baruch college essay

Baruch College | CUNY Baruch

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Baruch College | CUNY Baruch’s 2023-24 Essay Prompts

Select-a-prompt essay.

If you are applying to Baruch College, Hunter College or Queens College, use the essay topics below. Baruch College recommends all freshman applicants to submit an essay. Hunter College and Queens College require an essay.

1. Tell us something meaningful about yourself that is not reflected in your application. You may choose to speak about your interests, aspirations and/or background.

2. It is often said that the road to success is paved with setbacks. Tell us about a time you faced a challenge or obstacle. What did you learn from it, and how did it contribute to your success?

3. Share an essay on any topic. You may use an essay that you have previously written or one that discusses a topic of your choice.

What will first-time readers think of your college essay?

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Writing Requirements (Student)

This page last updated on: November 23, 2020

The Baruch College Faculty Handbook

This page last updated on 3/6/17

Students who enter Baruch College as first-year students complete two semesters of writing courses (ENG 2100 and 2150) and a literature course that emphasizes writing. Transfer students have similar requirements.*

English Language Learner (ELL) students take specialized versions of ENG 2100 and 2150 ( ENG 2100T and 2150T ) that meet for six hours per week vs. four and have smaller class sizes. ELL students who do not make a 56 on the CATW (CUNY Assessment Test in Writing) take a special version of ENG 2100T combined with ENG 0153, for a total of 9 hours of class time per week.

In addition, over the course of their careers at the college, undergraduates take several CIC (communication intensive) courses, including a CIC capstone in their minor.**

* Students who have had previous college writing courses that did not transfer are eligible, at the Writing Director’s discretion, to take an exemption exam administered in the English Department.  The hour-long essay examination costs $25, payable to the Bursar.  If the student wishes to take exemption exams for both 2100 and 2150, the cost is $35.  The student taking these exams can fail, be exempt, or be exempt with credit awarded.  Two, sometimes three, professors evaluate each exam. No re-takes are allowed.

**  Students who entered Baruch before fall 2013 (except Accounting majors) complete a minor in a liberal arts discipline. Under Pathways (fall 2013 and following) most students will complete a liberal arts minor as part of their college option.

The Writing Center The Writing Center offers free support to all students enrolled in a degree-granting program at Baruch. Its staff of professional writing consultants—all of whom hold graduate degrees in their fields and have years of experience teaching college writing—work with students to develop their writing and English language skills.

The core service is a 50-minute, one-to-one session; they also offer asynchronous feedback by email and skill-focused workshops. In a typical session, consultants work collaboratively with students to set learning and revision goals, and the student spends the bulk of the time actively writing, revising, and planning next steps. The center supports students at all stages of the writing process, including brainstorming early drafts and revising for clarity and accuracy.

Faculty members are encouraged to refer students for support. You can invite the center to your class to present an overview of services or lead a 75-minute workshop, and you can reach out to the center’s directors if you’d like someone to contact a student to encourage them to set up recurring, weekly sessions. Please don’t require your class to visit the center, though. The center does not have the resources to guarantee all students can find an appointment, and sessions tend to be more productive when students come voluntarily.

Note that consultants will not edit, proofread, or otherwise re-write student’s work. That said, they will happily help students develop their own editing and revision skills.

At the end of each session, your student has the option to send you a copy of a session record, co-authored with their consultant, that summarizes the work they’ve done. You can read more about the center’s current policies and services on the website.

Bernard L. Schwartz Communication Institute The Institute administers communication intensive courses (CICs) and provides help to students taking CICs through the Writing Fellows affiliated with each such course.

• Location: 137 East 25th Street, 3rd floor
• Telephone: 646-312-2060; 646-312-2061 (fax)
• Website:   http://faculty.baruch.cuny.edu/blsci/main/default.asp

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baruch college | zicklin school of business

Zicklin Undergraduate Programs

Eligibility and admission criteria, application process.

Undergraduate admissions into the Zicklin School of Business depends on students meeting certain eligibility requirements. An application is not required to enter the school; however, in order to be considered for admission, students must have an intended Zicklin plan (major) on their CUNYfirst account. Students who fulfill requirements below will be reviewed for admission after all semester grades are in. Find out more about the admissions process and eligibility requirements below.

Prospective Students

Prospective students not already admitted into Baruch College should contact Baruch Undergraduate Admissions . The Zicklin Undergraduate Programs Office does not make decisions on admission into Baruch College.

Intended Plan Check

In order to be considered for admission, students must have an intended Zicklin BBA plan of one of the business majors on their CUNYfirst account. Students can check their CUNYfirst Student Center (click “My Academics” link) to see if their plan (major) is correct.

