The Baruch College Adjunct Faculty Handbook

Adjunct's Checklist

Last updated on 6/11/2010

What follows is a list of the top twelve things you should be concerned with as a new adjunct at Baruch. For each, we provide a cross-reference to further information.

1. Meet with the department secretary.

Not all departments share common office policies and procedures. Nor will these likely be the same as what you might have experienced outside Baruch. Take time to both understand how things get done and to form a working relationship with the secretary.

Advise the department secretary of the phone number and e-mail address Baruch can use to contact you.

Obtain office and desk keys from the department secretary.

The department secretary can advise you on how to establish a Baruch e-mail account and telephone number. See also Getting an EMail Account and Phone Number in this guide.


2. Insure that your department has sent a signed Personal Action Form (PAF) to Human Resources clearly indicating that you will be teaching at Baruch.

This document will be needed when you go to Human Resources to complete the paperwork necessary to 1) be paid and 2) obtain an ID card.

Human Resources is located in Room 200, 135 East 22nd Street.  The telephone number is: (646) 660-6590.


3. Go to Human Resources and complete all necessary paperwork.

If you wish your paycheck deposited directly into your bank account, bring a voided personal check to HR.

Make sure you leave Human Resources with an approved ID Authorization form so that you can get an ID card.

Human Resources is located in Room 200, 135 East 22nd Street.  The telephone number is: (646) 660-6590.

Also see Human Resources in this guide.


4. Go to the ID Center and obtain an ID card.

You will need to take with you the ID Authorization form approved by Human Resources.

The ID Center is located at:
151 E. 25th Street, Room 133
New York, N.Y. 10010
Phone (646) 312-1475
Fax:     (646) 312-1476
E-Mail: IDCENTER@baruch.cuny.edu

Also see Getting an ID Card in this guide.


5. Meet with either the department chair or the professor supervising your work to assure a common understanding of course objectives and teaching approach.

This may be at a somewhat general level until such time as you select your textbook (see Select your textbook and ask the Baruch College Bookstore to order the copies you need below) and complete your syllabus (see Prepare the syllabus for your course below).

This is also a good time to engage this person in a general discussion of what constitutes good teaching.


6. Inspect the classroom in which you will be teaching.

Classrooms in the Newman Vertical Campus are equipped with the Smart Podium, a collection of computer-controlled technology that affects your decision as to the preparation and presentation of class materials.   Classrooms at 17 Lexington are not so equipped but you may reserve technology for the semester online through Media Resources in the Baruch Computing and Technology Center (BCTC).

How you choose to present your materials can affect the preparation of your syllabus.

The room assigned to your course and section may be found by going to the Schedule of Classes on the Baruch website and entering the number for your course. Look for your section number on the results page.   Please be aware that there is a slight chance that room assignments may not be final until shortly before the semester begins. Also see Finding a Course in this guide.


7. Select your textbook and ask the Baruch College Bookstore to order the copies you need.

In some cases, using a textbook (or choosing a specific textbook) may be at your discretion. You should order your textbook through the Baruch College Bookstore located in Room 1-191, 55 Lexington Avenue (Newman Vertical Campus). Also see Ordering Through the Bookstore in this guide.

If you select a textbook, notify the Reserve Desk at the Baruch College Library that you would like a copy placed on reserve. The library is located in Room 203, 151 East 25 th Street. Also see Putting Course Materials on Reserve in the Newman Library in this guide.


8. Prepare the syllabus for your course.

The person who approved your hiring as an adjunct no doubt discussed the course with you. He or she may have shown you the current course description and syllabus. You may or may not have latitude in changing the syllabus (you will likely not have any latitude to change the course description).

In any event, you should prepare the syllabus that you will be handing out to your students. See Suggestions for Creating a Good Syllabus for guidance and sample syllabi.

The person approving your hiring as an adjunct should review the syllabus.


9. Consider using the instructional technology called Blackboard to distribute materials to the students and conduct discussions.

A great deal of time and expense associated with the distribution of class materials can be avoided by using this resource. Also see Blackboard in this guide.


10. Rehearse your opening class.

You only get one chance to make a good first impression. Do what's necessary to assure your first class is a great class.

Think about reviewing your plans for the first class with another adjunct or a professor.

Prepare for the unexpected. For example, suppose you are planning to use technology and you arrive at the classroom to find that it is not working. Have an alternate course of action in mind.


11. Teach.

Arrive at the classroom early enough to assure that any technology you are using is working.

Be sure to bring dry markers and an eraser if you will be using the white boards. You can get them from your department's secretary.

Reproduce any materials you need to distribute prior to class beginning.

Be flexible. It has been said that in war no plan survives first contact.   One might posit a corollary for teaching. No syllabus survives first contact with the students and the classroom.


12. Learn.

Look to learn from your experience with the aim of becoming better in the classroom. It is helpful after each class to ask yourself three questions:

•  What went right?

•  Where did you get stuck?

•  What would you do differently next time?

It would seem natural that since we want the students to improve, Baruch needs to improve, and for that to happen we, as teachers, need to improve.

Actively solicit feedback from your students.