1

Dear Baruch Student,
Congratulations 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 academically and professionally. We have every confidence that you will rise to this occasion. I challenge you to get involved in our Baruch campus community. Participate in leadership training programs, get involved in student government, and start your Baruch career 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 the next four years. Use your time at Baruch College wisely. Your undergraduate college experience should be some of the best years of your life.
On behalf of Baruch College-Welcome! We are happy that you have joined us.
Sincerely,
Ben M. Corpus, Ph.D.
Vice President for Student Development
& Enrollment Management and Dean of
Students
2

Baruch 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.
3

COLLEGE GOVERNANCE
Baruch College is a senior college of The City University of New York, which is governed by a 15-member 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.
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 Office of the Vice President for Student Affairs & Enrollment Management, or the Office of Student Life.
4

5

135 East 22 nd
Academic Administration Street, Room 701
Phone: 646-660-6530
Accountancy Newman Vertical Campus, Room 12-225
Phone: 646-312-3160
Admissions (Undergraduate) 151 East 25 th
Street, Room 720
Phone: 646-312-1400
Affirmative Action Office
Alumni Relations Office
Athletics/Recreation Sports
Baruch Performing Arts Center
BCTC Help Desk
Newman Vertical Campus, Room 5-205
Phone: 646-312-4540
17 Lexington Avenue, Room 1504B
Phone: 646-660-6097
Newman Vertical Campus, Room B1-110
Phone: 646-312-5040
Newman Vertical Campus, Room B3-130
Phone: 646-312-4085
151 East 25 th
Street, 6 th
Floor
Phone: 646-312-1010
Black and Hispanic Studies
Bookstore
Bursar
Career Development Center
Center for Academic Advisement
Childcare (Baruch College Early
Learning Center)
Communication Studies
104 East 19 th
Street, 2 nd
Floor
Phone: 212-387-1420/21
Newman Vertical Campus, Room 8-240
Phone: 646-312-3720
Continuing and Professional Studies Newman Vertical Campus, Room 1-116
Phone: 646-312-5000
Counseling Center
Disability Services Office
Newman Vertical Campus, Room 4-280
Phone: 646-312-4440
Newman Vertical Campus, First Floor
Phone: 646-312-4850
151 East 25 th
Street, Room 810
Phone: 646-312-1280
Newman Vertical Campus, Room 2-150
Phone: 646-312-4670
Newman Vertical Campus, Room 5-215
Phone: 646-312-4260
137 East 25 th
Street, 9 th
Floor
Phone: 646-312-2155
Newman Vertical Campus, Room 2-271
Phone: 646-312-4590
6

Economics and Finance
English Dept
Financial Aid
Fine and Performing Arts
Freshman Seminar
Health Care Center
History Dept
Honors Program
ID Card Center
Information Center
Institutional Research &
Program Assessment
Newman Vertical Campus, Room 10-225
Phone: 646-312-3450
Newman Vertical Campus, Room 7-240
Phone: 646-312-3910
151 East 25
Phone: 646-312-1360
Newman Vertical Campus, Room 7-235
Phone: 646-312-4052
Newman Vertical Campus, Room 3-175
Phone: 646-312-4774
138 East 26 th
Street, Main Floor
Phone: 646-312-2040
Newman Vertical Campus, Room 5-200
Phone: 646-312-4310
137 East 25
Phone: 646-312-2120
151 East 25 th th th
Street, Room 880
Street, Room 306
Street, Room 133
Phone: 646-312-1475
137 East 25th Street, Front Desk
Phone: 646-312-2233
International Center for Corporate
Accountability Inc.
International Executive Programs Office
International Student Service Center
Jewish Resource Center
Journalism
Law Dept
Lawrence N. Field Center for Entrepreneurship
137 East 25 th
Street, Room 1005
Phone: 646-312-2196 th
Street
Phone: 646-312-2230
137 East 22 nd
Phone: 646-312-3100
151 East 25
137 East 25 th
Street, Room 904
Street, Room 730
Phone: 646-312-2050
137 East 25 th
Street
Phone: 646-312-2140
Newman Vertical Campus, Room 7-263
Phone: 646-312-3974
Newman Vertical Campus, Room 9-225
Phone: 646-312-3570
55 Lexington Avenue, Room 2-140
Phone: 646-312-4780
7

Lexicon (Yearbook)
Library
Management Dept (Marketing &
International Business)
Marketing Dept
Mathematics Dept
Modern Languages
& Comparative Literature Dept
Natural Sciences Dept
Ombuds Office
Newman Vertical Campus, Room 3-219
Phone: 646-312-4744
151 East 25 th
Street, Room 420
Phone: 646-312-1600
Newman Vertical Campus, Room 9-240
Phone: 646-312-3620
Newman Vertical Campus, Room 12-240
Phone: 646-312-3270
Newman Vertical Campus, Room 6-230
Phone: 646-312-4110
Newman Vertical Campus, Room 6-280
Phone: 646-312-4210
17 Lexington Avenue, Room 506
Phone: 646-660-6200
Newman Vertical Campus, Room 8-283
Phone: 646-312-3815
Orientation & New Student Newman Vertical Campus, Room 3-175
Programs Phone: 646-312-4273
P.A.W.S.
Newman Vertical Campus, Room 3-241
Phone: 646-312-4752
Newman Vertical Campus, Room 5-295
Phone: 646-312-4360
Philosophy Dept
Political Science Dept
President’s Office
Provost and Senior Vice President for Academic Affairs
Psychology Dept
Public Safety/Security
Real Estate & Metropolitan
Development Dept (SPA)
Real Estate Dept
(Zicklin School of Business)
Registrar
School of Public Affairs
Newman Vertical Campus, Room 5-280
Phone: 646-312-4410
Newman Vertical Campus, Room 4-230
Phone: 646-312-3310
135 East 22 nd
Street, Room 710
Phone: 646-660-6500
Newman Vertical Campus, Room 8-215
Phone: 646-312-3780
17 Lexington Avenue, Room 102
Phone: 646-660-6000
135 East 22nd Street, Room 901
Phone: 646-660-6700
137 East 22nd Street, Room 406
Phone: 646-660-6930
151 East 25
Phone: 646-312-1150
135 East 22 th nd
Street, Room 850
Street, Room 901
Phone: 646-660-6700
8

SEEK
Sidney Mishkin Gallery
Newman Vertical Campus, Room 2-230
Phone: 646-312-4620
135 East 22 nd
Street, Room 101
Phone: 646-660-6652
Sociology and Anthropology Dept Newman Vertical Campus, Room 4-260
Phone: 646-312-4460
Statistics & Computer
Information Systems
Newman Vertical Campus, Room 11-220
Phone: 646-312-3350
Study Abroad Office 137 East 25 th
Street, 823
Phone: 646-312-2091
Student Academic Consulting Center Newman Vertical Campus, Room 2-116
Phone: 646-312-4830 (SACC Tutoring)
Student Life
Student Services Accounting Unit
Newman Vertical Campus, Room 2-210
Phone: 646-312-4550
Newman Vertical Campus, Room 2-185
Phone: 646-312-4610
151 East 25 th
Street, Main Floor
Phone: 646-312-1544
Subotnick Financial Services Center
(SFSC)
Office of Testing and Evaluation
The Ticker (Campus Newspaper)
Newman Vertical Campus, Room 5-220
Phone: 646-312-4305
Newman Vertical Campus, Room 3-290
Phone: 646-312-4710
Undergraduate Student Government Newman Vertical Campus, Room 3-276
Phone: 646-312-4737
Vice President for Student
Affairs and Enrollment Management
Newman Vertical Campus, Room 2-255
Phone: 646-312-4570
WBMB Radio Newman Vertical Campus, Room 3-280
Phone: 646-312-4720
137 East 25 th
Street, 8 th
Weissman Center for
International Business
Floor
Phone: 646-312-2070
Weissman School of Arts and Sciences Newman Vertical Campus, Room 8-250
Phone: 646-312-3870
Writing Center
Zicklin School of Business
Newman Vertical Campus, Room 8-185
Phone: 646-312-4012
Newman Vertical Campus, Room 13-260
Phone: 646-312-3030
9