• Students who have “Undeclared” as their plan or have an intended plan offered in the Weissman School of Arts and Sciences or the Marxe School of Public and International Affairs , but wish to be admitted into Zicklin, must complete a change of intended major form  and submit the completed form to the Office of the Registrar.
• Students who have been officially admitted into the  Weissman School of Arts and Sciences or the Marxe School of Public and International Affairs  must first visit the respective Dean’s Office to have their “Officially Accepted” service indicator released and student group inactivated from CUNYfirst and then submit an intended major form to change their plan at the Office of the Registrar.

Path 1 – Direct Admission:

• Macaulay honors
• Baruch scholars
• Provost scholars (transfer students and current Baruch students)
• Inquiry scholars
• Dean’s scholars

Path 2 – Early Entry:

• Completion of Pre-calculus (or Calculus or placement into Calculus)
• ACC 2101 Principles of Accounting
• ECO 1001 Microeconomics
• ECO 1002 Macroeconomics
• STA 2000 Business Statistics I
• Completion of at least 30 credits with an overall Baruch GPA 4,5 of 2.25 or higher

Path 3 – Regular Entry:

Students need to satisfy all of the following criteria:

• COM 2020 Introduction to Business Communication
• ENG 2150 Writing II
• Pre-calculus (or Calculus or placement into Calculus)
• CIS 2200 Introduction to Information Systems and Technologies
• ENG 2100 Writing I
• LAW 1101 Fundamentals of Business Law
• Completion of at least 45 credits with an overall Baruch GPA 4,5 of 2.25 or higher

1 AP credits will not be used in calculating the GPA.

2 Transferred credit grades will be used in calculating the GPA with the exception of international grades which are not transferred.

3 Students who do not meet the GPA requirement in the early entry path have the option of choosing the regular entry path.

4 New transfer students who have completed all pre-business courses prior to transfer will be eligible for admission to Zicklin without a Baruch GPA.

5 Students with unresolved INC or PEN grades will not be evaluated for admission until those grades are resolved.

For transfer students who enter Baruch between Fall 2021 and Spring 2024, please see the transition plan .

Requirements that apply to all business majors:

• BUS 2000 Business Fundamentals: The Contemporary Business Landscape
• COM 3021 Professional Speech Communication
• FIN 2000 Principles of Financial Planning and Individual Investing
• QNT 2020† Foundations of Predictive Analytics and Decision Modeling
• Pre-calculus† or Calculus or Placement in Calculus

† STA 4155 and OPR 3450 overlap with QNT 2020. STA 4155 and OPR 3450 are required courses for SQM majors. Hence, students majoring in Statistics and Quantitative Modeling (SQM) are waived from the requirement to complete QNT 2020 upon successful completion of OPR 3450 or STA 4155. SQM majors are required to complete one of the calculus courses (MTH 2205/MTH 2207/MTH 2610).

Transfer Credits and e-Permit Grades

It is the student’s responsibility to:

• Transfer students should follow up with the Transfer Center if there are any missing transfer grades. Additionally, incoming transfer students who are completing their pre-business courses at their previous school must wait until theses grades have been submitted and appear on their CUNYfirst Baruch transcript to be evaluated for Zicklin eligibility.
• Students taking any last pre-business courses on permit at another institution must ensure their final grades are sent to Baruch College’s Registrar’s Office. Permit grades have to appear on students’ Baruch transcript in order to be evaluated for Zicklin eligibility.
• ACC 2101   Principles of Accounting
• ECO 1001   Microeconomics
• ECO 1002   Macroeconomics
• STA 2000   Business Statistics I
•  Completion of at least 30 credits with an overall Baruch GPA 4,5 of 2.25 or higher
• Completion of  COM 2020  Introduction to Business Communication   and   ENG 2150   Writing II
• CIS 2200   Introduction to Information Systems and Technologies
• ENG 2100   Writing I
• LAW 1101   Fundamentals of Business Law
• Completion of at least 45 credits with an overall Baruch GPA 4,5  of 2.25 or higher

1  AP credits will not be used in calculating the GPA.

2  Transferred credit grades will be used in calculating the GPA with the exception of international grades which are not transferred.

3  Students who do not meet the GPA requirement in the early entry path have the option of choosing the regular entry path.

4  New transfer students who have completed all pre-business courses prior to transfer will be eligible for admission to Zicklin without a Baruch GPA.

• COM 2020  Introduction to Business Communication  
• ENG 2150   Writing II
• QNT 2020  Foundations of Predictive Analytics and Decision Modeling †
• Transfer students  should follow up with the Transfer Center if there are any missing transfer grades. Additionally, incoming transfer students who are completing their pre-business courses at their previous school must wait until theses grades have been submitted and appear on their CUNYfirst Baruch transcript to be evaluated for Zicklin eligibility.
• Students taking any last pre-business courses on  permit  at another institution must ensure their final grades are sent to Baruch College’s Registrar’s Office. Permit grades have to appear on students’ Baruch transcript in order to be evaluated for Zicklin eligibility.
• Completion of  COM 1010   Speech Communication  and  ENG 2150   Writing II
• Calculus — MTH 2205/2207/2610  (or equivalent)
• Completion of at least 45 credits with an overall Baruch GPA 3, 4 of 2.25 or higher

3  New transfer students who have completed all pre-business courses will be eligible for admission to Zicklin despite the fact that they do not have a Baruch GPA.

