Courses of Study 2009-2010
College of Agriculture and Life Sciences

INTRODUCTION

College Focus

The College of Agriculture and Life Sciences offers men and women broad-based educational programs to provide them with technical, management, and leadership skills in four primary areas of focus. These areas were developed in response to the global challenges of the 21st century. They are fluid, overlapping, and interdependent and represent agriculture and life sciences at its broadest and most dynamic meaning. These four areas are:

• Land-grant, or agricultural sciences

• Applied social sciences

• Environmental sciences

• New life sciences

Faculty members challenge students with educational programs that promote problem-solving, basic and applied research, extension, and outreach. The programs are geared to the discovery and dissemination of knowledge for the purpose of advancing agriculture and food systems, health and nutrition, food security, biological sciences, education, communication, natural resources and environmental quality, and community, urban, and rural development throughout New York State, the nation, and the world.

Administration

Susan A. Henry, dean

Barbara A. Knuth, senior associate dean

Jan P. Nyrop, senior associate dean

Margaret H. Ferguson, associate dean for finance and administrative services

Michael P. Riley, associate dean for alumni affairs, development, and communications

Donald R. Viands, associate dean and director of academic programs

Mark W. Wysocki, associate director of academic programs

Jeffrey J. Doyle, director of undergraduate biology

Michael P. Hoffmann, associate dean and director of the Cornell University Agricultural Experiment Station

Helene R. Dillard, associate dean and director of cooperative extension

Christopher B. Watkins, associate director of cooperative extension

Glenn J. Applebee, associate director of cooperative extension

W. Ronnie Coffman, director of international programs

James E. Haldeman, senior associate director of international programs

Terry W. Tucker, associate director of international programs

Alice Pell, director of Cornell International Institute for Food, Agriculture, and Development

Department Chairs

Animal science: W. Ronald Butler, 149 Morrison Hall

Applied economics and management: Loren W. Tauer, 154 Warren Hall

Biological and environmental engineering: Daniel J. Aneshansley, 104 Riley-Robb Hall; Beth A. Ahner, associate chair, 202 Riley-Robb Hall

Biological statistics and computational biology: James Booth, 1178 Comstock Hall

Communication: Geri K. Gay, 339 Kennedy Hall

Crop and soil sciences: Harold van Es, 235 Emerson Hall

Development sociology: Max Pfeffer, 133A Warren Hall

Earth and atmospheric sciences: Larry D. Brown, 3120 Snee Hall; Arthur T. DeGaetano, associate chair, 1119 Bradfield Hall

Ecology and evolutionary biology: Nelson G. Hairston, Jr., E345 Corson Hall

Education: Arthur L. Wilson, 435 Kennedy Hall

Entomology: Jeffrey G. Scott, 2130 Comstock Hall

Food science: Kathryn J. Boor, 114 Stocking Hall

Horticulture: Marvin P. Pritts, 134A Plant Science Bldg.

Landscape architecture: Peter J. Trowbridge, 443 Kennedy Hall

Microbiology: William C. Ghiorse, B76C Wing Hall

Molecular biology and genetics: Kenneth J. Kemphues, 107A Biotechnology Bldg.

Natural resources: Marianne E. Krasny, 118 Fernow Hall

Neurobiology and behavior: Kraig Adler, W363A S. G. Mudd Hall

Plant biology: William L. Crepet, 412 Mann Library

Plant breeding and genetics: Mark E. Sorrells, 241 Emerson Hall

Plant pathology and plant-microbe biology: George W. Hudler, 334 Plant Science Bldg.

Statistical sciences: Martin T. Wells, 1190 Comstock Hall

Student Services

Office of Academic Programs

The College of Agriculture and Life Sciences (CALS) provides a variety of services for students, faculty, and alumni. The hub of these services is the Office of Academic Programs in Roberts Hall, including the director, associate director, the Admissions Office, the Career Development Office, the Counseling and Advising Office, the Multicultural and Diversity Office, and the Registrar’s Office. Although most of the student services are in the Office of Academic Programs, services also are located across the college in the Office of Undergraduate Biology and in various departments. Faculty members in the College of Agriculture and Life Sciences consider advising to be an important and integral part of the undergraduate program. Each student enrolled in the college is assigned to a faculty advisor in his or her major field of study for assistance and guidance in developing a program of study and to enhance the student’s academic experience.

The Counseling and Advising Office coordinates the faculty advising program, serves as the college’s central undergraduate advising office, coordinates the college international exchange programs, and offers consultation and support for personal issues. Two counselors with expertise in college policies and guidelines provide confidential consultation and support appropriate to each student’s academic circumstances. Students seek advising, consultation, and support on a variety of issues including academic problems, course problems and college procedures, graduation requirements, personal and family problems, stress management, and time management.

Academic advising is available for students who are interested in international study, need to file petitions, wish to waive college academic regulations, have disability concerns, are experiencing academic difficulties, take or return from leave of absence, or have requests for tutoring.

The staff coordinates new student orientation, award ceremonies, commencement activities, and the activities of Ho-Nun-De-Kah, the college’s honor society.

The staff is available on a walk-in basis as well as by appointment in 140 Roberts Hall. Visit http://www.cals.cornell.edu/advising. Counseling and Advising staff: Lisa Ryan, Bonnie Shelley, Pamela Torelli, and Christine Potter.

The Office of Multicultural and Diversity Programs serves to monitor, support, and influence policy on behalf of all underrepresented students within the College of Agriculture and Life Sciences. This population is defined as encompassing, but not limited to, all African American, Latin American, Asian American, and Native American students. Its constituency includes students, faculty, and the general public. In the past academic year this represented approximately 20 percent of the college’s undergraduate population. Additionally, the office is charged with monitoring and programming for the Educational Opportunity Program (EOP). EOP is a state-supported program intended to assist New York State students who meet economic and academic criteria set by the college, State Programs Office, and New York State Board of Regents. For further information, please contact Catherine Thompson in 140 Roberts Hall.

Within the university, the Office of Multicultural and Diversity Programs is charged with acting as the college liaison with the central Office of Minority Education Affairs, Learning Strategies Center, and the State Programs Office. Other university connections include the University Career Center and the Office of Financial Aid regarding concerns of the underrepresented student population. The director provides support for the CALS Diversity Committee. The director together with peer advisors carries out the duties of the office. The staff acts as a major advocacy group as well as an information and referral center.

Given the college’s policy on nonexclusionary programming, the Office of Multicultural and Diversity Programs is also responsible for some functions that serve the college’s entire population. At present, that includes general college diversity activities, serving as the college prehealth advisor, and providing ongoing support at all levels for the Office of Counseling and Advising.

The CALS Registrar’s Office ensures the accuracy, confidentiality, and reliability of student records and serves as an important link between the university’s and college’s policies, procedures, and the student. The Registrar’s Office maintains student records and reviews degree progress on a semester basis, maintains the Dean’s List, evaluates and applies non-Cornell credit (transfer credit, study abroad credit, and advanced placement credit), provides registration and enrollment information, consults individually with students on college graduation requirements, and schedules all CALS courses. Specific information can be found at http://www.cals.cornell.edu/current/registrar.

The CALS Registrar’s Office holds walk-in hours to assist students with any registrar-related issue. Walk-in hours are Tuesdays from 9:00 to 11:00 a.m. and Wednesdays from 2:00 to 4:00 p.m. in 140 Roberts Hall. No appointment is necessary during these times. Registrar’s Office staff: Torrey Jacobs, Shawna Lockwood, and Adrienne Wilson.

The Office of Career Development offers a variety of helpful services to all students and alumni of the college. Career development includes self-assessment, career exploration, decision making, and transition to employment or further study. Services are designed to assist students and alumni with those activities and to help them develop the career planning and job search skills they will find useful as their career paths progress and change.

The Career Library contains an extensive collection of current and useful material, including web sites, career information books, extensive internship files, employer directories, and job listings. Alumni Career Link is a database of more than 500 college alumni who have offered to help students and alumni with their career development in a variety of ways. Job search talks on topics such as résumé writing, cover letter writing, and interview skills are presented throughout the semester and are available on DVD. An active on-campus recruiting program brings more than 50 employers to campus each year to interview students for full-time and summer jobs. Additionally, the office provides information on hundreds of internships.

The office, in conjunction with a network of college faculty and staff members, assists students throughout their undergraduate years and beyond. For further information, students should contact Amy Benedict-Augustine, Laurie Gillespie, Jennifer DeRosa, Jo-Lynn Buchanan, or Derek Trulson in 177 Roberts Hall.

The CALS Admissions Office is responsible for admitting and enrolling a talented and diverse class of students each year. The process and outcome must reflect and support the college mission and help to meet college and institutional enrollment goals. This includes freshman, transfer, and intra-university transfer student processes. The office hosts on- and off-campus information sessions for prospective students, evaluates and makes decisions on more than 5,000 applications each year, and coordinates events for admitted students. The Admissions Office staff advises and supports the CALS Ambassador program. The office is located in 177 Roberts Hall. Staff members include Ann LaFave, Cathy Sheils, Tara Bubble, Jared Rivers, Jeri Nyrop, Erica Walters, Victoria Watts, and Victoria Parker.

Students

Undergraduate enrollment is approximately 3,200, with about 57 percent in the upper division. Each year about 850 students graduate, while 648 freshmen and 275 new transfer students enroll. College faculty members serve as chairs of the Special Committees of roughly 1,000 graduate students.

Admission

A significant factor taken into consideration by the CALS admissions committee is how well a student’s academic interests relate to the mission of the college. If you decide to apply for admission to the College of Agriculture and Life Sciences, we’ll ask you to choose from more than 20 major fields of study. As a part of the application process, you’ll be asked to write about your academic interests and to articulate how you see your interests blending into our programs that contribute to the mission of the college. Majors fall within these broad areas: life sciences, environment, social sciences, and agriculture and food. Appropriateness for the college must also align with high academic achievement. While approximately 60 percent of CALS students come from New York State, about 40 percent come from other parts of the United States or abroad. Slightly more than half of the undergraduates are women. Approximately 26 percent are self-identified as members of ethnic groups.

The CALS Admissions Office is in 177 Roberts Hall (255-2036; http://www.cals.cornell.edu/admissions; e-mail: als_admissions@cornell.edu).

Transfer Students

All accepted transfer credit must be from an accredited college or university. Transfer credit is awarded based on review of official transcripts. Additional course information may be required. Contact the CALS Registrar’s Office for information. A maximum of 60 non-Cornell credits may be transferred.

Approximately 30 percent of CALS undergraduate students are transfers who have completed part of their collegiate work at community colleges, two- and four-year institutions. Detailed information on transfer admission is available on the CALS Admissions web site.

Intra-University Transfer

A Cornell student in good standing may apply for an intra-university transfer to pursue an academic program unavailable in his or her current college. Guidelines are available on the CALS Admissions web site. The procedure involves attending an information session, meeting with a faculty member in the proposed area of study, and submitting an application and essay.

Consideration is given to students who have demonstrated an interest in their proposed new field of study by taking appropriate prerequisite courses. Academic achievement is also considered. Students need to spend two semesters in their home college before applying. In certain cases, a student may be referred to the Internal Transfer Division (ITD) to study for one semester before entering the college. During this trial semester, the student must achieve a predetermined grade point average and take approved courses to assure acceptance.

Special Students

A limited number of nondegree candidates who want to take courses in the college are admitted each year. Applicants should complete the Cornell transfer application process. For more information and guidelines, students should contact the CALS Admissions Office.

Off-Campus Students

Programs in which students study off campus but enroll for Cornell credit include SEA semester, Semester in Environmental Science with the Marine Biology Laboratory, field study in Human Ecology or Industrial and Labor Relations, Capital Semester, Cornell in Washington, and IPM internship.

Facilities

The College of Agriculture and Life Sciences is located on the upper campus on land that was once part of the Ezra Cornell family farm.

Buildings around the area commonly known as the Ag Quad house classrooms, offices, and laboratories. Flanking them are the greenhouses, gardens, and research facilities. Nearby orchards, barns, field plots, forests, and streams extend as far as the Animal Science Teaching Research Center at Harford and the New York State Agricultural Experiment Station at Geneva.

Roberts Hall serves as headquarters for the administrative units, including offices of the deans and directors of academic programs, Cornell University Agricultural Experiment Station, and Cornell Cooperative Extension. Included in the Office of Academic Programs are the director and associate director, the Admissions Office, the Career Development Office, the Counseling and Advising Office, the Office of Multicultural and Diversity Programs, and the Registrar’s Office.

Mann Library, with its extensive collections of materials in the agricultural and life sciences, is at the east end of the Ag Quad. The student lounge and service center, known as the Alfalfa Room, and many of the college classrooms are in Warren Hall. Public computer facilities are available in Mann Library.

DEGREE PROGRAMS

The College of Agriculture and Life Sciences offers programs leading to the degrees bachelor of science, master of science, and doctor of philosophy. Professional degrees include the master of professional studies, master of landscape architecture, and master of arts in teaching. Some registered professional licensing and certification programs are also available.

Each curriculum in the college creditable toward a degree is registered with the New York State Education Department.

Bachelor of Science Degree

Departments in the College of Agriculture and Life Sciences sponsor study for the B.S. degree in 24 major programs. To qualify for the degree, students must fulfill requirements established by the faculty of the college and administered through the Office of Academic Programs. Students are admitted into a single major but afterwards may pursue and graduate with two or more majors within the College of Agriculture and Life Sciences. Students need an advisor in each major. Course requirements for double majors may overlap. The Counseling and Advising Office (140 Roberts Hall) and department representatives have a form for students to complete to officially recognize the double major. The following units offer major fields of study for undergraduates. A faculty advising coordinator is listed for each unit. Students should consult with the faculty coordinator regarding requirements and opportunities for concentrations in the major.