Through the Athletic and Recreational Complex, Baruch organizes, administers, and promotes a broad and diverse program of activities and services for students, faculty, staff, alumni, and members of the outside community. A current schedule of events can be found on the athletic website.
F ACILITIES
Auxiliary Gymnasium
The Auxiliary Gym encloses a full basketball court and is equipped for volleyball, tennis, badminton, and indoor soccer.
Fitness Center
The fitness center contains state of the art Life Fitness, Universal and Hammer Strength weight training equipment, such as lifecycles, recumbent bikes, stair climbers, treadmills and elliptical bicycles. The center also contains 8 plasma flat screen televisions and a surround sound stereo system.
Main Gymnasium
The scene of casual pick-up games as well as a showcase for cheering crowds upward of
1,200, the Main Gym encloses 3 full basketball courts and is also equipped for volleyball and indoor soccer.
Pool
The aquatic center features a 25-meter long pool with 6 generous lanes that can accommodate both open and lap swimming. There is a lifeguard on duty at all times.
Racquetball Courts
There are 3 racquetball courts within the ARC. Use of racquetball courts requires reservations, which may be made in person or over the phone by calling the fitness center front desk at 646-312-5054.
Saunas
Saunas are available within the main locker rooms.
A THLETIC T EAMS
The Baruch Bearcats compete nationally in the NCAA and locally in the City University of
New York Athletic Conference (CUNYAC) with a total of 14 teams in nine sports.
FALL -
Women’s
: Volleyball, Tennis, Cross Country;
Men’s
: Soccer, Cross Country.
WINTER - Women’s : Basketball, Swimming, Cheerleading; Men’s : Basketball,
Swimming, Volleyball, Cheerleading.
SPRING - Women’s : Softball; Men’s : Baseball, Tennis.
10

Head coaches recruit local and national talent, but incoming and current students are encouraged to visit the athletic website for information on open tryouts. For information on tryouts or team schedules, please call 646-312-5048 or visit BaruchAthletics.com. The
Athletic Department is staffed with an athletic trainer, sports information director, and equipment manager to help support student-athletes.
Locker Registration
Currently enrolled students may rent lockers for each semester, summer or academic year.
The Athletic Operations Office coordinates the distribution and registration of lockers.
Lockers are sold at the beginning of the Fall Semester, Spring Semester, and the Summer
Semester on a first-come, first-serve basis. For more information about locker rentals, stop by the Athletic Operations Office (B1-117) or call 646-312-5061.
You may also visit www.baruch.cuny.edu/lockerapp or e-mail: baruch.athletics@baruch.cuny.edu
Student Locker Fees (subject to change)
Level B1 of Vertical Campus and 2 nd
Floor of 23 rd
Street Building:
$55 per semester (fall or spring)
$45 (summer only)
$155 (academic year)
1st Floor of Library Building on 25 th
Street:
$85 per semester (fall or spring)
$65 (summer only)
$235 (academic year)
Listed below are some of the computing and technology resources available to you as a student at Baruch College. For additional information regarding these resources or if you require assistance, please visit the web-site indicated above where you will find a listing of all the resources available to you as a student here at Baruch.
Baruch Username for WebMail, Printing, Wireless, and PC Login
The Baruch Username is the key to accessing the following systems: DegreeWorks, Pharos printing, wireless network, computer lab log-in, locker rental and more. To obtain your
Baruch username, please visit the following web-site: http://www.baruch.cuny.edu/bctc/username/BaruchUsername.htm
Student E-Mail – Live @ Baruch
11

Check your email regularly. It is the official means of communication regarding academic and administrative matters, especially between Baruch faculty and students. It is the
ONLY place we will send your grades, registration information, and official notices.
Faculty often send assignments, grades, and information to your Live@Baruch email account. For more information, please visit http://baruchmail.cuny.edu
Laser Printing, Resume Printing and Fax Service
Laser printing including black & white and color is available in the BCTC labs, funded by the Student Tech Fee. The main lab also provides resume paper with dedicated stations for printing resumes as well as color laser printing. Students can also send faxes to local area codes. For more information on these services, please visit: http://www.baruch.cuny.edu/bctc/print/student_printing.htm
Wireless Campus Network
Baruch provides access to its wireless network in various ―hot-spots‖ on campus, such as the library, around the Atrium in the Newman Vertical Campus, various classrooms, the cafeteria, and other areas where students congregate. Students will need their Baruch username in order to access the wireless network. The helpdesk also offers technical assistance for accessing the wireless network.
PC Login for Computing Labs, Library PCs and Kiosks
Baruch provides various PC access in the computing labs, the library, and scattered kiosk stations. Baruch operates over two dozen computer labs, including the flagship lab on the
6 th
floor of the library building and smaller labs in the Newman Vertical Campus. Lab schedules are posted in building lobbies on campus and on the Baruch website. For more information about locations and hours of operation, please visit: http://www.baruch.cuny.edu/bctc/labs
CUNY Portal Blackboard
Within the CUNY Portal you will find access to eSIMS , Blackboard and CUNY eMall.
With eSIMS you can register for classes, view/pay your bill, and view an unofficial transcript. With the CUNY eMall you will find discounts on travel, computers, stores and computer software. Blackboard is an online educational tool many professors use to complement their courses. This tool allows professors to post their course syllabus and presentations, assign homework, allow students to take quizzes online, etc. Access
Blackboard through the CUNYPortal. For more information, please visit: http://www.baruch.cuny.edu/bctc/blackboard
“Smart” Classrooms
Each new classroom in the Newman Vertical Campus includes cutting-edge computing equipment built into the lecterns with high-speed connections to the internet and audiovisual presentation equipment.
BCTC Helpdesk
The BCTC Helpdesk offers technology assistance to student‘s in-person, by telephone and via e-mail. Helpdesk service is intended to aid students in the use of computing equipment
12

on campus, course-related software and College computing services such as Blackboard and the student e-mail. For more information, please visit: http://www.baruch.cuny.edu/bctc/helpdesk
BCTC Student Workshops/e-training
BCTC Client Services provides workshops for students and access to e-training.
Workshops include Technology at Baruch, Microsoft Office and other topics. E-training topics include Microsoft Office 2003/2007, operating systems and many other titles. For more information please visit: http://www.baruch.cuny.edu/bctc/training/etraining.htm
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 set up to assist in providing support for students in crisis. Faculty or staff related 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 which 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 an Incident Communication Form available on the CIT website. 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.
The Starr Career Development Center (SCDC) is located in the Newman Vertical Campus in Room 2-150 and provides comprehensive career services to Baruch undergraduates from
13

the time they enter as freshmen or transfer students through senior year graduation. The
Center provides career counseling and arranges on- and off-campus recruiting. A staff of professional counselors administers vocational tests, provide individual career counseling, and offer workshops on a wide array of career-related topics, including job searching, interviewing techniques, resume writing, networking, social media, dining etiquette and more. Students are encouraged to have their resumes reviewed and to participate in a videotaped mock interview. A graduate school advisor is available to work with students interested in applying to law and other graduate schools. The advisor can help with school selection and personal statements.
Corporate Relations staff invite recruiters, collect resumes, and arrange schedules for hundreds of companies that visit the campus to interview Baruch seniors. Recruiters include representatives from many areas of business, including accounting, finance, retail, technology, as well as government, and non-profit organizations. Additionally, full and part-time jobs are posted on the bulletin boards, and on the Center‘s online career management database called STARRSearch. An internship coordinator posts information about internship opportunities; sets up interviews on campus; and works with students individually and in groups to ensure that they are prepared to meet with employers. Each year the SCDC sponsors four major college-wide events: Career Days in the fall and spring, a Diversity Job and Internship Fair in the fall, and an Internship Fair in the early spring.
The Center operates four specialized programs: Peers for Careers, a training program for undergraduate students who serve as peer educators on topics such as career exploration, resume writing, interviewing and job searching; the Financial Leadership Program , which provides intensive preparation to juniors interested in the most competitive financial analyst positions across a variety of industries; the Rising Starr Sophomore Program, which provides assistance to sophomores as they choose a major and enhanced preparation for internships in a variety of industries; and the Max Berger Pre-Law program , which provides information, advisement, mentoring and law school visits for students interested in pre-law.
Students should sign up for STARRSearch at Baruch-csm.symplicity.com/students as soon as they enter Baruch and input their profile in order to be informed about all careerrelated events as well as internships, jobs, and special programs.
The Center for Academic Advisement offers a wide range of advisement services to
Baruch College undergraduate students. Advisement staff is available to assist students in making important academic decisions throughout their undergraduate experience at the
College. The Center is the one place where students can come to ask questions on topics
14