4 Students with unresolved INC or PEN grades will not be evaluated for admission until those grades are resolved.

Review Process & Acceptance

Admission review begins after the previous semester’s final grades are posted and are processed in batches within two weeks. Students whose grades are posted late or have grade changes will be reviewed before the start of registration for the next semester.

Students can check their status on CUNYfirst Student Center — “Holds” details:

• The Academic Plan Status service indicator does not affect registration and will be released when you have been accepted into Zicklin.
• The Accepted into Official Major service indicator does not affect registration.
• Refer to the respective major for additional information .
• The Academic Plan Status service indicator does not affect registration and will be released when you have satisfied requirements to continue with the respective major.

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Undergraduate Admissions

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Baruch College Requirements for Admission

Choose your test.

What are Baruch College's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into Baruch College and build a strong application.

School location: New York, NY

This school is also known as: Baruch College (City University of New York), CUNY Baruch

Admissions Rate: 50.6%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at Baruch College is 50.6% . For every 100 applicants, 51 are admitted.

This means the school is moderately selective . The school expects you to meet their requirements for GPA and SAT/ACT scores, but they're more flexible than other schools. If you exceed their requirements, you have an excellent chance of getting in. But if you don't, you might be one of the unlucky minority that gets a rejection letter.

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We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

Baruch College GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.7

The average GPA at Baruch College is 3.7 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.7, Baruch College requires you to be above average in your high school class. You'll need at least a mix of A's and B's, with more A's than B's. You can compensate for a lower GPA with harder classes, like AP or IB classes. This will show that you're able to handle more difficult academics than the average high school student.

If you're currently a junior or senior, your GPA is hard to change in time for college applications. If your GPA is at or below the school average of 3.7, you'll need a higher SAT or ACT score to compensate . This will help you compete effectively against other applicants who have higher GPAs than you.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

Baruch College hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to Baruch College will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

Baruch College SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1309

The average SAT score composite at Baruch College is a 1309 on the 1600 SAT scale.

This score makes Baruch College Moderately Competitive for SAT test scores.

Baruch College SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1220, and the 75th percentile SAT score is 1390. In other words, a 1220 on the SAT places you below average, while a 1390 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

Baruch College ACT Requirements

Just like for the SAT, Baruch College likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 27

The average ACT score at Baruch College is 27. This score makes Baruch College Moderately Competitive for ACT scores.

The 25th percentile ACT score is 24, and the 75th percentile ACT score is 29.

Even though Baruch College likely says they have no minimum ACT requirement, if you apply with a 24 or below, you'll have a harder time getting in, unless you have something else impressive in your application.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 27 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to Baruch College, so you should prep until you reach our recommended target ACT score of 27.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

Baruch College considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is moderately selective, strong academic performance will almost guarantee you admission . Scoring a 1390 SAT or a 29 ACT or above will nearly guarantee you admission. Because the school admits 50.6% of all applicants, being far above average raises the admission rate for you to nearly 100%.

If you can achieve a high SAT/ACT score, the rest of your application essentially doesn't matter. You still need to meet the rest of the application requirements, and your GPA shouldn't be too far off from the school average of 3.7. But you won't need dazzling extracurriculars and breathtaking letters of recommendation to get in. You can get in based on the merits of your score alone.

But if your score is a 1220 SAT or a 24 ACT and below, you have a good chance of being one of the unlucky few to be rejected.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

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Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of Baruch College here.

Application Requirements Overview

• Common Application Not accepted
• Electronic Application Available
• Essay or Personal Statement
• Letters of Recommendation
• Interview Not required
• Application Fee $65
• Fee Waiver Available? Available
• Other Notes 16

Testing Requirements

• SAT or ACT Considered if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests
• Scores Due in Office None

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 4

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes February 1 February 1

Admissions Office Information

• Address: 55 New York, NY 10010-5585
• Phone: (646) 312-1000
• Email: [email protected]

Other Schools For You

If you're interested in Baruch College, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to Baruch College.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than Baruch College. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for Baruch College, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for Baruch College, you should have no problem getting into these schools. If Baruch College is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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ENG2100 – Writing I (Fall 2021)

A blogs@baruch site.

ENG 2100: Writing I Section HWFD  • Fall 2021 3 credits Professor:            Manon Hakem-Lemaire, Ph.D. Student in Comparative Literature at The Graduate Center Email:                          [email protected] Class format:             Synchronous blended. You will do readings and complete some online activities on this site during the week. We will then debrief together every Friday at 10:30am EST . Recurring Zoom link (meetings and office hours):      https://baruch.zoom.us/my/mhlemaire Office Hours:            Fridays 11:30am EST (right after our meetings), or by appointment. Textbook: Join the Conversation , for purchase here ($25,99).