Majors

Agricultural sciences: Antonio DiTommaso, 903 Bradfield Hall, ad97@cornell.edu

Agricultural science education: William Camp, 416 Kennedy Hall, wgc4@cornell.edu

Animal science: W. Bruce Currie, 434 Morrison Hall, wbc1@cornell.edu

Applied economics and management: Dale Grossman, 114 Warren Hall, dag14@cornell.edu

Atmospheric science: Mark Wysocki, 1114 Bradfield Hall, mww3@cornell.edu

Biological engineering: Michael Walter, 207 Riley-Robb Hall, mfw2@cornell.edu

Biological sciences: Jeffrey Doyle, 404 Mann Library, jjd5@cornell.edu; Bonnie Comella, 216 Stimson Hall, bec3@cornell.edu

Biology and society: Brian Chabot, 102 Little Rice, bfc1@cornell.edu

Biometry and statistics: Steven Schwager, 1194 Comstock Hall, sjs5@cornell.edu

Communication: Danielle Dean, 334 Kennedy Hall, dyd1@cornell.edu

Crop and soil sciences: Antonio DiTommaso, 903 Bradfield Hall, ad97@cornell.edu

Development sociology: Tom Hirschl, 333 Warren Hall, tah4@cornell.edu

Entomology: John Losey, 4126 Comstock Hall, jel27@cornell.edu

Environmental engineering: Michael Walter, 207 Riley–Robb Hall, mfw2@cornell.edu

Food science: Alicia Orta-Ramirez, 107 Stocking Hall, ao98@cornell.edu

Information science: Christine Stenglein, 303 Upson Hall, cms242@cornell.edu

Interdisciplinary studies: Lisa Ryan, 140 Roberts Hall, lar4@cornell.edu

International agriculture and rural development: Terry Tucker, 16 Warren Hall, twt2@cornell.edu

Landscape architecture: Peter Trowbridge, 443 Kennedy Hall, pjt4@cornell.edu

Natural resources: Tim Fahey, 12 Fernow Hall, tjf5@cornell.edu

Nutritional sciences: Charles McCormick, 223 Savage Hall, ccm3@cornell.edu

Plant sciences (crop science; horticulture; plant biology; plant breeding and genetics; plant pathology/protection): Peter Davies, 255 Plant Sciences Bldg., pjd2@cornell.edu

Science of earth systems: John Cisne, 2102 Snee Hall, john.cisne@cornell.edu

Science of natural and environmental systems: Tim Fahey, 12 Fernow Hall, tjf5@cornell.edu

Viticulture and enology: Ian Merwin, 118 Plant Sciences Bldg., im13@cornell.edu

Minors

Students in the College of Agriculture and Life Sciences may pursue one or more minor fields of study in any department in any college that offers them, subject to limitations placed by the department offering the minor or by the student’s major. Minor fields of study do not require an academic advisor, but each minor field has a contact person who will provide information and verify on the application to graduate that the student will successfully complete the requirements of the minor by graduation. Students may complete as many minors as they wish; the requirements of minors may overlap. Minors are described along with the majors later in the CALS section of this catalog. Not all majors or departments offer minors. Minors available in CALS can be found on the CALS counseling and advising web site (cals.cornell.edu/cals/current/advising/options/doubmaj.cfm). For minors outside of CALS, please consult with the specific department.

Early Enrollment in Cornell Graduate Programs

The College of Veterinary Medicine may accept students who are then permitted to double-register in their seventh and/or eighth semester and complete requirements for the bachelor of science degree in the College of Agriculture and Life Sciences. Students should consult with the college registrar, 140 Roberts Hall, to file an application for dual-enrollment and to ensure that degree requirements have been fulfilled.

Students who have been offered admission to the S. C. Johnson Graduate School of Management may take management courses in their senior year if approved by their college faculty advisor as part of their undergraduate program. Students may consult with the college registrar, 140 Roberts Hall, to verify degree requirements and endowed credits earned.

The Department of Landscape Architecture offers a first professional degree curriculum in landscape architecture at both undergraduate (BSLA) and graduate levels (MLA I) as well as a second professional graduate degree program (MLA II). The curricula for both the undergraduate and graduate programs are accredited by the Landscape Architecture Accreditation Board (LAAB). The graduate program is cosponsored by the Department of Landscape Architecture in the College of Agriculture and Life Sciences and by the College of Architecture, Art, and Planning.

Graduate Fields of Study

Graduate study is organized by fields that generally coincide with the academic departments but may draw faculty from several disciplines in the various colleges of the university. The following graduate fields have primary affiliation in Agriculture and Life Sciences. Current directors of graduate studies are also listed. For more information on graduate programs, please refer to the Graduate Bulletin, or http://www.gradschool.cornell.edu. Information following this list refers to undergraduate studies.

Agriculture and life sciences [M.P.S. (agr.)]: Don Viands, 151 Roberts Hall, drv3@cornell.edu

Agricultural economics: David Just, 254 Warren Hall, drj3@cornell.edu

Animal breeding: John Pollak, B-47 Morrison Hall, ejp6@cornell.edu

Animal science: Richard Quaas, B-47 Morrison Hall, rlq1@cornell.edu

Atmospheric sciences: Daniel Wilks, 1113 Bradfield Hall, dsw5@cornell.edu

Biochemistry, molecular, and cell biology: Volker Vogt, 358 Biotechnology Bldg., vmv1@cornell.edu

Biological and environmental engineering: Antje Baeumner, 306 Riley-Robb Hall, ajb23@cornell.edu

Biometry: Robert Strawderman, 1172 Comstock Hall, rls54@cornell.edu

Biophysics: Gerald W. Feigenson, 201 Biotechnology Bldg., gwf3@cornell.edu

Communication: Jeff Hancock, 320 Kennedy Hall, jth34@cornell.edu

Development sociology: acting DGS, Charles Geisler, 237 Warren Hall, ccg2@cornell.edu

Ecology and evolutionary biology: Monica Geber, E413 Corson Hall, mag9@cornell.edu

Education [also M.A.T.]: John Sipple, 421 Kennedy Hall, jws28@cornell.edu

Entomology: Cole Gilbert, 6136 Comstock Hall, cg23@cornell.edu

Environmental toxicology: Andrew Yen, Stocking Hall, ay13@cornell.edu

Food science and technology: Martin Wiedmann, 412 Stocking Hall, mw16@cornell.edu

Genetics and development: Bik Tye, 325 Biotechnology Bldg., bt16@cornell.edu

Horticulture: Nina Bassuk, 33 Plant Science Bldg., nlb2@cornell.edu

International agriculture and rural development [M.P.S. (agr.)]: Steven Kyle, 249 Warren Hall, sck5@cornell.edu

International development: Norman Uphoff, 33A Warren Hall, ntu1@cornell.edu

Landscape architecture [M.L.A.]: Dan Krall, 440 Kennedy Hall, dwk5@cornell.edu

M.P.S. agriculture with Peace Corps option (offered by most agriculture fields with M.P.S. programs): Jim Haldeman, 36 Warren Hall, or see director of graduate studies for chosen field, jeh5@cornell.edu

Microbiology: James Shapleigh, 257A Wing Hall, jps2@cornell.edu

Natural resources: Clifford Kraft, 206H Fernow Hall, cek7@cornell.edu

Neurobiology and behavior: Joseph Fetcho, W103 Mudd Hall, jrf49@cornell.edu

Nutritional sciences: Charles McCormick, 223 Savage Hall, ccm3@cornell.edu

Physiology: Robin Davisson, T9-014C Vet Research Tower, rld44@cornell.edu

Plant biology: Klaas van Wijk, 332 Emerson Hall, kv35@cornell.edu

Plant breeding: Walter DeJong, 309 Bradfield Hall, wsd2@cornell.edu

Plant pathology: Michael Milgroom, 357 Plant Science Bldg., mgm5@cornell.edu

Plant protection [M.P.S. (agr.)]: William Reissig, Barton Laboratory, Geneva Campus, whr1@cornell.edu

Soil and crop sciences: Dan Buckley, 705 Bradfield Hall, dhb28@cornell.edu

Statistics: Robert Strawderman, 1172 Comstock Hall, rls54@cornell.edu

Zoology: Susan Suarez, T5002B Vet Research Tower, sss7@cornell.edu

OPPORTUNITIES IN RESEARCH

Undergraduate Research

A multitude of opportunities to be engaged in research exists across the College of Agriculture and Life Sciences and the university.

Students may be able to work on a faculty member’s research project for pay. Opportunities can be explored by contacting individual faculty members; departmental offices; the CALS Career Development Office, in 177 Roberts Hall; or Cornell Career Services, in 103 Barnes Hall. Another option is to receive credit through a 4990-level course within a department by conducting your own research project under a faculty mentor. More than 600 students each year conduct research for credit. Upperclass students usually have the course background to engage in research, but freshmen and sophomores also may be equipped to do some types of research. Off-campus research experiences are also available for pay or as internships.

The following web sites provide information about research and internships:

CALS Career Development Office:

http://www.cals.cornell.edu/cals/current/career

CALS Undergraduate Research Opportunities:

http://www.cals.cornell.edu/cals/current/student-research/undergrad (information on how to explore research opportunities)

CALS Research Honors Program:

http://www.cals.cornell.edu/cals/current/student-research/honors

CALS Undergraduate and Graduate Student Grants Proposal Development:

http://www.cals.cornell.edu/cals/current/student-research/grants

CALS Undergraduate Minority Research:

http://www.cals.cornell.edu/cals/current/student-research/minority

CALS Internship Guidelines:

http://www.cals.cornell.edu/cals/current/student-research/internship

Undergraduate Research @ Cornell:

http://www.research.cornell.edu/undergrad

Cornell Undergraduate Research Board:

http://www.research.cornell.edu/curb (student organization to promote and facilitate undergraduate research)

Biological Sciences:

http://www.biology.cornell.edu

Research Honors Program

The Research Honors Program provides students with a special opportunity to work with a faculty mentor to experience the research process. Successful completion requires a thesis written in the style of a master’s thesis or scholarly journal article. Original honors research may be suitable for publication in a professional journal. Students may volunteer to publish their theses in the Internet-First University Press if it does not interfere with other plans, such as patenting or publishing in another journal. During each summer the CALS Research Honors Abstracts is published (on the web beginning 2009) as a compilation of honors theses abstracts.

The bachelor of science degree with “distinction in research” is conferred upon those students who, in addition to having completed the requirements for the B.S. degree, have satisfactorily completed the honors program and have been recommended for the degree by the honors committee.

Research may be done in these program areas: animal sciences, biological sciences, biology & society, entomology, information science, landscape studies, natural resources, nutritional sciences, physical sciences, plant sciences, and social sciences. Each program area has its own requirements in addition to the college requirements. After reviewing the requirements of each program area (below), students’ questions may be directed toward the appropriate program area chair.

Consult “Undergraduate Research Opportunities” on the web (cals.cornell.edu/cals/current/student-research/undergrad) for information about identifying a research topic, conferring with a faculty member, and undergraduate funding opportunities.

Honors Program Requirements

An undergraduate wishing to enroll in the honors program must have completed at least 55 credits, at least 30 of those 55 at Cornell. In addition, the student must have attained a cumulative Cornell GPA of at least 3.0 (unless otherwise noted by a particular program) at the time of entry.

Interested students must submit a written application and thesis proposal early in the first semester of their senior year; however, they are encouraged to make arrangements with a faculty member during the second semester of their junior year. Several program areas require students to submit their applications and thesis proposal to the program area honors committee chair by the end of the third week, while other program areas have students submit the application and proposal to the CALS Registrar’s office by the end of the sixth week. It is the student’s responsibility to know the deadlines and submission procedures for the particular program area of interest. Application forms are available from the CALS Registrar in 140 Roberts Hall or from the web at http://www.cals.cornell.edu/cals/current/student-research/honors. Applications for biological sciences students can be picked up at 200 Stimson Hall, and for biology & society students at 306 Rockefeller Hall.

Before the completed application is submitted, signatures of approval are required in the following order: faculty research mentor, academic advisor, and research honors program area chair. After the college registrar verifies the student’s GPA, the student will be officially enrolled in the honors program. Additional requirements for application and completion of the program are described under each program area.

Academic credit also may be earned by enrolling in an appropriate independent research course (required by some program areas). When applying for admission to the program, the student may, if appropriate, submit a budget and a modest request for research funds (up to $350). If approved, the funding will be transferred to a departmental account of the student’s research advisor to support the student’s research. This funding is not to be used as a student salary. Additional funding opportunities are described at cals.cornell.edu/cals/current/student-research/undergrad.

Unless otherwise indicated in the following program area descriptions, the research report in the form of a thesis or journal article should be submitted to the research program committee no later than four weeks before the end of classes of the semester in which the student expects to graduate. Students in the College of Agriculture and Life Sciences wishing to participate in the Research Honors Program are not eligible for distinction in research by participating in a program offered by another college or administrative unit.

The research honors committee for each program area recommends to the college registrar those students who qualify for honors. Only those who maintain a GPA of at least 3.0 will be graduated with “distinction in research.”

At or near the completion of their research, students are required to give an oral presentation or poster session during an appropriate event. Some departments have seminar series when presentations may be given. The Cornell Undergraduate Research Board (CURB) Forum is another venue for presentations.

For more information, go to http://www.cals.cornell.edu/cals/current/student-research/honors.

The following are the honors program areas:

Animal Sciences

Faculty committee: S. M. Quirk, chair; Y. R. Boisclair, J. R. Giles, J. Gavalchin, P. A. Johnson, T. R. Overton

The objective of the animal sciences research honors program is to provide outstanding undergraduates with the opportunity to pursue supervised independent research and to develop an awareness of the scientific process. It is expected that the research will require significant effort and creative input by the student in its design and execution and in the reporting of the results.

Those students with majors in animal sciences who are interested in doing a research project should consult with their faculty advisors by their junior year. All students are expected to meet the college requirements in qualifying for the program and to complete the following:

• Identify a potential research honors project sponsor (i.e., a faculty member working in the animal sciences) and secure that faculty member’s commitment to sponsor the student in the research project. This should be accomplished by the second semester of the junior year. Students are encouraged to implement some research during the junior year and/or summer before the senior year.

• Register for ANSC 4991 Undergraduate Research.

• Participate in ANSC 4020 Seminar in Animal Sciences during the spring semester and report on and discuss the project and results.

• Submit a written thesis to the Animal Sciences Research Honors Committee by the scheduled deadline. Specific information regarding deadlines, format, and organization for the thesis will be provided.

• Meet with the Animal Sciences Research Honors Committee for a short oral defense of the thesis following a review of the thesis by the student’s sponsor and the research committee.

• Students may volunteer to submit electronically to the honors committee chair a copy of their final approved thesis (in pdf or Word format) for Mann Library. Mann Library has given CALS the opportunity to have theses available to the public electronically if this does not interfere with other plans, such as patenting or publishing in another journal. A permission form to allow a thesis to be made available online at Mann Library can be obtained from the honors committee chair.

• In addition, students are required to submit electronically to the honors committee chair their thesis title, research advisor’s name, and abstract (in Word format). During each summer, the CALS Research Honors Abstracts publication is published (on the web beginning 2009) as a compilation of research honors thesis abstracts.

Details pertaining to the specific requirements of the program can be obtained from the administrative office of the Department of Animal Science, 149 Morrison Hall.

Biological Sciences

Students interested in the Research Honors Program in the biological sciences should consult with their faculty advisors and with potential faculty research sponsors early in their junior year. See “Independent Research and Honors Program” in the Biological Sciences section of this catalog for complete details. Information on faculty research, applications, and program requirements may be obtained from the Office of Undergraduate Biology, 216 Stimson Hall, or at http://www.biology.cornell.edu/research/honors.html.

Biology & Society

Faculty committee: B. Chabot, chair

The Research Honors Program in Biology & Society is designed to provide independent research opportunities for academically talented undergraduate students in biology & society. Students who enroll in this program are expected, with faculty guidance, to do independent study and research dealing with issues in biology and society. Students participating in the program should find the experience intellectually stimulating and rewarding whether or not they intend to pursue a research career.

