The Baruch College Adjunct Faculty Handbook

Welcome: Messages from the Deans

This page last updated on 1/02/2004

 

Stan Altman, Dean of the School of Public Affairs

The faculty and staff of Baruch College's School of Public Affairs warmly welcomes its new adjunct faculty members. SPA's programs are interdisciplinary in character, and our student body diverse and enthusiastic. Whether you are introducing recent high school graduates to the basics of public administration or helping seasoned managers refine their skills in budgeting or policy analysis in one of our executive programs, we think you will find Baruch's School of Public Affairs a very intellectually stimulating environment. Our students on both the graduate and undergraduate level see their studies as opening doors to careers in government, non-profit administration, education (both K-12 and higher education). Our part time faculty adds scope and depth to the educational opportunities we offer through the practical experience they bring to the classroom. We place tremendous value on your contributions to our mission.  

Our students expect and demand the highest caliber of instruction, and in the interest of achieving this shared goal the School maintains policies intended to ensure pedagogical excellence. Thus, because we believe it is critical to the success of any course that its instructor communicates his or her expectations of students as clearly as possible, we ask all first time instructors to submit their syllabi to the Office of Academic Programs for review, in advance of the first class session. We also ask that all instructors make themselves accessible to their students by holding regularly scheduled office hours and providing a reliable means for being contacted outside of class. Finally new adjuncts should be aware that decisions on reappointment are reached not simply on the basis of resources and course availability, but also on information obtained from our two formal systems of quality assessment: student evaluation scores and peer observation reports. Historically, new instructors have found these instruments useful sources of feedback. We feel that students, School, and faculty all benefit from the commitment to continuing quality improvement.

 

Myrna Chase, Dean of the Weissman School of Arts and Sciences

Welcome to Baruch and to the Weissman School of Arts and Sciences!   I am sure that some of you are not new to Baruch and Weissman, even if you are studying the adjunct handbook. I want to thank you for past and present services to making our school a fine educational institution.   I know that I don't have to tell you how important you are to our students and to your colleagues, but I will just the same.

To those of you who are new to Baruch you may not know how truly valuable to us you are.   In many of our departments adjunct faculty do almost half of the teaching. The Weissman School is fortunate to have recruited experienced and talented faculty from among those very large numbers, faculty who will give their professional best to our students and to their colleagues.

If this is your first semester at Baruch I hope it will be a happy one and mutually beneficial to you and to us.   If you are a returnee, share the experience you have with your new colleagues.   One of the reasons you became faculty was the desire for colleagues who share your love of learning and your discipline.   Another was the hope of making a difference to young people.   I hope Baruch is your community for as long as you are here and, should you leave, that you have pleasant memories and a sense of achievement.

John Elliott, Dean of the Zicklin School of Business

Welcome.   This manual represents one of many changes in our approach to facilitating your involvement with the Zicklin School and Baruch College.   I am now in my second year as dean and one of my focused efforts this year is to assure that all members of our faculty receive the attention and support of the dean's office.   As you may know, as a group, adjunct faculty teach around 40% of all of the courses that we offer in the Zicklin School.   You are a critical part of our community and we want to make your involvement as enjoyable and as professionally satisfying and effective as we can.   This handbook is one step in that process.  

We are also in the midst of examining everything we do within the Zicklin School with an eye toward how it affects and facilitates your involvement.   We are developing teaching tools and resources to support your efforts.   We are scheduling periodic meetings with me and with appropriate members of your home departments to facilitate communication and involvement.   

I look forward to meeting you and working together.   I know that the audience for this message is diverse, including people who have been part of this institution's teaching faculty for over 30 years.   I apologize for the fact that it cannot be easily tailored to each reader.   But I hope the message and the commitment are clear.   We are on a quest for excellence in all that we do and every member of our teaching faculty needs to know their critical role in our success.