Course description

Required for all undergraduate degrees granted by Baruch College, Writing I is an intensive course introducing students to the conventions of academic writing and to writing as a means of discovery . The primary purpose of this course is to enhance students’ writing skills and rhetorical sophistication, particularly with regard to argumentative prose . Students practice and share their written articulation of ideas as a community of writers and read a variety of intellectually challenging and thematically coherent texts in a range of genres. Throughout, the emphasis is on writing and communication skills as processes involving multiple steps, including drafting, discussion, revision, and re-thinking . The work of the class is conducted in classroom, small-group, and one-on-one sessions.

Learning outcomes

After completing ENG 2100 you should be able to:

• Critically analyze texts in a variety of genres : Analyze and interpret key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, plays, poems, short stories), with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose.
• Compose within academic writing contexts : Apply rhetorical knowledge in your own composing using conventions appropriate for academic writing contexts.
• Identify and engage with credible sources and multiple perspectives in your writing : Identify sources of information and evidence credible to your audience; incorporate multiple perspectives in your writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing, using a citation style appropriate to your audience and purpose.
• Compose as a process : Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways.
• Use conventions appropriate to audience, genre, and purpose : Adapt writing and composing conventions (including your style, content, organization, document design, word choice, syntax, citation style, sentence structure, and grammar) to your rhetorical context.

Weekly work

At the beginning of the semester, I create a spreadsheet with all my students’ names and all the requirements for the course (completing the Intro Survey, completing all the modules, completing both major assignments, communicating with me when you miss something). Every week, I will put check marks under your name as I see that you have completed the modules (I see this through your comments or participation in the Google Docs). I do not assess your weekly participation with a grade: I only acknowledge that you have participated. When you need to miss something, I will write it in my spreadsheet so that I do not count down your participation, as long as you tell me you’ll be missing (I don’t need to know why, no questions asked). When you miss a module, please make every effort to catch up on it later. They are very short but they do contain crucial information for your success in the mandatory Writing Program as well as in your academic career beyond this year. When you complete anything late, please let me know so I can put a check mark in my records. Note : Baruch is a non-attendance taking institution, so I will not count your presence in the Friday meetings, but it is essential that you are present, as everyone will be asked to speak at least once per meeting and this is your weekly opportunity to hear me answer any questions and explain what is going on in the course.

Major assignments

There are three major assignments in this course:

1. Literacy Narrative, due Tuesday, October 12th

A literacy narrative is a personal narrative written in the first pronoun “I”. It allows you to approach course readings, and the questions that arise from them, from your own perspective and experiences. “Literacy” in this context means more than learning to read and write, it is your awareness: what you know about a certain subject and how you came to know it. Your narrative will focus on how the questions raised by our course readings relate to you and your life. ~ 1000 words

2. Rhetorical Analysis (builds into Assignment 3), due Monday, November 15th

A rhetorical analysis is a structured argument about a primary source (in this case, a text, but visual, auditive, and filmic analyses also exist) that breaks down its main rhetorical features and interpret their meaning. For example, you can critically analyze the use of language in a newspaper article and propose an interpretation of what that particular language does for the text. Is the language empathic, judgmental, or neutral? What meaning does it convey to the reader, and most importantly, how ? A rhetorical analysis is often the first component of a full research paper, in which the opinions of scholars are added to your own. You are encouraged to pick a topic you are interested in enough to do further research on it for your final assignment. You will be given a list of texts to choose from and a choice of rhetorical organizers to help you build your rhetorical analysis.

~ 1000 words 3. Research-Based Argument Essay, due Monday, December 13th

The most important goal of the first-year writing program (and of college beyond that) is to make a shift from observation or summary to analysis and argument . To this end, you will need research and analytical skills that we will approach in this course. Building from your rhetorical analysis (Assignment 2), you’ll do further research and integrate two external sources into your essay, ultimately coming to a conclusion or claim (thesis) from your research and learning. ~ 2000 words      

All assignments are to be sent to my email by 11:59pm on the date they’re due , saved as a Word document, using any template provided with the instructions . Please do not send a pdf. Extensions are not automatically granted and should be requested at least 48 hours before the due date .

I accept late assignments as long as you communicate with me to ask for an extension. I do not need to know why you need it, but please ask in advance of the due date. Please bear in mind that extensions are more difficult to grant for the final assignment because of the due date for grades that we are given as instructors. This due date is not flexible, so we have to make sure that we can assess all students, of all courses, by that date. If you still need an extension in the last few days of the semester, please request it as soon as possible. Handing in “something,” even if it is not your best work or only partial work, is always better than not submitting. Feedback and final grade

This course will focus on feedback rather than numbers. You will be given thorough feedback on both your assignments, consisting of margin comments, some line edits, and an overall assessment with advice on where to go next. In some occasions, you will also give and receive feedback in pairs.