Biology & Society students are considered for entry into the research honors program at the end of the second semester of the junior year. Application forms for the program are available in the Biology & Society office, 306 Rockefeller Hall. To qualify for the Biology & Society Research Honors Program, a student must have an overall Cornell cumulative GPA of at least 3.3, have formulated a research topic, and have found a project supervisor (with a Cornell academic appointment) and a Biology & Society faculty member willing to serve as his or her advisor. The director of undergraduate studies will appoint a third reader of the completed research thesis. Applications will be reviewed by a committee headed by the director of undergraduate studies, who will notify students directly of the outcome. Students will be permitted to register for the research honors program only by permission of the biology & society program. Students must enroll for two semesters for 4 credits each in BSOC, ALS, or HE 4991–4992, Honors Project I and II. More information on the honors program is available in the Biology & Society office, 306 Rockefeller Hall (255-6047).

Important Deadlines

Note: If the following dates fall on a weekend, the deadline is the preceding Friday.

• Last week of second semester of the junior year: Application for honors program submitted to 306 Rockefeller Hall.

• April 11: Thesis completed in a form satisfactory for evaluation and submitted to the three readers.

• April 25: Thesis defense accomplished.

• May 9: Two bound copies of completed and defended thesis submitted to director of undergraduate studies.

Students may volunteer to submit electronically to the honors committee chair a copy of their final approved thesis (in pdf or Word format) for Mann Library. Mann Library has given CALS the opportunity to have theses available to the public electronically if this does not interfere with other plans, such as patenting or publishing in another journal. A permission form to allow the thesis to be made available online at Mann Library can be obtained from the honors committee chair.

In addition, students are required to submit electronically to the honors committee chair their thesis title, research advisor’s name, and abstract (in Word format). During each summer, the CALS Research Honors Abstracts publication is published (on the web beginning 2009) as a compilation of research honors thesis abstracts.

Entomology

Faculty committee: C. Gilbert, chair

The Program. A research honors program in entomology may be pursued by any qualified student in the College of Agriculture and Life Sciences. The student need not be majoring in entomology. Insects, because of their variety, small size, and easy availability, are convenient subjects for studying a wide array of problems dealing with living systems. Short life cycles, unique physiologies and developmental patterns, and species with easily managed colony requirements and a wide range of behavioral traits provide the raw material for research honors study. Cornell’s diverse faculty interests and extensive collections and library in entomology are also major assets if a student selects entomology as the area for research honors study.

Research honors students have the option of earning academic credit by enrolling in ENTOM 4991 Honors Research in Entomology during any semester while working toward a research honors thesis. Credits and grade option for satisfying requirements of ENTOM 4991 should be discussed with the thesis advisor (following page.)

Note: Enrolling in independent study course, either ENTOM 4970, 4990, or 4991, is not a requirement for graduating with distinction in research honors in entomology.

Sequence of Requirements The Entomology Research Honors Committee requires that an undergraduate who is interested in embarking on a research honors project proceed with the following steps:

1. Discuss the matter with his or her academic advisor, preferably in the junior year. This schedule makes it possible to carefully plan a research project and implement some research during the junior year and/or summer before the senior year.

2. Select an appropriate faculty member in the Department of Entomology who can serve as a supervisor to oversee the honors research. This need not be the student’s academic advisor. The academic advisor will be of assistance in determining which faculty entomologist has expertise most compatible with the interests of the student.

3. Prepare a brief, tentative plan for the project for discussion and approval of the honors project supervisor. The plan should include a statement of objectives or hypotheses, proposed methods for testing hypotheses, needs for laboratory space or shared equipment, and a budget outlining financial support needed for travel and supplies.

4. Submit a completed application and proposal approved by the honors project supervisor to the chair of the Entomology Research Honors Committee no later than the end of the fifth week of the first semester of the senior year. Earlier submission is encouraged. Applications are available from the CALS registrar, 140 Roberts Hall. These applications include an opportunity to request a modest amount of funding from the CALS honors program. These funds are distributed only one time per year (in late fall).

5. Submit a brief progress report, approved by the project supervisor, to the Entomology Research Honors Committee by midterm of the semester in which the student will complete his or her graduation requirements.

6. Present a formal seminar reporting the significant findings of the research to the Department of Entomology (as a Jugatae seminar) in the last semester of the senior year.

7. Submit two copies of the final honors thesis (as approved by the thesis supervisor) to the chair of the Entomology Research Honors Committee no later than two weeks before the last day of classes in the semester in which the student anticipates graduation. The thesis will be reviewed by the faculty honors project supervisor and one other referee selected by the chair of the honors committee.

8. Referees will return the thesis to the student one week before the last day of classes. If reviewers indicate that changes must be made, the revised thesis should be submitted to the Entomology Research Honors Committee chair no later than the last day of classes. Referees should include a recommendation to the Entomology Research Honors Committee chair regarding acceptability of the honors thesis. The approved honors theses will be bound and housed in the Entomology Library in Comstock Hall.

9. Students may volunteer to submit electronically to the honors committee chair a copy of their final approved thesis (in pdf or Word format) for Mann Library. Mann Library has given CALS the opportunity to have theses available to the public electronically if this does not interfere with other plans, such as patenting or publishing in another journal. A permission form to allow the thesis to be made available online at Mann Library can be obtained from the honors committee chair.

10. In addition, students are required to submit electronically to the honors committee chair their thesis title, research advisor’s name, and abstract (in Word format). During each summer, the CALS Research Honors Abstracts publication is published (on the web beginning 2009) as a compilation of research honors thesis abstracts.

The complete text of this section can be found at http://www.entomology.cornell.edu/public/IthacaCampus/EduTraining/Undergrad/EntomHonors.html.

Information Science

Students should follow the CALS social sciences guidelines to obtain research honors in information science.

Landscape Studies

Faculty committee: P. J. Trowbridge, chair

The research honors program in landscape studies offers outstanding undergraduates in CALS the opportunity to work with a member of the landscape architecture faculty to pursue supervised independent research in design, the cultural landscape, landscape archaeology, environmental design, and community-based planning and design. The student need not be a major in the landscape architecture professional design curriculum. The subject matter and nature of the research experience may be quite varied. Students participating should find the experience intellectually stimulating and rewarding, whether or not they intend to pursue a research career. The guidance and supervision of a faculty member with substantial interest and expertise in the subject is essential to the success of the project. It is expected that the research will require significant effort and creative input by the student in its design and execution and in reporting the results.

Students who consider this option should be aware that honors research is undertaken above and beyond any of the requirements for graduation in the major of landscape architecture. It involves a number of deadlines and a considerable time commitment. Before signing on for research honors, students need to consult with their academic advisor to make sure that honors research projects will not interfere with other academic or professional objectives, such as job applications, preparation of portfolios, or application to graduate school. These may need to be deferred until the thesis is complete. Students are responsible for meeting deadlines and being prepared for presentations and other meetings.

Although honors research credits for spring semester junior year and both semesters senior year are designated a letter grade, individual mentors may choose the R grade for work in progress until the project has been fully completed. Grade is determined by each student’s mentor. The designation of “distinction in research” on the diploma is awarded at the recommendation of the faculty advisor and other referees to the honors committee chair. An outline of activities for both years is given below.

The Landscape Studies Research Honors Committee requires that an undergraduate who is interested in embarking on a research honors project proceed with the following steps:

1. Junior year: Identify a potential research honors project sponsor and secure that faculty member’s commitment to sponsor the student in the research project. This should be accomplished early in the second semester of the junior year and be finalized by the end of the spring semester. Pre-register during the spring for the research honors program (LA 4991).

2. Work with a faculty advisor to identify and formulate a research problem. If the faculty advisor is not in the Department of Landscape Architecture, select a co-advisor from the department to ensure that the research is consistent with the field.

3. Submit a completed application and proposal (approved by the honors project supervisor and the chair of the research honors committee) no later than the end of the fourth week of the first semester of the senior year. Earlier submissions are encouraged. These will be reviewed by ad hoc committee members, and successful thesis proposals will be submitted to the college honors committee by the sixth week.

4. Carry out an independent research effort that is original and separate from the work of others who may be investigating similar subjects.

5. Submit an outline of the thesis to the chair of the committee by the end of January for a May graduation.

6. Submit a draft to the readers by April 15. Describe and summarize the work within the range of formats used in the master’s thesis program or professional journals in design or research. This version will be reviewed by the faculty supervisor and two ad hoc reviewers, and the student will be able to incorporate the committee’s comments and suggestions into the final version, which will be due the last day of classes. Referees prepare a recommendation to the honors committee chair regarding the acceptability of the honors thesis.

7. Give two oral presentations to the group of other honors research students and invited faculty members. Both presentations are during the student’s senior year.

8. Send two bound copies of the completed and defended thesis to the honors committee chair by May 13.

Natural Resources

Faculty director: J. B. Yavitt, chair

The research honors program in natural resources involves original, independent research that generates novel findings in applied ecology and resource policy and management. Students learn how to design and carry out research under the direct supervision and guidance of a faculty member or senior research associate in the department. Most students in the program begin their research before the start of the senior year, often in the summer after their junior year. Students may enroll and receive credit in independent study (NTRES 4991 Honors Research in Natural Resources) during their honors research. The research findings are presented in a written thesis that is reviewed by two experts in the field. Many theses have been published in leading journals in the disciplinary area of the research. Although the format is not prescribed, the thesis usually consists of a short introduction, relevant materials and methods, a concise presentation of the meaningful data, a discussion, and the student’s interpretation of the conclusions. Students also give an oral presentation of their research findings in a special symposium hosted by the department in early May.

Students should adhere to the following schedule.

Junior Year

1. File an informal application with the faculty director. The application includes a project description and advisor information.

Senior Year

1. Register for NTRES 4991 before the add deadline (fall and spring).

2. Sixth week of fall semester: Submit formal application to faculty director (16 Fernow Hall).

3. March 31: Thesis should be close to completion.

4. April 15: Submit two copies of the thesis to the faculty director for ad hoc reviews.

5. May 4: Pick up ad hoc reviewers’ comments from the faculty director.

6. May 15: Submit two copies of the final thesis: one for the college, one for the program director.

7. Week of May 25: Students will be notified of the decision, and the faculty director will recommend that each approved student graduate with “Distinction in Research.”

8. Students may volunteer to submit electronically to the honors committee chair a copy of their final approved thesis (in pdf or Word format) for Mann Library. Mann Library has given CALS the opportunity to have theses available to the public electronically if this does not interfere with other plans, such as patenting or publishing in another journal. A permission form to allow the thesis to be made available online at Mann Library can be obtained from the honors committee chair.

9. In addition, students are required to submit electronically to the honors committee chair their thesis title, research advisor’s name, and abstract (in Word format). During each summer, the CALS Research Honors Abstracts publication is published (on the web beginning 2009) as a compilation of research honors thesis abstracts.

Nutritional Sciences

Faculty committee: J. T. Brenna

The research honors program in the Division of Nutritional Sciences is a structured experience that requires (1) successful completion of NS 3980, (2) conducting a research project through which the student becomes intellectually engaged in the whole research process, (3) completing a written thesis that reports the research, and (4) giving an oral presentation of the project at the undergraduate honors symposium. Students must maintain a minimum grade point average to graduate with honors in research.

The research honors program is an excellent opportunity for students who are highly interested in research and wish to commit substantial time and intellectual energy to a project that will span about four semesters of their undergraduate experience. Honors students experience the excitement of participating in a project to generate new knowledge on a topic that interests them and reporting the project findings. By working with faculty mentors and other researchers, they develop skills in research methods and data analysis. Students also learn that research projects are labor intensive and that writing research reports, such as the honors thesis, is a vital, but time-consuming, aspect of the research process. This intensive research experience is not suitable for all students, and those who wish a less intensive research experience may conduct research with a faculty member under NS 4010.

Students interested in the program should take NS 3980 as early in their program as possible. Students may review program requirements at the DNS Honors Research Program web site (http://www.nutrition.cornell.edu/dns7_undergradhonres.html) or contact Professor Brenna. Acceptance into the research honors program occurs when the student (1) is accepted into a faculty member’s research program and (2) submits a research proposal abstract that is approved by the director of the research honors program.

Students interested in the program typically spend the spring sophomore semester and fall junior semester exploring honors project opportunities with prospective faculty mentors. Students are responsible for contacting faculty members and applying to their research programs, although some guidance in this process will be provided in NS 3980. By the fall of the junior year, the student is expected to have identified their faculty member and be working with him or her on a proposal abstract, which is due early in the spring junior semester.

Students receive academic credit for work on their honors project under NS 4990. The 6 required credits may be taken over several semesters. How much time is spent on the project each semester will be the decision of the student and the faculty mentor. For each three to four hours of work per week, the faculty mentor usually will assign one hour of academic credit. This applies to the preparation of the research plan and necessary library research (usually completed during the junior year) as well as the carrying out of the research itself and preparation of the thesis.

The research honors project is the major component of the research honors program. It should be well defined and sufficiently circumscribed to give the student the opportunity to develop the research plan, execute the research, and write an acceptable thesis within the limited time available to students carrying full academic loads. Typically, the project is designed early in the junior year and conducted in the spring junior semester and fall senior semester. Students may arrange with their faculty mentor to work on the project during the summer. The spring senior semester is usually devoted to writing the thesis (at least 25 pages). The student works with the faculty mentor to prepare a draft of the thesis, which is submitted before spring break to a second faculty member for evaluation. When comments are received from the reader, the student must revise the thesis to meet the criteria for acceptance. The student presents the thesis at the Honors Student Symposium at the end of the semester.

Physical Sciences

Faculty committee: S. J. Mulvaney, chair; C. D. Bustamante

The research honors program in physical sciences provides outstanding students with an opportunity to do independent research under the supervision of a faculty member in the Departments of Biological and Environmental Engineering, Food Science, Earth and Atmospheric Sciences, or Biological Statistics and Computational Biology.

In addition to meeting the requirements of the college, the student is expected to:

1. Identify a thesis advisor and thesis topic before the end of the junior year.

2. Work with the thesis advisor to prepare a budget, short research proposal (2–3 pages), and application form. These materials must be received by the Physical Sciences committee chair by the end of the third week of senior year.

3. Enroll in the program for a minimum of two semesters.

4. Enroll in the appropriate departmental undergraduate research course for a total of at least 6 credits.

5. Submit an outline of the thesis to the chair of the committee by the end of January (for a May graduation).

6. Submit a draft of the thesis to the thesis advisor with sufficient lead-time for a revision to be prepared.

7. Submit three copies of the thesis and names of recommended reviewers to the chair of the honors committee by four weeks before the end of classes in the semester in which graduation is expected.

There is no required format, but the thesis is usually written in the form of a research journal article or a master’s thesis.

Further details of the program can be obtained from the chair of the Physical Sciences Research Honors Committee.

Plant Sciences

Faculty committee: R. L. Obendorf, chair; I. A. Merwin, E. B. Nelson, F. S. Rossi, A. DiTommaso, M. E. Smith-Einarson

Students perform independent scientific research under the guidance of faculty members in the fields of horticultural, agronomic, and soil sciences; plant biology; plant genetics and breeding; and plant pathology. For admission to the program, students must meet college requirements and submit to the Plant Sciences Research Honors Committee a project proposal (two to three pages) that includes a title; a brief background of the problem (justification and literature review); a clear statement of objective(s) and hypotheses to be tested; methodology and experimental plan, necessary space, equipment and supplies; and a project budget. The proposal must be accompanied by a letter from the faculty supervisor stating that he or she has approved the project plan and that its completion within the remainder of the student’s undergraduate tenure is feasible.

