b.
listening.
c.
reading the words.
d.
watching the actions.
You are planning a vacation for a group. You want some feedback from them about the plan.
You would:
a.
describe some of the highlights they will experience.
b.
use a map to show them the places.
c.
give them a copy of the printed itinerary.
d.
phone, text or email them.
You are going to cook something as a special treat. You would:
a.
cook something you know without the need for instructions.
b.
ask friends for suggestions.
c.
look on the Internet or in some cookbooks for ideas from the pictures.
d.
use a good recipe.
A group of tourists want to learn about the parks or wildlife reserves in your area. You would:
a.
talk about, or arrange a talk for them about parks or wildlife reserves.
b.
show them maps and internet pictures.
c.
take them to a park or wildlife reserve and walk with them.
d.
give them a book or pamphlets about the parks or wildlife reserves.
You are about to purchase a digital camera or mobile phone. Other than price, what would most
influence your decision?
a.
Trying or testing it.
b.
Reading the details or checking its features online.
c.
It is a modern design and looks good.
d.
The salesperson telling me about its features.
58
7.
8.
9.
Remember a time when you learned how to do something new. Avoid choosing a physical skill, eg.
riding a bike. You learned best by:
a.
watching a demonstration.
b.
listening to somebody explaining it and asking questions.
c.
diagrams, maps, and charts - visual clues.
d.
written instructions – e.g. a manual or book.
You have a problem with your heart. You would prefer that the doctor:
a.
gave you a something to read to explain what was wrong.
b.
used a plastic model to show what was wrong.
c.
described what was wrong.
d.
showed you a diagram of what was wrong.
You want to learn a new program, skill or game on a computer. You would:
a.
read the written instructions that came with the program.
b.
talk with people who know about the program.
c.
use the controls or keyboard.
d.
follow the diagrams in the book that came with it.
10. I like websites that have:
a.
things I can click on, shift or try.
b.
interesting design and visual features.
c.
interesting written descriptions, lists and explanations.
d.
audio channels where I can hear music, radio programs or interviews.
11. Other than price, what would most influence your decision to buy a new non-fiction book?
a.
The way it looks is appealing.
b.
Quickly reading parts of it.
c.
A friend talks about it and recommends it.
d.
It has real-life stories, experiences and examples.
12. You are using a book, CD or website to learn how to take photos with your new digital camera.
You would like to have:
a.
a chance to ask questions and talk about the camera and its features.
b.
clear written instructions with lists and bullet points about what to do.
c.
diagrams showing the camera and what each part does.
d.
many examples of good and poor photos and how to improve them.
13. Do you prefer a teacher or a presenter who uses:
a.
demonstrations, models or practical sessions.
b.
question and answer, talk, group discussion, or guest speakers.
c.
handouts, books, or readings.
d.
diagrams, charts or graphs.
14. You have finished a competition or test and would like some feedback. You would like to have
feedback:
a.
using examples from what you have done.
b.
using a written description of your results.
c.
from somebody who talks it through with you.
d.
using graphs showing what you had achieved.
59
15. You are going to choose food at a restaurant or cafe. You would:
a.
choose something that you have had there before.
b.
listen to the waiter or ask friends to recommend choices.
c.
choose from the descriptions in the menu.
d.
look at what others are eating or look at pictures of each dish.
16. You have to make an important speech at a conference or special occasion. You would:
a.
make diagrams or get graphs to help explain things.
b.
write a few key words and practice saying your speech over and over.
c.
write out your speech and learn from reading it over several times.
d.
gather many examples and stories to make the talk real and practical.
THE VARK QUESTIONNAIRE SCORING CHART
Use the following scoring chart to find the VARK category that each of your answers corresponds to. Circle the
letters that correspond to your answers
e.g. If you answered b and c for question 3, circle V and R in the question 3 row.
Question a category b category
3
c category
d category
V
R
A
b category
c category
K
Scoring Chart
Question
a category
d category
1
K
A
R
V
2
V
A
R
K
3
K
V
R
A
4
K
A
V
R
5
A
V
K
R
6
K
R
V
A
7
K
A
V
R
8
R
K
A
V
9
R
A
K
V
10
K
V
R
A
11
V
R
A
K
12
A
R
V
K
13
K
A
R
V
14
K
R
A
V
15
K
A
R
V
16
V
A
R
K
Calculating your scores
Count the number of each of the VARK letters you have circled to get your score for each VARK category.
Total number of Vs circled =
Total number of As circled =
Total number of Rs circled =
Total number of Ks circled =
60
Academic Success Tips from SACC
Check out these helpful tips from the Center for Academic Advisement and Orientation as well as
from Baruch‘s tutoring program, the Student Academic Consulting Center (SACC). Based on student
and staff input, the SACC and the Academic Advisors at Baruch College have put together a list of
Frequently Asked Questions (FAQs). Take some time to read over this information as they provide a
valuable resource and guide through the course of your academic career.
TAKING MULTIPLE CHOICE EXAMS
•
Remember to read the directions before you begin
•
Attempt to answer the question without looking at the options
•
Eliminate the distracters
•
Never be afraid to use common sense in determining your answer
•
Answer the questions you know first
•
When guessing, do not change answers
•
When guessing, choose answers that are not the first or last option
•
Answer all questions
•
If the first option is a correct one, look at the last option to make sure it is not an “all of the
above” option
•
If options appear similar, chances are one of them is the correct answer
•
Allow time at the end to check for carelessness
RESPONDING TO ESSAY EXAM QUESTIONS
•
Remember to read the directions carefully before you begin
•
Do learn main ideas, key terms, steps in an argument, stages in a process, etc.
•
Do anticipate exam questions
•
Read through the entire test first
•
Budget your time
•
Answer the questions you know first
•
Don’t panic. Stay calm.
•
Take time to structure your answer, even if you’re in a hurry
•
Come straight to the point in your answer
•
Take time at the end to reread the exam making sure you have answered all parts of the
question
•
Qualify answers when in doubt
•
Don’t study for total recall of names, dates, facts, and figures as you might for an objective
test and don’t merely memorize material.
61
Academic Success Tip #1: Setting Goals
The first step in acquiring the fundamental skills for academic success is goal setting.
WHY SHOULD I SET GOALS?
There are various reasons why people attend college. Most people seek to earn a degree and
obtain their dream job. Others aim to join a sports team or graduate with a 4.0 grade point average.
The first step in achieving academic success is to understand what your goals are. Academic
success depends on you knowing what you are striving for and planning a way to get there.
WHAT DOES IT MEAN TO SET GOALS?
Setting goals means identifying what you want to achieve in life. Goals can be short-term (achieved
within 3 – 6 months) or long-term (over 6 months). Why are you going to college? What is your dream
job? What assignments are due in the next two weeks? Knowing these goals is important in keeping
yourself on track during your academic career. Remind yourself now and again what your goals are.
HOW DO I SET GOALS?
It is helpful to brainstorm and create a list of your goals. Write down your goals in short, simple
sentences.
Examples:
“I will complete my ENG 2150 essay by Thursday night.”
“I will obtain an internship in my junior year.”
Writing what your goals are makes them concrete. It allows you to focus on something you may
have only previously and temporarily thought about.
Once you have a list of goals, assign steps for achieving them. What are you required to do in
order to achieve the goal? Try assigning dates of completion for each goal. This may be easier for
short-term goals like writing an essay or completing homework assignments. Short-term goals can be
daily, weekly, or monthly. For students with procrastination problems, it is especially useful to create a
daily list of goals. Long-term goals can be used for future planning. Whatever the goal is, setting up a
time frame for when you want to achieve it is important or else the goal will never be realized.
After successfully completing a goal, check or cross it off your list. Reward yourself for achieving a
goal by doing something fun: hanging out with friends, watching a movie, going to the theatre,
attending a concert, or eating at a restaurant. Rewards encourage you to continue achieving your
goals.
Sources: College Success Simplified, Enid Leonard
The Leader’s Guide to Supplemental Instruction, University of Missouri at Kansas City
62
Academic Success Tip #2: Time Management
The second step in acquiring the fundamental skills for academic success is time management.
WHAT IS TIME MANAGEMENT? WHY IS IT IMPORTANT?
Time management sounds self-explanatory and simple, yet it is a skill many people neglect to take
seriously. There are 24 hours in a day and 168 hours in a week. Once students begin to get involved
in various activities, each hour quickly disappears.
Once you have created a list of goals, it is essential to designate the appropriate amount of time to
complete each goal. For example, if it takes you 10 hours to complete a paper, it is perhaps wise to
schedule a couple of hours over a week to accomplish the goal. Poor time management may result
in a marathon essay writing session at 2AM on the day your paper is due.
HOW SHOULD I EXERCISE GOOD TIME MANAGEMENT?
Writing down a list of goals, tasks, or activities every day is the first step in proper time management.
List your commitments for the week: What days do you work? What days do you have class? Where
can you fit time to study and do homework? How many hours of sleep do you get each night?
Calculate how many hours you spend doing each activity. Add them up and compare this to
how many hours there are in a day. Are there enough hours for you to devote to each activity?
Use an agenda or daily planner to keep track of your activities – and stick to it! If you plan to study
for two hours on Wednesday afternoon, be sure to stick to your agenda. Writing down activities and
not following through is not a good way to exercise proper time management. Set deadlines! Force
yourself to complete tasks by a certain date. Try color-coating your agenda. For example, use blue
to highlight work commitments and red to highlight times to study and do homework.