ranging from major and minor requirements to general University policies and procedures.
Check the Center for Academic Advisement‘s website for answers to your questions about course requirements, academic policies and procedures.
The Early Learning Center is a support service for student parents at Baruch, providing care and education for young children aged 2 ½ through 5 years. The Center is open from 8:00am to 5:45pm Monday through Thursday and Fridays from 8:00am to
2:30pm. The Center also has a 6 to 7 week summer program. Schedules may vary but on any attending day a child needs to be in school by 10:00 am and must attend for at least 3 hours. It is not a drop off service. Through a rich offering of activities including music, woodworking, animal care, dramatic play, trips, storytelling, cooking and daily outdoor play, the Center supports children‘s curiosity and learning. Staffed by certified teachers, it is licensed by the NYC Department of Health and is accredited by NAEYC. Family support and events, assistance with school placement, evaluation and referral help as needed, and lending libraries provide additional support to student families.
College policy on bringing children to the main campus can be found under the department of Public Safety‘s website http://www.baruch.cuny.edu/psafety/policies.htm#children .
Personal problems are common in college since it is a time when people are becoming more focused on career and personal goals. However, if they begin to interfere with living and learning, you may want to talk to someone about your concerns. To help students define and achieve their personal and academic goals, the Counseling Center offers individual and group counseling as well as psychological testing for learning disabilities in collaboration with the Office of Services for Students with Disabilities.
All contact with the Counseling Center is free and completely private. No one will know that you are seeking services without your written permission. Our professional staff help students address issues such as stress management; test anxiety; changes in concentration,
15

eating, and sleeping; family and relationship conflicts; cultural adjustment; substance abuse; anger management; etc. We are here to help you get the most of your college years in terms of studying, building connections and pursuing your goals.
Baruch College does not discriminate on the basis of disability in the admission and retention of students. Under the Americans with Disabilities Act of 1990 and Section 504 of the rehabilitation Act pf 1973, qualified persons with disabilities are entitled to reasonable accommodations to achieve nondiscriminatory access to programs, services, and activities of Baruch College. A disability is any physical or mental impairment that substantially limits one or more major life activities. To discuss your needs please schedule an appointment with Barbara Sirois, Director, Office of Services for Students with disabilities, (55 Lexington Avenue Room 2-271; 646 312-4590). Confidentiality is subject to the Family Educational Rights and Privacy Act of 1974 (FERPA).
Students who have questions on services and accommodations should logon to www.baruch.cuny.edu/studentaffairs/disabilityservices
. The list of ―Frequently Asked
Questions‖ (FAQ) is provided on the website, and is designed to answer many of your questions about accommodations and services provided by our office.
Clinical Services
The Baruch College Student Health Care Center provides students with a full range of clinical health services, including initial diagnosis and treatment for a broad spectrum of illnesses and injuries. Primary health care, including gynecological care, such as pap smears and pregnancy testing, in addition to testing for sexually transmitted diseases is available (though this test is not free). When necessary, referrals will be made. There is no charge for each visit, although lab tests may require a small fee. Over-the-counter drugs are provided for free. The center is staffed with a fully licensed medical staff, usually a nurse practitioner, a Medical Assistant, and Licensed Practical Nurse. Medical records are kept strictly confidential.
Health & Wellness Programs and Events
The College‘s Health & Wellness program provides various health promotion workshops, seminars, and health fairs throughout the academic year. It is our aim to raise awareness of health concerns of particular importance to college students and help students adopt
16

healthy behaviors. Events are inclusive of and responsive to the diverse backgrounds of our students.
Health Insurance
GHI‘s health insurance program is a voluntary insurance plan available to noninternational matriculated CUNY students who are enrolled for six credits or more per semester.
The plan provides a wide range of benefits. Current application, coverage pricing and enrollment deadline can be found at http://www.ghi.com/cuny. If you have any questions or comments regarding the GHI/CUNY Student Health Insurance Program, you may contact the City University of New York, Office of Student Affairs, Student Health
Services support staff at 646-344-7250 or call GHI customer service at 212-501-4444.
International students should visit www.isoa.org
for information regarding their health insurance options.
Government Sponsored Health Insurance Plans
Free or low cost government sponsored health insurance is available for students who qualify. Plan qualification and enrollment information may be obtained at http://www.nyc.gov/accessnyc Additional Information may be obtained from the
College‘s Coordinator of Health and Wellness.
O MBUDS O FFICER : Dr. Mindy Engle-Friedman
P HONE : 646-312-3815
A SSISTANT TO THE O MBUDS : Glenda Hydler
P HONE : 646-312-3974
EMAIL : Mindy.Engle-Friedman@baruch.cuny.edu
The Ombuds Office is the place where students, faculty and staff can go to address conflicts they have been unable to resolve through direct communication with the subject of the complaint, the department chair, the dean or the appeals committees. The Ombuds offers impartial, confidential, off-the-record assistance in mediating or resolving disagreements. The Ombuds will assist in defining the problem, exploring options or making referrals. The Ombuds Office cannot, however, assist with legal advice or with assistance in a non-College related issues.
17

P.A.W.S. is a health and wellness peer counseling program provided for Baruch College students. It is managed by and works in tandem with the office of Student Life and
Baruch‘s Counseling Center. All peer counselors are fellow students who have been trained in helping those in need, identify and define their problems or concerns. If you have any questions, whether personal or academic, and you need someone to help or simply someone to listen to you, stop by the P.A.W.S. office located in the NVC building, room 3-
241. Professional counselors within the Student Affairs division supervise the student peers. Check out the website for information on how you can become a peer counselor.
The Department of Public Safety works 24 hours a day to protect your personal safety and your possessions. Any incident affecting your person or property should be reported to the
Security Office (646-660-6000) immediately. If you need urgent attention because of illness or injury, call the emergency number from any Baruch College phones, Ext. 3333, from outside the college call 646-660-3333.
Fire Emergencies
All alarms should be considered indicative of an emergency, until otherwise determined.
Never assume that an alarm is a false report. At the sound of the alarm please respond to the nearest emergency stairwell and await further instructions. If instructed to evacuate use the nearest emergency stairwell unless it is contaminated. DO NOT USE THE
ELEVATORS . In the event that the stairwell is contaminated please use an alternate emergency stairwell.
Lost and Found
The Department of Public Safety operates the Lost and Found Department. The office is located at 17 Lexington Ave, room 102. Lost and Found hours are Monday through Friday from 10:00am to 5:30pm. The phone# is 646-660-6000.
College Closings
If it should become necessary to cancel classes or to close Baruch College buildings because of severe weather conditions or other emergencies, notification will be broadcast on the following radio stations after 6 am on the day involved. Announcements will indicate whether day classes, evening classes, or both are canceled.
WCBS 880 AM: http://newyork.cbslocal.com/station/wcbs-880/
WINS 1010 AM: http://newyork.cbslocal.com/station/1010-wins/
TV Station:
NY 1: www.ny1.com
WNBC TV Ch. 4: www.nbcnewyork.com
/ http://newyork.cbslocal.com/
18

Other Resources:
City‘s Information Line: http://www.ci.nyc.ny.us/apps/311/
School Closings: http://newyork.cbslocal.com/school-closings/
311 DOIT: dial 311
When changing conditions require early closing during the workday, Human Resources will notify each office directly, and the radio stations will alert students and faculty members about canceled evening classes.
Please visit the Public Safety website for the complete ―Security Letter.‖ http://www.baruch.cuny.edu/psafety/documents/SecurityLetter2009-2010.pdf
The SEEK (Search for Education, Elevation and Knowledge) Program offers a unique and supportive educational opportunity to scholastically talented students whose great financial hardship has hindered their academic success. The program provides these students with the support that they need to achieve academic success and meet their potential.
Transfer students are accepted to SEEK only if they are transferring from another opportunity program (SEEK, College Discover, SUNY‘s Educational Opportunity
Program, a private school‘s Higher Educational Opportunity Program, etc.). In addition, students transferring from a CUNY community college must have earned an associates degree.
SEEK students can take advantage of the program‘s support services—including financial aid, for up to ten semester—two more than the non-SEEK student. During this time, they also receive academic and personal counseling, tutoring and other forms of academic support. SEEK students are encouraged to embrace all that Baruch has to offer and to push themselves to achieve the greatest success possible. The program‘s staff, which includes counselors, tutors and peer mentors, constitutes a second family, always available to support the students as they navigate their way from the pre-freshman summer experience to life as college graduates.
Winner of the Outstanding Learning Center for Four Year Institutions, 2003
19

