The legislature finds that in order to meet the state’s responsibility to provide post-secondary education in New York city beyond the associate degree level, as it does elsewhere in the state, there should be full state funding of senior college operating and debt service. The governance of the university must reflect increased state responsibility but should preserve the city’s participation in the governance of the university it created and developed at city expense.

The legislature intends that the city university of New York should be maintained as an independent system of higher education governed by its own board of trustees responsible for the governance, maintenance and development of both senior and community college units of the city university. The university must remain responsive to the needs of its urban setting and maintain its close articulation between senior and community college units. Where possible, governance and operation of senior and community colleges should be jointly conducted or conducted by similar procedures to maintain the university as an integrated system and to facilitate articulation between units.

The legislature’s intent is that the city university be supported as an independent and integrated system of higher education on the assumption that the university will continue to maintain and expand its commitment to academic excellence and to the provision of equal access and opportunity for students, faculty and staff from all ethnic and racial groups and from both sexes.

The city university is of vital importance as a vehicle for the upward mobility of the disadvantaged in the city of New York. The pioneering efforts of the SEEK and College Discovery programs must not be diminished as a result of greater state financial responsibility for the operation of the city and state of New York.

Only the strongest commitment to the special needs of an urban constituency justifies the legislature’s support of an independent and unique structure for the university. Activities at the city university campuses must be undertaken in a spirit which recognizes and responds to the imperative need for affirmative action and the positive desire to have city university personnel reflect the diverse communities which comprise the people of the city and state of New York.  In its urban environment this commitment should be evident in all the guidelines established by the board of trustees for the university’s operation, from admissions and hiring to contracting for the provision of goods, services, new construction and facilities rehabilitation.

Source:  “CUNY’s Mission and History”

from the Office of the President

Baruch College of the City University of New York is dedicated to being a catalyst for the social, cultural, and financial mobilityof a diverse student body, reflective of its historical mission.

Baruch College educates men and women for leadership roles in business, civic and cultural affairs, and academia. It offers rigorous baccalaureate, master’s, and doctoral programs to qualified students who seek careers in business, public affairs, and the arts and sciences. 

Integrating professional education with the arts and sciences for undergraduates, Baruch College’s faculty cultivates its students’ analytical ability, critical thinking, cultural awareness, and ethical sensibility.

The College’s graduate programs focus on professional preparation that enables students to become leaders and innovators in their fields.

The faculty’s contributions to knowledge reflect a commitment to teaching, research, scholarship, public policy, and artistic creativity.

Through executive education, continuing studies programs, and public events, Baruch engages the larger civic and international community that includes its supportive alumni, extending the College’s visibility and nurturing its global reputation.

1847 |  The Free Academy is founded in NYC as the first institution of free public higher education in the United States, located at the site of the current Field Building, 23rd St. and Lexington Avenue. 

1866 | The Free Academy becomes the College of the City of New York.

1908 | College of the City of New York relocates to current location of City College in Harlem. Business courses continue to be offered at the original site of the Free Academy, 23rd and Lexington, in the evenings. 

1919 | The School of Business and Civic Administration opens in the antiquated original Free Academy building, 23rd and Lexington. The facility was deemed dangerous and after some minor violations were corrected the building continued to be used until 1926.

1929 | College of the City of New York is renamed The City College of New York (CCNY). 

1930 | School of Business and Civic Administration of the College of the City of New York is completed, replacing the original Free Academy and City College structure on the corner of 23rd and Lexington. 

1930 | In 1930, CCNY admits women for the first time, but only to graduate programs. 

1951 | The entire institution becomes coeducational.

1953 | City College School of Business is renamed the Bernard M. Baruch School of Business and Public Administration. “Baruch, a 1889 graduate, is one of its more notable alumni. Baruch was a financier and economic advisor to American Presidents for over forty years. He always maintained a close relationship to his alma mater, and contributed substantial gifts to the college.”

1961 | CUNY is created by NY State legislation and is signed into law by Gov. Nelson Rockefeller.

1968 | Bernard M. Baruch School of Business and Public Administration separates from City College and becomes Baruch College. Baruch College to celebrate its 50th year in 2018.

1994 | Information and Technology Building opened (Newman Library, across 25th St. from the Vertical Campus).

1998 | The former School of Liberal Arts and Sciences is renamed the Mildred and George Weissman School of Arts and Sciences, in honor of the Weissmans’ $10 million donation, the largest cash gift in CUNY history. (Source: WSAS)

2001 | The William and Anita Newman Vertical Campus opens.

In Fall 2013, a uniform set of general education requirements, known as CUNY Pathways, were implemented university-wide. Although the courses that can be used to fulfill these requirements differ slightly from college to college, the basic set of requirements are the same throughout the CUNY system, and with few exceptions any requirement that a student fulfills at one college will be considered fulfilled at any other college to which s/he transfers. Students who entered Baruch in Fall 2013 or after must complete Pathways at Baruch to obtain a degree.  

There are three parts to the Pathways requirements: 

Required Core: 

Comprised of four courses:

1. ENG 2100: Writing I
2. ENG 2150: Writing II
3. Mathematical and Quantitative Reasoning (1 course among 6 options)
4. Life and Physical Sciences (1 course among 5 options)

Flexible Core

Comprised of six courses from five different categories. (Students may not take more than one course from any one department or discipline.)