New students are advised not to work more than 20 hours a week during the first year. Adjusting to
college can be quite daunting and piling on more commitments than you need to will make it more
difficult.
PRIORITIZE!
The next part of time management involves prioritizing your activities. Identify what activities are
important to you and itemize them in terms of their priority. Ideally, the items at the top of your list
should receive the highest priority. If your first priority is school, be sure to devote enough time to
doing assignments in a timely manner and studying for exams.
Sources: College Success Simplified, Enid Leonard
The Leader’s Guide to Supplemental Instruction, University of Missouri at Kansas City
63
Group Learning: Study Groups
Study groups can be an important resource for new students adjusting to the demands of college
courses. When study groups are created and used well, they can be an effective means of
academic success.
WHAT IS A STUDY GROUP? WHAT ARE THE BENEFITS?
A study group consists of two or more people who meet with the purpose of sharing information and
engaging in group learning.
There are many benefits of joining a study group:
•
Other students can be a source of encouragement and motivation when studying a difficult
topic.
•
Students can compare notes with study group members to fill in any gaps in their own notes.
•
Teaching/explaining information to other group members assists in memory retention and
reinforces a student’s own understanding of the information.
WHEN SHOULD YOU JOIN OR START A STUDY GROUP?
Study groups are not mandatory, nor are they for everyone. You should consider joining a study
group if:
•
You find you constantly procrastinate studying
•
You find it difficult or overwhelming to study independently
•
You want to learn new study skills
•
You don’t feel comfortable consulting with a professor for help
WHAT ARE THE TYPES OF STUDY GROUPS?
There are different types of study groups that vary based on number of members, style of operation,
and purpose. Some types are highlighted below:
•
Course – Related Study Groups – most study groups fall under this category. Sometimes they
are organized by an instructor; most times they are student-created. All groups are created
with a particular goal or topic of interest in mind.
•
Book Study Groups – this group joins to read a list of books together and discuss them. This is
usually referred to as a ‘book club’.
•
Mentorship Groups – this group joins experienced members with new members (for example:
freshmen and seniors) to mentor and help each other. This can be thought of as a “Big
Brother-Big Sister” program.
64
•
Collaborative Learning Techniques – these are learning techniques designed to be used with
a study group that meets consistently (Source: The Curators of the University of Missouri):
o
Group Discussion – this is the most common technique; the group meets to discuss an issue or
topic
o
Clusters – the group divides into smaller groups for discussion
o
Assigned Discussion Leader – one person presents a topic and leads a group discussion
o
Turn to a Partner – group members pair up and work on an assignment or discussion topic
o
Think/Pair/Share – group members work on an assignment individually and then share results
with a partner
o
Individual Presentation – one person presents to the group, acting as a captive audience
o
Jigsaw – each group member provides a “piece to a puzzle,” with distinct assignments given to
each member
o
Group Survey – each member is surveyed to discover their position on an issue
Sources:
College Success Simplified, Enid Leonard
The Leader’s Guide to Supplemental Instruction, University of Missouri at Kansas City Scholastic Instructor
(http://teacher.scholastic.com/products/instructor/jointheclub.htm)
65
Session 12:
CAREER PLANNING
“Your work is going to fill a large part of your life,
and the only way to be truly satisfied is to do what
you believe is great work. And the only way to do great work
is to love what you do. If you haven't found it yet, keep looking.
Don't settle. As with all matters of the heart,
you'll know when you find it."
–
Steve Jobs
“The best career advice to give the young is
Find out what you like doing best and
get someone to pay you for doing it”
–
Katherine Whitehorn
What is important to you?
How do you define work?
What is your view of work?
What are your parents’ or role models’ view of work?
Do you agree with these quotes? Why or why not?
66
STARR Career Development Center
The Baruch College STARR Career Development Center (SCDC) is the primary source of career
services for undergraduate students, employers, and alumni. Baruch students can use the Center
from the time they enter as freshmen through the time they graduate. They may return as alumni for
selected services. Below are the services SCDC provides to students.
INDIVIDUAL CAREER COUNSELING
Selecting a satisfying major and career is one of the most important decisions a college student will
make. Finding a good fit with a major and career involves an in-depth self-assessment; researching
academic majors, potential careers and the world of work; and good decision making skills.
Professional career counselors work with students to identify how values, interests, skills and
personality type influence career decision making as they explore majors and career options.
Students should make an appointment for career counseling whenever they feel it is necessary.
VOCATIONAL TESTING
Vocational tests can help narrow major and career choices by comparing a student's interests to
the interests of other people who are satisfied in their careers. The test results can reassure students
that they are making a satisfying choice or may indicate that they might want to consider choosing
a different major. Students can use FOCUS 2 on STARR Search to do vocational testing, explore
majors and careers. Counselors can provide support and guidance as options are discussed and
explored.
CAREER-RELATED WORKSHOPS
Each semester, the SCDC offers workshops on various aspects of career development including: No
Major No Problem, Making Small Talk, Resume Writing, Cover Letters, Interviewing Skills, LinkedIn,
Networking, Job Search, Career Fair Success Strategies, Dining Etiquette, Suit Up for Success, etc.
STARR SEARCH
STARR Search is the SCDC’s online career management program that contains information on
internships, jobs, companies, career fairs, corporate presentations, workshops, online mentors and
more. Students can view and apply to internships and part- and full-time jobs on STARR Search.
Other positions are posted on the bulletin boards outside of the SCDC office.
INTERNSHIPS
Internships are key to gaining the experience you need in order to position yourself for highly
competitive employment opportunities. Beginning in your sophomore and junior years, you will need
to acquire the kinds of professional experiences top-level recruiters look for from graduating seniors.
The SCDC provides on-campus recruiting for internships through our online recruiting database.
Other postings may be found on the SCDC bulletin board library. The Center also schedules a variety
of workshops and individual counseling appointments to prepare students for internship interviews.
VIDEO RECORDED MOCK INTERVIEWS
Students can make an appointment for a mock employment interview. Like other skills, interviewing
is a skill that can develop and improve through practice. Your performance will be reviewed to
identify areas for further development. At the appointed time dress in business attire, and bring a job
description. Do not make your first job interview your first interview! Students can also use the Mock
67
Interview Module on STARR Search and record themselves. They can review their own interview or
send it to a counselor in SCDC to review it with them.
ON-CAMPUS RECRUITING
During the Fall and Spring, companies send corporate recruiters to interview students at Baruch. Prior
to their visits, students apply for positions by sending their resumes through our online recruiting
database. Students are notified via email about their selection and must then sign up for convenient
interview times. They will meet with recruiters in our interview rooms in the Vertical Campus. Some
companies will interview candidates in their offices and will contact students directly to set up an
appointment. Participation in on-campus recruiting requires attendance at a mandatory workshop.
Find out about our schedule of on-campus recruiting workshops online at the SCDC website.
CAREER DAYS AND INTERNSHIP FAIR
Each year the SCDC sponsors four major college-wide events: Fall Career Day, CPA Fair in early fall,
Internship Fair in early spring, and Spring Career Day in late spring. At these events recruiters briefly
interview students and provide them with information about their company. This is a good way for
companies to meet Baruch students and for students to engage in preliminary interviews and
acquire information about companies. Students are required to dress in business attire for these
events.
PEERS FOR CAREERS: A PEER CAREER ADVISING PROGRAM
In addition to professional counselors, the SCDC hosts a peer career advising service where Peers
provide resume/cover letter reviews, conduct mock interviews, and facilitate career workshops.
They also write a weekly Career Corner Column in The Ticker and won the first place Alva C. Cooper
Award in 2013 for their Starrlights: Peers Speak Careers Blog. Peers are chosen from a select group of
established student leaders and receive over one year’s training and ongoing supervision from
SCDC’s professional staff.
FINANCIAL LEADERSHIP PROGRAM
The mission of the Financial Leadership Program (FLP) is to cultivate top Baruch students in their junior
year and prepare them to become successful finance professionals across a variety of industries.
Careers explored in FLP include managerial finance, risk management, real estate and Wall Street
Careers (investment banking as well as sales and trading). The program provides intensive technical
and career training to students ranging from Excel training to mock interview preparation and
mentoring.
MAX BERGER PRE-LAW PROGRAM AND GRADUATE SCHOOL ADVISEMENT
The Max Berger Pre-law Advisor is available to help you plan for law school, provide you with
information on law schools, and guide you through application process. Similar guidance is available
to student interested in other graduate programs.
RISING STARR SOPHOMORE PROGRAM AND PASSPORT TO PARTNERSHIP
The Rising STARR Sophomore Program (RSSP) was recognized with the Alva C. Cooper Award in 2013.
The program encourages students from all majors and interests to gain a head start in their career
development while also meeting the increasing demands in the marketplace to identify and
develop early leaders. Sophomores will "Discover and Connect" with SCDC for one full academic
year by participating in a portfolio-building program and culminating in the award of a certificate.
The Passport to Partnership (P2P) is a second track in RSSP for students majoring in Accounting with
special programming geared to providing information about the field of accounting and mentoring
opportunities with graduate students in accounting.
68
Our hours of service, WHEN CLASSES ARE IN SESSION:
Monday & Friday: 9am – 5pm;
Tuesday through Thursday: 9am – 7pm.
Call for hours of operation when school is not in session.