Top Ten Finalist for National Tutor of the Year, 2007
Finalist for National Tutor of the Year, 2009
SACC‘s mission is to help Baruch College students succeed academically and in their chosen professions by helping them to develop the academic skills and knowledge necessary for future success. SACC employs outstanding Baruch students who excel in the subjects that they tutor and successfully balance the demands of life and school. Each tutor is trained to nationally recognized standards.
In addition, several faculty members work with SACC to assure that the services are of the highest quality.
SACC Facts:
Tutors are fellow Baruch students and faculty members who are experts in the subjects that they tutor.
SACC services over 2300 Baruch students each semester.
SACC regularly provides over 20,000 hours of tutoring each year.
The most requested courses for tutoring are math and English.
Students may sign-up for individual and/or group tutoring sessions for a one-time visit or on a weekly basis.
Math tutoring is available only in groups of three; all other subjects are conducted one-to-one.
Tutoring Sessions are 50 minutes long.
SACC offers workshops of various lengths throughout the year, including:
CPE
Discover your Learning Style
Study Skills
Math TI 89 Graphing Calculator
Math mid-term and finals prep
Math Study Skills/Math 2003 Preparation (offered every January)
Math Study Skills Consultants
Miscellaneous Business Studies Workshops
Visit SACC as soon as the semester begins to help you stay ahead. Services are free of charge. SACC‘s website has additional support and information.
More than 170 student organizations, along with a wide range of extracurricular events, enhance the quality of the Baruch student‘s college experience. Baruch students exhibit a great deal of initiative, energy, and imagination in the many ways they organize campus
20

activities. The professional staff helps students develop activities and programs that encourage them to learn and practice leadership, management, social responsibility, and interpersonal skills. Visit our website for a complete list and descriptions of each club.
Most clubs meet on Thursdays from 12:25 to 2:30 pm (Club Hours). The student clubs span a wide range of interests. Choose something that interests you or to start your own special-interest club!
In the Office of Student Life, located in the NVC building, room 2-210, you‘ll also find discounted tickets to the Broadway theatre, movies, comedy shows, and other events.
U NDERGRADUATE S TUDENT G OVERNMENT www.usgbaruch.com
Students are encouraged to participate in student government and to serve on College-wide committees and task 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.
WBMB R ADIO www.wbmbradio.com
WBMB Radio is Baruch‘s student-run radio station. WBMB trains members in all facets of radio broadcasting, engineering, production, programming, and other areas of the profession.
WBMB serves the Baruch community by announcing activities and news concerning students, faculty, and the College.
S TUDENT P UBLICATIONS
The College maintains many publications that represent different interests and points of view. Student editors, writers, and photographers work hard at producing quality publications. Here are some of them:
The Ticker , Baruch‘s weekly newspaper http://www.theticker.org
Dollars & $ense , a magazine published every year by the Baruch College business journalism program.
Lexicon , the annual College yearbook.
Encounters, Baruch’s Literary Journal
International Business Internships
The Weissman Center for International Business arranges internships for Baruch undergraduate and graduate students with firms doing business within the global market in the New York metropolitan area. The duration and structure of an internship is customized to meet the needs of both the host company and the student. The Internship Placement
21

Program conducts in-depth interviews with applicants in order to match host company preferences with qualified candidates. Selection criteria for interns include grade point average, language proficiency, and job-related requirements. Hosts for recent internships include AllState Insurance, Citigroup, Consulate General of Egypt, The Journal of
Commerce, Mellon Financial Corporation, Merrill Lynch, Mitsui & Company, New York
City Commission for the United Nations, New York Chinese Cultural Center, UBS
Financial Services Inc., and the U.S. Department of Commerce, as well as a number of small to mid-size firms.
The Internship Placement Program also works in a variety of methods (incorporates a variety of methods/works in a variety of ways) to fulfill the desire of Baruch students to work and live in a country outside of the United States within an internship experience.
The Internship Placement Program works directly with international companies and work abroad facilitating organizations to place students. We also work with official exchange programs with universities in a variety of countries (Spain, South Korea, etc.). Once a student joins the Internship Placement Program, they are automatically eligible to receive information about international internships as per their request.
Study Abroad
The Baruch Study Abroad Office, located in the Weissman Center for International
Business, helps students from all three Baruch Schools who wish to spend a semester, a year, the January intersession or a summer studying at a university or similar educational institution in another country. Students wishing to learn about the many study abroad options available to them should visit the Study Abroad Office during its open office hours. or make an appointment for a study abroad advising interview.
Baruch currently has exchange programs for undergraduate students in Austria, Belgium,
China, Denmark, the Dominican Republic, England, France, Germany, Korea, The
Netherlands, Sweden, Switzerland and Thailand, and sponsors a Spanish Language and
Civilization program in association with the Colegio de Españà in Salamanca, Spain.
Baruch students have also recently participated in study abroad programs in Argentina,
Australia, China, Ecuador, Egypt, Hong Kong, Israel, Italy, Japan, Morocco, Senegal and
Ukraine, among others.
Global Student Certificate
The GSC program exposes Baruch students to the distinct resources available only in New
York City as well as training in intercultural, communication and leadership skills. The program offers participants a unique opportunity to expand their cultural knowledge in the nation‘s most diverse college setting. The high-quality array of events in this program not only offers students a cosmopolitan point of view, but gives them an opportunity to build flexibility and adaptability in international settings. Students learn to work more effectively in their chosen profession by increasing their knowledge of and exposure to different cultural, economic, and institutional environments. Furthermore, students completing this program gain a better understanding of their role as global citizens, confident and comfortable in diverse intercultural situations.
22

Mitsui & Co. (USA) Lunchtime-Forums
The Weissman Center for International Business presents the Mitsui & Company (U.S.A.)
Lunch-time Forum series during the spring and fall semesters. The Forums, which are free of charge, focus on current topics in the global economy. The primary audience is Baruch students and faculty, but alumni, corporate friends and industry experts also are invited to attend.
The Newman Library is located on the first five floors of the Information and Technology
Building at 151 East 25 th
Street. It is open from 7:00 a.m. until midnight every day except during mid-term and final examination weeks when it is open 24x7. The library holds almost half a million print volumes and provides access to approximately 35,000 full-text electronic journals and newspapers. The Baruch student ID card serves as a library card, but it must be activated at the circulation desk on the second floor the first time that a student uses it. Thereafter, a student can charge out books at the self-check machine next to the reference desk. In addition to books including e-books, the library loans laptop computers, keys to study rooms, graphing calculators, and digital video cameras. The library‘s holdings are listed in the Online Catalog, along with the collections of all other
CUNY libraries. Baruch students have on-site access to all CUNY libraries and they can have books delivered for pick-up from other CUNY campuses to Baruch (or any CUNY library of their choice) using the request feature in the Online Catalog. Library faculty teach students information literacy abilities in Baruch College courses that will help with class assignments. The library also offers credit courses, including courses toward a minor in Information Studies. From the library‘s web site students can search databases from offcampus, renew books, register for workshops, chat with a reference librarian, view tutorials, obtain guides to research topics, schedule a research consultation, or a take a virtual tour of the library in ten languages.
The Writing Center provides support for student writers at Baruch to improve their writing and English language skills and to become independent, confident, and versatile writers.
Undergraduate and graduate students from all disciplines and all levels of writing and language proficiency are welcome.
The Writing Center offers one-to-one sessions on both a scheduled and walk-in basis, as well as eTutoring and small-group workshops. The goal of each session is to strengthen
23