1. Category 1: World Cultures and Global Issues (1 course among 6 options)
2. Category 2: U.S. Experience in its Diversity (1 course among 6 options)
3. Category 3: Creative Expression (1 course among 6 options)
4. Category 4: The Individual and Society (1 course among 4 options)
5. Category 5: Scientific World (1 course among 6 options)

College Option

Comprised of four courses:

1. ENG 2800: Great Works of World Literature I or 2850: Great Works of World Literature II
2. 4000-level Communications Intensive “Capstone” course for the liberal arts minor of 3 & 4 below
3. 1st 3000-level liberal arts course toward a liberal arts minor
4. 2nd 3000-level liberal arts course toward the same liberal arts minor

Great Works of World Literature

All Baruch students are required to take one semester of either Great Works of Literature I or II, either in the English Department (ENG 2800 and 2850), or in the Department of Modern Languages (CMP 2800 and 2850). English 2800 covers antiquity up to 1600 or 1650, and ENG 2850 covers 1650 to the present. The goal of these courses is to set major literary works in their social historical, religious, economic, and political contexts, while covering a truly global range of cultures. Courses compare and contrast cross-cultural conceptions of the relationship between the human and divine, and examine joint human concerns as voiced through timeless works of literature. 

Other Pathways Course of Note: COM 1010 and COM 1010T

COM 1010: Speech Communication: Provides training and practice in the preparation and delivery of original speeches, encourages the use of clear language, develops students’ awareness of intellectual and ethical aspects of communication, and promotes critical thinking and academic research. (3.0 Hours; 3.0 Credits)

COM 1010T: In 2016 the Weissman School and the Department of Communication Studies began offering a limited number of ELL-focused sections of COM 1010. Like ELL-focused courses in the First-Year Writing Program, these courses bear the T designation and meet for 6 hours per week, vs. 3, to provide extra support to English Language Learners with oral communication skills. 

This course is not part of the Pathways core, but it is: required in the pre-Business core; required in the Weissman college option; a choice for the School of Public Affairs college option.

Prerequisite: Departmental screening.

Six CUNY colleges are among the top 10 nationwide in promoting social mobility, moving lower-income students into the middle class and beyond with excellent jobs.

CUNY has produced 70 Fulbright scholars, 10 Truman scholars, 7 Marshall Scholars, 7 Rhodes scholars in recent years, and two of the last three Pulitzers for poetry.

8 in 10 CUNY college graduates carry no federal loan debt.

Baruch has consistently been ranked highly in quality and value among public higher-education institutions. In 2017, Baruch was ranked it #1 among “Best Public Colleges” and #2 among “Best Colleges for Your Money” in the nation by Forbes and is currently ranked the fourth best regional public college by U.S. News & World Report.

Sources: http://www2.cuny.edu/about/colleges-schools/#; http://www2.cuny.edu/about/history/

In 1961, the state Legislature formally established The City University of New York, uniting what by then had become seven municipal colleges into a formally integrated system and authorizing the new University to offer doctoral programs. 

Today the University spans 24 campuses across the city’s five boroughs:

• 11 Senior Colleges offering baccalaureate degree programs:
  • Baruch College 
  • Brooklyn College 
  • The City College of New York 
  • College of Staten Island 
  • Hunter College 
  • John Jay College of Criminal Justice 
  • Lehman College
  • Medgar Evers
  • New York City College of Technology
  • Queens College
  • York College
• 7 Community Colleges offering associate degree programs:
  • Borough of Manhattan Community College
  • Bronx Community College
  • Guttman Community College
  • Hostos Community College
  • Kingsborough Community College
  • LaGuardia Community College
  • Queensborough Community College
• 6 Graduate, Honors and Professional Schools, offering 30+ doctoral programs:
  • CUNY Graduate Center
  • CUNY Graduate School of Journalism 
  • CUNY Graduate School Of Public Health And Health Policy
  • CUNY School Of Law
  • CUNY School Of Professional Studies
  • Macaulay Honors College

The George and Mildred Weissman School of Arts and Sciences has more than 50 areas of study that blend rigorous theory with practical experience. Degrees include the BA, BS, MA, MS, and PhD. 

The Austin W. Marxe School of Public and International Affairs is a research entity that offers BSPA, MPA, Executive MPA, MIA, and MS in Education degrees while serving as a resource for governmental and nonprofit entities at the local, state, and national levels.

The Zicklin School of Business has renowned faculty experts across the business spectrum and acclaimed AACSB-accredited programs leading to BBA, MBA, MS, Executive MBA and MS, and PhD degrees.

For detailed information about Baruch’s student body, view the Fall 2021 Baruch Fact Sheet (PDF) and check out Baruch’s campus “Facts at a Glance”

For questions regarding your Baruch email or your cube computer, contact wsastech@baruch.cuny.edu.

For questions regarding your paycheck, teaching and non-teaching rate, or health insurance, contact Human Resources.

For questions about C1, CUNY Portal/BB, or reserving a computer lab for your students, contact the IT help desk: (ext.#1010). Every classroom has a campus phone, which you can use to call IT if your classroom computer or the accompanying equipment is not working.

For questions regarding Blogs@Baruch, contact the Center for Teaching and Learning.

To set up a library research visit for your students, fill out the Library Workshop Request Form.

To reach Adjunct Faculty Services, contact Director Linda Lemiesz.

For Campus Security: call ext. 3333.

Here is a link to Baruch’s academic calendar.