To schedule an appointment for career counseling, resume review or mock interview:
Log onto STARR Search. For more information, visit our website at:
www.baruch.cuny.edu/careers or call 646-312-4670.
STARR Career Development Center’s Career Planning Check List for Freshmen
FRESHMEN YEAR
•
Check out the resources and services at the STARR Career Development Center (SCDC) in
Newman Vertical Campus 2-150.
•
Review the Getting STARR-ted On-line Tutorial to get an introduction to the SCDC services
and web resources. Connect with us on Facebook, LinkedIn, Twitter, Pinterest, Blogs@Baruch
(Job Maven and Starrlights).
•
Log into STARR Search, the SCDC’s electronic career management program, and create
your personal profile at http://baruch-csm.symplicity.com/students.
•
Familiarize yourself with SCDC Website to learn about majors, services, programs, workshops
and events. Join SCDC’s social media groups at www.baruch.cuny.edu/careers.
•
Review Baruch Majors on SCDC Website at:
www.baruch.cuny.edu/careers/students/stu_major.html and declare major by end of
sophomore year or beginning of junior year.
•
Attend No Major, No Problem Workshop to help you identify your major and career direction.
•
Make new friends by connecting with at least one fellow student in each class and visiting
campus clubs.
•
Go to student life to get a list of the many student clubs and organizations you may be
interested in joining.
•
Attend Resume Workshop, Cover Letter Workshop, Internship Seminar, and Basic Interviewing
workshops.
•
Consider applying for special programs such as Rising STARR Sophomore Program or T.E.A.M.
Baruch.
•
Consider summer volunteer work or part-time jobs to expand your horizons and your resume.
SOPHOMORE YEAR
•
Update your STARR Search Profile.
•
Update resume and get it reviewed.
•
Meet with a career counselor if you need help in choosing a major and/or conducting a job
search.
•
Attend No Major, No Problem Workshop to help you identify your major and career direction.
69
•
Take a vocational assessment if you need additional help choosing your major or career
options.
•
Speak to professors in departments of interest and advisors in Academic Advising Center
about majors.
•
Declare your major by the end of sophomore year.
•
Take the Internship On Campus Recruiting Tutorial at
http://www.baruch.cuny.edu/careers/tutorials/index.htm and pass the quiz to qualify for On
Campus Recruiting Internships.
•
Seek and obtain internships.
•
Attend corporate presentations, information sessions, and professional panels.
•
Get involved in professional clubs and organizations on campus.
•
Obtain Business Attire- For Men: dark suit, white button down, conservative tie; dark socks
and polished dress shoes; For Women: dark pant/skirt suit, white button down shirt, stockings,
and low heels. See DressToAchieve.com for more information on proper business attire.
•
Attend Career Days in October and April, and Internship Fair in February. Business attire is
required.
•
Attend Career Fair Success Strategies Workshop and Resume Rush prior to job fairs.
•
For sophomores interested in front office finance positions, apply to Financial Leadership
Program in spring of sophomore year for junior year.
•
For those interested in building leadership skills, apply to T.E.A.M. Baruch Leadership Program
in October.
•
For upper sophomore with a 3.0 or above interested in participating in Executive on Campus
Year Long Mentoring Program, apply in spring.
JUNIOR YEAR
•
Update STARR Search Profile.
•
Update resume and get it reviewed.
•
Meet with a career counselor if you want to take a vocational assessment or need help with
your job search.
•
If you have not already done so, take the Internship On Campus Recruiting Tutorial at
http://www.baruch.cuny.edu/careers/tutorials/index.htm and pass the quiz to qualify for On
Campus Recruiting Internships.
•
Seek and obtain competitive internships. Note many companies have fall deadlines for
summer internships.
•
Attend corporate presentations, information sessions, and professional panels.
•
Gain leadership and volunteer experience to enhance resume.
•
Attend Career Days in September and April, and Internship Fair in February. Business attire is
required.
•
Attend Career Fair Success Strategies Workshop and Resume Rush/Mock Interview Days prior
to job fairs
•
Attend an interviewing workshop and if you want additional coaching sign up for a video
mock interview.
•
Conduct informational interviews with individuals in the field or company of your interest.
•
Attend Networking, Social Media, Small Talk, Dining Etiquette and other workshops.
70
•
Seek out an on-line mentor using our STARR Search Networking feature.
•
Learn to write proper business correspondence and enhance your verbal communication
skills.
SENIOR YEAR
•
Update your STARR Search Profile.
•
Participate in Senior Start Up, an orientation to On Campus Recruiting at the start of the
academic year.
•
Attend the Mandatory On Campus Recruiting Workshop in first semester senior year to qualify
you to participate in on campus recruiting.
•
Apply to On Campus Recruiting Jobs and conduct comprehensive job search at start of
senior year.
•
Attend Career Days in September and April and Internship Fair in February. Business attire is
required.
•
Attend Big Apple Job Fair, a CUNY-wide job fair for seniors and alumni at Jacob Javits
Center. Business attire is required.
•
Attend Career Fair Success Strategies Workshop and Resume Rush/Mock Interview Days prior
to job fairs.
•
Develop LinkedIn profile and build connections to enhance your job search.
•
Make a list of companies you would like to work for and use social media, networking, and
corporate presentations in addition to on campus recruiting to assist you in your job search.
•
Attend an interviewing workshop and if you want additional coaching sign up for a video
mock interview.
•
Conduct informational interviews with individuals in the field or company of your interest.
•
After interviews and informational interviews be sure to send a proofread thank you note.
•
Participate in School-to-Work Transition Workshops.
•
Seek out an on-line mentor using our STARR Search Networking feature or SCDC On-Line
Mentoring Group on LinkedIn.
•
Learn to write proper business correspondence and enhance your verbal communication
skills.
•
Complete post-graduation survey administered in May when you pick up cap and gown for
graduation.
•
Notify SCDC of your job or graduate school plan and come to SCDC to have your picture
taken
71
SCDC Electronic Career Tools and Guides
http://baruch-csm.symplicity.com/students
STARR Search is the SCDC’s online career management program that contains information on
internships, jobs, companies, career fairs, corporate presentations, workshops, events, online mentors
and more.
http://bit.ly/BaruchFocus2
Focus-2 is a self-directed online career and education planning system. You can use Focus-2 to
choose majors and careers, which are compatible with your interests, values, skills and personality.
http://www.goinglobal.com/
Going Global provides country-specific career and employment information including world-wide
internship and job postings, H1B employer listings, corporate profiles, and career resources for 30
countries.
http://www.baruch.cuny.edu/careers/media/PDF/Resume_Writing.pdf
The Resume Writing Guide teaches you about the formats, content and do’s and don’ts of resume
writing. Several samples are included for your reference.
http://bit.ly/coverlettervideo
The Cover Letter Tutorial will help you learn to write cover letters that will get your resume noticed
and increase your chances of getting interviews.
http://bit.ly/Internshipcredit
The Internship for Credit Guide walks you through the process of getting a credit bearing internship.
Internships are great for gaining real world experience and clarifying career goals.
http://www.baruch.cuny.edu/careers/media/PDF/Succeed_at_Your_Internship.pdf
The Internship Success Guide gives helpful tips about what to expect to from an internship, how to
make the most of it, and hopefully turn your internship into a full time offer.
http://www.baruch.cuny.edu/careers/media/PDF/Interviewing.pdf
The Interview Guide breaks down the process of interviewing and provides you with the information
you need to ace the interview and land a job.
http://www.baruch.cuny.edu/careers/media/PDF/Thank_You_Letters.pdf
The Thank You Letter Guide explains the basics of writing thank you letters. This letter is critical
because it reiterates your interest in the position, gives you the opportunity to correct impressions,
and allows you to add anything you may have omitted in your interview.
http://www.baruch.cuny.edu/careers/media/PDF/Do_Dont.pdf
The Graduate School Do’s and Don’ts checklist will help you decide whether graduate school is right
for you.
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STARR Search 1·2·3
STARR Search is the online database used by the STARR Career Development Center to list job and
internship opportunities, coordinate on-campus recruiting, keep the center’s events calendar of
presentations and workshops, job fair information, and allows students to RSVP for events.
1.
How do I log in?
a. Visit http://baruch-csm.symplicity.com/students
b. Your username is your Baruch email: FirstName.LastName@baruchmail.cuny.edu
c. Your password was emailed to your Baruch account. If you have forgotten your
password, click on the FORGOT MY PASSWORD tab on the login screen. You will
receive an email with a new password. The system will never block the account if
you fail to enter the correct data. (TIP: Copy and paste password from the email.)
2.
What do I do first?
a. Update your profile.
b. Once logged in, click on the PROFILE tab to enter your information. Be sure your
profile is accurate and your e-mail is correct! You will not be able to apply to any
position unless your profile is completed. The information must be accurate; your
rights WILL BE revoked if the information is false. Your password can be changed by
clicking on the PASSWORD/ PREFERENCES tab.
3.
What’s next?
a. Find a job or an internship
b. See which on-campus recruiting positions are available
c. Check out the upcoming events on the calendar
d. Access other free career resource sites such as Vault, Going Global or FOCUS2
e. Schedule a career counseling, resume review or mock interview appointment
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Follow Us Online
Professional social media tips:
•
Make sure that your online social media presence gives a professional appearance.
•
Don’t put any photos or postings on your profile that you would be embarrassed by if an
employer were to see them.