A brief progress report will be made to the committee usually during the third week of the spring semester. Research presentations are recommended (e.g., Cornell Undergraduate Research Board Spring Forum, department seminars, professional meetings).

Successful completion of the research honors program requires acceptance by the honors committee of two copies of a research report. The report should be written in the format of a research publication in the appropriate scientific field. The acceptable report must have been reviewed and corrected according to the recommendations of the research supervisor before the report is submitted to the honors committee. The report must be received by the honors committee at least two weeks before the last day of classes of the semester in which the degree is sought and must be accompanied by a letter from the research supervisor evaluating the research and, if appropriate, recommending graduation with distinction in research.

The research honors committee will review the report within one week and may accept it or return it to the student with specific recommendations for revisions. A suitably revised version must be submitted to the committee before the second day of the examination period. When the committee accepts an honors report, the chair will recommend to the associate dean and director of academic programs and to the college registrar that the student be graduated with distinction in research. One copy of the accepted report will be returned to the student with review comments from the committee.

Additional guidelines may be found at http://www.css.cornell.edu/Programs/PlantSciHon.

Social Sciences

Social Sciences Program Area Faculty Committee: N. Chau, chair (NetID: hyc3); A. A. Gonzales, T. D. Park, and C. W. Scherer

Overview

Research projects in the social sciences include applied economics and management, communication, development sociology, education, and information science. Students are accepted into the social sciences research honors program of the College of Agriculture and Life Sciences after meeting all the college criteria described above, after evaluation of the student’s written application, and on approval of a detailed thesis proposal.

The program provides an excellent opportunity for students to pursue independent study and research under the guidance/mentorship of a faculty member. Previously approved theses covered a wide range of topics and methodologies. A complete list can be found at http://ecommons.library.cornell.edu/handle/1813/2937.

Guidelines and Due Dates

A. Application and Proposal:

Students must submit one hard copy of the completed application and proposal to the social science program area faculty committee chair two semesters before their prospective graduation date (see deadlines below). Late applications will not be considered.

Graduation Date Proposal Due Date

December 2009 February 16, 2009

May 2010 September 15, 2009

December 2010 February, 15, 2010

May 2011 September 15, 2010

December 2011 February 15, 2011

Students are strongly encouraged to meet with faculty during their junior year in order to identify someone to serve as their honors thesis advisor. Honors thesis faculty advisors must be members of the graduate faculty. Exceptions may be granted for persons with special expertise pending petition to the committee.

Working with their honors thesis advisor, students should begin developing their thesis proposal during the second semester of their junior year. The purpose of the proposal is twofold. First, it formalizes a plan of study and establishes a set of expectations between the student and the faculty advisor. Second, the honors committee reviews the proposal to determine whether it is consistent with honors thesis requirements and to make suggestions for improvement.

The proposal should be 5 to 10 typed, double-spaced pages and include the following:

1. Research Topic: State the problem to be studied or the topic of interest. Review the basic literature and the background of the problem or topic; include a more extensive bibliography to be consulted.

2. Research Questions/Empirical Hypotheses: Specify the proposed questions to be answered or hypotheses to be tested empirically via collection of data and a mode of analysis accepted in the social sciences.

3. Research Methods: Discuss the models to be constructed (if any), sampling procedures, data collection procedures (including measurement instruments and survey or experimental designs, if appropriate), and proposed methods of analysis.

4. Expected Significance: State what new knowledge or information is likely to be forthcoming and why it is important. State any practical applications expected as a result of the research.

Students accepted into the honors program should register for credit directed by the honors thesis faculty advisor (e.g., AEM 4991, COMM 4991, DSOC 4991, EDUC 4991).

B. Final Submission for Review and Approval Requirements:

Honors theses should be written according to the form of any standard journal within the appropriate field. Distinction in research is awarded upon approval of the research honors thesis by the committee. Both the results of the research and the methodology (or the logical argument by which the results were achieved) must be reported. Reviews of the literature, practical conclusions or applications, or broad characterizations of an area of inquiry may constitute part of the research report but are not themselves sufficient as research.

The committee recommends the submission of the thesis draft to the research advisor two months before graduation to permit sufficient time for revision.

Completed theses are due approximately one month before graduation:

Graduation Date Thesis Due Date

December 2009 November 16, 2009

May 2010 April 15, 2010

December 2010 November 15, 2010

May 2011 April 15, 2011

December 2011 November 15, 2011

One electronic copy of the final thesis (in pdf or Word format) should be sent by email to the Social Sciences program area faculty committee chair no later than the due date. A supporting letter from the faculty member supervising the work also must be submitted either electronically or as a hard copy.

The thesis will be independently reviewed typically by two faculty committee members within about two weeks. If further revisions are required, students will be informed and a revised draft will be requested. Students will be notified of the committee’s decision by the week of May 25.

OFF-CAMPUS OPPORTUNITIES

Study off campus is of two types: (1) credit may be earned at another institution and transferred to Cornell, or (2) credit may be earned in Cornell courses that require off-campus activity.

Students who plan to enroll in courses at another institution should refer to the non-Cornell credit policies on p. 37. Information about enrolling at another institution outside of the United States can be found under “Study Abroad.”

Albany Programs

Study off campus in Albany, the New York State capital, provides a unique opportunity to combine career interests with academic and legislative concerns. Two formalized opportunities are available. The Assembly Intern Program is offered in the spring semester and provides placement with a staff member of the New York State Assembly. The Senate Assistants Program also occurs during the spring semester and has placements with New York State senators and selected staff. Each program has an academic component as well. Check the individual folders in the internship files in the CALS Career Development Office, 177 Roberts Hall.

Applications are collected and processed by the CALS Career Development Office, 177 Roberts Hall, in the semester before assignments. Those accepted should plan a program of study in consultation with their faculty advisor. At least 12 credits must be carried to meet the full-time residency requirement. To receive academic credit for the Assembly Intern Program, students enroll in ALS 3920. To receive academic credit for the Senate Assistants Program, students enroll in ALS 4960. Information and applications are available in the CALS Career Development Office, 177 Roberts Hall.

Cornell in Washington

The Cornell in Washington program offers students in all majors an opportunity to earn full academic credit for a semester in Washington, D.C. Students take part in a public policy or humanities seminar, serve as externs in federal agencies, congressional offices, or nongovernmental organizations, carry out individual research projects, and take one or two electives. The required externships and all course enrollments are arranged through, and approved by, the Cornell in Washington program. Students in the College of Agriculture and Life Sciences must register for ALS 4998 and cannot receive credit for the externship experience alone. For further information, see p. 22, inquire at M101 McGraw Hall, 255-4090, or visit ciw.cornell.edu.

Marine Biological Laboratory’s (MBL) Semester in Environmental Science

The Marine Biological Laboratory’s (MBL) Semester in Environmental Science is a semester-long program held each fall in Woods Hole, Mass. This is a multi-university and college program run by the staff of the Ecosystems Center of the MBL. Approximately 15–20 students interact intensively with the world-class research staff of the Ecosystems Center in a mixture of classroom, laboratory, and field-research activities. The major foci of the program are on biogeochemistry, ecosystem science, and the impacts of land use and global change on the environment. Students spend about 20 hours each week conducting intensive, hands-on field and lab work in coastal forests, freshwater ponds, and estuaries, and complete an independent research project as part of the curriculum. The MBL is one of the oldest (founded in 1888) and most distinguished biological field stations in North America. Cornell credit for up to 16 credits is offered. More information on the program can be obtained from the Cornell faculty liaison (Prof. Bob Howarth, E309 Corson Hall, 255-6175) or from the director of the program (Dr. Ken Foreman, MBL Ecosystems Center, 508-289-7777; courses.mbl.edu/SES).

SEA Semester

The Sea Education Association is a nonprofit educational institution offering ocean-focused academic programs and the opportunity to live, work, and study at sea. Science, the humanities, and practical seamanship are integrated in small, personal classes. The 17-credit program is 12 weeks in length. Courses are directly transferrable and listed in Courses of Study under BIOSM. Six weeks are spent in Woods Hole, Mass., and the following six weeks are spent on either one of SEA’s two sailing research vessels: the SSV Robert Seamans or the SSV Corwith Cramer. SEA offers four unique programs. SEA Semester: Ocean Exploration, SEA Semester: Oceans and Climate, SEA Semester: Documenting Change in the Caribbean, and SEA Semester: Sustainability in Polynesian Island Cultures and Ecosystems. SEA Semester: Ocean Exploration is also offered as a 12-credit, eight-week summer program. For more information, contact Sea Education Association, P.O. Box 6, Woods Hole, MA 02543 (1-800-552-3633 x 770) or visit http://www.sea.edu. CALS students should file an intent to study off campus form with the college registrar as early as possible to ensure proper registration and enrollment in courses.

Shoals Marine Laboratory (SML)

The Shoals Marine Laboratory, run cooperatively by Cornell University and the University of New Hampshire, is a seasonal field station located on 95-acre Appledore Island off the coast of Portsmouth, N.H., in the Gulf of Maine. SML provides a unique opportunity to study marine science in a setting noted for its biota, geology, and history. Please refer to “Courses in Marine Science,” in the section Shoals Marine Laboratory (BIOSM), for a list of courses offered.

For more information, contact the Shoals Marine Laboratory office, G14 Stimson Hall, 255-3717, or visit http://www.sml.cornell.edu.

Internships

Several departments in the college offer supervised internships for academic credit. Internships may be granted for pay and/or credit with a limit of up to 3 credits per internship and no more than 6 credits total allowed for internships consisting of off-campus work experiences that do not have the continued presence of a Cornell faculty member. The number of credits awarded should reflect the amount of knowledge gained per internship and/or following the CALS guidelines for assigning credits. The 6-credit allotment includes transfer credit and credit from other internships in other colleges at Cornell. The 6-credit limit does not apply to secondary, post-secondary, and Cooperative Extension teaching internships in the Department of Education. The awarding of credit will not be allowed in cases where a student brings to the college or to a professor a description of a past experience and requests credit. Note that a maximum of 15 (prorated for transfer students) of the 120 credits required for the degree may be taken in internships, independent study courses, and undergraduate teaching or research. For internships not governed by an established internship course, the student must enroll in a 4970-level course for the number of credits assigned.

To ensure a fair and manageable system to deal with internships, the College of Agriculture and Life Sciences has set forth guidelines to serve as minimum requirements for a student to receive internship credit.

1. Credit will be assigned or accepted only in cases in which a Cornell faculty member is directly involved in determining both the course content and in evaluating the student’s work.

2. The internship should be purposeful, provide opportunities for reflection, present a continual challenge to the student, and incorporate active learning, with the student an active participant in all stages of the experience from planning to evaluation.

3. Before a student begins the internship, a learning contract needs to be written between the Cornell faculty internship advisor on campus, the supervisor at the location, and the student. This contract should state the conditions of the work assignments, supervisor, learning goals, number of credits, and methods of evaluation of the work. A contract form can be obtained from the college Registrar’s Office, or departments may have their own.

4. Students should further develop the internship experience based on the college Experiential Learning Criteria, which can be found at cals.cornell.edu/cals/teaching/elr.

5. Students need to keep their faculty internship advisor updated on the progress of the internship while away from campus.

Arrangements should be made with the offering department for assignment of a faculty mentor for planning the program of work and for evaluating student performance. Individual departments may add more requirements to the internship based on specific needs such as time constraints, faculty workloads, and the relationship of the internship to the goals of the department. The specific terms of the contract should be recorded, using the independent study, research, teaching, and internship form, available in in 140 Roberts Hall.

Pay and Credit for Undergraduate Research, Teaching, and Internships

Research: students can receive pay or credit or they can partition it so that they receive pay for part of the research and credit for the other as long as the work does not overlap.

Undergraduate Teaching Assistant: students can receive either pay or credit, but they cannot partition it.

Internships: students may receive both pay and credit for the same internship experience.

Study Abroad

Each year almost 200 CALS undergraduates spend a semester or year studying abroad. Students enroll directly in universities in Australia, participate in fieldwork in Africa, or explore the wonders of a foreign city while participating in an internship. CALS recognizes that students study abroad for a variety of reasons and, as a result, offers a great deal of choice for its students. Students may want to study abroad to broaden their worldview, boost employment prospects, learn a new language, gain independence, discover a new educational system, or all of the above! A variety of options is available. Students can choose from:

• a CALS exchange program in a variety of universities around the world that have been created especially for CALS students. For a list of the programs available, visit http://www.cals/current/abroad-exchange/index.cfm;

• a study abroad program through the Cornell Abroad office;

• an international study tour as part of a CALS course, or a summer program.

CALS exchange programs are unique agreements created with other prestigious universities around the world. CALS students participating in an exchange program pay only their Cornell tuition, with no additional administrative fees.

Study abroad opportunities offered through the Cornell Abroad office are vast, ranging from a traditional university in London to field study in Africa. For information about specific programs, costs, and more, visit their office in 300 Caldwell Hall or go to http://www.cuabroad.cornell.edu.

Whether participating in a CALS exchange or a program through Cornell Abroad, all CALS students interested in studying abroad must receive approval from their faculty advisor and meet with the college study abroad advisor to review the college policies and to receive college approval. College policies can be viewed at http://www.cals.cornell.edu/cals/current/abroad-exchange/index.cfm.

Study abroad advising hours are held in the Counseling and Advising Office, 140 Roberts Hall.

Ithaca College and Wells College Exchange Programs

The Cornell University–Ithaca College Exchange Program is a reciprocal arrangement that allows matriculated full-time students, with prior approval and within stated stipulations, to cross-register at the other institution. No additional tuition is charged except in the case of undergraduate students enrolled during any one semester for a total of more than 18 credits (Cornell and Ithaca College combined). Those students are subject to additional tuition charges on a per-credit basis. This arrangement is available during the fall and spring semesters only and is contingent upon space availability. A maximum of 12 credits may be taken through this program.

Cornell University also has a reciprocal arrangement with Wells College in Aurora, N.Y. For further information, contact the Cornell School of Continuing Education office, B20 Day Hall, 255-4987, or on the web at http://www.sce.cornell.edu/exmu.

GRADUATION REQUIREMENTS FOR THE BACHELOR OF SCIENCE

Graduation Requirements

1. Credit Requirements

A. Minimum total credits: 120 academic credits are required for graduation.

Important Exceptions:

• Repeated courses increase the number of credits required for graduation by the number of credits in the course. These credits do count toward the minimum 12 credits required for full-time status.

• Review or supplemental courses (e.g., 1000- to 1099-level) increase the number of credits required for graduation by the number of credits in the course. These credits do not count toward the minimum 12 credits required for full-time status.