A letter grade between A and F is required to qualify your overall work in the course and appear on your transcript. To determine this grade in collaboration with you, I will send you a self-assessment form to complete towards the end of the course in which you will tell me how you feel about your overall performance and the grade you believe you deserve. I will then compare your assessment with my records kept throughout the semester and award your final grade. Most of the time, students give a fair assessment of their own work and receive the grade they proposed, sometimes with a + or – (except for A+: A is the highest grade on CUNYFirst).

Ultimately, the goal to receive your desired grade is to be present in the course as much as possible, to hand in all your assignments, and to always communicate with me when you cannot be as present as you normally would or need support.

Mutual expectations

I expect you to participate as much as possible and always communicate with me when you have any impediments. Learning is a collaborative activity, and your participation is required to make class discussion as rich and diverse as possible. Please note that this section of the course requires you to have your camera on as the norm. Of course, you can momentarily turn it off if you need to leave during the meeting, or if you have technical issues, but please turn it back on as soon as possible so that we can have proper class interaction.

I want the class to be a safe space in which everyone feels comfortable contributing. I ask that we all be respectful of one another and the wonderfully diverse opinions, ethnic backgrounds, gender expressions and sexual orientations, social classes, religious beliefs, and ethnicities among us. In the same spirit, written work in this course should employ inclusive language, which shows that the writer honors the diversity of the human race by not using language that would universalize one element of humanity to the exclusion of others. For example, use “men and women” or “people” instead of the generic “man”; use “they” or alternate “he” and “she” instead of the generic “he” to represent “all people.” I will treat you with respect and will spend a good deal of time this semester giving you feedback on your writing for your major projects, commensurate to the amount of time you spend on your writing. I will read your weekly online posts, and while I may not respond to each one of them, I will assign each of them a participation/completion grade and will give you feedback on your posts at midterm and at the end of the semester, just like I’ll ask for your feedback over the semester.

Academic Integrity

I’ll expect you to compose your projects ethically, meaning that if you use the work of others you cite that work, and that all work in this course is original, composed for the first time for this course, and is entirely your own, to the degree that anything we write is entirely our own. All students enrolled at Baruch are expected to maintain the highest standards of academic honesty, as defined in the Baruch Student Handbook.

Plagiarism is presenting another’s ideas, research, or writing as your own, such as:

• Copying another person’s actual words without the use of quotation marks and footnotes (a functional limit is four or more words taken from another’s work);
• Presenting another person’s ideas or theories in your own words without acknowledgement;
• Using information that is not considered common knowledge without acknowledging the source;
• Plagiarism may result in a failing grade on a particular assignment, at the least, and, depending on the circumstances, a failing grade in the course. It is a serious offense that, if done knowingly and depending on the severity and other factors, can result in a failing grade (or worse) and a mark on your permanent academic record.

If you ever have any questions or concerns about plagiarism, please ask me. You can also check out the online plagiarism tutorial prepared by members of the Newman Library faculty at http://newman.baruch.cuny.edu/help/plagiarism/default.htm and Baruch College’s academic integrity policy at http://www.baruch.cuny.edu/academic/academic_honesty.htm

Writing Support

As a writer you’ll want to seek feedback from many different readers. Writers at all levels of experience get feedback on their writing. Asking for and receiving feedback is not a sign of weakness and it does not equal weak writing; it’s actually a sign of wisdom and makes your writing much stronger. You’ll give feedback to and get feedback from your fellow writers in your writing groups in this class throughout the semester and at all stages of your projects. I also encourage you to get feedback on your writing from professional writing consultants (some of whom also teach first-year writing courses) at the Writing Center .

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 consultants work collaboratively with you to deepen your writing and English language skills. At any step in the process, they’ll help you become a more confident and versatile writer. I encourage you to schedule your appointment well in advance of when your writing is due. You can schedule an appointment at: https://bc.mywconline.com/ . 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 , to learn more.

Accommodations

Baruch is committed to making individuals with disabilities full participants in the programs, services, and activities of the college community through compliance with Section 504 of the 8 Rehabilitation Act of 1973 and with the Americans with Disabilities Act (ADA) of 1990. It is the policy of Baruch that no otherwise qualified individual with a disability will be denied access to any program, service, or activity offered by the university. Individuals with disabilities have a right to request accommodations.

If you require any accommodation, please contact the Office of Services for Students with Disabilities at [email protected] , and let me know as soon as you can, ideally during the first two weeks of class. I encourage you to meet with me to co-design accommodations. For additional information check out the Student Disability Services webpage: https://studentaffairs.baruch.cuny.edu/student-disability-services/ .