Here are links to the PSC-CUNY union’s handbook and to Baruch’s adjunct faculty handbook, also found on Baruch’s website.

PSC-CUNY Union Membership: To obtain a PSC membership application card, call the PSC membership department (212-354-1252) or click here to request an application card by taking 60 seconds to complete an online form.

First-Year Writing and Great Works of Literature form an essential core of the general education experience at Baruch College. Since Aristotle, education in the Western tradition has centered on rhetoric (the study and practice of communicating effectively) and poetics (the study of dramatic, poetic, and literary works). Building on this rich tradition, courses in first-year writing and Great Works of Literature focus on developing writing and reading practices that are vital in twenty-first-century globalized environments.

The First-Year Writing Program at Baruch College emphasizes rhetorical approaches to multi-genre writing and reading, with a focus on academic prose in ENG 2100 and multimodal composing and digital literacies in ENG 2150. The two-course sequence, required of all students at Baruch College,  helps students identify the persuasive strategies at work in all discourse and adapt their own writing for particular audiences, genres, and purposes. Students read and interpret texts from a variety of genres (fiction and nonfiction), they enhance their skills in composing traditional academic essays, and they compose in online platforms that expand the reach of the classroom to public venues. 

More information about the Baruch First-Year Writing Program can be found at the First-Year Writing and Great Works Program website here.

On average, the demographics of faculty teaching ENG 2100(T) and ENG 2150(T) are:

1. Adjunct faculty: ~70% 
2. Full-time faculty: ~15% 
3. Graduate Teaching Fellows: ~15%

Classroom Access

You can access rooms in the Vertical Campus with your Faculty ID. If you teach in the 17 Lex building, you do not need a key or ID to access your classroom, but you may need a key (available at the circulation desk of the Newman Library that you check out at the beginning of the term and return at the end) to unlock the multimedia cabinet. To see the media available in your classroom and whether the media cabinet is locked, go to the “Technology” link in the upper right menu of the Baruch College home page > “Faculty Staff Resources” > Smart Classrooms > Choose location on the right side and then select room number.

Classroom Media

Your classroom will have a teacher’s station with computer and web access, and, depending on which building you’re in, your classroom will have a digital projector and drop-down screen or a large, plasma screen. For information about media equipment available by classroom and guides to faculty tech consoles in each classroom, visit the Baruch Smart Classrooms webpage.

Copy Machine

The staff copy machine is located in Room 7-290, near the adjunct cubicles. You may access the copier code from Claudye James. We suggest using the Baruch Library’s eReserve system or scanning and uploading documents onto Blackboard as much as possible. The copy machines in the English Dept also have scanning capabilities.

Keys

Once you have been assigned an office space (generally 1-2 weeks prior to the start of the term), please see Claudye James at the front cubicle for keys to your cubicle’s cabinet, the 7th floor bathroom, and, if you teach early morning or evening classes, the English Department office entrance (which may be locked before 8 am and after 5 pm).

Office Area and Mailbox

Part-time faculty and graduate teaching fellows from the CUNY Graduate College teaching at least one course at Baruch receive an office space, shared with 4-5 other instructors whose teaching times don’t overlap (ideally) to optimize privacy when meeting with students. Part-time faculty office spaces are located just beyond the department mailboxes and the Journalism and Professional Writing offices. All instructors, full- and part-time, have a mailbox near the English Department administrative offices.

Reserving a Hardwired Computer Classroom

To reserve a computer classroom, complete this online form for BCTC and provide the following information”

1. Your name
2. Course number and section
3. Start and end time requested
4. Expected number of students
5. Date of sessions
6. Any software required

You also can ask students to check out laptops from the Newman Library.

As you construct your semester schedule of readings and assignments, refer to the Baruch College Academic Calendar and be aware of all holidays. Pay special attention to the last day for students to drop a course with the non-punitive grade of W. Please return at least one graded assignment by that day so students know where they stand in your class. If you have struggling students who seem unlikely to pass, you might reach out to them and discuss their status in class so prior to this date they can make an informed decision about whether or not to stay in the class.

The Baruch policy is to give final exams only during the time appointed to your class in Finals Week. If you are giving a final exam (and most in the Writing Program do not), please respect this policy and do not give any finals during the last class session or any time other than your assigned final exam time.

Please make yourself available to students via one office hour per week for each course you teach. Be mindful that you will most likely be sharing a cubicle with three or four other instructors, so it’s usually best to hold office hours shortly before or right after your classes.

The standard practice at Baruch is for all instructors (untenured, full-time faculty and part-time faculty with 10 or fewer semesters of teaching) to receive a classroom observation and follow-up at least once per semester. The observation process usually involves a phone call or email exchange beforehand and a meeting after the observation to discuss the observed class, your syllabus, and graded papers from your class with your comments. You must provide the documents asked and meet with your observer—doing all you can on your end to ensure a good observation—in order to fulfill your responsibilities as a faculty member at Baruch.

ENG 2100 and 2150 count as three hours of credit for students. They show up on a financial aid statement and bursar bill as a three-hour class. However, they are “stretch” classes, meaning they bear three hours but meet for four “academic” hours per week. ELL versions of ENG 2100 and 2150, called “T” courses (for “tutorial”), also bear three credit hours but meet for two hours and fifty minutes twice each week, for a total of five hours and fifty minutes. The extra time added to the meeting days gives faculty and students a chance to individualize the course experience and spend time in class conferencing, working on drafts, and providing feedback on writing. All first-year writing courses meet twice per week.