students‘ long-term writing and language skills, often by concentrating on a specific writing assignment or project.
Writing Center consultants can help students:
Practice strategies and skills that lead to improvement as writers, including thesis development, critical thinking, organization, evidence and support, grammar, vocabulary, and revision;
Identify their strengths and needs as writers and English language learners;
Explore the contexts and conventions of writing assignments;
Negotiate a plan of action to complete the writing assignments at hand;
Experience what it feels like to have careful and responsive readers;
Feel safe to take risks with their thoughts and language and become more secure in the choices they make as writers;
Develop the inspiration and incentive to improve as writers.
The Writing Center‘s consultants are college-level writing teachers and professional writers. Consultants are experienced and highly trained in working with student writers, including multilingual writers and international students. Writing Center consultants do not edit or proofread papers, but they will help students learn how to edit and proofread their own writing. Students can sign up for all services through the Writing Center‘s website.
Sessions with Writing Center consultants are 50 minutes long and may be conducted faceto-face in the Writing Center or through online chat.
In addition, the Writing Center offers workshops several times per week on topics such as
―Developing a Thesis Statement,‖ ―Analyzing Texts,‖ ―Using Sources Strategically‖ and
―Revising.‖ Please see the Writing Center‘s website, www.baruch.cuny.edu/writingcenter for current workshop information.
The Writing Center also publishes i Magazine , an online journal of outstanding student writing. You can read i Magazine for models of college level writing, as well as learn how to submit your writing, through this website: http://blsciblogs.baruch.cuny.edu/imagazine .
The Writing Center is located in the Newman Vertical Campus building in Room 8-185 and is open Mondays through Thursdays from 10 am to 8 pm, Fridays from 10 am to 2 pm, and Saturdays from 11 am to 3 pm. The Writing Center is open during the fall and spring semesters only. Students can contact the center by phone at 646-312-4012 or email at writingcenter@baruch.cuny.edu
.
24

College 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
25

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.

U NDERGRADUATE S TUDENT G OVERNMENT (USG) & GRADUATE STUDENT
GOVERNMENT (GSA) http://baruchconnect.com/ http://www.baruch.cuny.edu/studentaffairs/StudentLife/gsa/index.htm
Students are encouraged to participate in student government and to serve on
College-wide 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.
B ARUCH (T OGETHER E VERYONE A CHIEVES M ORE ) http://www.baruch.cuny.edu/studentaffairs/StudentLife/team/index.htm
TEAM 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 TEAM 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 TEAM 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 TEAM 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.
Information sessions for TEAM Baruch 2012 will be held in October.

S ERVICE L EARNING O PPORTUNITIES
Throughout each semester, a carefully selected collection of off-campus service learning opportunities will be made available to all Baruch students. These
26

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.
While Baruch will be celebrating Community Service week during the third week of November, detailed information regarding specific dates and locations of offcampus service learning experiences will be made available at the beginning of the fall semester.

A DVENTURE W EEKEND
To commemorate all of your many feats over the course of the fall and spring semesters, the Office of the Vice President and the Office of Student Life invite you to challenge yourself, one last time, during Adventure Weekend—a semesterly, three-day excursion where you will trek through and surmount a variety of physical and intellectual challenges with your fellow peer leaders.
Relational team building will be at the forefront of this stimulating expedition so as to truly encapsulate the bona fide essence of functional group dynamics.
Adventure Weekend for the fall and spring semesters has been slated for December
2 nd –4 th
and April 20 th –22 nd
, respectively. Detailed information will be made available at the start of the fall semester.
27

28

Freshman 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 to make informed decision 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 newly developed 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 gain a deeper understanding of and appreciation for the performing arts, while simultaneously improving 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 be required to attend along with your peer mentor. For your convenience, some of these workshops will be offered during your scheduled class time, while others will require you to visit an off-site location. All students will need to attend at least three enrichment workshops as a requirement of Freshman
Seminar. It is very likely that some of these workshops will take you outside of your comfort zone. 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.
Additional information regarding days, times and locations of scheduled enrichment workshop will be highlighted by your peer mentor later on in the semester.
29

The next few pages will cover some areas that you will discuss during your Freshman
Seminar classes. 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 and grading policy.
XPECTATIONS OF
RESHMAN
EMINAR
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.
Come to class on time!
OURSE
TTENDANCE AND
RADING
OLICY
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 INC omplete.
The pass grade is based on
1.
Attendance
2.
In class participation
3.
Successful completion of assignments
4.
Attendance at workshops
Please be aware that receiving an INC omplete in this course will prevent you from being eligible to graduate from Baruch College.
30

HAT ARE THE
SSIGNMENTS
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.
Monologue Presentations
During Communication Skills II, students will have the opportunity to perform their monologues in front of their peers. This experience will help students improve communication, explore identify development and promote social integration.
Attending 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-of-classroom workshops. Additional details regarding enrichment workshops are outlined below.
WHAT IS AN ENRICHMENT WORKSHOP
Freshman Seminar enrichment workshops provide you with the opportunity to learn more about the resources and opportunities available at Baruch College. Offered throughout the semester, we believe that these workshops will help complement the sessions that you will cover in your Freshman Seminar classes. You will have the opportunity to speak about the workshops you attend during your Freshman Seminar class and write a short reflective piece on your class‘s Blogs@Baruch page. Outlined below is an interim enrichment workshop schedule for the fall 2011 semester. Additional information regarding days, times and locations of scheduled workshops will be highlighted by your peer mentor later on in the semester.
31

Enrichment Workshop #1
11/14
11/8
11/9
11/10
11/14
Enrichment Workshop #2 11/17 11/17 11/17 11/17 11/17
Enrichment Workshop #3
Detailed information regarding this workshop will be indicated by your Peer Mentor
The location of Enrichment Workshop #1 is TBD.
Enrichment Workshop #2 will take place in Mason Hall at 12:45 PM.
32

Convocation Day 8/25 8/25 8/25 8/25 8/25
Adjusting to Baruch Culture
Research Success
Communication Skills I
Leadership & Service
8/29
9/12
9/19
9/26
8/30
9/6
9/13
9/20
8/31
9/7
9/14
9/21
9/1
9/8
9/15
9/22
Academic Success Strategies
Ethics
10/3
10/17
9/27
10/11
10/5
10/12
10/6
10/13
9/23
10/14 Communication Skills II
Career Planning
10/24
10/31
10/18
10/25
10/19
10/26
10/20
10/27 10/21
10/28 Academic Advisement
STARR Career Development
Center Enrichment Workshop
11/7
11/14
11/17
11/1
11/8
11/2
11/9
11/3
11/10 11/4
11/17 11/17 11/17 11/17
Assessment 11/21 11/29 11/23
th
nd
12/2
8/26
9/2
9/9
9/16
33

Platform Skill Do’s & Don’ts
Feedback
Initial Impression
Standing/Stance
Moving
Hands & Gesture
Smile/Facial
Animation
Eye Contact
- First impressions are powerful,
based on appearance
- Women: avoid distracting accessories;
Men: button jacket, look professional
- Stand tall
- Balance your weight on both feet
- Don‘t lean side to side
- Place weight forward rather than back
- Avoid rocking, swaying, bobbing
- 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
- 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 to welcome listeners, show
- 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 confidence, generate interest, connect
- Animate your face, but avoid ticks
Personal
34

Pause
Vocal Sincerity
& Expressiveness
Use of Humor
- Pause to separate ideas
- Pause for emphasis
- Pause to vary pitch, rate, 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
- Be emotionally connected to what you say
- Vary vocal pitch, rate, volume
- Articulate, enunciate more than in
general conversation
- Warm up your voice
- Project
- 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
35

Q & A
Visual Aids
Notes
- Welcome questions/questioner
- Make eye contact, smile
- Be aware of hostile/defensive body
language, gesture, movement
- Don‘t meet anger with anger
- Acknowledge questioner, select
responsive strategy; stay in control
- Pause to formulate your response
- Be committed, confident
- Ask others to share
- Bridge back
- 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
- Pause when walking over to notes
- Place notes strategically
- Do not talk to notes
- Do not call attention to notes
36