Withdrawing/Dropping the course

If you fall behind in the class for any reason, I encourage you to talk to me or consult an academic counselor. If you feel you must drop or withdraw from this course (and I hope you don’t find yourself in that situation), you must do so by the dates on the academic calendar: https://enrollmentmanagement.baruch.cuny.edu/registrar/academic-calendar/ .

If you decide to withdraw/drop, please let me know. No questions asked. It just avoids me trying to get in touch with you and figuring out how to assess you, while in fact you may have left the course weeks earlier. As your instructor, it is my responsibility to care about your academic journey, so please just make sure I know about your decision and don’t wonder where you’ve been.

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Baruch College Admission Essays Samples For Students

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Do you feel the need to check out some previously written Admission Essays on Baruch College before you begin writing an own piece? In this open-access directory of Baruch College Admission Essay examples, you are given an exciting opportunity to explore meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices. Using them while composing your own Baruch College Admission Essay will surely allow you to finish the piece faster.

Presenting high-quality samples isn't the only way our free essays service can help students in their writing ventures – our authors can also compose from point zero a fully customized Admission Essay on Baruch College that would make a strong basis for your own academic work.

Admission Essay On Why I Choose Baruch

Michael jordon admission essay.

Since my early childhood I have been surprised and puzzled by the fact that some people can have their own business and earn a lot of money while others, who live in the same conditions and have the same opportunities, cannot make ends meet. Years went by, and I realized that in order to achieve great success in your life, you do not need to live in a specific country or be born in a specific family. What really matters is your state of mind and the goals you set and try to achieve.

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STEP Academy

• Welcome to Baruch STEP Academy
• Frequently Asked Questions
• Academic Year Program
• Summer Program
• Research Opportunities

How to Apply

Eligibility requirements.

The Science and Technology Entry Program (STEP) is a state-funded pre-college enrichment program for students who:

• Meet criteria required by New York State Education Department (listed on the eligibility section of their website)
• Or, meet state-determined economic criteria listed on their website here
• Are enrolled in grades 7 -12 with good academic standing with a minimum grade point average of 80 overall, and an 80 or above in both math and science courses
• Are a resident of New York State

Submitting a Complete Application

Admission to the STEP Academy is selective and based primarily on a student’s academic record. Interested students must submit a completed program application by the stated deadline. Personal essays, report cards or transcripts, teacher evaluations, and income verification documents (for students claiming eligibility based on economic factors) are essential components of the application. We are unable to consider incomplete applications.

Program Expectations

Once admitted to the program students are expected to:

• Attend and participate in all STEP activities and classes
• Arrive at STEP sessions on time and ready to participate with applicable assignments and materials
• Conduct themselves in a manner conducive to their own learning and to the learning of others

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The Morning

Baruch college, an upward-mobility machine.

The New York school is praised as a model college in a new report on diversity in higher education.

By David Leonhardt

City College of New York often serves as a nostalgic symbol of American higher education’s past. The college did not charge tuition for decades, and its students, many of them poor, went on to become Nobel laureates, chief executives, civil rights leaders and more. By contrast, higher education today can seem both less accessible and less rigorous.

But it turns out that the school that occupies City College’s original 19th-century campus, on the East Side of Manhattan, has done a fine job of living up to its predecessor’s legacy.

That school is Baruch College, and it is an upward-mobility machine.

More than 60 percent of Baruch students receive Pell grants, which means they typically come from the bottom half of the income distribution. About 75 percent of undergraduates are people of color. The average annual cost of attending Baruch for low-income students is less than $2,000. And Baruch’s six-year graduation rate is 74 percent, well above the national average.

When I asked S. David Wu, an engineering scholar who is Baruch’s president, about City College’s original vision of educating the masses, he told me, “In many ways, Baruch is realizing that vision, but in a 21st-century way.”

In today’s newsletter, I’ll tell you about a new report that tracks how other colleges are doing.

A worrisome decline

After Michael Bloomberg finished being mayor of New York City in 2013, he turned his attention to philanthropy and decided that increasing economic diversity in higher education was a priority. “America needs to have as big a pool of talented, hard-working, well-educated people as it can possibly get,” Bloomberg told me.

His main program is known as the American Talent Initiative, and its goal is to persuade colleges with high graduation rates to diversify. This morning, the group released its latest report , and it praises Baruch as a model college.

“There are very few colleges in the country like Baruch,” said Josh Wyner of the Aspen Institute, which helps run the American Talent Initiative. Indeed, among all U.S. colleges with a graduation rate above 70 percent, Baruch may be the most economically diverse. It both holds down tuition costs and creates clear pathways for students to earn degrees, Wyner said.

Other parts of the new report, however, are worrisome.

Bloomberg’s group set a goal almost a decade ago: Lift the annual enrollment of low- and moderate-income students at colleges with high graduation rates by 50,000 — or roughly 10 percent. The group planned to do so partly by building a membership organization where colleges could share strategies.