For example:

A three-hour course that meets twice per week meets for one hour and fifteen minutes twice weekly, or a total of two hours and thirty minutes. A three-hour class that meets three times per week for fifty minutes each meeting, also a total of 2.5 hours each week.

A four-hour course (ENG 2100 and 2150) that meets twice per week meets for one hour and forty minutes twice weekly, or a total of three hours and twenty minutes per week. Such a class offers 25 additional minutes of class time each class meeting, or 50 additional minutes per week over a three-hour course.

A six-hour course (ENG 2100T and 2150T) that meets twice per week meets for two hours and fifty-five minutes each class session, for a total of five hours and fifty minutes per week. Such courses at Baruch have 25 minutes of break time built in that faculty can take advantage of as they wish. However, you should not “let class out” 25 minutes early, either in ELL or non-ELL courses.

So what should you do with the extra time afforded by the stretch model?
Ideas: conferences with students, group work on drafts, peer review, reserve a computer studio and let students work on drafts/revision while you circulate and/or meet with individual students who may need extra help with grammar or revision or whatever stage they’re at in the writing process.

Use this time to save your time and students’ time outside of class. Baruch students are busy: many work part- or even full-time, help care for their extended family members, or have families of their own. You are busy: many of you work at multiple colleges or wear a number of hats professionally. Use this time in class wisely. I’m always interested in hearing how people use this time creatively so please share your experiences!

Graduate Teaching Fellows

Each year several graduate students from the Departments of English and Comparative Literature at the CUNY Graduate Center teach First-Year Writing and Great Works of World Literature at Baruch as part of their Graduate Teaching Fellowship. The goals of the Fellowship program are:

1. to give CUNY doctoral students the opportunity to develop instructional skills and enhance their future employment prospects;
2. to provide needed instructors for undergraduate classes at the CUNY colleges; and
3. to assist in recruiting and retaining outstanding students for CUNY doctoral programs. 

In their five-year plan of study, Graduate Teaching Fellows serve as Research Assistants in year one, teach at a local CUNY campus years two through four, and serve as Graduate Writing Fellows in year five (see below). At Baruch GTFs take a 3-hour teaching practicum course in the fall with the Writing Program Director and receive ongoing mentorship through course observations and workshops. The Graduate Teaching Fellowship (GTF) program began in August 1992 at The Graduate School and University Center based on a plan developed by the Chancellor’s Office of The City University of New York, which provided funding. The GTF program began as a modest initiative, but by 1994-95 all 17 CUNY undergraduate colleges were participating. 

Graduate Writing Fellows

Writing Fellows do not teach in our department but rather serve as Writing Across the Curriculum (WAC) consultants for Communication Intensive Courses at Baruch. Writing Fellows are CUNY Graduate Center doctoral students, typically in their fifth year of study, who are trained in WAC pedagogy. The mission of the program, implemented across CUNY in 1999, is to integrate WAC principles and writing-to-learn practices across all levels of instruction. WAC theory holds that through the process of writing students learn how knowledge is created and expressed in different ways across academic disciplines and in public writing through their lives.  

At Baruch, Writing Fellows in the English department participate in ongoing projects for the Writing and Great Works core programs and may work in WAC initiatives across the campus. The work varies, but fellows may participate in research, program assessment, and/or curriculum design, among other projects. Fellows generally work with faculty, not students, and are not Teaching Assistants. Writing Fellows gain hands-on understanding of the inner workings of departments, including but not necessarily limited to the work of writing program administration, and also acting as consultants to English faculty.

You’ll receive a reminder about this and other important dates from our office and from Prof. Dennis Slavin, the Associate Provost, but by the end of week 3 all faculty are required to “certify” rosters, i.e. indicate within CUNYfirst whether all students enrolled for your course have attended your class at least once. To gain access to your class roster in CUNYfirst if you’ve never logged in, you must first activate (or “claim”) your CUNYfirst account.

The Baruch Writing and Great Works website

The Teacher’s Guide to First-Year Writing

The faculty journal Pedagogy in Praxis

For info on how to access wireless on campus (for yourself or your students), see the “Quicklinks” section of the Baruch Computing and Technology Center site, baruch.cuny.edu/bctc. The 17 Lex building is being revamped floor by floor, so please note that if your students use laptops in class they likely will not have access to wireless. If you want your students to have wireless access (on laptops they can check out from the Newman Library, for example), you can reserve a computer lab in the Newman Vertical Campus. Wireless access is available throughout the Vertical Campus.

Baruch uses Blackboard for its course management system. You can access a variety of faculty guides outlining Blackboard’s capabilities on the “Technology” link in the upper right corner of Baruch’s homepage.

How do I access Blackboard?

(Click here for a direct link to Blackboard login.) Access Blackboard essentially the same way you access CUNYfirst: Once you’ve activated your CUNYfirst login and have your CUNY login user name and password:

1. Go to the Baruch homepage (baruch.cuny.edu) and select “Blackboard” under “Log in” at the top.
2. You’ll be taken to the BCTC Blackboard home page. Select “Log in” on the right. 
3. You’ll land on the CUNY log in page. You’ll use your same log in on this page to access Blackboad and CUNYfirst (your “CUNY login”). 

How do I use Blackboard to contact my students?