You can find all links to our social media on our homepage at www.baruch.cuny.edu/careers
Facebook.com/BaruchSCDC
The “Baruch College Starr Career Development Center” Facebook Page will keep you updated
about career events on-campus, job search tips and career opportunities and off campus career
events that are taking place.
Bit.ly/SCDCLinkedin
Linkedin’s “Baruch College Starr Career Development Center” Group helps you network with
professionals and other students. It also gives you great information about opportunities off-campus
for your academic and professional careers.
http://www.linkedin.com/groups?mostPopular=&gid=2805179
“Starr Career Development Center, Baruch College Online Mentor Program” Group is specifically
designed for you to find a Baruch Alumni Mentor for you to network with and help you with your
career and professional development.
@BaruchSCDC, #BaruchSCDC
Twitter’s “BaruchSCDC” gives you the latest tweets regarding events, tips, and articles.
Bit.ly/JobMaven
The Job Maven blog displays posts regularly about a variety of topics including tips on job and
internship search, career fairs, and much more, written from the perspective of a professional career
counselor.
Bit.ly/STARRLights
Starrlights is an award winning blog powered by the Peers for Careers and is designed to provide
students’ perspectives on some of the common career successes and challenges among current
Baruchians and alumni. The blog aims to provide career tips and reminders while expanding your
awareness of the STARR Career Development Center resources. It welcomes Baruch students to
share their stories and their comments.
74
Session 13:
Next Steps
What is one thing that you have changed your mind about this year?
Are you changing any of your goals? Why or why not?
What do you want to accomplish before you graduate?
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Campus Directory
Academic Administration ................................................ Newman Vertical Campus, Room 4-230 ....................................... 646-660-6530
Accountancy ..................................................................... Newman Vertical Campus, Room 12-225 ..................................... 646-312-3160
Admissions (Undergraduate) ........................................... 151 East 25th Street, Room 720......................................................... 646-312-1400
Admissions Welcome Center .......................................... 137 East 25th Street, Front Desk ........................................................ 646-312-2010
Affirmative Action Office.................................................. Newman Vertical Campus, Room 5-205 ....................................... 646-312-4542
Alumni Relations Office..................................................... 17 Lexington Avenue, Room 1504B ................................................. 646-660-6097
Athletics/Recreation Sports.............................................. Newman Vertical Campus, Room B1Level ................................... 646-312-5040
Baruch Performing Arts Center........................................ Newman Vertical Campus, Room B3-130 .................................... 646-312-4085
BCTC Help Desk.................................................................. 151 East 25th Street, 6th Floor ........................................................... 646-312-1010
Black and Latino Studies................................................... Newman Vertical Campus, Room 4-280 ...................................... 646-312-4440
Bookstore ............................................................................. Newman Vertical Campus, First Floor ............................................ 646-312-4850
Bursar .................................................................................... 151 East 25th Street, Room 810......................................................... 646-312-1280
Center for Academic Advisement................................. Newman Vertical Campus, Room 5-215 ....................................... 646-312-4260
Childcare (Baruch College Early Learning Center) .... 104 East 19th Street, 2nd Floor .................................................... 212-387-1420/21
Communication Studies ................................................... Newman Vertical Campus, Room 8-240 ....................................... 646-312-3720
Continuing and Professional Studies .............................. Newman Vertical Campus, Room 1-116 ....................................... 646-312-5000
Counseling Center ............................................................ 137 East 25th Street, 9th Floor............................................................ 646-312-2155
Dean of Students Office ................................................... Newman Vertical Campus, Room 3-175 ....................................... 646-312-4570
Disability Services Office ................................................... Newman Vertical Campus, Room 2-271 ....................................... 646-312-4590
Economics and Finance .................................................. Newman Vertical Campus, Room 10-225 ..................................... 646-312-3450
English Department ........................................................... Newman Vertical Campus, Room 7-240 ....................................... 646-312-3910
Financial Aid ....................................................................... 151 East 25th Street, Room 880......................................................... 646-312-1360
Fine and Performing Arts .................................................. Newman Vertical Campus, Room 7-235 ....................................... 646-312-4052
Health Care Center........................................................... 138 East 26th Street, Main Floor ........................................................ 646-312-2040
History Department............................................................ Newman Vertical Campus, Room 5-200 ....................................... 646-312-4310
Honors Program ................................................................. 137 East 25th Street, Room 306......................................................... 646-312-2120
ID Card Center ................................................................... 151 East 25th Street, Room 133......................................................... 646-312-1475
Institutional Research & Program Assessment .............. 137 East 25th Street, Room 1005....................................................... 646-312-2196
International Center for
Corporate Accountability Inc..................................... 137 East 25th Street, Room 1033...................................................... 646-312-2230
International Executive Programs Office....................... Newman Vertical Campus, Room 13-282 ..................................... 646-312-3100
International Student Service Center............................. 151 East 25th Street, Room 730......................................................... 646-312-2050
Jewish Resource Center ................................................... Lexington Avenue, Room 805 .......................................................... 646-312-2140
Journalism and the Writing Professions .......................... Newman Vertical Campus, Room 7-263 ....................................... 646-312-3974
Law Department................................................................ Vertical Campus, Room 9-225 ......................................................... 646-312-3570
Lawrence N. Field Center for
Entrepreneurship............................................................ Newman Vertical Campus, Room 2-140 ...................................... 646-312-4780
Lexicon (Yearbook) ........................................................... Newman Vertical Campus, Room 3-219 ....................................... 646-312-4744
The William & Anita Newman Library ............................. 151 East 25th Street, Room 420......................................................... 646-312-1600
Management Department ............................................ Newman Vertical Campus, Room 9-240 ....................................... 646-312-3620
Marketing and International
Business Department .................................................... Newman Vertical Campus, Room 12-240 ..................................... 646-312-3270
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Mathematics Department ............................................... Newman Vertical Campus, Room 6-230 ...................................... 646-312-4110
Modern Languages & Comparative
Literature Department.................................................. Newman Vertical Campus, Room 6-280 ....................................... 646-312-4210
Natural Sciences Department......................................... 17 Lexington Avenue, Room 506 ..................................................... 646-660-6200
New Student Programs ..................................................... Newman Vertical Campus, Room 5-205 ....................................... 646-312-4274
Ombuds Office .................................................................. Newman Vertical Campus, Room 8-283 ....................................... 646-312-3815
P.A.W.S ................................................................................. Newman Vertical Campus, Room 3-241 ....................................... 646-312-4752
Philosophy Department .................................................... Newman Vertical Campus, Room 5-295 ....................................... 646-312-4360
Political Science Department ......................................... Newman Vertical Campus, Room 5-280 ....................................... 646-312-4410
President’s Office ............................................................... 135 East 22nd Street, Room 710 ....................................................... 646-312-3310
Provost and Senior Vice President for
Academic Affairs .......................................................... 135 East 22nd Street, Room 701 ....................................................... 646-660-6500
Psychology Department .................................................. Newman Vertical Campus, Room 8-215 ....................................... 646-312-3780
Public Safety/Security ....................................................... 17 Lexington Avenue, Room 102 .................................................... 646-660-6000
Real Estate Department (Zicklin School of Business) ... 137 East 22nd Street, Room 406 ...................................................... 646-660-6930
Registrar ............................................................................... 151 East 25th Street, Room 850 ........................................................ 646-312-1150
School of Public Affairs...................................................... 135 East 22nd Street, Room 901 ....................................................... 646-660-6700
Percy Ellis Sutton SEEK Program ....................................... Newman Vertical Campus, Room 2-230 ....................................... 646-312-4620
Sidney Mishkin Gallery ....................................................... 135 East 22nd Street, Room 101 ....................................................... 646-660-6652
Sociology and Anthropology Department................... Newman Vertical Campus, Room 4-260 ....................................... 646-312-4460
Starr Career Development Center ................................. Newman Vertical Campus, Room 2-150 ...................................... 646-312-4670
Statistics & Computer Information Systems ................... Newman Vertical Campus, Room 11-220 ..................................... 646-312-3350
Study Abroad Office ......................................................... 137 East 25th Street, Room 823......................................................... 646-312-2090
Student Academic Consulting Center
(SACC Tutoring) ............................................................. Newman Vertical Campus, Room 2-116 ....................................... 646-312-4830
Office of Student Life......................................................... Newman Vertical Campus, Room 2-210 ....................................... 646-312-4550
Student Services Accounting Unit .................................. Newman Vertical Campus, Room 2-185 ....................................... 646-312-4610
Subotnick Financial Services Center (SFSC).................. 151 East 25th Street, Main Floor ........................................................ 646-312-1544
Office of Testing and Evaluation ..................................... Newman Vertical Campus, Room 5-220 ....................................... 646-312-4305
The Ticker (Campus Newspaper) ................................... Newman Vertical Campus, Room 3-290 ....................................... 646-312-4710
Undergraduate Student Government........................... Newman Vertical Campus, Room 3-270 ....................................... 646-312-4738
Student Affairs..................................................................... Newman Vertical Campus, Room 3-175 ....................................... 646-312-4570
WBMB Radio ....................................................................... Newman Vertical Campus, Room 3-280 ...................................... 646-312-4720
Welcome Center ............................................................... 137 East 25th Street, 8th Floor............................................................ 646-312-2070
Weissman Center for International Business.................. 137 East 25th Street, 8th Floor............................................................ 646-312-2070
Weissman School of Arts and Sciences ......................... Newman Vertical Campus, Room 8-250 ....................................... 646-312-3870
Writing Center..................................................................... Newman Vertical Campus, Room 8-185 ....................................... 646-312-4012
Zicklin School of Business ................................................... Newman Vertical Campus, Room 13-260 ..................................... 646-312-3030
*Updated information can be found on the Baruch College website at www.baruch.cuny.edu.