• Physical education courses do not count toward 120 credits for graduation. They do not count toward the minimum 12 credits required for full-time status.

B. Minimum credits at Cornell: 60 academic credits must be completed at Cornell.

C. Maximum non-Cornell credits: 60 non-Cornell credits (AP, CASE, transfer, Cornell Abroad, and exchange credits) can be applied toward degree requirements.

D. Minimum credits from College of Agriculture and Life Sciences: 55 CALS credits are required for graduation. CALS credits include all courses from departments within CALS and courses offered in the Biological Sciences, Earth and Atmospheric Sciences, Information Science, and Nutritional Sciences Departments. Specifically, courses offered under the following subject prefixes count as CALS credits: AGSCI, AIS, ALS, AEM, ANSC, BEE, BIOG, BIOAP, BIOBM, BIOEE, BIOGD, BIOMI, BIOMS, BIONB, BIOPL, BIOSM, BTRY, COMM, CSS, DSOC, EAS, EDUC, ENTOM, FDSC, HORT, IARD, INFO, LA, NS, NTRES, PLBR, PLPA, SNES, VIEN.

E. Maximum 55 endowed credits: CALS students are limited to 55 credits from the endowed colleges. If an academic program requires additional credit, permission may be requested by contacting the CALS Registrar’s Office 607-255-2017, 140 Roberts Hall, cals_registrar@cornell.edu.

F. Minimum letter-graded credits: 100 (prorated based on non-Cornell credits).*

G. Maximum credits earned through independent study, research, teaching assistantships, and/or internships: 15 credits of “unstructured” course work can be applied toward graduation requirements (prorated based on non-Cornell credits) (i.e., a minimum of 100 “structured” credits are required for graduation).

*The prorated formula is available at http://www.cals.cornell.edu/current/registrar.

2. Physical Education Requirement

A. Pass two PE courses with a satisfactory grade.

Exception: External transfer students are credited with one course of physical education for each semester previously enrolled full-time (12 or more credits) at another college before matriculation.

B. Pass a required swim test, administered during orientation. External transfer students who are exempt from PE are exempt from the swim test.

C. Students are expected to complete the physical education requirement in their first two semesters at Cornell.

3. Residency Requirements

A. Eight semesters of full-time study are expected. Transfer students are credited with one semester in residence for each 15 credits earned at another institution.

B. Internal transfer students must be enrolled in CALS for at least two semesters, not including residency in the Internal Transfer Division.

C. The final semester before graduation must be completed in a Cornell program as a full-time student in continued good academic standing.

D. Students in the ninth and final semester may apply for prorated tuition. The eligibility criteria are listed below. The student will be charged the full administrative fee and student service charge, plus one-fifteenth of the remaining full tuition per credit hour.

All of the following conditions must be met in order for a student to be considered for prorated tuition:

1. The prorated semester is the ninth and final semester of study.

2. The student is in good academic standing with the college and the major.

3. Maximum of 11 credit hours of course work are allowed under prorated tuition. Students cannot exceed the number of credits approved or full tuition will be charged, and no refund will be allowed if fewer credits than applied for are completed.

4. Approval of the student’s faculty advisor, the college registrar, and the university registrar is required for all requests. Note that approval is conditional until grades are finalized at the end of the semester immediately preceding the prorated semester. Should those grades indicate that more than the requested number of prorated tuition credits are required for graduation, prorated tuition will be adjusted accordingly.

5. Students applying to be prorated in the fall semester are encouraged to submit the application by May 1. The final deadline is June 1. Students applying to be prorated in the spring semester are encouraged to submit the application by December 15. The final deadline is January 15.

Please be advised that prorated tuition may impact the student’s financial aid, student loans, scholarships, non-Cornell health insurance programs, athletic eligibility, or other considerations. It is the responsibility of the student to resolve and rectify these situations prior to submitting this petition.

4. Grade-Point Average (GPA) Requirements

Minimum cumulative GPA: 2.00 or above must be maintained. The cumulative GPA includes all grades earned at Cornell.

5. Schedule Requirements

A. Students are expected to enroll in at least one CALS course each semester until 55 CALS credits have been earned.

B. Freshmen may not enroll in more than 18 credits, not including physical education.

C. Freshmen are limited to one S–U course per semester.

D. PE and supplemental course work do not count toward the 12-credit minimum required for full-time status.

E. To add more than 18 academic credits to a student’s schedule, advisor permission must be obtained through an add/drop slip to add more course work.

6. Distribution Requirements

The purpose of the distribution requirement is to provide a broad educational background and to ensure a minimum level of competency in particular skills. Through study of the physical and life sciences, students develop their understanding and appreciation of the physical sciences, enhance their quantitative reasoning skills, and gain an appreciation of the variability of living organisms. The social sciences and humanities give students perspective on the structure and values of the society in which we live, and prepare them to make decisions on ethical issues that will affect their work and role in society. Written and oral expression is designed to help students become competent and confident in the use of oral and written communication to express themselves and their ideas.

Please note: Credits received for independent study, field, teaching, research, work experience, and internships cannot be used to fulfill the distribution requirement. Courses judged to be review or supplemental in the discipline, such as 1000- to 1099-level courses, will not be counted in the distribution areas.

Physical and Life Sciences. 18 credits in at least three disciplines of which 6 credits must be introductory biology and 3 credits in chemistry or physics.

Introductory Biology: BIOG 1101–1104, 1105–1106, 1107–1108, 1109–1110, BIOSM 1110 (summer)

Beginning fall 2008, students majoring in Applied Economics and Management, Communication, Development Sociology, Information Science, and Landscape Architecture have the option of fulfilling 6 credits of introductory biology by either taking courses listed above or newly developed courses. See http://www.cals.cornell.edu/cals/current/registrar/current-students/cals-graduation/biology.cfm for the most up-to-date list of courses. Students should consult with their advisors to clarify major requirements.

CHEM

PHYS

Other Physical/Life Sciences

AEM 2100

ANSC 1100, 1120, 1160, 2120, 2150, 2210, 2400, 2410, 3200, 3700, 3920, 3980

ASTRO

BEE 4540, 4590

Biological Sciences (any course EXCEPT BIOG 2000, 2990, 4980, 4990, and BIONB 4310, BIOSM 2040, and BIOAP 4980, BIOBM 4980, BIOEE 4980, BIOGD 4980, BIONB 4980, BIOPL 4980)

BTRY/Statistics

CHEM

CSS 1900, 2110, 2600, 3150, 3170, 4050, 4140, 4440, 4551–4555, 4660, 4830

EAS (EXCEPT 2900)

ENTOM 2010, 2100, 2120, 2150, 2410, 2600, 3070, 3150, 3250, 3310, 3311, 3690, 4440, 4550, 4630

FDSC 2000

HADM 2010

HORT 2200, 2430, 3170, 4000, 4260, 4400, 4450, 4490, 4551–4555, 4600

IARD 4050, 4140

ILRST 2100, 2120, 3100

Mathematics—See CALS requirements for graduation.

NS 1150, 1220, 2220, 3200, 3310, 3320, 3410, 3470, 3610, 4310, 4410, 4520

NTRES 1101, 2010, 2100, 2830, 3100, 3130, 3140, 3141, 3220, 3260, 4130, 4200, 4201, 4220

PAM 2100

PHYS

PLBR 2010, 2250, 4010, 4030, 4040, 4050

PLPA 2010, 3010, 3090, 3190, 3290, 4330, 4430, 4480

SNES 1101

Social Sciences and Humanities. Students must complete four courses of 3 or more credits each from the following seven categories of courses in the humanities and social sciences.

• At least one course must be completed from three different categories.

• No more than two courses in the same department will be counted toward the distribution requirement.

• For freshmen entering in fall 2008 or later, one course MUST be in the human diversity (D) category.

Categories:

• Cultural Analysis (CA)

• Human Diversity (D)

• Historical Analysis (HA)

• Knowledge, Cognition, and Moral Reasoning (KCM)

• Literature and the Arts (LA)

• Social and Behavioral Analysis (SBA)

• Foreign Language (FL)

Detailed descriptions follow.

Social Sciences and Humanities: Category Descriptions

Cultural Analysis (CA)

These courses study human life in particular cultural contexts through interpretive analysis of individual behavior, discourse, and social practice. Topics include belief systems (science, medicine, religion), expressive arts and symbolic behavior (visual arts, performance, poetry, myth, narrative, ritual), identity (nationality, race, ethnicity, gender, sexuality), social groups and institutions (family, market, community), power and politics (states, colonialism, inequality).

Historical Analysis (HA)

These courses interpret continuities and changes—political, social, economic, diplomatic, religious, intellectual, artistic, scientific—through time. The focus may be on groups of people, dominant or subordinate, a specific country or region, an event, a process, or a time period.

Knowledge, Cognition, and Moral Reasoning (KCM)

These courses investigate the bases of human knowledge in its broadest sense, ranging from cognitive faculties shared by humans and animals such as perception, to abstract reasoning, to the ability to form and justify moral judgments. Courses investigating the sources, structure, and limits of cognition may use the methodologies of science, cognitive psychology, linguistics, or philosophy. Courses focusing on moral reasoning explore ways of reflecting on ethical questions that concern the nature of justice, the good life, or human values in general.

Literature and the Arts (LA)

These courses explore literature and the arts in two different but related ways. Some courses focus on the critical study of artworks and on their history, aesthetics, and theory. These courses develop skills of reading, observing, and hearing and encourage reflection on such experiences; many investigate the interplay among individual achievement, artistic tradition, and historical context. Other courses are devoted to the production and performance of artworks (in creative writing, performing arts, and media such as film and video). These courses emphasize the interaction among technical mastery, cognitive knowledge, and creative imagination.

Social and Behavioral Analysis (SBA)

These courses examine human life in its social context through the use of social scientific methods, often including hypothesis testing, scientific sampling techniques, and statistical analysis. Topics studied range from the thoughts, feelings, beliefs, and attitudes of individuals to interpersonal relations between individuals (e.g., in friendship, love, conflict) to larger social organizations (e.g., the family, society, religious or educational or civic institutions, the economy, government) to the relationships and conflicts among groups or individuals (e.g., discrimination, inequality, prejudice, stigmas, conflict resolution).

Foreign Language (FL)

These courses are taught by the following departments: Africana Studies and Research Center (ASRC—language only), Asian Studies (BENGL, BURM, CHIN, HINDI, INDO, JAPAN, KHMER, KOREA, SANSK, TAG, THAI, and VIET), Classics (CLASS—language only), German Studies (GERST—language only, DUTCH, and SWED), Linguistics (LING—languages only), Near Eastern Studies (NES—languages only), Romance Studies (CATAL, FREN, ITAL, PORT, QUECH, and SPAN), and Russian Studies (RUSSA, HUNGR, POLSH, SEBCR, and UKRAN).

Human Diversity (D)

These courses address several of the college’s stated goals for undergraduate education, specifically, the expectation that in the course of earning a degree, students will enhance their abilities to communicate with people of different cultural perspectives; to listen carefully and respectfully to the views of others, especially views with which they disagree; and to employ ethical reasoning in judging ideas, actions, and their implications. These courses explore the challenges of building a diverse society, and/or examine the various processes that marginalize people and produce unequal power relations in terms of race, nationality, ethnicity, sexuality, religion, gender, age, or economic status.

Written and Oral Expression. 9 credits total, of which at least 6 must be in written expression. Oral expression is not required by the college (it may be for some majors); all 9 credits may be in written expression. Courses in written and oral expression may be selected from the following:

Oral Expression

COMM 2010, 2030

ENTOM 3350

Written Expression

First-Year Writing Seminars

AEM 2000

COMM 1310, 2630, 3520, 3600

ENGL 2800, 2810, 2880, 2890, 3820–3850, 3880, 3890

LA 2150

7. Quantitative Literacy Requirement

Faculty legislation requires minimum competency in quantitative literacy to complete a degree in the College of Agriculture and Life Sciences. This requirement can be satisfied in one of three ways:

• Earning a score of 4 or 5 on the AP Calculus exam; or

• Transferring an approved calculus or statistics course with a grade of “C” or better; or

• Taking an approved math or statistics course at Cornell.

A complete listing of approved math and statistics courses is available online at http://www.cals.cornell.edu/current/registrar. Pre-approval forms are available in CALS Registrar’s Office.

Non-Cornell Credit Policies

1. Non-Cornell credit includes:

• advanced placement credit (see p. 8 for further details);

• credit earned at an accredited college or university;

• credit earned through the Ithaca College and Wells College Exchange Programs;

• credit earned through a Cornell Abroad or CALS exchange program.

2. Non-Cornell credit is accepted by CALS when:

• the credits are earned at an accredited institution;

• the credits do not duplicate course work already completed at Cornell;

• the credits are earned before matriculating into CALS or during the summer or winter session or through Cornell Abroad or an approved exchange program;

• the credits have not been applied toward high school graduation requirements (except for AP exam credit, see p. 8);

• the grade earned is “C-” or better; and

• an official transcript is sent directly to the CALS Registrar’s Office from the college/university where the credits were completed.

Please note: Cornell University does not accept credit for courses sponsored by colleges but taught in high schools to high school students, even if the college provides a transcript for such work. Students who have taken such courses may, however, earn credit by taking an appropriate examination as described on pp. 8–12 of this catalog. For CALS-specific policies, see College Credit Earned While in High School.

3. A student may apply a maximum of 60 non-Cornell credits toward his or her graduation requirements.

• If more than 60 non-Cornell credits have been completed, the CALS Registrar’s Office will work with the student to determine which credits best fulfill CALS graduation requirements.

• Advanced placement credits are limited to 30 credits.

• Cornell Abroad (not CALS exchange) credits are limited to 15 credits per semester, 30 per academic year.

4. Non-Cornell credits are recorded on the graduation summary and can be applied toward CALS credits, distribution requirements, and major requirements.

• Non-Cornell courses that are similar to courses offered in CALS are recorded as CALS credits on the graduation summary and count toward the minimum of 55 CALS credits required for graduation.

• Non-Cornell courses that are equivalent to Cornell courses that fulfill distribution requirements are recorded under the appropriate distribution area on the graduation summary.

• Non-Cornell courses that are equivalent to endowed courses can be applied toward distribution requirements or general electives; however, these credits do not count against the maximum of 55 endowed credit hours.

• If a course has no comparable course at Cornell, staff in the CALS Registrar’s Office determine how the credit should be applied.

• Faculty advisors determine how non-Cornell credit will be applied toward major requirements; the CALS Registrar’s Office determines how non-Cornell credit will be applied toward CALS graduation requirements.

5. Students who have already matriculated into CALS and are planning to take courses at another institution should complete a transfer credit pre-approval form before completing the course work. Pre-approval forms are available in the CALS Registrar’s Office in 140 Roberts Hall

6. During the regular academic year, students can be enrolled in courses at both Cornell and another institution only if the student is taking a course not offered at Cornell. (Schedule conflicts or unavailability of courses in a given semester do not constitute valid rationales for concurrent enrollment at another institution.)