To email your students (via Blackboard, Baruch’s Course Management System), see your course roster and classroom location (via CUNYfirst), and more, check out the Introduction to Tech for Faculty at Baruch. To log in to this page, use your network username and password that you use to access Baruch email and to log in to any computer on campus, then select “Faculty.”

How do I get assistance with Blackboard?

For troubleshooting or other questions about Blackboard or accessing CUNYfirst, please contact the Baruch Computing and Technology Center (BCTC) Help Desk:

• 1-646-312-1010
• Helpdesk@baruch.cuny.edu

For hands-on, detailed help with designing or customizing your Blogs@Baruch or Blackboard site, contact the Center for Teaching and Learning.

We encourage you to use Blogs@Baruch, a WordPress platform designed specifically for Baruch faculty. With this platform it’s relatively easy to set up a course website and give your students their own blogs to encourage out of class writing, research, and engagement with other students’ writing. By linking their blogs to your main course blog you can extend your class beyond the walls of your room in exciting ways. From a usability perspective, students consistently say they prefer having one place to go for online access to all their course materials, so consider linking to your Blogs@Baruch site within Blackboard so that you have one portal or access point for all course materials and information. The same would apply if you use Google applications such as Docs or Forms. For help on Blogs @ Baruch, go here: Blogs@Baruch Help Pages – A Blogs@Baruch site (cuny.edu).

For Writing 1, the FYW Program Faculty have collaborated to create a common Reader/Textbook called Join the Conversation consisting of chapters on various topics related to the learning goals of the course, sample readings useful for exploring concepts and topics important in the study of writing authored various people (including Baruch students), along with some helpful chapters about Baruch specifically.

For fall 2023, our textbook is available exclusively as an ebook. To access it, follow these steps:

1. Go to perusall.com and set up an account (click “Get Started” at the top.) If you have trouble setting up your account, email support@perusall.com for assistance. They are generally prompt. IMPORTANT: We highly recommend using your Baruch email account when signing up. Using an email account not associated with a higher education institution may cause issues with you accessing the textbook promptly.
2. Once you have the account set up, click “create or enroll in a course.”
3. If it asks you to choose if you want to create a course “for students to access directly at perusall.com” or “integrated with my institution’s Learning Management System,” choose the first option that is “directly at perusall.com.”
4. Fill out the form—course name, “CUNY Bernard M Baruch College (New York, NY, US)”, etc. Under “Analytics,” feel free to choose whichever one you’d like to try out. You can change it later if you want to play around with it. If you don’t want to experiment very much and you want to just use the website to read the textbook, you should either choose “Disable grading, but provide engagement analytics” or “Disable all analytics.” If you want students to complete annotations and you want to grade those annotations, you can select either “Automatic grading and engagement analytics” or “Manual grading and engagement analytics” or “Disable all analytics.” If you want to simply grade annotations for completion, you should choose the manual option. Grading annotations via more complex criteria can be done either by the automated option or through manual. Finally, for “Target group size,” you can put 30 to be safe (it is about how many people can view annotations).
5. Select “Browse our catalog of available titles. “Under “search title” enter “Join the Conversation.” (Note: you can leave the other fields blank). You can also search by ISBN number: 9781319504502. Click “OK” after you select Join the Conversation.
6. IMPORTANT: You won’t gain access to the book immediately. It can take up to 24 hours, so return later and check if you have the book. Additionally, make sure you do this well before the semester begins to ensure you and students have access to the book before the first reading assignment.
7. Click “Library” at the top. When the textbook is available, it will appear here.

To invite students to your course, follow these steps:

1. Click on your course
2. On the left, select “settings.”
3. Select “access.”
4. Copy the “student course code” and share it with your students.
5. For your student’s information, the price is $27.99 through Persuall. The price at the bookstore may be different (ISBN number is 9781319504502).

Students will also need to visit Perusall.com to create an account, and then they can click to enroll in a course, using the code you have shared. Once they are added to the course, they will hit a paywall when they try to access the course materials. They can either pay for access directly through Perusall.com or visit the Baruch campus bookstore to purchase an access code.

For your syllabus, here is a sample set of instructions to use for students that you can copy and just add the student course code to:

1. Create a Perusall account at perusall.com
2. The onboarding process will ask you for a course code.
3. Enter the following course code: [ENTER STUDENT COURSE CODE HERE]
4. Go to “Library” and click Join the Conversation.
5. There will then be an option to purchase it there. It costs $27.99.
   1. However, you can also purchase the textbook through the bookstore here: https://baruch.bncollege.com/shop/baruch/page/find-textbooks. The price may be different.

This PDF has much more detail that will be helpful for setting up Perusall and getting started with using the textbook through it.

Annotation Assignments in Perusall

Here are the steps for setting up Annotation Assignments. I can also make a quick video demo if that would help.

1. Go to “my courses” and click on your course
2. Click “add assignment”
3. Select the textbook (or any other text the instructor has uploaded to their course library) under “content to assign”
4. Choose which parts to assign (you can select a page range or specific chapters of the book).
5. Enter the submission deadline, assignment name, and instructions for students. (For example, let them know they need to make five annotations and comment on two others by classmates).
6. Select the date when you want the assignment to be made visible to students and then select who you want to view the assignment—certain groups or the whole class.
7. Once the assignment is created, open it. You can highlight a piece of text and then add your annotation on the right-hand side of the screen.