77
Standards, Policies and Procedures
BARUCH COLLEGE CODE OF STUDENT CONDUCT
•
Offenses
•
Sanctions
FERPA
SEXUAL HARASSMENT
CAMPUS SAFETY AND SECURITY POLICIES
•
Sexual Assault
•
Alcohol and Drugs
•
Weapons
•
Institutional Sanctions
PLAGIARISM
BARUCH SMOKING POLICY
DIFFERENCES BETWEEN COLLEGE PROCEDURES & CIVIL & CRIMINAL PROCEDURES
CAMPUS INTERVENTION TEAM
78
Student Responsibilities
Attending college is an exciting opportunity, but it is also a serious responsibility. The rights and
responsibilities of students have been codified by the Board of Trustees of The City University of New
York and are posted as Articles XV and XVI of the Bylaws on our
http://policy.cuny.edu/bylaws/article_xv/text/#Navigation_Location
Outlined below is the Baruch College Code of Student Conduct.
BARUCH COLLEGE CODE OF STUDENT CONDUCT
Regulations Governing Student Conduct
Baruch College is dedicated not only to learning and the advancement of knowledge but also to the
development of ethical and responsible persons. It seeks to achieve these goals through a sound educational
program and policies that encourage independence and maturity. Regulations governing student conduct
have been formulated with these objectives in view.
The regulations described below have been promulgated by the duly established college authorities
pursuant to Article XV, Section 15.1, of the Bylaws of the Board of Higher Education of The City of New York (see
page 277). Procedures for the enforcement of campus codes are detailed in other sections of Article XV (see
pages 278). Nothing contained herein shall conflict with the rights of The City University of New York as stated in
the Rules and Regulations for the Maintenance of Campus Order pursuant to Article 129A of the Educational
Law of New York State (see pages 281-82).
Members of the Baruch College community are bounded by federal, state, and municipal laws as well as by
the regulations enacted by the Board of Trustees of The City University of New York and by the duly established
college authorities designated by the president and dean of students. Institutional discipline is aimed at conduct
that directly and three significantly impairs the opportunities of members of the college community to attain their
educational objectives. The rules are intended to protect the health and safety of persons in the college
community and to maintain and protect property. There are, also, guidelines for the keeping of records and the
sponsoring of non-classroom activities, such as lectures, concerts, athletic events, and social functions.
Offenses
Sanctions can result from the commission of any of the following offenses:
1.
Academic cheating or plagiarism.
2.
Knowingly furnishing false information to the college, forgery, or alteration or use of college documents
or instruments of identification with intent to deceive.
3.
Lending a Baruch College identification card to anyone or failure to present it when requested by a
duly authorized and identified college official.
4.
Misrepresenting oneself as a Baruch College or City University of New York representative.
5.
Violation of regulations relating to the entry and use of institutional facilities, including closing hour
restrictions.
6.
Physical or verbal abuse or harassment of any person on college premises or at college-sponsored or
supervised functions.
7.
Theft, willful destruction, damage, or misuse of college property, including library materials.
8.
Theft, willful destruction, or damage of property belonging to a member of the college community on
college premises.
9.
Advertising, soliciting, or selling any merchandise or service or soliciting of information on campus
without permission of the Office of the Dean of Students.
10. Use or sale of unlawful drugs on campus.
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11. Use of alcohol on campus at other than duly authorized social functions. (The sponsoring organization
must obtain prior permission from the Dean of Students or his/her authorized representative in
compliance with all applicable civil laws pertaining to the consumption of alcoholic beverages and
provide for adequate supervision.)
12. Gambling. The Penal Law of New York State prohibits loitering in a public place for the purpose of
gambling with cards, dice, or other gambling paraphernalia.
13. Intentional disruption or obstruction of teaching, research, administration, disciplinary proceedings, or
other institutional activities.
14. Failure to comply with directions of duly authorized and identified college officials acting in
performance of their official duties.
Sanctions
The commission of any of the above offenses shall be subject to the following sanctions: admonition, warning,
censure, disciplinary probation, restitution, suspension, expulsion, ejection, or complaint to civil authorities. The
definition of these sanctions can be found in the Baruch College Undergraduate Bulletin. The procedures for the
administration of these penalties are detailed in the section on disciplinary procedures in the Baruch College
Undergraduate Bulletin
Sale and Purchase of Research Papers for Course Use
The sale or purchase of term papers, student essays, reports, and other written assignments intended for use in
credit courses is prohibited. Purchase from commercial term paper firms for use as course papers is illegal and
subjects a student to disciplinary proceedings.
Smoking Regulation
Please see http://policy.cuny.edu/search/#Navigation_Location
NOTIFICATION UNDER FERPA OF STUDENT RIGHTS CONCERNING EDUCATION RECORDS AND
DIRECTORY INFORMATION
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their
education records. See paragraph 6 below on students’ right to prevent the disclosure of directory information.
The FERPA rights of students are as follows:
1.
Students have the right to inspect and review their education records. Students should submit to the
registrar, dean, head of the academic department, or other appropriate official written requests that
identify the record(s) they wish to inspect. If the records are not maintained by the college official to
whom the request was submitted, that official shall advise the student of the correct official to whom
the request should be addressed.
All requests shall be granted or denied in writing within 45 days of receipt. If the request is granted, the student
will be notified of the time and place where the records may be inspected. If the request is denied or not
responded to within 45 days, the student may appeal to the college’s FERPA appeals officer. Additional
information regarding the appeal procedures will be provided if a request is denied.
2.
Students have the right to request an amendment of their education records that they believe are
inaccurate or misleading. Students may ask the college to amend a record that they believe is
inaccurate or misleading. Students should write to the college official responsible for the record, clearly
identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the
college decides not to amend the record as requested by the student, the college will notify the
student of the decision and advise the student of his/her right to a hearing before the college’s FERPA
appeals officer regarding the request for amendment. Additional information regarding the hearing
procedures will be provided when the student is notified of his/her right to a hearing.
80
3.
Students have the right to consent to disclosure of personally identifiable information contained in their
education records, except to the extent that FERPA authorizes disclosure without consent. One
exception that permits disclosure without consent is disclosure to college officials with legitimate
educational interests. A college official is a person employed by the University in an administrative,
supervisory, academic or research, or support staff position; a person or company with whom the
University has contracted; a person serving on the Board of Trustees; or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another college official in
performing his or her tasks.
A college official has a legitimate educational interest if access is reasonably necessary in order to perform
his/her instructional, research, administrative, or other duties and responsibilities. Upon request, the college
discloses education records without consent to officials of another college or school in which a student seeks or
intends to enroll.
4.
Students may appeal the alleged denial of FERPA rights to:
General Counsel and Vice Chancellor for Legal Affairs
The City University of New York
535 East 80th Street
New York, NY 10021
5.
Students have the right to file a complaint with the U.S. Department of Education concerning alleged
failures by the college to comply with the requirements of FERPA. The name and address of the office
that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
600 Independence Avenue, SW
Washington, D.C. 20202-4605
6.
The college will make the following “directory information” concerning current and former students
available to those parties having a legitimate interest in the information: name, attendance dates
(periods of enrollment), address, telephone number, date and place of birth, photograph, e-mail
address, full- or part-time status, enrollment status (undergraduate, graduate, etc.), level of education
(credits) completed, major field of study, degree enrolled for, participation in officially recognized
activities and sports, height and weight of athletic team members, previous schools attended, and
degrees, honors, and awards received. By filing a form with the Registrar’s Office, students may request
that any or all of this directory information not be released without their prior written consent. This form is
available in the Registrar’s Office and may be filed, withdrawn, or modified at any time.
81
POLICY AGAINST SEXUAL HARASSMENT
It is the policy of The City University of New York to promote a cooperative work and academic environment in
which there exists mutual respect for all University students, faculty, and staff. Harassment of employees or
students based upon sex is inconsistent with this objective and contrary to the University policy of equal
employment and academic opportunity without regard to age, sex, sexual orientation, transgender, alienage
or citizenship, religion, race, color, national or ethnic origin, disability, genetic predisposition or carrier status, and
veteran or marital status. Sexual harassment is illegal under Federal, State, and City laws and will not be tolerated
within the University.
The University, through its colleges, will disseminate this policy and take other steps to educate the University
community about sexual harassment. The University will establish procedures to ensure that investigations of
allegations of sexual harassment are conducted in a manner that is prompt, fair, thorough, and as confidential
as possible under the circumstances and that appropriate corrective and/or disciplinary action is taken as
warranted by the circumstances when sexual harassment is determined to have occurred. Members of the
University community who believe themselves to be aggrieved under this policy are strongly encouraged to
report the allegations of sexual harassment as promptly as possible. Delay in making a complaint of sexual
harassment may make it more difficult for the college to investigate the allegations.
A.
Prohibited Conduct
It is a violation of University policy for any member of the University community to engage in sexual
harassment or to retaliate against any member of the University community for raising an allegation of
sexual harassment, for filing a complaint alleging sexual harassment, or for participating in any proceeding
to determine if sexual harassment has occurred.
B.