College Credit Earned While in High School

If a student is enrolled in a college or university course during his or her high school years, transfer credit will be given only if all the following criteria are met:

1. Course cannot be used to fulfill high school graduation requirements.

2. Course/section must be a standard course available to all students registered in the college.

3. If taught in a high school, the high school must be a satellite location, one of several options available to all students taking the course.

4. Instructor must be a faculty member (includes adjunct) at the offering college.

5. An official transcript must be sent to the CALS Registrar’s Office by the offering institution. It is the student’s responsibility to request an official transcript.

6. Both the college form and high school form must be provided to confirm that all credit earned in high school meets these criteria. It is the student’s responsibility to request that the college and high school complete these forms. Forms are available in the CALS Registrar’s Office, 140 Roberts Hall.

Each condition must be met for credit to be accepted.

Appropriate AP exams identifying a students understanding of the material indicated by achieving the scores outlined in Courses of Study, may be used to gain credit for course work that does not meet the criteria outlined above. In addition, students who have taken such courses may earn credit by taking an appropriate examination as described on page X.

Graduation Procedures

1. The progress of each student toward meeting the degree requirements is recorded each semester in the CALS Registrar’s Office on a graduation summary. Students can review their graduation summary online at https://dust.cals.cornell.edu under degree progress.

2. Students who have been in residence for eight semesters and who have met the graduation requirements will be graduated. Students are expected to attend for the full eight semesters even if they have completed the graduation requirements in fewer semesters. A student who wishes to either graduate early or delay graduation must complete an additional application with the CALS Registrar’s Office.

3. Application to graduate. In the first semester of their senior year, students must complete and file an application to graduate with the CALS Registrar’s Office.

Deadlines to File the Application to Graduate:

January graduates: October 16

May graduates: December 18

Failure to meet these deadlines could result in a student’s name being omitted from the commencement program and/or a diploma not being available for pickup on commencement Sunday.

Student Responsibilities: It is the student’s responsibility to complete Part I of the Application to Graduate available online at https://dust.cals.cornell.edu; schedule a meeting with your faculty advisor(s) to complete Part II of the application; submit Part II of the application to the CALS Registrar’s Office, 140 Roberts Hall; seek clarification from your advisor and/or CALS Registrar’s Office staff if graduation requirements are unclear; and retain a copy of the Application to Graduate for your records.

Note: If a student is completing more than one major and/or a minor, the student must meet with and complete Part II of the Application to Graduate with all advisors.

Faculty Advisor Responsibilities: It is the faculty advisor’s responsibility to complete Part II of the Application to Graduate with the student, listing any outstanding requirements on the application (including courses in which the student is currently enrolled); and answer any student questions regarding major requirements.

CALS Registrar’s Office Responsibilities: It is the responsibility of the CALS Registrar’s Office to update the graduation summary of seniors before each student’s final fall semester. The CALS Registrar’s Office staff is available to review degree requirements during walk-in hours and by appointment.

Commencement Information: Commencement information will be provided to all graduating seniors directly by the Commencement Office. Information is also available at http://www.commencement.cornell.edu.

ACADEMIC POLICIES AND PROCEDURES

Registration

All students must register with the university at the beginning of each semester. In order to be considered a registered student by the university, a student must:

• complete course enrollment according to individual college requirements;

• settle all financial accounts, including current semester tuition;

• clear any holds, whether these are from the Bursar’s Office, Gannett Health Center, the judicial administrator, or the dean of your college; and

• satisfy New York State health requirements.

Students can check their registration status using Student Center. The first screen in Student Center will indicate whether you are registered and will list any holds that need to be cleared, including the correct office to visit to have the holds removed. Students are expected to register by the fifth week of the semester. Failure to register may result in termination of your Cornell services such as, but not limited to, library access, meal plans, door access, Blackboard, and bus service. You may be considered withdrawn by the college. Only registered students are entitled to attend classes and have access to services.

Course Enrollment

Students will receive course enrollment information from the university registrar. After planning a schedule of courses in consultation with their faculty advisor, students pre-enroll by computer.

To enroll in courses that involve independent study, teaching, internships, or research, a student must file an independent study form, available in the CALS Registrar’s Office, 140 Roberts Hall.

Repeated Courses

Students may enroll again for a course in which they received a grade of F in a previous semester. Both grades will be recorded and calculated as part of their cumulative GPA. If a student retakes a course in which a passing grade was earned, both grades will be recorded and calculated as part of their cumulative GPA. However, repeating a course increases the number of credits required for graduation by the number of credits in the course.

Incompletes

Students must not enroll again for a course in which they received an incomplete. Instead, work for that course should be completed without further enrollment. The instructor files a manual grade form with the college registrar when a grade has been assigned. An incomplete not made up by the end of two successive semesters of residence reverts to a failure. In the case of a graduating senior, incompletes revert to failures at the time of graduation.

Enrollment Changes

A student is held responsible for and receives a grade for those courses in which he or she enrolls unless the student officially changes such enrollment. All changes in courses or credit, grading options, or sections must be made by the student using the online add/drop through Student Center or the official course drop and add form at the CALS Registrar’s Office, 140 Roberts Hall. Approval of the faculty advisor may be required to change course enrollment. Department or course instructor approval may be required for select courses.

Students may add courses and change grading options or credit hours where applicable during the first three weeks of the semester, and may drop courses until the end of the seventh week.

Academic Integrity Policy

The College of Agriculture and Life Sciences faculty, students, and administration support and abide by the university Code of Academic Integrity. Its principle is that absolute integrity is expected of every student in all academic undertakings: students must in no way misrepresent their work, fraudulently or unfairly advance their academic status, or be a party to another student’s failure to maintain academic integrity.

The maintenance of an atmosphere of academic honor and the fulfillment of the provisions of the code are the responsibility of the students and the faculty. Therefore, all students and faculty members shall refrain from any action that would violate the basic principles of this code.

1. Students assume responsibility for the content and integrity of their submitted work, such as papers, examinations, or reports.

2. Students are guilty of violating the code if they

• knowingly represent the work of others as their own.

• use or obtain unauthorized assistance in any academic work.

• give fraudulent assistance to another student.

• fabricate data in support of laboratory or field work.

• forge a signature to certify completion or approval.

• submit the same work for two different courses without advance permission.

• knowingly deprive other students of library resources, laboratory equipment, computer programs, or similar aids.

• in any other manner violate the principle of absolute integrity.

3. Faculty members assume responsibility to make clear to students and teaching assistants specific regulations that apply to scholarly work in a discipline.

4. Faculty members fulfill their responsibility to

• maintain in all class, laboratory, and examination activities an atmosphere conducive to academic integrity and honor.

• make clear the conditions under which examinations are to be given.

• make clear the consequences of violating any aspects of the code.

• provide opportunities for students to discuss the content of courses with each other and help each other to master that content and distinguish those activities from course assignments that are meant to test what students can do independently.

• state explicitly the procedures for use of materials taken from published sources and the methods appropriate to a discipline by which students must cite the source of such materials.

• approve in advance, in consultation with other faculty members, which work submitted by a student and used by a faculty member to determine a grade in a course may be submitted by that student in a different course.

• monitor the work and maintain such records as will support the crucial underpinning of all guidelines: the students’ submitted work must be their own and no one else’s.

Cornell’s Code of Academic Integrity spells out how individuals who have allegedly violated Cornell standards for academic integrity are to be confronted and, if found to be in violation of those standards, sanctioned. The code provides informal resolution of most perceived violations through a primary hearing between the faculty member, the student involved, and an independent witness. If necessary, a hearing before a hearing board follows. The full code may be found at http://cuinfo.cornell.edu/Academic/AIC.html.

The Academic Integrity Hearing Board for the College of Agriculture and Life Sciences consists of three elected faculty members, three elected student members, a chair appointed by the dean, and the director of counseling and advising, who serves as a nonvoting record keeper. Professor Dale Grossman is the current chair.

Individuals who observe or are aware of an alleged violation of the code should report the incident to the faculty member in charge of a course or to the chair of the hearing board. General information and details on procedures for suspected violations or hearings are available from the Counseling and Advising Office, 140 Roberts Hall.

Academic Honors

The college encourages high academic achievement and recognizes outstanding students in several ways:

1. Each semester, students are recognized for academic excellence by inclusion on the Dean’s List. Eligibility for the Dean’s List in the College of Agriculture and Life Sciences is determined by the following criteria:

a. a minimum course load for the semester of 12 letter-graded credits;

b. completion of at least one CALS course;

c. achievement of a semester GPA of at least 3.50; and

d. achievement of an S grade, or a C- or better grade in each course (including physical education), with no incompletes. Dean’s List will be granted retroactively if students meet all the requirements after successful course completion to make up INC grades.

2. Bachelor of Science with Honors

a. Students receiving a cumulative GPA of 4.00 or greater (based on the cumulative Cornell GPA) will graduate “summa cum laude.”

b. Students receiving a cumulative GPA of greater than or equal to 3.75 and less than 4.00 (based on the cumulative Cornell GPA) will graduate “magna cum laude.”

c. Students receiving a cumulative GPA of greater than or equal to 3.50 and less than 3.75 (based on the cumulative Cornell GPA) will graduate “-cum laude.”

3. Students will graduate with a bachelor of science degree with distinction in research when, in addition to having completed all the graduation requirements, they have satisfactorily completed the research honors program in their area of interest and have been recommended for the degree by the honors committee of that area. Special requirements are given in the section on the Research Honors Program.

4. Ho-Nun-De-Kah, founded in 1929, is the undergraduate honor society of the College of Agriculture and Life Sciences. Members are recruited from the top 20 percent of the senior class and top 15 percent of the junior class. In keeping with the ideals of encouraging scholarship, leadership, and citizenship, members provide free tutoring and a variety of service activities to both the college and the community. Visit Ho-Nun-De-Kah’s web site at http://www.rso.cornell.edu/hndk.

5. Golden Key is an international honor society that recognizes and encourages scholastic achievement and excellence in all undergraduate fields of study. Juniors and seniors in the top 15 percent of their class are invited to membership. Visit Golden Key’s web site at http://www.rso.cornell.edu/gkihs.

Academic Standing

At the end of each semester, the Committee on Academic Achievement and Petitions reviews the records of those students who in any respect are failing to meet the academic requirements of the college or who persistently fail to attend classes. For students not making satisfactory progress, the committee takes appropriate action, including, but not limited to, issuing warnings, placing students on probation, granting students leaves of absence, advising students to withdraw, or suspending or expelling students.

Specifically, the committee considers as possible cause for action failure to attend and participate in courses on a regular basis or, at the end of any semester, failure to attain one or more of the following:

• semester GPA of at least 2.00

• cumulative GPA of at least 2.00

• satisfactory completion of 12 or more credits per semester

• reasonable progress toward completion of major and distribution requirements

In general terms, regular participation in course work with academic loads at a level sufficient to assure graduation within eight semesters and grades averaging C (2.00) or higher are prima facie evidence of satisfactory progress and good academic standing.

Petitions Procedures

The Committee on Academic Achievement and Petitions is a college committee of six faculty and two student members. On behalf of the faculty, the committee

• reviews, at the end of each semester and at other times as shall seem appropriate to the committee, the progress of students toward meeting graduation requirements.

• receives and acts on petitions from individual students asking for exceptions from particular academic regulations or requirements of the college, or for reconsideration of action previously taken by the committee.

• acts on readmission requests from persons whose previous enrollment was terminated by the committee.

• notifies the petitioner in writing of the action taken by the committee.

A petition for exemption from a college academic requirement or missed deadline may be filed by any student who has grounds for exemption. A petition is usually prepared with the assistance of a student’s faculty advisor, whose signature is required. The advisor’s recommendation is helpful to the committee. The committee reviews the written petition and determines whether there is evidence of mitigating and unforeseen circumstances beyond the control of the student that would warrant an exemption or other action.

Students wishing to withdraw from a course after the end of the seventh week must petition. Requests for course changes are approved only when the members of the committee are convinced that unusual circumstances are clearly beyond the control of the student. The committee assumes that students should have been able to make decisions about course content, total workload, and scheduling prior to stated deadlines. A grade of W (for “withdrawal”) is recorded on the transcript if a petition to drop a course is approved after the end of the seventh week of classes and if an approved drop results in fewer than 12 credits.

Forms are available in the Counseling and Advising Office, 140 Roberts Hall. Counselors are available to assist with the process.

Leave of Absence

A student taking a break from studies in a future semester or who finds it necessary to leave the university before the end of a semester should submit a written petition for a leave of absence. Such action serves as appropriate notification to university offices and corrects the student’s transcript.

An approved leave is considered a voluntary interruption in study and holds the student’s place in the college without requiring reapplication to the university. Voluntary leaves are issued in two ways: unrestricted for students in good academic standing (no restrictions placed on length of leave up to five years, or activities pursued, and simple notification by student of intent to return), and restricted (length of leave and activities pursued may be specified, and a petition to return must be approved by the Committee on Academic Achievement and Petitions). A leave exceeding five years will require additional paperwork.

Information and petition forms are available in the Counseling and Advising Office, 140 Roberts Hall.

Withdrawal

A student who wishes to leave the university permanently should file a petition for withdrawal. Such petitions are approved if the student is in good academic standing. Students who have withdrawn and who later decide to return must apply to the CALS Admissions Office.

MAJOR FIELDS OF STUDY

The college curriculum consists of 24 major program areas that reflect the departmental academic effort in the college. Faculty curriculum committees in each area identify a sequence of courses appropriate to all students studying in that field. Courses of study are designed to provide systematic development of basic skills and concepts as well as critical thinking. Opportunity for concentration in an area of particular interest is usually available.

Programs are planned with considerable flexibility, allowing students to prepare for careers, graduate work, professional opportunities, and the responsibilities of educated citizens. Course requirements in each program area are different, but all students must meet the minimum distribution requirements of the college.

Agricultural Sciences

Agriculture is an exciting and dynamic field involving a wide range of disciplines. The Agricultural Sciences major trains students to be broad thinkers who are scientifically skilled and knowledgeable about socioeconomic issues related to agriculture and the environment. This interdisciplinary program is for students wishing to pursue a general education in agriculture to prepare for careers that require knowledge of food systems and natural resources. Such careers may include the production and marketing of plant/animal foods, agricultural education in secondary schools, organic farming, cooperative extension, and crop consultation. By providing students with focused categories of courses from which to choose, the Agricultural Sciences program is designed to allow students to work with their advisor in developing a curriculum that best fits the needs of each individual. The program allows students to focus on one or two areas of concentration while gaining a broad exposure to the agricultural courses across the college.

All students are required to take the core courses in sustainable agriculture, soil science, and integrated pest management, as well as gain practical experience by completing an internship and a “hands-on” experiential learning capstone course addressing real problems in agricultural science. Concentrations requiring at least 12 credits are available in Animal Science, Applied Economics and Management, Education and Communication, Crop Production and Management, and Sustainable Agriculture.

Students graduating with an Agricultural Sciences major will be trained to address complex global agricultural issues of today and will have a knowledge base that leads to employment in a variety of fields. The required emphasis on one or two concentration areas also allows students to become experts in the area of agriculture that is most exciting to them.