Note: If a student logs in to the assignment and sees several other people’s annotations and finds them distracting, there is a dropdown menu where they can select “no comments” to be able to view the clean text and add their own comments before reviewing those by their classmates.

To use Zoom, go to https://cuny.zoom.us/. You log in the same way you would for CUNYFirst. More information on CUNY Zoom access is here: Zoom – The City University of New York (cuny.edu).

Students may enroll in ENG 2100 with a minimum score of 480+ on the SAT Verbal, 20+ on the ACT English, or 75+ on the NY State Regents exam. Most incoming first-year students (except Honors and transfer students for example) typically write an essay as part of the Online Writing Placement (OWP) prior to orientation and are placed into ENG 2100T based on their score and/or via placement appeal or consultation with an advisor. Students entering Baruch from outside the United States and/or otherwise identified as ELL via CUNY Central must pass CUNY Central’s ESL test, which will be in the form of the AccuPlacer (including WritePlacer) beginning in Fall 2022.

Sometimes students who may best be served by 2100T may be placed into a 2100. To make sure students who are in your class will be best served by your course, it’s important to assign a short, in-class, diagnostic writing assignment the first day of class (for both ENG 2100 and 2150, of ~30-45 minutes in length). Students who are absent on the first day should complete this writing as soon as they can. Waiting more than 3-4 days to shift a student puts her or him at a considerable disadvantage.

Additionally, prior to their first semester at Baruch, all students with degrees from institutions outside the U.S. must take an Exemption Exam, a 60-minute essay exam administered and scored by faculty in the Department of English at Baruch. Students who pass the exam will be awarded composition credits based on their score: a low pass earns credit for ENG 2100; a high pass earns credit for ENG 2100 and 2150. Students who do not pass the Exemption Exam will be placed into either ENG 2100(T) or ENG 2150(T) based on their score. We also sometimes allow administration of a similar exam for transfer students with in-progress degrees from US institutions on a case-by-case basis.

Finally, students who earn a 4 or 5 on the Advanced Placement (AP) English Language and Composition or AP English Literature and Composition exam will be exempted from ENG 2100.

If you are unsure about placement criteria, don’t hesitate to reach out via email or in person to Prof. Kamal Belmihoub, ELL Director in the department, and let him see the student’s in-class writing. The topic of the diagnostic is up to you. You could dovetail this writing assignment with your gateway paper in some way if you wish. For example, as a way of introducing the course theme to your students you could ask them to write about ways they’re affected by the topic you’ll be focusing on. For example, you could ask students in their first major paper to write about how they’ve developed as a writer (literacy narrative). The diagnostic paper for this assignment could ask them about the best writing experience they’ve ever had, for example, or rules they’ve been told about writing. If it appears that a student in your class would better benefit from an ELL version of first-year writing, please contact Kamal Belmihoub (Kamal.Belmihoub@baruch.cuny.edu) or 646.312.3908; office VC 7-278, or Lisa Blankenship.

The SEEK program has a rich tradition at CUNY for supporting students from economically disadvantaged backgrounds. The SEEK Program has a rich history at CUNY dating back to Mina Shaughnessy and Open Admissions at City College in the late 1960s. This period, and the work of Shaughnessy and her colleagues such as Adrienne Rich and Audre Lorde, ushered in the formal study of composition as an academic discipline. My (Lisa’s) own experience with teaching writing and pursuing graduate studies in Composition and Rhetoric began with my experiences teaching in an Open Admissions community college in the early 1990s and reading Shaughnessy’s seminal work Errors and Expectations. I hold this program in high regard and reserve SEEK classes for faculty who value SEEK’s mission and self-select SEEK courses.

From the CUNY SEEK website: “The SEEK (Search for Education, Elevation, and Knowledge) Program began as a pre-baccalaureate program at The City College of New York in 1965. It was signed into law by the New York State legislature in 1966 as the City University’s higher education opportunity program in the senior colleges. The legislation was a result of the efforts of social activists and progressive politicians whose vision was to provide access to CUNY for poor students, then largely African-American and Puerto Rican, who graduated from high schools that had not prepared them for the rigors of college. Today there are eleven SEEK Programs across the University: one Program in each of the seven senior and four comprehensive colleges.”

Each fall we offer approximately six sections of ENG 2100 reserved for Baruch students in the SEEK Program, and each spring we typically offer six sections of 2150 SEEK-designated courses. If you’re interested in teaching a SEEK course please indicate so in your teaching preference request.

A hybrid course blends online and offline instruction, half of scheduled class meetings replaced with online activities or virtual meetings. Hybrid courses have been offered in the Writing Program and in Great Works of World Literature at Baruch since 2013, currently constituting approximately 20% of our course offerings. While students and faculty report enjoying the convenience hybrid courses offer, they are not for everyone. They involve more than transferring your class to a half-online format, and our own and national research indicates students write more in hybrid courses, which in turn requires extra time reading and responding to student writing done outside of class.

Teaching a hybrid writing course requires that you take a 2-week prep course through the CUNY School of Professional Studies, offered late spring and again in June, and for which part-time faculty are compensated for 10 hours at the non-teaching rate. Approval to teach a hybrid must be granted prior to registering for the course, so please indicate your interest in hybrid teaching on the attached schedule request form as a first step and wait for initial approval before registering. Please note that hybrid course offerings for First-Year Writing are mostly limited to ENG 2150, both in the fall and spring semesters. We typically offer an average of only 10 sections of 2150 in the fall, so fall hybrid availability is limited compared to spring.