Initially, the progress was impressive. Enrollment jumped by more than 20,000 in the initiative’s first three years, putting it comfortably on pace to achieve the goal within a decade.

But momentum stalled in 2019-20. The reasons weren’t completely clear, but I’ve noticed that economic diversity often declines when college administrators aren’t paying close attention. Other priorities — sports teams, fund-raising, U.S. News’s rankings — take over. Covid made the situation worse, by exacerbating K-12 inequality and preventing some lower-income students from making it to college.

By fall 2021, all the early progress had been erased. Enrollment of lower-income students at colleges with high graduation rates was slightly below its 2015 level.

In response, the initiative got tougher. To remain members, college now must commit to specific lower-income enrollment levels, rather than vaguely promising to make progress. A small number of colleges have since dropped out. Among them, according to public records, were Penn State and Virginia Tech, as well as several private schools, including Wake Forest, which is among the country’s least economically diverse colleges, and Denison, in Ohio.

( This Times feature lets you look up economic diversity at nearly 300 colleges.)

But 125 colleges remained, including the entire Ivy League and the flagship state universities in California, Michigan, Texas and Wisconsin. About 15 schools more have recently joined. Baruch is among them, as are Colorado College, Illinois State and Towson.

At these member schools, lower-income enrollment has fully recovered from its recent decline. Updated data isn’t available for the roughly 200 other colleges with a graduation rate of at least 70 percent, but their trend is unlikely to be so positive:

Successful strategies

The new report cities several promising strategies for lifting diversity, such as:

Reduce so-called merit aid , which tends to go to affluent students, and direct scholarships to students who demonstrate both academic excellence and financial need. Boston University has recently done so.

Recruit more transfers from community colleges , where top students from modest backgrounds often start . Central Florida, Dayton, George Mason and the University of California all emphasize community-college transfers, and Princeton recently started a program.

Help students navigate higher education . Its bureaucracy can be so maddening that it keeps students from graduating. In response, Baruch has created an office called BOSS — Baruch One Stop Shop — where students can get help enrolling in classes or filling out aid forms. The college has also created cohorts of first-year students who take classes together and can help one another.

Baruch’s mission, Wu told me, is to educate a student body that resembles society at large — and increase upward mobility as a result. “Our diversity,” he said, “very much reflects the diversity of New York.”

Some colleges will soon charge $100,000 a year. My colleague Ron Lieber explains how it happened.

President Biden will announce student debt relief for millions of borrowers in a Wisconsin speech.

THE LATEST NEWS

Israel-hamas war.

The Israeli military has reduced the number of troops in Gaza. Only a fraction of the soldiers that it deployed to the enclave earlier in the war remain.

Despite the drawdown of troops, the military has promised a future mission in Rafah , southern Gaza.

The war reached the six-month mark with the conflict at an impasse.

Nicaragua, a supporter of Palestine, is bringing a case against Germany at the International Court of Justice for supplying arms to Israel.

War in Ukraine

Some Ukrainians, unable or unwilling to leave home, remain in villages on the front lines. See photos .

Donald Trump has a secret, long-shot plan to end the war by pressuring Ukraine to give up some territory, The Washington Post reports.

“I am still learning how to forgive”: Rwandans marked 30 years since a genocide there killed around 800,000 people.

A British endurance athlete known as the Hardest Geezer ran the length of Africa in just under a year , The Guardian reports.

Trump has made many populist promises, but many corporate executives believe that his second-term agenda couldn’t really happen . They might be in denial.

Trump said at a fund-raiser that he wants immigrants in the U.S. from “nice” countries “like Denmark.”

An examination of Trump’s public statements revealed how he distorts his opponents’ record and exaggerates.

Many of today’s seniors have voted Democratic at every stage of their lives. Nate Cohn explains why .

A bipartisan group of former national security officials have asked lawmakers to impose limits on a president’s power to deploy troops on domestic soil .

Other Big Stories

The U.S. will experience its second total solar eclipse in seven years today. Read how to watch and see the cloud forecast where you are .

In coastal cities, commuters — spurred by new routes and faster boats — are using ferries to get around .

A Southwest Boeing 737-800 made an emergency landing after an engine cover fell off during takeoff.

Maryland passed two privacy bills that limit how tech platforms can harvest and use personal data of consumers and young people.

Economists sent similar résumés to job postings at about 100 of the largest U.S. companies — but changed the applicants’ names to suggest an ethnicity. Some companies discriminated against Black applicants much more than others.

America was once the country begging richer allies for help. It can pay it back by supporting Ukraine , Stacy Schiff writes.

If Gmail is making you miserable, stop using it , as Ezra Klein has.

Gail Collins and Bret Stephens discuss the election and tech regulation .

Here are columns by David French on the parallels between Gaza and Iraq and Maureen Dowd on Trump’s “blood bath” comments .

MORNING READS

Away games: Meet a group of New Yorkers who pooled money to buy a Danish minor league soccer team .