Definition of Sexual Harassment
For purposes of this policy, sexual harassment is defined as unwelcome sexual advances, requests for sexual
favors, and other oral or written communications or physical conduct of a sexual nature when:
1.
submission to such conduct is made either explicitly or implicitly a term or condition of an
individual’s employment or academic standing;
2.
submission to or rejection of such conduct by an individual is used as a basis for employment or
academic decisions affecting such individual; or
3.
such conduct has the purpose or effect of unreasonably interfering with an individual’s work or
academic performance or creating an intimidating, hostile, or abusive work or academic
environment. Sexual harassment can occur between individuals of different sexes or of the same
sex. Although sexual harassment most often exploits a relationship between individuals of unequal
power (such as between faculty/staff member and student, supervisor and employee, or tenured
and untenured faculty members), it may also occur between individuals of equal power (such as
between fellow students or co-workers) or in some circumstances even where it appears that the
harasser has less power than the individual harassed (for example, a student sexually harassing a
faculty member). A lack of intent to harass may be relevant to, but will not be determinative of,
whether sexual harassment has occurred.
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C. Examples of Sexual Harassment
Sexual harassment may take different forms. Using a person’s response to a request for sexual favors as a
basis for an academic or employment decision is one form of sexual harassment. Examples of this type of
sexual harassment (known as quid pro quo harassment) include, but are not limited to, the following:
1.
requesting or demanding sexual favors in exchange for employment or academic opportunities
(such as hiring, promotions, grades, or recommendations);
2.
submitting unfair or inaccurate job or academic evaluations or grades, or denying training,
promotion, or access to any other employment or academic opportunity, because sexual
advances have been rejected.
Other types of unwelcome conduct of a sexual nature can also constitute sexual harassment, if
sufficiently severe or pervasive that the target does find, and a reasonable person would find, that an
intimidating, hostile, or abusive work or academic environment has been created. Examples of this kind of
sexual harassment (known as hostile environment harassment) include, but are not limited to, the following:
D.
1.
sexual comments, teasing, or jokes;
2.
sexual slurs, demeaning epithets, derogatory statements, or other verbal abuse;
3.
graphic or sexually suggestive comments about an individual’s attire or body;
4.
inquiries or discussions about sexual activities;
5.
pressure to accept social invitations, to meet privately, to date, or to have sexual relations;
6.
sexually suggestive letters or other written materials;
7.
sexual touching, brushing up against another in a sexual manner, graphic or sexually suggestive
gestures, cornering, pinching, grabbing, kissing, or fondling;
8.
coerced sexual intercourse or sexual assault.
Consensual Relationships
Amorous, dating, or sexual relationships that might be appropriate in other circumstances have inherent
dangers when they occur between a faculty member, supervisor, or other member of the University
community and any person for whom he or she has a professional responsibility. These dangers can include
that a student or employee may feel coerced into an unwanted relationship because he or she fears that
refusal to enter into the relationship will adversely affect his or her education or employment; that conflicts of
interest may arise when a faculty member, supervisor, or other member of the University community is
required to evaluate the work or make personnel or academic decisions with respect to an individual with
whom he or she is having a romantic relationship; that students or employees may perceive that a fellow
student or co-worker who is involved in a romantic relationship will receive an unfair advantage; and that if
the relationship ends in a way that is not amicable, either or both of the parties may wish to take action to
injure the other party.
Faculty members, supervisors, and other members of the University community who have professional
responsibility for other individuals, accordingly, should be aware that any romantic or sexual involvement
with a student or employee for whom they have such a responsibility may raise questions as to the mutuality
of the relationship and may lead to charges of sexual harassment. For the reasons stated above, such
relationships are strongly discouraged.
For purposes of this section, an individual has “professional responsibility” for another individual at the
University if he or she performs functions including, but not limited to, teaching, counseling, grading,
advising, evaluating, hiring, supervising, or making decisions or recommendations that confer benefits, such
as promotions, financial aid or awards, or other remuneration, or that may impact upon other academic or
employment opportunities.
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E.
Academic Freedom
This policy shall not be interpreted so as to constitute interference with academic freedom.
F.
False and Malicious Accusations
Members of the University community who make false and malicious complaints of sexual harassment, as
opposed to complaints that, even if erroneous, are made in good faith, will be subject to disciplinary action.
G. Procedures
The University shall develop procedures to implement this policy. The president of each constituent college
of the University, the Deputy Chancellor at the Central Office, and the Dean of the Law School shall have
ultimate responsibility for overseeing compliance with this policy at his or her respective unit of the University.
In addition, each dean, director, department chairperson, executive officer, administrator, or other person
with supervisory responsibility shall be required to report any complaint of sexual harassment to an individual
or individuals to be designated in the procedures. All members of the University community are required to
cooperate in any investigation of a sexual harassment complaint.
H.
Enforcement
There is a range of corrective actions and penalties available to the University for violations of this policy.
Students, faculty, or staff who are found, following applicable disciplinary proceedings, to have violated this
policy are subject to various penalties, including termination of employment and permanent dismissal from
the University.
CAMPUS SAFETY AND SECURITY POLICIES
A safe and secure campus depends on the cooperation and assistance of everyone—Baruch students and
staff—to be aware of possible safety hazards and of the potential for crime on campus. Crime prevention and
prompt reporting of unsafe conditions should be the objectives of every member of the Baruch community.
Campus peace officers make Newman Vertical patrols in all Baruch buildings, and an officer is stationed in
the lobby of each building. The officers carry portable radios to communicate with other officers and to
summon aid if necessary.
Baruch’s policy is that students and employees must report safety hazards, crimes, loss of property, illness, or
injury. Proper reporting facilitates apprehension of criminals and assists in making Baruch safe. Incidents can be
reported to any uniformed peace or security officer by calling or visiting the Office of Campus Security and
Public Safety. A member of this office is in constant touch with the local precinct to monitor and record offcampus crime.
A daily crime log is maintained in the public safety office that records by date any crime that occurred on or
off campus within the patrol jurisdiction of the campus Public Safety Department and was reported to the
department or the 13th Precinct of the New York City Police Department. Entries into the crime log must include
the nature, date, time, and general location of each crime and the disposition of the complaint, if known. The
College is further required to issue a timely warning to the College community when a crime that the institution
considers to be a threat to students and employees is reported to a campus security authority or a local police
agency. This warning and entry into the log must be made within two business days unless disclosing this
information is prohibited by law or would jeopardize the confidentiality of the victim. The 1998 amendments to
the Clery Act also permit an institution to withhold this information if release of the information would jeopardize
an ongoing criminal investigation or jeopardize the safety of an individual, cause a suspect to flee or evade
detection, or result in the destruction of evidence. However, once the adverse effect of disclosing the crime
information is no longer likely to occur, the institution must disclose the information.
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Public Safety And Security Services
The Office of Campus Security and Public Safety consists of the director of security, an associate director for
operations, and three assistant directors who oversee training and procedures, fire safety/fire drills, special
events, scheduling, records, officer discipline and supervision, alarm systems, technical equipment, investigations
and crime prevention, key control and supervision of locksmiths, lost and found, assignment and maintenance
of College vehicles, and the supervision of the CUNY Card ID and Access Control Center. The security unit also
includes 62 campus peace officers (6 sergeants and 56 patrol officers), augmented by contract security.
Deployment to Baruch College of campus peace officers is part of The City University of New York’s security
initiative. Campus peace officers are sworn and have arrest powers.
Campus security operates 24 hours a day, seven days a week. An assistant director is always present on
campus while classes are in session, including Saturdays.
The office is located at 17 Lexington Avenue, Suite 102, phone: 646-660-6000. To report an emergency, call
Baruch ext. 3333. However, in the event of immediate danger, dial 911, New York City’s emergency assistance
phone number.
Personal Safety And Security On Campus
Baruch College’s security and public safety office believes that the best methods for reducing crime are
vigilance and education. Vigilance includes limiting access to campus facilities to only those people who have
proper Baruch identification.
Students, faculty, and staff must display identification cards while on campus. Invalid ID cards are subject to
confiscation. If a visitor does not have a valid Baruch identification card, he/she must show the officer on duty
other valid photo identification and sign a roster. When the College is not in session, advance notice must be
given to the Office of Campus Security and Public Safety before access can be granted to any Baruch building.
The Office of Campus Security and Public Safety is in continuous contact with the Office of Campus Facilities on
security considerations related to campus projects.
Members of the security office provide guidance and assistance to crime victims in reporting incidents to the
police. If a serious incident occurs on campus, the Baruch security office and the local police should be called.
The security office’s primary concern is the safety and well-being of the victim. Apprehension of the assailant
and preservation of evidence of the crime are secondary albeit important considerations.
When an officer arrives, the initial information needed is a brief account of what happened, a physical
description of the assailant, and the assailant’s direction of flight. The sooner a crime is reported, the better the
chance that the criminal will be caught. Even if a victim does not want to file an official police report, he/she
can still provide the police with information that could help in an arrest and the possible prevention of another
crime. If necessary, a member of the Baruch security office will guide a victim through the criminal justice system.
Prevention
General Security on Campus
•
Lock office doors while offices are unoccupied.
•
Do not bring unnecessary valuable items on campus.
•
Do not leave purses, briefcases, or books unattended.
•
Call College security (ext. 3333) to report crimes or suspicious activities.
•
Call the police (911) or security (emergency ext. 3333) if immediate danger is suspected or if you are
threatened.