Learning Communities are opportunities for faculty and students in General Education/Pathways courses to connect course content and learning across disciplines. Each of Baruch’s learning communities is organized around two classes in first-year students’ scheduling block. Because they have identical rosters of only 20 students, the two professors may create interdisciplinary links between their classes, such as shared themes, readings, or assignments that begin in one class and end in another. Faculty are also asked to plan and organize at least two co-curricular activities (attendance at cultural events on campus, visits to museums, concerts, theater, historical sites—there are many possibilities here). Each community has a budget for tickets and food (lunches or dinners are a popular component of these activities).

Approximately 20% of ENG 2100 and ENG 2100T are designated as Learning Communities each fall term. Learning Communities are linked to higher retention and student engagement, and faculty consistently report enjoying the experience as well. Courses are capped at 20 and come with a higher salary (or course reassigned time for full-time faculty). When schedule requests go out in spring for fall teaching, you can indicate your desire to teach one, along with your preference for the discipline with which your class will be paired (not available to Graduate Teaching Fellows). LC’s are administered through the Weissman Dean’s Office.

Since summer 2016, Baruch College and the Southwestern University of Finance and Economics in Chengdu, China, have offered a 3+1 Exchange Program. This program allows SWUFE students to earn degrees from both SWUFE and Baruch, taking their first three years of coursework toward a B.S. degree in Accounting at SWUFE, and finishing their final year of courses at Baruch. ENG 2100T and 2150T are offered at SWUFE and are taught by either Baruch faculty or are local, SWUFE faculty selected and working in partnership with Baruch’s Writing Program.

From Baruch’s Zicklin School of Business website: “The Southwestern University of Finance and Economics (SWUFE) is located in the capital city of Sichuan Province, an international metropolis considered to be the political, financial and educational center of Western China. Founded in 1952, SWUFE is one of the premier universities of finance and economics in China, with modern teaching and research facilities as well as technological and athletics support services serving close to 40,000 students.”

Students may contact you wanting to force-add your course if it’s already at its enrollment cap (25 for ENG 2100; 27 for ENG 2150; 20 for all ELL writing courses and courses taught by Graduate Teaching Fellows). The Writing Director and other administrative faculty in the English Department will *not* over-enroll your course, and we encourage you to help us in this regard to help keep course caps as low as possible. If you have a situation that may warrant over tallying, please contact the Writing Program Director.

The Newman Library has a wealth of resources for students, and librarians are available to conduct research sessions with your class or provide consultations for students. The library faculty are prepared to work with your course(s) to provide a session, student consultation, or ongoing support for any student assignments that involve learning about the range of information sources available, how to access them, and ways to evaluate information sources for application to specific assignments. If you are interested in arranging for this type of learning for your students, contact Chris Tuthil in the Newman Library (English faculty liaison) or fill out the Library Workshop Request Form. Our experience is that these sessions prove very useful to students who do not know the range of sources available to them.

Other key information:

Baruch ID

Your Baruch ID serves as your library card, accepted at any CUNY institution. The first time you use it you must have it validated as a library card by bringing it to the circulation desk. After this self checkout is available.

Accessing or Streaming Media

The Newman Library offers multiple platforms for accessing digital media; view the library’s Faculty Guide to Media and Film for more information. a Netflix account that you can use to stream films to your classroom.

Interlibrary Loan and Consortium Books

If a book isn’t available at the Newman Library, interlibrary loan is available (with delivery to any CUNY branch you designate) or the library can order an e-version through Amazon. The Newman Library has a relationship with the New York City Research Library, Columbia, and NYU (see directions on the library site). Librarians are available to schedule research consultations.

eReserves

The library will scan course readings and give you a link to put on Blackboard or Blogs@Baruch. Students can access and reserve eReserve titles.

Study Rooms

Two dozen group and individual study rooms are available. Students and faculty can use the Study Rooms reservation page to book a site.

Equipment Borrowing

The library provides equipment loans of many resources, including 300 laptops (2/3 are 1-hr loans, 1/3 are 3-day loans, both PC and Macs), digital video cameras, clickers, printers, and scanners.

The Writing Center offers free one-to-one (in-person and online) and small-group workshop writing support to all Baruch students. The Center’s professional consultants work collaboratively with students to deepen their writing and English language skills. Students are encouraged to schedule their appointments well in advance of when their writing is due. Visit the Writing Center in NVC 8-185 or at the Newman Library Reference Desk, or log on to their website, writingcenter.baruch.cuny.edu. 

For Faculty Resources, check out the Writing Center’s website, including a quick form you can submit to request that a Writing Center Consultant visit your class for 10-15 minutes to explain the Center’s services to your students.

Tools for Clear Speech (TfCS) is an academic support unit that improves the oral communication skills of English language learners (ELLs) and non-native English speakers at Baruch College. Their primary mission is to guide participants toward clearer, more effective communication by helping them to improve their pronunciation, intelligibility, and pragmatic abilities. For more information, especially if you teach a T course, please contact Director DJ Dolack.

The Conversation Partners Program is an informal program that matches native and expert speakers of English with speakers of English who want to work on their English for a semester of practice building confidence speaking English.