Entity
Bernard L.
Schwartz
Communication
Institute
J-318
(646) 312-2060
CAPS Courses
VC 1-116
(enter from E.
25 th
Street)
(646) 312-5000
Services
Workshops in and outside of class, rehearsals, and preparations for oral presentations, tailored to specific course (e.g., BPL
5100, BUS 1000,
THE 1041C)
One on one consultations in select courses
Scope several hundred
Ss per semester by appointment
Courses in ESL, accent reduction, oral communication, grammar, business communication, etc.
(15% discount offered for current
Baruch degree students) daytime, 9-11am;
11:30am-1:30pm evenings, 6:15-
8:15pm or 6:15-
8:45pm
Population Coordinator/Director students enrolled in communicationintensive courses (NN and N)
Mikhail Gershovich
Mikhail.Gershovich@baruch.c
uny.edu
(646) 312-2062
N & NN CAPS students
N & NN undergraduate students
N & NN graduate students
Suzanne Epstein
Suzanne.Epstein@baruch.cun
y.edu
646-312-2068
Patricia Juza
Patricia.Juza@baruch.cuny.ed
u
CAPS Language
Lab
17 Lexington
Ave.
Room 1103
(646) 660-6445
ESL Lab
VC 6-121
(enter through 6-
120) www.baruch.cun
y.edu/esllab
Global Student
Certificate,
Weissman Center for International
Business
John R. F.
Tietsort Fund
B8-240
Self-instructional
Software and videos
(on pronunciation, vocabulary, grammar, presentations)
Self-instructional
Software and videos
(on pronunciation, vocabulary, grammar, presentations)
25 work stations
Past: open, walkin lab (10-12 hrs./day)
Currently: limited availability (3 ½ hrs M-TH; 5 hrs
Saturday)
4 work stations open, walk-in lab
MO-TH 10 a.m.
- 8 p.m.
Students attend workshops and seminars on crosscultural awareness, participate in a group research project and oral presentation, and write a short reflection portfolio.
Programs serving nonnative speakers
Mainly Enrichment
Current enrollment
40-50 students per year
(currently under revision)
N & NN CAPS students
NN undergraduate students
NN graduate students
NN international faculty members
NN undergraduate, graduate, and CAPS students
NN international faculty members
Open to sophomores with GPA 3.O
Patricia Juza
Patricia.Juza@baruch.cuny.ed
u
(646) 312-5114
Elisabeth Gareis egareis@baruch.cuny.edu
(646) 312-3731
Sarah Demetz
(646) 312-2073 sarah.demetz@baruch.cuny.ed
u
NN undergraduate and graduate students
Elisabeth Gareis egareis@baruch.cuny.edu
(646) 312-3731
37

SACC
B2-116
(646) 312-4830
SEEK
B2-230
(646) 312-4620
One-to-One professional tutorials
(through ESL
Speech Lab, VC 6-
121)
Help with accent reduction, speech impediments, pronunciation
Open Lab featuring self-instructional software and videos
Conversation Hour
(moderated informal discussion group for
ESL students)
Com 1010 peer tutoring
Tutorials and workshops:
Pronunciation
Conversation management
Vocabulary building
Interview practice
Cultural literacy
Presentation skills
Leadership skills
3 professional speech consultants @
15+ hrs/wk availability
30-minute sessions by appointment
(appx. 160 students served per semester)
Extensive open lab hours
Conversation
Hour 2 times per week (12:30 –
2pm)
5 Com 1010 tutors @25+ hrs/wk availability
1 speech consultants
2 ESL writing consultants
2 Leadership professionals
Undergraduate students only majority nonnative
(NN) speakers small percentage of native (N) speakers with speech impediments
Com 1010 students seeking basic help with presentations and speeches
SEEK students only mostly NN speakers
Carol Morgan
Carol.Morgan@baruch.cuny.e
du
(646) 312-4833
DJ Dolack – Coordinator dennis.dolack@baruch.cuny.e
du
(646) 312.4834
Angela Anselmo
Angela.Anselmo@baruch.cun
y.edu
(646) 312-4628
Jill Rosenberg
Jill.Rosenberg@baruch.cuny.e
du
Starr Career
Development
Center
B2-150
(646)312-4670
Student Life
B2-210
646 312-4550
Workshops on: personal pitch, small talk, assertiveness:
Building Your
Brand
Basic and Advanced
Interviewing
Techniques
Videotaped Mock
Interviews
Graduate school personal statement assistance
50
Communication oriented workshops per year
250 Videotaped
Mock Interviews per year
TEAM Baruch
(leadership training, including oral communication skills workshops)
70-100 students per year
N & NN mixed
General Baruch student population
Pat Imbimbo
Patricia.Imbimbo@baruch.cun
y.edu
(646) 312-4683
N & NN UG students preparing to serve as peer leaders in student affairs by application in the fall
Shadia Sachedina
(646) 312-4550 shadia.sachedina@baruch.cun
y.edu
38

Entity
Bernard
Schwartz
Communication
Institute
L.
J-318
(646) 312-2060
CAPS Courses
VC 1-116
(enter from E. 25 th
Street)
English Dept.
B7-240
(646) 312-3910
(ESL Sections)
Services Scope
Workshops in and out of class, class presentations, and preparations for written assignments, tailored to specific course (e.g.,
Soc/Ant 1000,
BUS 1000, THE
1041C, GW2850)
One on one consultations in select courses
Courses in ESL, writing, business writing, grammar
(15% discount offered for current
Baruch students) degree several hundred
Ss per semester by appointment daytime, 9-11am;
11:30am-1:30pm evenings, 6:15-
8:15pm or 6:15-
8:45pm
ENG 0132 (0 credits, 9 contact hours = 3 days/3 hrs.)
ENG 2100T (3 credits, 6 contact hours)
ENG 2150T (3 credits, 6 contact hours)
Peer tutoring
Workshops
ENG 0132
ENG 2100T (Fall and Spring)
ENG 2150T (Fall and Spring) by appointment SACC
B2-116
(646) 312-4830
SEEK
B2-230
(646) 312-4620
Writing Center
B8-185
(646) 312-4012
Workshops (on grammar, composition,
CUNY Proficiency
Exam, etc.)
Professional 1-to-1 consulting
Walk-in appts.
Small group workshops eTutoring
Online Chat
Session records http://blsciblogs.ba
ruch.cuny.edu.ima
gazine
1 tutor (Jill
Rosenberg)
Open Monday-
Thursday 10-8,
Friday 10-2,
Saturday 11-3.
Offers close to
2000 appointments per semester
Population students enrolled in communicationintensive courses
(NN and N)
Coordinator/Director
Mikhail Gershovich
Mikhail.Gershovich@baruch.c
uny.edu
(646) 312-2062
Suzanne Epstein
Suzanne.Epstein@baruch.cun
y.edu
N & NN CAPS students
N & NN undergraduate students
N & NN graduate students
Courses listed are for
NN students
Patricia Juza
Patricia.Juza@baruch.cuny.ed
u
Ellen Block
Ellen.Block@baruch.cuny.e
du
(646) 312-3993 undergraduate students only majority nonnative
(NN) speakers students enrolled in communicationintensive courses
(NN and N)
Open to all
Undergraduate and graduate students
All levels of writing ability and English fluency welcome.
Works with students on all writing and language needs— course-based, personal, professional, etc.
Carol Morgan
Carol.Morgan@baruch.cuny
.edu
(646) 312-4833
Jill Rosenberg
Jill.Rosenberg@baruch.cuny.e
du
(646) 312-4648
Keri Bertino
Keri.bertino@baruch.cuny.
edu
(646) 312-4028 www.baruch.cuny.edu/writ ingcenter
39

Blogs@Baruch is an online publishing platform for the Baruch College community overseen by the Bernard L. Schwartz Communication Institute and BCTC. All incoming students will contribute to collaborative, public weblogs as part of their first year seminar experience.
Peer Mentors will distribute to first year students instructions using Blogs@Baruch and maintaining a profile page on the system, and will also guide them through three required posts. Each seminar can voluntarily choose to develop their site beyond those three required posts; the most fully developed sites will be recognized at the end of the semester
(see below).
All users of Blogs@Baruch can get support at: http://blsciblogs.baruch.cuny.edu/contact/
ANDATORY
OSTS
Post One (by mid-September):
The theme for this year‘s PERFORMING DIASPORAS: IDENTITIES IN MOTION project is ―Who Do You Think You Are?‖ Reflect on the following four questions, and craft a response of no more than 500 words. Feel free to integrate media into your post! a.
Tell us who you think YOU are! b.
Share your top 3 concerns about your freshman year at Baruch College and explain why. c.
So far, what do you think will make your Baruch College experience different from your high school experience? d.
How do you think your first year at College will change you?
Post Two (by mid-October):
Post the monologue you've developed in your seminar, along with a self-portrait (which can be a photograph, an image, a cartoon, a drawing, or some other depiction of how you see yourself).
Post Three (by early December):
Now that your first semester at Baruch College is nearly complete, how was it? Reflect on the following four questions, and craft a response of no more than 500 words. Feel free to integrate media into your post! a.
Tell us how your experience at Baruch College has lived up to your expectations? Not lived up to your expectations? Exceeded your expectations? b.
How well do you think your first semester at Baruch College went? c.
What would you do differently during your first semester if you could do it all again? d.
How have you changed since you started at Baruch College?
40