Since students in the Agricultural Sciences program come from across the college, we create a family of students who take courses, study, learn, and discuss together as a group. We do this by organizing activities that facilitate learning in an interdisciplinary setting, such as inviting guest speakers from various sectors of the agricultural industry to lead discussions, offering professional development workshops to train students for the workforce, and hosting social events for students in the major. Opportunities are also available in research and outreach experiences, and in summer employment, which serve to enrich the students’ practical experience.

Animal Sciences

The Animal Sciences program area offers a coordinated group of courses dealing with the principles of animal genetics, nutrition, physiology, management, and growth biology. Emphasis in subject matter is directed toward domestic animal species, dairy and beef cattle, horses, poultry, pigs, and sheep, while laboratory, companion, and exotic animal species are also included in research and teaching programs. The Department of Animal Science has extensive facilities for animal production and well-equipped laboratories and classrooms, including a teaching barn, in which students can gain practical experience in the care and management of large animals.

The program focuses on the application of science to the efficient production of animals for food, fiber, and pleasure and easily accommodates a variety of interests and goals. Beyond a core of basic courses (suggested minimum, 15 credits) students select production and advanced courses to fulfill an individually tailored program worked out in consultation with their advisor. In this way it is possible to concentrate by species as well as by subject matter (nutrition, physiology, growth biology, breeding, management). For each subject area, supporting courses in other departments are readily available and strongly encouraged. Many science-oriented students elect a program emphasizing supportive preparation in the physical and biological sciences appropriate to graduate, veterinary, or professional study following graduation. Dairy management is a popular program among students who may be preparing to manage a dairy business or enter a related career. Other students may elect a program oriented toward economics and business in preparation for a career in the poultry, dairy, meat-animal, horse, feed, or meats industry. These are examples of the flexibility within these programs that can be developed to meet a student’s career interest related to animals.

It is recommended that students obtain appropriate fieldwork or animal experience during summers. Several special training opportunities exist for highly motivated students. Juniors and seniors whose academic records warrant it may, by arrangement with individual faculty members, engage in research (either for credit or honors) or assist with teaching (for credit). The Dairy Management Fellows Program offers an equally challenging but different type of experience for a select group of students.

Students declaring a minor in animal science will arrange for a formal academic advisor in animal science at least three semesters before graduating. It is expected that the minor will be satisfied by completing at least 12 credit hours of animal science courses (at least 6 of which must be taken at Cornell), the makeup of which will be determined in consultation with the advisor. For example, it is recommended that students completing the minor will assemble courses (or demonstrate having the equivalent from elsewhere) including some basic and applied biology of animals (anatomy, physiology, nutrition, genetics) along with a selection of intermediate or advanced offerings from the animal science curriculum. Satisfactory completion of minor requirements will be verified by the minor advisor’s signature on the petition to graduate.

For information, contact Deloris Bevins in 149 Morrison Hall, dgb1@cornell.edu.

Applied Economics and Management

The Department of Applied Economics and Management (AEM) offers programs in general business, agribusiness, and applied economics. Its undergraduate degree is accredited by AACSB International—The Association to Advance Collegiate Schools of Business. Ten areas of specialization are offered in AEM: Accounting, Agribusiness Management, Applied Economics, Entrepreneurship, Environmental and Resource Economics, Finance, Food Industry Management, International Trade, and Development Marketing and Strategy.

Minors

Through the Department of Applied Economics and Management, CALS students may complete a minor program of study in one of eight different subject areas: Agribusiness Management, Business, Environmental and Resource Economics, Finance, Marketing, Food Industry Management, Applied Economics, and International Trade and Development. The minors consist of at least 18 credits of required course. Students should contact the Department of Applied Economics and Management for more detailed information and to enroll in one of these minor programs of study. These minors are not open to students outside CALS. For those lacking time to incorporate all the minor requirements during the regular school year, up to three of the required courses can be taken during summer session.

Atmospheric Science

Atmospheric science is the study of the atmosphere and the processes that shape weather and climate. The curriculum emphasizes the scientific study of the behavior of weather and climate, and applications to the important practical problems of weather forecasting and climate prediction. Students develop a fundamental understanding of atmospheric processes and acquire skill and experience in the analysis, interpretation, and forecasting of meteorological events. All students are required to complete a minimum of four semesters of calculus, two semesters of physics, and a semester each of chemistry, computer science, and statistics.

Atmospheric science courses are offered through the Department of Earth and Atmospheric Sciences (EAS). The requirements for the B.S. in atmospheric science through the College of Agriculture and Life Sciences are as follows:

1. Atmospheric science:

a. EAS 3410, 3420, 3520, 4470, 4510

b. See tracks listed below for additional required courses

2. Mathematics, statistics, and computer science:

a. MATH 1110, 1120, (1920 or 2130), 2930

b. AEM 2100 or equivalent

c. EAS 2900 or equivalent

3. Basic physical sciences:

a. PHYS 2207, 2208, or equivalent

b. CHEM 1560

4. Tracks

Operational Education Broadcasting

required required required

EAS 2500 EAS 1310 EAS 1310

EAS 2960 EAS 1330 EAS 1330

EAS 4560 EAS 2500 EAS 2500

EAS 4700 EAS 2960

EAS 4700

COMM 2010

suggested suggested suggested

EAS 1310 EAS 1340 EAS 2680

EAS 1330 Courses in EAS 1340

EAS 1340 (ASTRO, EAS)

EAS 2680 minor in

communication

EAS 3050 minor in

EAS 4350 education

Business Environmental

required required

EAS 1310 CHEM 2070

EAS 1330 CHEM 2080

EAS 2680 EAS 3340

EAS 4570

suggested suggested

minor in business EAS 1310

EAS 1330

EAS 1340

EAS 2500

EAS 2680

EAS 3050

EAS 4350

EAS 4830

It is recommended that students who are interested in graduate study in atmospheric science should take additional courses in mathematics and physics.

A student may minor in atmospheric science by completing any four of the following EAS courses*: 1310, 2500, 2680, 3050, 3340, 3410, 3420, 3520, 4350, 4470, 4510, 4560, 4570, 4700, 6510, 6520, or 6660.

*(two of the courses must be taken at Cornell.)

Courses satisfying the requirements for a major or minor in atmospheric science may not be taken S–U.

Biological Sciences

Biology is a popular subject at many universities for a variety of reasons: it is a science that is in an exciting phase of development; it prepares students for careers in challenging and appealing fields such as human and veterinary medicine, environmental sciences, and biotechnology; and it deals with the inherently interesting questions that arise when we try to understand ourselves and the living world around us. Many of the decisions we face today deal with the opportunities and problems that biology has put before us.

The major in biological sciences is available to students enrolled in either the College of Agriculture and Life Sciences or the College of Arts and Sciences. The Office of Undergraduate Biology in 216 Stimson Hall provides student services that are available to students from either college.

The biology major is designed to enable students to acquire the foundations in physical and life sciences necessary to understand modern biology and to pursue advanced studies in a specific area of biology. Programs of study include either general biology or one of the following concentrations: animal physiology, biochemistry, computational biology, ecology and evolutionary biology, genetics and development, insect biology, molecular and cell biology, microbiology, neurobiology and behavior, nutrition, plant biology, and systematics and biotic diversity. Students interested in the marine sciences should consult the Shoals Marine Laboratory office, G14 Stimson Hall, 255-3717, for academic advising. For more details about the biology curriculum see the section in this catalog on biological sciences or visit http://www.biology.cornell.edu. For details regarding the minor in biological sciences, please refer to the Biological Sciences section of this catalog.

Biological and Environmental Engineering

The Department of Biological and Environmental Engineering (BEE) offers majors in biological engineering and environmental engineering. BEE faculty and students address three great challenges facing humanity today: ensuring an adequate and safe food supply in an era of expanding world population; protecting and remediating the world’s natural resources, including water, soil, air, biodiversity, and energy; and developing engineering systems that monitor, replace, or intervene in the mechanisms of living organisms. The undergraduate engineering majors in the Department of Biological and Environmental Engineering have a unique focus on biological systems and the environment that is realized through a combination of fundamental engineering sciences, biology, engineering applications and design courses, and liberal studies. The program leads to a bachelor of science degree in biological engineering or environmental engineering, which is awarded jointly by the Colleges of Engineering and Agriculture and Life Sciences.

Engineering students take courses in mathematics, statistics, computing, physics, chemistry, basic and advanced biology, fundamental engineering sciences (solid mechanics, thermodynamics, fluid mechanics, and transport processes), engineering applications, and engineering design. They may select upper-level engineering courses in subjects that include bioprocessing, soil and water management, biotechnology applications, bioinstrumentation, engineering aspects of animal physiology, environmental systems analysis, and waste treatment and disposal. Students may further strengthen their programs by completing an engineering minor. Students preparing for medical school take additional lab-based courses in biology, biochemistry, and organic chemistry. Throughout the curriculum, emphasis is placed on communication and teamwork skills and collaborative problem-solving. Specific course requirements and other information for the biological engineering major and the environmental engineering major are described in the College of Engineering section of this publication. Further information is also available at the undergraduate program office in BEE Student Services, 207 Riley-Robb Hall, or at http://www.bee.cornell.edu.

The department also offers technology concentrations in biological engineering technology and environmental engineering technology within the Interdisciplinary Studies Major in CALS. The technology concentrations emphasize technical applications of biological, environmental, physical, and life sciences. Students take courses in basic biological and physical sciences and mathematics, and choose electives in engineering and technology, agriculture, business, social sciences, and liberal studies.

Many engineering and technology students participate in undergraduate teaching and research, internships, independent study, project teams, and study abroad. Students should have a strong aptitude for the physical and life sciences and mathematics and an interest in the complex social issues that surround technology.

Career opportunities cover the spectrum of self-employment, private industry, public agencies, educational institutions, and graduate programs in engineering and science, as well as the professional fields like medicine, business, and law.

The living world is all around us and within us. The biological revolution continues and it has given rise to a growing demand for technical people who have strong math and science skills, who can communicate effectively, who are sensitive to the needs of people, and who are interested in the challenges facing society. The Department of Biological and Environmental Engineering is preparing the next generation to meet these challenges.

Specific course distribution requirements for the concentrations in biological engineering technology and environmental engineering technology include the following:

1. Basic Subjects Credits

a. Calculus 8

b. Chemistry 7

c. Physics 8

d. Computer applications 4

e. Statistics or probability 3

f. Introductory biological sciences* 6–8

g. Written and oral expression* 9

h. Social sciences and humanities* 12

*Required of CALS majors.

2. Advanced and Applied Subjects

a. Five courses (15 credits) in the biological, environmental, or agricultural sciences 15

b. Five courses (15 credits) in technology. Three courses from the list of approved technology courses.**

One course must be chosen from the list of approved laboratory courses.**

The lab course cannot double count as one of the three required technology courses 15

**Contact department for a list of approved courses.

3. Electives

Additional courses to complete College of Agriculture and Life Sciences requirements

4. Total (minimum) 120

For further details on the biological and environmental technology concentrations, contact the BEE department undergraduate programs office at 207 Riley-Robb Hall, 607-255-2173 or at http://www.bee.cornell.edu.

Biology & Society

The Biology & Society program area is designed for students who wish to combine the study of biology with perspectives from the social sciences and humanities. Many of the most critical social issues of our time, from the implications of genetic engineering to the impact of global climate change, have biological processes at their core. At the same time these issues are inherently social, involving complex relationships among people, institutions, laws, and beliefs. The Biology & Society field of study provides the skills and perspectives necessary to confront problems with biological, social, and ethical dimensions. In consultation with a faculty member, students are expected to select their courses in the field to meet their own goals and interests. For a description of the Biology & Society requirements and courses, see “Biology & Society” under the College of Arts and Sciences in this publication or visit http://www.sts.cornell.edu.

Students who elect Biology & Society as their major field of study graduate from Cornell with well-developed writing and analytical skills and a knowledge base that can lead to employment in a variety of fields. Many graduates have accepted positions as health counselors, writers, or policy analysts and researchers for government organizations, medical institutions, consumer or environmental groups, or scientific research institutes. Students have found that Biology & Society is also excellent preparation for professional training in medicine, law, and health services administration and for graduate programs in such fields as genetic counseling, nutrition, clinical psychology, public health, environmental studies, anthropology, sociology, and other related fields.

Admissions

Students in CALS may be admitted provisionally into this field of study when they apply to the college. Full admission depends on completing introductory biology and completing an application. Students transferring into this field of study will need to complete introductory biology and to submit an application during their sophomore year.

The application includes

1. a one- to two-page statement explaining the student’s intellectual interests in Biology & Society and why it is consistent with his or her academic goals and interests.

2. a selected theme.

3. a tentative plan of courses fulfilling Biology & Society requirements, including courses taken and those planned.

4. a transcript of work taken at Cornell University and/or elsewhere, current as of the date of application.

The faculty admissions committee reviews applications twice a year, once each during the fall and spring semesters. A faculty advisor is assigned on admittance to the field. Approximately 60 faculty members from three colleges serve as advisors to Biology & Society students. The major program is coordinated for students in all colleges through the Biology & Society Office, 306 Rockefeller Hall, where students can get information, specific course requirements, and application forms. Faculty advisors are available to discuss the Biology & Society requirements.

Requirements for the program are listed below. A full description and listings of courses that satisfy the requirements can be obtained in 306 Rockefeller Hall or at http://www.sts.cornell.edu. See also “Biology & Society” in the College of Arts and Sciences section of this publication.

Biology & Society requirements:

1. Introductory biology (1101–1104, 1105–1106, or 1107–1108)

2. College calculus (one course)

3. Ethics (one course)

4. Two social sciences/humanities foundation courses

5. Three biology foundation courses

6. One biology depth course

7. Statistics (one course)

8. Core course

9. Five theme courses (a coherent group of five courses relevant to the student’s special interest in Biology & Society, including a senior seminar that serves as a capstone course for the program).

Students should develop their theme and select their courses in consultation with a member of the Biology & Society faculty. A list of the faculty is available in 306 Rockefeller Hall. Further information may be obtained at http://www.sts.cornell.edu.

Biometry and Statistics

Quantitative prediction and interpretation are increasingly essential components of biological, physical, and social sciences. Complex patterns, structures, and interactions raise fundamental and fascinating questions that can be addressed only using mathematical, statistical, and computational methods. The wealth of data that can be acquired using modern methodologies to address these questions, in turn, requires substantive quantitative approaches to make possible appropriate analysis and interpretation. Computational power, meanwhile, continues to increase exponentially, providing the means for sophisticated analysis of complex phenomena.

The Biometry and Statistics major, in the Department of Biological Statistics and Computational Biology, focuses on the application of statistical and mathematical techniques to the sciences. Biometry applies statistics and mathematics to problems with a biological component, as seen in agricultural, environmental, biological, and medical science. Statistics is concerned with quantitative aspects of scientific investigation: design, measurement, summarization of data, and reaching conclusions based on probability statements. Students with ability in mathematics and an interest in its applications will find this a rewarding and challenging major.