The Communication Institute helps support faculty and students in communication through many modes (oral, written, visual, etc.). They have resources for students to model speeches and presentations, and students can meet with Communication Fellows for a consultation. In addition, they have many resources for faculty like various seminars and workshops you can attend (e.g., seminars like their Inclusive Pedagogy Seminar that you would be eligible to apply for) and written resources that are helpful for teaching (e.g., Very Short Guides–short papers on many topics about teaching communication).

There are a wealth of professional development opportunities at Baruch and CUNY throughout the year. The Writing and Great Works programs offer workshops every semester, and workshops offered through Baruch’s Center for Teaching and Learning will be announced via your Baruch email on a monthly basis. We also invite you to check out CUNY Academic Commons, an online community across CUNY for faculty to share resources and interests.

The BCTC has a host of resources for various technological items: issues with computational devices, help with essential programs (e.g., Blackboard, email, CUNYFirst), and other items related to your and your students’ technological needs. If you have trouble accessing the information you want at the BCTC site, you might try contacting the Help Desk at helpdesk@baruch.cuny.edu or (646) 312-1010. Generally speaking, the Help Desk is for issues with hardware or software, but they are available for any questions you have about technology access. There is software also for download for faculty/staff and software available for download for students.

The Office of Adjunct Faculty Services at Baruch College exists in recognition of the essential role adjunct faculty play in the fulfillment of Baruch College’s longstanding commitment to excellent and effective teaching and learning. The mission of the Office of Adjunct Faculty Services is to enhance the satisfaction and engagement of our adjunct faculty, by advocating for adjunct faculty needs, coordinating administrative processes, connecting adjunct faculty with resources and opportunities for professional development and other forms of support, and creating a vision for, and initiatives and policies to support, the development and retention of adjunct faculty.

Visit the office website here.

Baruch is committed to a policy of equal employment and equal access in its educational programs and activities.  Our central mission is to create an environment that promotes diversity and inclusion.

It is the policy of Baruch to recruit, employ, retain, promote, and provide benefits to employees and admit and provide services for students without regard to race, color, creed, national origin, ethnicity, ancestry, religion, age, sex (including pregnancy, childbirth, and related conditions), sexual orientation, gender, gender identity, marital status, partnership status, disability, genetic information, alienage, citizenship, military or veteran status, status as a victim of domestic violence/stalking/sex offenses, unemployment status, or other legally prohibited basis in accordance with federal, state, and city laws.

It is also Baruch’s policy to provide reasonable accommodations where appropriate to individuals with disabilities, individuals observing religious practices, employees who have pregnancy or childbirth-related medical conditions, or employees who are victims of domestic violence/stalking//sex offenses.

Reports, inquiries, or questions should be directed to Diversity@baruch.cuny.edu.

The Dean of Students website has lots of resources, to include: the Baruch Emergency Fund (financial support for students in need), Food Access (bagged meals, hot lunches to go, food pantry), COVID-19 resources (a running list of expanded food access options, housing support, job support, mental health resources, resources for immigrants, public health-related resources), and more. The Dean of Students is always a great office looking to help students and even if they can’t help, they might have an idea of where to find help elsewhere.

The Health Center is a place where students can seek medical treatment (see full range of what the Health Center treats here).

The Baruch Counseling Center can provide counseling for “emotional well-being, balance priorities, enhance interpersonal relationships, and empower them with useful coping skills to attain success in and out of the classroom.” They offer services such as: short-term 1-on-1 weekly sessions with a counselor, group counseling in setting of peers which might be helpful for lonely students especially, support sessions for Black students in particular for growth and networking, psychiatric consultations for those who might feel a need for medication or evaluation beyond counseling, for referrals for more long-term care, walk-in crisis counseling for people who might feel violent toward themselves or others (or just who may be processing extreme trauma), performance enhancement counseling (e.g., anxiety when speaking or taking tests).

The Campus Intervention Team (CIT) is a support system that you can work with as an instructor to support students in crisis. If you feel a student might be in a crisis (e.g., erratic behavior, extended absence from someone typically engaged in class, verbal or written threats, reporting of suicidal ideation, and other things that might signal to you that a student needs help). The CIT can also work with you on how you think they can help best (e.g., if you have a feeling that the student can’t talk on the phone because a difficult home situation might make that difficult, you can note that). The FYW Director or other administrative faculty in the English department are a great resource if you are unsure of if or how to utilize the CIT to help a student.

Student Disability Services is a good resource for finding help for accommodations like assistive technology for learners and working with faculty for their own accommodations as well as for help in working with disabled students.

The Baruch College Early Learning Center helps to provide childcare for students who couldn’t attend college otherwise. A great resource to know about for students who are parents or guardians.

Veteran Students Support helps veteran Baruch students with academic success, networking, and health and wellness.

The Office of New Student & Family Programs helps new students transition to Baruch. A big part of their work is running the First Year Seminar, which is a once-a-week 75-minute class for the first 10 weeks of the semester. There is also the Transfer Seminar which meets for 8 weeks instead of 10.

There are several great Baruch student publishing opportunities like Refract Magazine (a digital nonfiction literary magazine housed in the English department), The Ticker (student newspaper), Encounters (literary magazine), Dollars and $ense (magazine focused on business), and more (see here for full list of student media at Baruch). Students in first-year writing often get accepted to these publications; it is good to mention these opportunities since students might not be aware without a trusted instructor telling them (and encouraging them!).

There are also a lot of opportunities for all sorts of clubs at Baruch. It can be good to explore them with students since it can be tough to see what Baruch has to offer as a first-year student.