OLUNTARY
OSTS
All FRO Blogs will be entered into a competition. The award for participants on the winning blogs will be determined by the end of the summer, and will be announced to all seminars. Each blog will be judged on its level of activity, range of ideas engaged, and depth of engagement with the theme of ―Performing Diasporas.‖
What follows are a series of ideas (designed by the FRO Peer Mentors with the assistance of the Schwartz Institute) for posts that might form the basis for each seminar's development of their online space. These questions are guidelines. Feel free to improvise.
It is not necessary to address all of the questions within a particular prompt. These questions are there more to suggest possible focal points for posting.
BUILD COMMUNITY ON A COMMUTER CAMPUS
 Cheap eats: Write a restaurant review of a local food cart or a budget-friendly lunch spot in the Baruch area. Describe the atmosphere and include a photograph of the food you ordered. What advice would you give to someone patronizing this cart or restaurant for the first time? Strike up a conversation with
 owner/worker/proprietor about the history of the cart or restaurant and its culinary influences.
Take and share a photo of something at Baruch that "doesn‘t work." This category certainly includes mechanical and electronic devices (what we typically refer to as
"technology"), but could also be expanded to include systems or organizational structures that are self-defeating. If you have made any efforts to address this problem, document and share these interventions. If your problem persists over time, document this too. What interventions would you recommend to address this issue?
 Fashion tips: What stores in the city do you rely on to update your wardrobe on a tight budget? Share your secrets with the Baruch community! Consider taking photos of the merchandise available in this store and/or photos of yourself or others adorned with said items.
 If you are involved in a club or other extracurricular activity on campus, share your experience in this community. What do you get from your participation in this group? When and where does your group meet, and what does your group look for in new members?
REFLECT ON YOUR ONLINE IDENTITY
 Analyze your Facebook account from the perspective of a person who does not know you. In addition to the factual biographical information you include, how is your online identity elaborated through wall posts, tagged photos, and other data?
To what extent is your Facebook profile an accurate representation of yourself?
41




Google yourself. To what extent do you have a unique and traceable online identity? What are some of the results that do not refer to you? How many pages of results do you need to scroll through in order to find a result that does refer to you?
Google yourself a second time using additional terms (your name AND something else). For example, you may decide to include the name of a school you have attended or other organization with which you have been associated. How do the results of the two searches differ? Reflect on the potential implications of your
Google search results in your personal and professional life.
If you have a Twitter account, review your tweeting history. What do your tweets reveal about you and what do they conceal? Consider your tweets in comparison to your Facebook posts in terms of the type and extent of information revealed, and how each might differently inform others' perception of you. How many followers do you have, how many of your followers do you have an in-person relationship with, and what domain(s) of your life do these followers represent? How does audience awareness figure into your tweeting practices?
Perform a similar analysis of your self-representation in any other online community that you inhabit.
CREATE MULTIMEDIA REPRESENTATIONS
 Grooveshark (listen.grooveshark.com) is a free online music service. It differs from Pandora in that it allows you to design your own playlist. It is similar to iTunes except that it is free! Use Grooveshark to create a playlist that represents a soundtrack of your life. Your playlist can be any length. Embed or link to your playlist in a blog post. List the artists and song names and share your rationale for including each track. What aspects of your life are highlighted by what aspects of your soundtrack?
 Pixlr (pixlr.com) is a free online photo editor. Upload a photo of yourself and edit it in a way that somehow captures aspects of your identity. Include this edited image in your post and explain how you altered the image and the significance of your alterations.

Search Flickr.com for images related to your culture and/or identity. Include these images in a post that elaborates on the images by explaining the links between the visual representations and your understanding of your culture and/or identity.
Make sure to give credit where credit is due! More specifically, link the images in your post back to the original image in Flickr, and recognize the creator of the image by including their Flickr username in an image caption.
 Take photos or record a video of your commute to school. If you make a video, upload it to Vimeo (vimeo.com), YouTube, or another online video sharing site, and then embed it in your post. Narrate your journey by describing and reflecting upon the various spaces you pass through. Describe some of the sights, smells and
42

sounds you encounter. What are some of the landmarks of your commute? How are the various spaces differently organized? What is their function, and how does their spacial organization reflect this function? Who else populates this space?
What other variables affect your commute? For instance, how do the environmental conditions (the weather) affect your experience? What differences do you notice in your experience of the commute at different times of the day?
Additional ideas are welcome and encouraged.
Happy blogging!
43

SUCCESS STRATEGIES FOR THE NEXT FOUR YEARS
Check out these helpful tips from the Center for 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.
S
C OURSE L OADS : C REDIT O VERLOADS AND D ROPPING 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 program of 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. We strongly urge entering freshmen not to work if you can avoid it. If you must work, work for as few hours as possible. If you have a fulltime job, taking more than two or three courses is very likely to jeopardize your career at
Baruch.
What if I want to take more than 18 credits?
Students in all three schools may apply for a credit overload. The credit overload allows students to register for 19 to 21 credits in either the Spring or Fall semesters. For those students seeking permission for the summer session(s) a maximum of 5 courses is allowed with 3 three courses in one session. First semester transfer students and first semester freshmen are not permitted credit overloads. Please see any advisor for additional information about applying for a credit overload.
What if I need to drop a course?
1.
See Schedule of Classes for the deadline to drop a course(s).
2.
Student must complete a drop form and have it approved at the Office of the
Registrar or the Center for Academic Advisement by the stated deadline date.
3.
If you are receiving financial aid or are an international student, dropping a course might affect you. Please see the appropriate office.
4.
If you are withdrawing from all courses (Total Withdrawal) at any time during the semester, you must come to the Center for Academic Advisement and meet with an Academic Advisor.
5.
If you need to drop a course after the deadline date, meet with an Advisor at the Center for Academic Advisement.
D EGREE R EQUIREMENTS , EXEMPTIONS , EXAMS , WAIVERS
How do I know if I have met all degree requirements for graduation?
44

Review your DegreeWorks Degree Audit. You may find the DegreeWorks Degree Audit link on the Center‘s website and on the Office of the Registrar website. You should also meet with an Academic Advisor to review your academic progress.
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 possible 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, we give placement credit for Advanced Placement scores of 4 or higher.
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.
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, 25th Street, Room 720. 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.
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
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.
How can I take honors courses?
A large number of Honors classes are offered each semester and are listed in the Schedule of Classes. Some are honors sections of courses in the base curriculum. Others are electives, including the Feit Seminars in the Humanities and the Harman Writer-in-
45

Residence classes. Honors courses provide special enrichment for highly motivated and well-prepared students. Such courses have the designation "H" in the Schedule of Classes and, if taken, students' transcripts will indicate Honors courses where appropriate.
Honors courses are open to all students who are in good standing in the Baruch Honors
College and, with some restrictions, to other students who have qualifying GPA. 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/
A CADEMIC A PPEALS
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 frequently helpful if the student can attach relevant supporting documentation. Each school has its own Committee on Academic
Standing, which reviews appeals in writing only.
The appeal process may help you if you have the following types of requests:
 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 you have been dismissed due to poor academic standing
How do I submit an appeal?
You can pick up the appeal form you need at the Center for Academic Advisement or download an application from the Center for Academic Advisement website
(www.baruch.cuny.edu/advisement), and submit it to the appropriate department/school.
Students should meet with an Academic Advisor at the Center for Academic Advisement for assistance in filing an appeal.
G RADES /GPA/G RADING P OLICIES
Am I allowed to I take a course on a PASS/FAIL basis?
Only certain majors and certain courses may be taken on a PASS/FAIL basis. Please fill out an application at the Center for Academic Advisement prior to registration. Students planning to major in business may not take courses on a PASS/FAIL basis.
What do my grades mean?
The following table lists the grades that are used at Baruch College
Grade Grade Point Equivalent Percentage Equivalent
A
A-
B+
B
4.0
3.7
3.3
3.0
93.0 – 100.0
90.0 – 92.9
87.1 – 89.9
83.0 – 87.0
46