In Elevators
•
If you are alone and someone suspicious enters, stand near the controls. If necessary, press the alarm
button. Security officers will respond.
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Sexual Assault
This information serves to increase awareness and knowledge about sexual assault and to help you to cope with
sexual assault if it does happen. (Further detailed information is found in the Sexual Encounters booklet.)
Friendly Stranger and “Acquaintance Rape”
Many attacks start with casual conversation. If your gut-level response to a stranger or friend is uneasiness, try to
get out of the situation as quickly as possible, even if it means being rude or making a scene. Acquaintance
rape occurs more frequently than reports seem to indicate. The keys to prevention are awareness, trusting your
intuition, and assertive behavior. People have deterred assailants in a variety of ways. Talking and thinking about
what you might do if attacked increases your chance of defending yourself.
Who Is the Victim?
Everyone is a potential victim of sexual assault. The most vulnerable target is a woman alone. While a large
number of reported victims are in the 13–25 age bracket, indications are that this is due to an increase in
reporting in this age group. Studies do not indicate a preference for the young by sexual assailants, nor do they
support the myth that assault is provoked by a woman’s dress or mannerisms. Opportunity and vulnerability are
key factors.
Who Is the Sexual Assailant?
A sexual assailant is generally a person who is emotionally unstable, yet conducts his or her day-to-day life in a
reasonably normal and competent manner. He or she often has difficulty in relating to others on a permanent or
lasting basis. He or she is often a friend, date, relative, co-worker, or casual acquaintance of the victim.
Where Can Sexual Assault Occur?
Sexual assault can happen virtually anywhere, but most reported incidents occur in the home of the victim or
the home of the offender. It is important to be aware that many areas of daily activity are potentially
dangerous. Sexual assault often occurs in conjunction with other crimes, such as burglary, so the more
commonsense precautions one takes, the less the chance of becoming a victim. Remember: a locked door
can give a potential victim adequate time to call the police (911). Remember too: the victim does not provoke
the attack. Sexual assault is a crime of violence and not of sex.
Survival Is the Goal
Preventive measures can reduce the risk of attack, but they are not 100 percent effective. Recent studies show
that, if you are attacked, an immediate aggressive response will be twice as likely to increase the possibility of
escape but can also aggravate the situation. However, submitting does not guarantee that violence will not
occur. Look for ways of escape. If one method does not work, try another.
Checklist for Victims of Assault
Report the crime immediately to the police by dialing 911 and to the Baruch College Office of Campus Security
and Public Safety at 646-660-3333.
•
Do not disturb any evidence.
•
Do not bathe or shower.
•
Have a medical examination as soon as possible.
•
Report every detail of the attack to the police officer.
•
WHEN CALM, make notes of the attack, including any unusual details and description of the attacker.
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Procedures for Rape Survivors
If you are assaulted at Baruch, call security’s emergency number: 646-660-3333. Security personnel understand
that sexual assault victims experience emotional trauma and will follow a procedure designed to help the
victim. This will include finding out details about the assault, taking action toward detaining the assailant, and
informing the victim of services available at Baruch and elsewhere.
Students should report all incidents of sexual assault to the Office of Campus Security and Public Safety at 646660-3333 and to the Office of the Vice President for Student Affairs at 646-312-4570. A professional staff member
will meet with you confidentially and will pursue formal disciplinary action only with your consent. After a
complaint is lodged, the vice president for student development will arrange an investigation and hearing to
determine culpability and the appropriate sanctions, if any. Both the accused and the accuser are entitled to
the same opportunities to have others present during such proceedings, and both the accused and the
accuser are informed of the outcome of such proceedings. Anyone may initiate such an action against a
Baruch student. A Baruch student who is found to have committed rape, sexual assault, or any other sexual
offense, either forcible or nonforcible, is subject to arrest and disciplinary action that can include admonition,
deprivation of certain privileges, probation, suspension, or expulsion. The sexual assault survivor will have the
option and all available assistance to change classes.
New York State Sex Offender Registry
The Division of Criminal Justice Services maintains the Sex Offender Registry. Inquiries may be made at
www.criminaljustice.state.ny.us/nsor/.
Alcohol And Drug Use Policies
Baruch College is dedicated not only to teaching and to the advancement of knowledge but also to the
development of ethical and responsible individuals. The College seeks to achieve these goals through a sound
educational program and policies that encourage maturity and independence. The regulations that govern
student and employee conduct have been formulated with those objectives in view.
The U.S. Department of Education has issued regulations implementing the provisions of the Drug-Free Schools
and Communities Act Amendments of 1989. These regulations require that a college distribute information
annually about the possession, use, and distribution of alcohol and illicit drugs at that college.
Members of the Baruch College community are bound by federal, state, and municipal laws as well as by the
regulations of the Board of Trustees of The City University of New York.
The unlawful manufacture, distribution, possession, or use of illegal drugs or other controlled substances and
the unauthorized use of alcohol by students on campus and by College employees at work is prohibited.
Student clubs and organizations may petition the Office of Student Life or the Office of the Vice President for
Student Development in advance of a planned event for the use of beer or wine at “duly authorized functions.”
Organizations must adhere to stringent guidelines that comply with the New York State Alcoholic Beverage
Control Law prohibiting the sale, delivery, or providing of alcoholic beverages to people under the age of 21. In
addition, organizations granted permission to serve alcoholic beverages must provide adequate supervision for
distribution and consumption. Specific details pertaining to the “Permit for the Use of Alcoholic Beverages at an
Authorized Student Program” may be found in the student organization handbook, The Informer, available in the
Office of Student Life, Newman Vertical Campus, Room 2-210.
Any person found to have violated the College policy on alcohol and drug use is subject to discipline by City
University officials.
The legal age for drinking alcohol in New York State is 21, and state laws deal harshly with underage drinking.
As stated earlier, it is also against the law in New York State to sell or give away alcohol to anyone under the age
of 21.
The possession or use of illegal drugs is a crime in the State of New York. Anyone found in possession of or using
such drugs on College property will be dealt with severely and may be suspended from the College, in addition
to facing criminal charges and arrest.
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Weapons
No one within the University community, except peace officers pursuant to authorization of the college
presidents, shall have in their possession a rifle, shotgun, firearm, or any other dangerous instrument or material
that can be used to inflict bodily harm on an individual or damage to a building or the grounds of a campus.
Institutional Sanctions
Students are expected to comply with the Rules of Conduct printed in the Undergraduate Bulletin and
Graduate Bulletin A student found to be in violation of these rules can be subject to disciplinary action. Sanctions
may include admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, and/or
complaint to civil authorities, as stated in full in Baruch College’s bulletins.
A student who is experiencing difficulty with alcohol or chemical dependency may seek direct assistance or
be referred by members of the institutional staff to the Office of the Vice President for Student Affairs &
Enrollment Management or to the appropriate counseling center. The vice president for student development
may take disciplinary action or recommend that the student meet with a counselor for assistance through selfhelp organizations or other outside agencies.
Plagiarism
Important information for students about the consequences of cheating and plagiarism
Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in
dishonest acts undermine the college's educational mission and the students' personal and intellectual growth.
Baruch students are expected to bear individual responsibility for their work, to learn the rules and definitions that
underlie the practice of academic integrity, and to uphold its ideals. Ignorance of the rules is not an acceptable
excuse for disobeying them. Any student who attempts to compromise or devalue the academic process will
be sanctioned.
Definitions of Academic Dishonesty
Cheating is the attempted or unauthorized use of materials, information, notes, study aids, devices or
communication during an academic exercise. Examples include:
•
Copying from another student during an examination or allowing another to copy your work.
•
Unauthorized collaborating on a take home assignment or examination.
•
Using unauthorized notes during a closed book examination.
•
Taking an examination for another student.
•
Asking or allowing another student to take an examination for you.
•
Changing a corrected exam and returning it for more credit.
•
Submitting substantial portions of the same paper to two classes without consulting the second
instructor.
•
Preparing answers or writing notes in a blue book (exam booklet) before an examination.
•
Allowing others to research and write assigned papers including the use of commercial term paper
services.
Plagiarism is the act of presenting another person's ideas, research or writing as your own:
•
Copying another person's actual words without the use of quotation marks and footnotes.
•
Presenting another person's ideas or theories in your own words without acknowledging them.
•
Using information that is not considered common knowledge without acknowledging the source.
•
Failure to acknowledge collaborators on homework and laboratory assignments.
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To learn more about the definition and scope of plagiarism: discuss it with your instructor and visit Baruch
College's online Plagiarism Tutorial at http://newman.baruch.cuny.edu/plagiarism/index.htm
Obtaining an Unfair Advantage:
•
Stealing, reproducing, circulating or otherwise gaining prior access to examination materials.
•
Depriving other students by stealing, destroying, defacing or concealing library materials.
•
Retaining, using or circulating examination materials that clearly indicate that they should be returned
at the end of the exam.
•
Intentionally obstructing or interfering with another student's work.
•
Engaging in activities that intentionally create an unfair advantage over another student's academic
work.
Falsification of Records and Official Documents:
•
Forging signatures of authorization
•
Falsifying information on an official academic record.
•
Falsifying information on an official document such as a grade report, letter of permission, drop/add
form, ID card or other college document.