Health tech: Patients can pay to have artificial intelligence read their mammograms. Experts are both excited and concerned .

Metropolitan Diary: Best taxi ride in 50 years .

Lives Lived: Albert Heath was a virtuoso jazz drummer who collaborated with John Coltrane and Nina Simone. He died at 88 .

Women’s college basketball: South Carolina beat Iowa , 87-75, to win their second national title in three years. Iowa’s defeat comes days before Caitlin Clark is expected to be the No. 1 pick in the W.N.B.A. Draft.

A G.O.A.T.: Dawn Staley, South Carolina’s coach, thanked Clark for making women’s basketball more popular. “ She carried a heavy load ,” Staley said. Read about Clark’s collegiate career .

Men’s college basketball: John Calipari is nearing a deal to coach at Arkansas .

UConn: The Huskies face Zach Edey and Purdue with a chance to become the first repeat men’s college basketball national champions since Florida in 2006 and 2007.

ARTS AND IDEAS

“University Challenge”: The New Yorker Brandon Blackwell knew that if he wanted to have a career in competitive quizzing, he had to move to its epicenter: London.

Despite already having a degree, he applied to Imperial College London to get a visa. Then, he competed for the college on the Britain’s premier quiz show, “University Challenge.” Blackwell’s appearance on the show in 2020 turned him into a national figure and Imperial — which had not won the competition since 2001 — into a “University Challenge” powerhouse .

More on culture

The “3 Body Problem,” a Netflix show, has outraged people in China despite it being from the country. That highlights how censorship has shaped public opinion , Li Yuan writes.

For nearly two decades, a gang stole items from small U.S. museums , including Yogi Berra’s championship rings.

In the finale of “Curb Your Enthusiasm,” Larry David essentially restaged the contentious “Seinfeld” ending, The Washington Post reports.

THE MORNING RECOMMENDS …

Finish any blend of cheese in your fridge with this quick stovetop mac and cheese .

Trick your brain to love running with these three tips .

Buy a gift for under $25 .

Keep your dog warm and dry on rainy days with a raincoat .

Take our news quiz .

Here is today’s Spelling Bee . Yesterday’s pangrams were curtain and taciturn .

And here are today’s Mini Crossword , Wordle , Sudoku , Connections and Strands .

Thanks for spending part of your morning with The Times. See you tomorrow. — David

Sign up here to get this newsletter in your inbox . Reach our team at [email protected] .

David Leonhardt runs The Morning , The Times’s flagship daily newsletter. Since joining The Times in 1999, he has been an economics columnist, opinion columnist, head of the Washington bureau and founding editor of the Upshot section, among other roles. More about David Leonhardt

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MA in Mental Health Counseling Admissions Requirements

How to apply.

Please review the application deadline and requirements below before beginning your graduate application to the MA in Mental Health Counseling program.

Fall 2024 Deadline: December 1st, 2023

Please submit the following:

Please note: (All applicants should possess a minimum of 15 credits in psychology. Psychology coursework should include the following: Abnormal Psychology 3 credits, Statistics 3 credits, Research Methods/experimental Psychology 3 credits, 1st Psychology Elective of Choice 3 credits, 2nd Psychology Elective of Choice 3 credits)

Please note: If you have received your degree from a foreign institution it may be required for you to obtain an official transcript evaluation . We will accept evaluations   from any evaluators that are a member of  NACES (National Association of Credential Evaluation Services) .  Links to these services can be found here:  NACES . Most of our applicants typically use  WES , SpanTran , or IEE however any approved NACES is allowed and the applicant should select a service that is right for them. Whichever evaluation service you decide to use, be sure to request a detailed evaluation that includes all course titles, credit hours, grades, recommended United States degree equivalency, grade-point average (GPA), and date of degree conferral. Transcripts should also be accompanied by official English translations if they are in another language. If the admissions committee needs additional information regarding your transcript, they will notify you.

We also encourage you attend a virtual MA in Mental Health Counseling information session to learn more about the program and application process. Please review our upcoming information session dates below .

UPCOMING INFORMATION SESSIONS:

Monday, March 4, 2024 Virtual/Zoom Meeting  6:00PM – 7:00PM   RSVP HERE Thursday, April 18, 2024 Virtual/Zoom Meeting  6:00PM – 7:00PM   RSVP HERE

Baruch College is an Equal Opportunity/Affirmative Action institution. The College does not discriminate on the basis of age, sex, sexual orientation, alienage or citizenship, religion, race, color, national or ethnic origin, disability, or veteran or marital status in its student admission, employment, access to programs, and administration of educational policies. Questions concerning this policy may be addressed to the affirmative action officer at (646) 3124540. The Board of Trustees of The City University of New York reserves the right to make changes of any nature in the academic programs and requirements of The City University of New York and its constituent colleges. All programs, requirements, and courses are subject to termination or change without advance notice. 10.3 .2022