B-
C+
C
C-
D+
D
F
2.7
2.3
2.0
1.7
1.3
1.0
0.0
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
Explanation of Grades
Excellent (A, A-) Paves the way to the Dean‘s List.
Very good (B+, B, B-)
Average (C+, C)
Poor (C-, D+, D) Merely passing. Enough of these and you can be dismissed.
Failure (F)
Am I allowed to retake a class in which I received a 'D'?
No. You may only repeat a course in which you received a failing grade (F, FIN, FAB,
FPN, WU, or WN). For information on repeating failing grades, please see our 'F' Grade
Policy.
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?
The policy regarding Latin Honors is as follows:
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)
47

P ROBATION /D ISMISSAL /R EINSTATEMENT
Are you struggling with your courses?
First ask yourself:
Is it Academic difficulties?
Is it Time Management?
Is it Personal/Family problems?
Not sure why?: Contact the Counseling Center at counseling@baruch.cuny.edu or at 646.312.2155.
What is academic probation?
Students must maintain a certain minimum Grade Point Average(GPA) based on the number of credits earned. Students will be placed on Grade Point Average Probation at the end of the Spring 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 Spring 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.
Students must maintain a certain minimum Grade Point Average based on the number of credits earned:
0-12 credits - 1.50 cumulative GPA
13-24 credits - 1.75 cumulative GPA
25 credits or more - 2.00 cumulative GPA
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.
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
Spring 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. (Alternately, the appeal may need to be filed with the Joint
Committee on Academic Standing. Consult the Center for Academic Advisement for assistance). The deadline for submitting appeals for reinstatement to the Committee on
Academic Standing in the appropriate school is November 1 for the Spring semester and
April 1 for the Fall semester. Students must also file a reentry application with the
Registrar's Office.
P ICKING A M AJOR AND A M INOR
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.
48

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.
How do I file for my major and minor?
Complete the on-line ―Eligibility Review For Your Major‖ form https://www.baruch.cuny.edu/application/review.jsp. To find out more about the process and the requirements, review the requirements at http://www.baruch.cuny.edu/advisement/eligibility_review.htm
A M I ON THE R IGHT P ATH ?
Here is a quick ―to-do‖ list for each year of your undergraduate degree at Baruch:
Freshman Year:
1.
Dropping a course? Watch the drop deadline! (see the Schedule of Classes for upto-date deadline information) To officially withdraw from a course, you MUST see an Academic Advisor at the Center for Academic Advisement..
2.
Attend Freshmen Seminar.
3.
Review your Degree Works Audit. Log on to http://dgw.baruch.cuny.edu/
4.
Start thinking about what you wish to take next semester, choosing courses from
Tier 1 and 2.
5.
Take and Pass SimNet Assessment Exam. Contact the Office of Testing and
Evaluation. Log on to (http://www.baruch.cuny.edu/ote/ ) for more information
6.
Visit the Starr Career Development Center
7.
Start thinking about which degree program you may wish to enter – as there are additional requirements separate from the core curriculum for each school.
Sophomore Year:
1.
Start thinking about major(s) you are interested in learning more about.
2.
To find out how your courses are fulfilling your degree requirements, log onto
Degree Works Audit at http://dgw.baruch.cuny.edu/
3.
Take and Pass SimNet Assessment Exam if you have not already done so.
4.
Take and pass the CPE exam.
5.
Start considering internship opportunities. An internship gives you real-life experience in an area in which you may eventually major , and may also help you pursue a career in that area. Contact the Starr Career Development Center for more information. Log on to http://www.baruch.cuny.edu/careers/
49

6.
Consider studying abroad during your junior year. Visit the Study Abroad Office
7.
Consider what you want to Minor in from Tier III
8.
Submit the online Eligibility Review For Your Major .
Junior Year:
1.
Declare your minor. You may pick up the form at the Center for Academic
Advisement or download a copy from http://www.baruch.cuny.edu/registrar/documents/MinorDeclarationForm.pdf
2.
Declare your major. Submit the on-line Eligibility Review For Your Major form.
Senior Year
1.
Sign up for on-campus recruitment and workshops at the Starr Career
Development Center.
2.
Apply for graduation through the Office of the Registrar.
50

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
51

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
52

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 everyday 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 colorcoating 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 you 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
53

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 studentcreated. 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.
-
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
54

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)
55

NVC 2-150 (646) 312-4670
TARR
AREER
EVELOPMENT
ENTER
S
AREER
LANNING
Freshmen Year
HECK
IST FOR
RESHMAN
TUDENTS

Go to Starr Career Development Center (SCDC) in Newman Vertical Campus 2-150 for a tour of Center.

Schedule a Getting STARR-ted Appointment with a Peer for Career (Student Career
Advisor) to get a personalized introduction to the SCDC services, SCDC Library, and
Web Resources.
 Go on StarrSearch, 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.

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, Mastering
Basic and Advanced Interviewing Workshops.

Create a resume on Optimal Resume at https://baruch.optimalresume.com/index.php
or update current resume.
 Apply to the SCDC‘s Rising Starr Sophomore Program in spring for the following year.
56


Consider summer volunteer work or part-time jobs to expand your horizons and your resume.
Sophomore Year
 Update your StarrSearch 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.
 Take a vocational assessment if you need help identifying 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.
 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 September and April, Diversity Job Fair in November 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.
 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 TEAM Baruch Leadership
Program in October.
 For upper sophomore with a 3.0 or above interested in participating in Executive on
Campus Mentoring Program, apply in spring.
57

Junior Year
 Update StarrSearch 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.

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, Diversity Job Fair in November 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.

Seek out an on-line mentor using our StarrSearch Networking feature.
 Learn to write proper business correspondence and enhance your verbal communication skills.
Senior Year
 Update StarrSearch Profile.

Participate in Senior Start Up, an orientation to On Campus Recruiting at the start of the academic year.

Attend 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.
58


Attend Career Days in September and April, Diversity Job Fair in November 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 StarrSearch Networking feature.

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.
59

60

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 website at: http://www.baruch.cuny.edu/bulletin/documents/ug_bulletin_2004_07.pdf.
Outlined below is the Baruch College Code of Student Conduct.
B ARUCH C OLLEGE C ODE OF S TUDENT C ONDUCT
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 240). Procedures for the enforcement of campus codes are detailed in other sections of Article XV (see pages 240–42). 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 244–45).
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
3significantly 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.
61

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.
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
Smoking is prohibited in all Baruch facilities.
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.
62

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.
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
63

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.
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
64

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.
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:
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;
65

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.
D.
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.
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
66

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 off-campus 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.
67

P UBLIC S AFETY A ND S ECURITY S ERVICES
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.
P ERSONAL S AFETY A ND S ECURITY O N C AMPUS
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.
P REVENTION
General Security on Campus
68

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.
S EXUAL A SSAULT
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.
69

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.
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 646-660-3333 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.
N EW Y ORK S TATE S EX O FFENDER R EGISTRY
The Division of Criminal Justice Services maintains the Sex Offender Registry. Inquiries may be made at www.criminaljustice.state.ny.us/nsor/ .
A LCOHOL A ND D RUG U SE P OLICIES
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
70

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.
W EAPONS
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.
I NSTITUTIONAL S ANCTIONS
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.
71

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 self-help 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.
72

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.
73

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.
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
9.
Ejection
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.
74

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 2-255, Newman
Vertical Campus.
BARUCH SMOKING POLICY
Baruch College has taken on the challenge of making the air that its students, faculty, and staff breathe cleaner. Baruch College is a non-smoking institution except in designated locations. If you have any questions about where you may go to smoke, check with a public safety officer or the school‘s website for the location of the nearest smoking designated areas.
Smoking is not allowed inside any building on campus, including entry canopies.
No smoking is permitted within 20 feet of any building door, window or air intake.
Smoking is limited to outdoor designated smoking areas. These areas will be identified with signage. The smoking areas are located near the center of the South side and at the
Northeast side of the Vertical Campus and the Southeast corner of the Library.
Smokers are responsible for the proper and safe disposal of smoking materials in designated smoking receptacles.
The campus community is responsible for notifying guests of the smoking policy and ensuring that they abide by the policy.
This policy protects the rights of non-smokers to enjoy a smoke free environment. It relies on the cooperation of the entire college community, smokers and non-smokers. It is the responsibility of all members of our college community to observe the smoking policy and to direct those who choose to smoke to do so only in the designated smoking areas.
75

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 off-campus 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 which 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
76

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.
77