Collusion:
•
lending assistance or failing to report witnessed acts of academic misconduct
Due Process and Students Rights
Any charge, accusation or allegation that is to be presented against a student, and, that, if proved, may subject
a student to disciplinary action, must be submitted in writing, in complete detail to the Office of the Dean of
Students promptly by the individual, organization or department making the charge. Due process begins with
student notification and an investigation of the charge. The process ends with either dismissal of the charge or
sanctioning. For a detailed description of the steps involved in the adjudication process, students are advised to
refer to Article 15, Section 15.3 Student Disciplinary Procedures which appears under Students Rights and
Responsibilities in every Baruch College Bulletin.
Penalties for Academic Dishonesty
Engaging in acts of academic dishonesty can end a student's college career and jeopardize future career
goals. Baruch College is committed to maintaining an atmosphere of academic integrity. Students should know
that faculty and staff do follow routine practices that readily detect acts of academic dishonesty. Faculty are
experts in their field of study and are often familiar with the source of plagiarized material. Techniques for
detecting cheating are used on blue books and examination papers, especially in large course sections. All
alleged cases of academic dishonesty are subject to due process. When misconduct has been proven, the
following sanctions are applied. A disciplinary file becomes a part of the student's permanent record.
1.
Admonition: An oral statement to the offender that he or she has violated University rules.
2.
Warning: Notice to the offender, orally or in writing, that continuation or repetition of the wrongful
conduct, within a period of time stated in the warning, may cause far more severe disciplinary action.
3.
Censure: Written reprimand for violation of specified regulation including the possibility of more severe
disciplinary sanction in the event of conviction for the violation of any University regulation within a
period stated in the letter of reprimand.
4.
Disciplinary Probation: Exclusion from participation in privileges or extracurricular University activities as
set forth in the notice of disciplinary probation for a specified period of time.
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5.
Restitution: Reimbursement for damage to or misappropriation of property. Reimbursement may take
the form of appropriate service to repair or otherwise compensate for damages.
6.
Suspension: Exclusion from classes and other privileges or activities as set forth in the notice of suspension
for a definite period of time.
7.
Expulsion: Termination of student status for an indefinite period. The conditions of readmission, if any is
permitted, shall be stated in the order of expulsion.
8.
Complaint to Civil Authorities: This sanction is not generally used for acts of academic dishonesty.
9.
Ejection: This sanction is not generally used for acts of academic dishonesty.
Academic Dishonesty Occurs
•
Because students are ignorant about the school's policy. Behavior that is considered collaborative in
one environment or culture may be considered cheating elsewhere
•
Because of societal pressure to "succeed at any cost." Students focus on grades instead of the learning
process.
•
Because of desperation. Poor time management and study skills often lead to lack of preparation for
exams and inability to meet deadlines.
Avoiding Academic Dishonesty
•
Read and familiarize yourself with Article 15, Students Rights and Responsibilities which appears at the
back of every Baruch College Bulletin.
•
Communicate upfront. Let study partners know where you stand on academic dishonesty. If you lend
term papers, be clear that you do not expect your work to be copied. A typist or editor must discuss
any changes with you before making them on your papers.
•
Learn Time-Management and Study Skills. Allow adequate time for studying and writing papers. Acts of
academic dishonesty are often desperate attempts to cover-up lack of preparation.
•
Seek Help. If you are overwhelmed by course content, visit the professor during office hours to discuss
your concerns. You may also attend on-campus workshops in time-management and study skills.
Contact the Office of Student Life, the Center for Advisement and Orientation, or the Student
Academic Consulting Center (SACC), which offers support in many subjects.
•
Withdraw from the Course. If you are doing poorly in a course or if a crisis has caused you to fall too far
behind, consider dropping the course if you are still within the drop deadline.
•
Reexamine Goals. Be sure that the goals you set and follow are your own. Do not be pressured by
family and friends into a career that does not make the best use of your abilities. The Counseling Center
offers personal and career counseling.
Witnessing Academic Dishonesty
Protect the value of your Baruch Degree. Students who are dishonest in obtaining their grades may not succeed
on the job; employers will come to believe that Baruch students do not have the knowledge/skills to perform
their work.
You can help to prevent this by reporting acts of academic dishonesty.
If you observe cheating during an exam, or know of students who have any unfair advantage, it is your
obligation to report these occurrences to the Dean of Students. The Dean's Office will investigate your
allegations while maintaining confidentiality. Remember, you are the one being hurt if these injustices are
allowed to continue.
For further information on matters relating to Student Academic Dishonesty and Student Affairs, contact The
Dean of Students Office (646) 312-4570, Room 3-175, Newman Vertical Campus.
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Differences Between College Procedures and Civil and Criminal Procedures
A safe and secure campus depends on the cooperation and assistance of everyone—Baruch students and
staff—to be aware of possible safety hazards and of the potential for crime on campus. Crime prevention and
prompt reporting of unsafe conditions should be the objectives of every member of the Baruch community.
Campus peace officers make Newman Vertical patrols in all Baruch buildings, and an officer is stationed in the
lobby of each building. The officers carry portable radios to communicate with other officers and to summon aid
if necessary.
Baruch’s policy is that students and employees must report safety hazards, crimes, loss of property, illness, or
injury. Proper reporting facilitates apprehension of criminals and assists in making Baruch safe. Incidents can be
reported to any uniformed peace or security officer by calling or visiting the Office of Campus Security and
Public Safety. A member of this office is in constant touch with the local precinct to monitor and record offcampus crime. A daily crime log is maintained in the public safety office that records by date any crime that
occurred on or off campus within the patrol jurisdiction of the campus Public Safety Department and was
reported to the department or the 13th Precinct of the New York City Police Department. Entries into the crime
log must include the nature, date, time, and general location of each crime and the disposition of the
complaint, if known. The College is further required to issue a timely warning to the College community when a
crime that the institution considers to be a threat to students and employees is reported to a campus security
authority or a local police agency. This warning and entry into the log must be made within two business days
unless disclosing this information is prohibited by law or would jeopardize the confidentiality of the victim. The
1998 amendments to the Clery Act also permit an institution to withhold this information if release of the
information would jeopardize an ongoing criminal investigation or jeopardize the safety of an individual, cause a
suspect to flee or evade detection, or result in the destruction of evidence. However, once the adverse effect of
disclosing the crime information is no longer likely to occur, the institution must disclose the information.
Empowering Community Members to Action
www.baruch.cuny.edu/cit
The Baruch College Campus Intervention Team (CIT) works together as a support system to provide assistance to
students in crisis. Any member of the college community (faculty, students, staff) can reach out to the CIT to
report a concern about a student. The CIT is constituted to assist in providing support for students in crisis. Faculty
or staff concerns should be reported to the Office of the Provost or to Human Resources, respectively.
Concerned faculty, staff or students may fill out an Incident Communication Form if they have noticed
student behavior that is perceived to be harmful to the student him/herself or to others. This behavior may
include:
•
Unusual or erratic behavior in class
•
Extended absence from class by a typically engaged student
•
Written work with troubling themes or references
•
Verbal or written threats made by a student toward another student
•
Written or verbal expressions of suicidal ideation
•
Other actions which cause an alarm or call into question the safety of the student or his/her peers.
All reports are confidential and will be handled by members of the CIT.
To alert the CIT to a concern, complete and submit the Incident Communication Form. A member of the
team will receive and review your submission. Please note that you may be contacted for follow-up information.
Members of the CIT may be emailed at cit@baruch.cuny.edu or call us at 646-312-4576.
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STUDENT LIFE EVENT HIGHLIGHTS 2015-2016
Aug 26
Convocation Block Party
25th Street Plaza
4:00 pm - 7:00 pm
Aug 27
Transfer Student Welcome
Main Gym
12:00 pm - 2:30 pm
Aug 27
USG Welcome Back Party
NVC 1-107
6:00 pm - 9:00 pm
Sep 1
Federal Work Study Fair
NVC 1-107
12:30 pm - 2:30 pm
Sep 18
Latino Heritage Month Leadership Trip - El Museo Del Barrio
Sep 25-27
33rd Annual Leadership Weekend
Camp Speers (Dingmans Ferry, PA)
Oct 1
Club Fair
Main Gym
12:30 pm - 2:30 pm
Oct 14-15
Blood Drive
NVC 1-107
8:00 am - 6:00 pm
Oct 23
LGBT Leadership Trip - Greenwich Village Walking Tour
Oct 15
Health Fair
2nd Floor Lobby
12:30 pm - 2:30 pm
Oct 20
Safe Zone
NVC 2-125
12:30 pm - 2:30 pm
Oct 22
Bearcat Rally / Homecoming
25th Street Plaza
12:30 pm - 2:30 pm
Oct 29
Halloween Haunted House
NVC 1-107
12:30 pm - 2:30 pm
Oct 29
Fright Night
NVC 1-107
6:00 pm - 9:00 pm
Nov 12
Baruch Voices
NVC 1-107
12:30 pm - 2:30 pm
Dec 4
Battle of Lexington
Main Gym
6:00 pm - 9:00 pm
Feb 2
Sex Week
NVC
Feb 4
Winter Carnival
25th Street Plaza
12:00 pm - 3:00 pm
Feb 4
Battle of Lexington - Volleyball
Main Gym
4:00 pm -10:00 pm
Mar 8-9
Blood Drive
NVC 1-107
8:00 am - 6:00 pm
Apr 15-16
Relay for Life
Main Gym
4:00 pm
Apr 12-14
USG Elections
Cafeteria
May 5
Spring Fling
25th Street Plaza
All Day
All Day
12:00 pm - 3:00 pm
*For updated information please visit the Office of Student Life.
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