The work of an applied statistician or computational biologist can encompass research, teaching, consulting, and computing in almost any combination and in a wide variety of fields of application. Opportunities for employment are abundant in academics, government, and businesses ranging from large corporations to small firms; salaries are usually excellent. Experience gained through summer employment, undergraduate research, or work as an undergraduate teaching assistant is highly recommended. For further details on the Biometry and Statistics major/minor, please contact the Director of Undergraduate Studies, Professor Steven J. Schwager (1194 Comstock Hall). at sjs5@cornell.edu or go to http://www.bscb.cornell.edu.

Requirements for the Major (beyond the college requirements)

Nine core courses, plus either the Statistics or the Statistical Genomics concentration. Only courses for which the student receives a grade of C- or better will count toward the major in biometry and statistics.

Core Courses:

BTRY 3010 Biological Statistics I or

BTRY 6010 Statistical Methods I

BTRY 3020 Biological Statistics II or

BTRY 6020 Statistical Methods II

BTRY 4080 Theory of Probability

BTRY 4090 Theory of Statistics

MATH 1110 Calculus I

MATH 1120 or 1220 or 1910 Calculus II

MATH 2210 or 2230 or 2310 or 2940 Linear Algebra

MATH 1920 or 2130 or 2220 or 2240 Multivariable Calculus

CS 1112 Introduction to Computer Programming or

BEE 1510 Introduction to Computing

Statistics concentration: Students must complete three advanced courses in statistics, computer science, operations research, or computational biology, including at least two from the list below (for complete list, go to http://www.bscb.cornell.edu/majReq.php):

BTRY/ILRST 3100 Statistical Sampling

BTRY/ILRST 4100 Multivariate Analysis

BTRY 4790/CS 4782 Probabilistic Graphical Models

BTRY 4820 Statistical Genomics

BTRY 4830 Quantitative Genomics and Genetics

BTRY 4840 Computational Genomics

BTRY 4940 Special Topics (as appropriate)

BTRY 6030/ILRST 4110 Statistical Methods III: Categorical Data Analysis

BTRY 6040/ILRST 4140 Statistical Methods IV: Applied Design

BTRY 6150 Applied Functional Data Analysis

ILRST 6140 Structural Equations

ILRST 6190 Hierarchical Linear Models

NTRES 4110 Quantitative Ecology and Management of Fisheries Resources

NTRES 4120 Wildlife Population Analysis

NTRES 6700 Spatial Statistics

ORIE 3510 and 4520 Stochastic Processes

ORIE 4740 Statistical Data Mining

ORIE 5550 Applied Time-Series Analysis

Statistical genomics concentration: Students must complete two courses from BTRY 4820 Statistical Genomics, BTRY 4830 Quantitative Genomics and Genetics, and BTRY 4840 Computational Genomics; BIOGD 2810 Genetics; and in addition, they must complete one course from the advanced courses previously listed (for complete list go to http://www.bscb.cornell.edu/majReq.php).

Supplementary concentration: Each biometry and statistics major is strongly encouraged to supplement the required courses with a concentration in an area of interest to the student, consisting of a cohesive set of courses chosen by the student. It is the student’s responsibility to develop this concentration, with advice from the faculty, particularly the student’s faculty advisor. It will be helpful to discuss the selection of courses with the director of undergraduate studies or undergraduate advising coordinator of a department closely linked with the chosen concentration.

The Minor

A minor in biometry and statistics is available to all undergraduate students in CALS. To complete the program, students must submit a minor program of study form, available in 1198 Comstock Hall. Each student will retain a copy of the form and will be responsible for planning the minor program of study in conjunction with the advisor in the student’s major and a BSCB faculty advisor. Students and advisors in other departments should contact the director of undergraduate studies in the Department of Biological Statistics and Computational Biology if they have general questions about Biometry and Statistics courses or the minor. A BSCB faculty member will supervise and assist each minor in course selection.

Requirements for the minor

BTRY 3010 Biological Statistics I or BTRY 6010 Statistical Methods I

BTRY 3020 Biological Statistics II or BTRY 6020 Statistical Methods II

BTRY 4080 Theory of Probability

BTRY 4090 Theory of Statistics

MATH 1110 Calculus I

MATH 1120 or 1220 or 1910 Calculus II

MATH 1920 or 2130 Multivariable Calculus or

MATH 2210–2220 or 2230-2240 Linear Algebra and Multivariable Calculus

One additional statistics elective from the advanced statistics course list given above.

A minimum of 31 credits is needed to complete the minor. Only courses for which the student receives a grade of C– or better will count toward the minor in biometry and statistics.

Communication

Communication majors at Cornell study communication in three main areas: science, media, and technology. Students gain a strong core in the theory of communication processes, including attitude, knowledge, and behavior change, public opinion, and information systems. They develop applied oral and written communication skills; they learn how communication systems work in society and in their personal and professional lives; they apply their understanding of communication to solving problems, sustaining the environment, reaching the public with new knowledge, and managing intricate networks of technologies.

Communication majors learn how

• communication influences attitudes, opinions, and behaviors

• mass media work in our society

• to use, evaluate, and design communication technologies

• to apply their understanding of communication to solving problems in science, the environment, government, industry, health, and education

The communication major is a program with a strong core of contemporary communication knowledge, theory, and practice.

Required freshman courses

Fall semester

COMM 1101 Cases in Communication

Spring semester

COMM 1300 Visual Communication

COMM 1310 Writing about Communication

This set of courses provides students with a basic understanding of communication and communication processes.

Required sophomore courses

COMM 2010 Oral Communication

COMM 2820 Research Methods in Communication Studies

Two of the four Focus Area introductory courses:

COMM 2200 Media Communication

COMM 2450 Communication and Technology

COMM 2760 Persuasion and Social Influence

COMM 2850 Communication, Environment, Science, and Health

After completing the courses in the core curriculum, all majors take an additional 18 credits in communication distributed among advanced writing and presentation courses, electives, and focus area requirements. Students must also complete 3 credits of college-level statistics. In consultation with their advisers, students concentrate in one of four defined focus areas appropriate to specific educational and career goals.

1. Communication, environment, science, and health (CESH): Students focusing in CESH will investigate how communication influences public understanding of science, health, environmental, and risk-related issues. While exploring conceptual and theoretical issues, students will learn specific skills for communicating science, health, environmental, and risk information to a variety of audiences. Possible career paths include public information officer, science writer, environmental educator/outreach specialist, environmental or health-risk communicator, and business, legal, and other graduate study.

2. Communication media studies (CMS): Students focusing in CMS will investigate the forces that shape media in contemporary society, investigating how what we see and hear comes to be. They will also analyze and understand the psychological, social, and cultural processes that are in turn affected by media, from politics to entertainment to news to the very question of what we understand as real about ourselves and true about the world around us. Students may pursue careers in the media industries, in designing the laws and policies regarding media, in business, legal, or other graduate study, or in the service of making media better; most of all, they will be more informed and astute citizens in a highly mediated world.

3. Communication and information technologies (CIT): Students focusing in CIT will explore the social and psychological dimensions of the design, use, and evaluation of communication and information technologies, how people form and manage impressions and relate to each other in cyberspace, the uses of language in online interaction, and how people coordinate work in virtual teams, as well as people’s interface and information needs. Possible career paths include information systems designer, research analyst, user interface designer, software designer, usability specialist, technology writer, and business, legal, and other graduate study.

4. Communication and social influence (CSI): Students focusing in CSI will use communication principles to analyze issues and situations involving groups, organizations, and selected audiences to design, implement, and evaluate appropriate communication programs. Courses stress the positive, ethical, and effective uses of communication in human affairs. This focus area would be appropriate for students interested in using communication to bring about change at the individual and societal level. Possible career paths include public relations, marketing communications, polling, human resources, governmental affairs, and business, legal, and other graduate study.

Detailed information on the distribution of courses is available from the department.

In designing the communication major, the faculty of the department has considered students’ need to understand contemporary research-based knowledge about communication as well as their need to be competent communicators in the workplace and in society at large.

Through the Department of Communication, CALS students may complete a minor program of study in communication or a minor program of study in information science or both.

The minor in communication consists of four required courses: COMM 1101, 1300, 2010 and either 2200, 2450, 2760, or 2850; Students also complete three elective courses totaling 9 credit hours, at least two of which must be at the 3000–4000 level, excluding the advanced writing and presentation courses and COMM 3030, 3530, 4050, 4960, and 4980.

The minor in information science is a cross-disciplinary program requiring one prerequisite statistics course, two courses from the information systems component area (primarily computer science), two courses from the human-centered systems component area (human-computer interaction and cognitive science), one course from the social systems component area (social, economic, political, and legal issues), and one additional course from any component area. A list of specific courses is available through the Department of Communication.

Students should contact the Department of Communication to enroll in either of these programs of study.

Crop and Soil Sciences

The Department of Crop and Soil Sciences provides instruction in the subject matter areas of crop science, soil science, environmental information science, and agronomy. Agronomy integrates the first three subjects and is a part of the Agricultural Sciences major (crop production and management concentration). A specialization in crop science is a part of the plant science major. A focus on soil science is possible in two majors, the Science of Natural and Environmental systems (SNES) or the Science of Earth Systems (SES). The Agricultural Sciences major is an interdisciplinary program for students wishing to pursue a general education in agriculture to prepare for careers that require a scientific and integrative understanding of agriculture and food systems. Students can concentrate in one or more areas, including Animal Science, Agriculture Economics and Management, Education and Communication, Crop Production and Management, and Sustainable Agriculture. The SNES major is a biophysical science–based major that addresses the interface of environmental science and human systems involved in environmental management. Within the SNES major, students can concentrate in environmental agriculture, environmental biology, environmental economics, environmental information science, and sustainable development. The SES major places emphasis on the basic disciplines of chemistry, physics, and mathematics.

A minor in crop management is also available for students with any major at Cornell University. In summary, it requires at least two courses and at least 7 credits in each of crop science (CSS 2110 or 4050, 3170, or 4140) and plant protection (CSS 3150, 4440, ENTOM 2410, or PLPA 3010) plus at least three courses and at least 12 credits in soil science (CSS 2600, 3210, 3650, 3720, 4120, or 4660). Equivalent transferred courses can be substituted. This minor helps prepare students for the Certified Crop Advisor examination, which provides an important credential for jobs in agriculture and environmental management.

A minor in soil science requires 15 credits in soil science, but an additional 12 credits in biological, physical, and earth sciences are recommended to qualify the student for the Civil Service classification as Soil Scientist (GS-0470). In addition to 15 credits in soil science, Civil Service classification as Soil Conservationist (GS-0457) requires 12 credits in natural resources and agriculture and 3 credits in applied plant science. The soil science minor is also available to students with any major at Cornell University and transfer credit can be used to meet requirements. Students wishing to pursue either the crop management or soil science minor should contact the Department of Crop and Soil Sciences (255-5459).

Development Sociology

Technological, economic, demographic, and environmental changes are social processes. Each has major impacts on individuals, social groups, societies, and the international order. At Cornell, development sociology students study these and other facets of social change in both domestic and international settings. The development sociology major provides an opportunity for in-depth study of the interactions among development processes, environmental and technological contexts, demographic structures and processes, and the institutionalized and grassroots social movements through which people seek change in these dimensions. Courses offered by the department cover topics such as the impact of changes in agricultural systems on rural development and rural labor markets; community and regional development; environmental sociology; technology; the political economy of globalization; women in development; and ethnic stratification and integration. Most courses provide background in both domestic and international aspects of the subject matter. Students can develop a specialization with a domestic, international, or global emphasis by choosing appropriate elective courses. All students learn the theory and methodology of sociology and how to apply both to research and policy in their subject areas.

Majors in development sociology are required to successfully complete seven core courses: introductory sociology (DSOC 1101), international development (DSOC 2050), population dynamics (DSOC 2010), methods (DSOC 3130 or 3140), theory (DSOC 3010), social stratification (DSOC 3700), and a course in statistics. Four additional development sociology courses are also required of all majors, at least two of which must be at the 3000 level or higher. The elective courses allow students to focus their major on particular themes such as the sociology of development; the social processes linking the environment, population, and development; and more general areas such as ethnic and class stratification, social movements, social policy, and gender and development. In each of these focus areas, students can choose to concentrate on domestic or international situations. Students are encouraged to complement courses in the department with course work in the history and economics of development, area studies, and the policy sciences.

Recognizing that students are concerned with future career opportunities, the development sociology major emphasizes acquisition of skills as well as general knowledge in preparation for jobs or post-graduate study. Accordingly, students are expected to become involved in the application of theory, methodology, and principles and concepts in the analysis of practical problems. Development sociology offers degree programs at both the undergraduate and graduate levels (B.S., M.S., and Ph.D.). The department and graduate field are recognized as top programs in the area. The department is particularly well known for providing instruction in international as well as domestic aspects of community and rural development, environmental sociology, sociology of agriculture, population studies, and the interactions among these dimensions. Development sociology faculty are committed to both quality instruction and cutting-edge research programs.

The department offers a general DSOC minor and a minor in Globalization, Ethnicity, and Development. For a complete list of requirements for either minor, please go to our web site: http://devsoc.cals.cornell.edu or visit 133 Warren Hall.

The department maintains strong ties with technical fields in CALS as well as with programs dealing with a range of issues of importance to international and domestic development. These include the International Agriculture Program, the Biology and Society Program, the Cornell Institute for Social and Economic Research, the Center for the Environment, the Polson Institute for Global Development, the Community and Rural Development Institute, the Gender and Global Change Program, the Bronfenbrenner Life Course Institute, and the Center for International Studies. Nearly half of the department faculty is associated with one or more area and ethnic studies programs including the American Indian Program, Latino Studies Program, Asian American Studies Program, Southeast Asia Program, South Asia Program, Latin American Studies Program, East Asia Program, and the Institute for African Development. Department members also maintain working relations with faculty members in the Department of Sociology and social science units located in other colleges at Cornell. Students are encouraged to supplement their development sociology course work by electing courses in these other departments.

Education

The Department of Education builds on strong academic disciplines such as sociology psychology, anthropology, biological and political sciences, political thought, and philosophy and is grounded in empirical and theoretical studies of educational practice in order to address education in diverse contexts and across the life span. The department has two foci to meet societal demands for teachers, researchers, and learners. The Learning, Teaching, and Social Policy (LTSP) concentration, which includes the Cornell Teacher Education Program (CTE), concentrates on teacher education in science, mathematics and agricultural science education, diversity, critical pedagogy, the study of school-age children and their families, and policy related to formal education. The Adult and Extension Education (AEE) concentration prepares scholars and practitioners for adult and extension education leadership and professional development roles in domestic and international community-based, nonformal, and formal organizations and focuses on community development and organizing, adult education, public scholarship, university extension/outreach, learning in adulthood, educational planning and program development, and international adult and extension education. These two programs of study, largely at the graduate level, prepare leaders who will both engage in professional practice and improve educational processes through their scholarship and practice. Our undergraduate program leads to initial certification in agricultural science education. An undergraduate minor in education is also available for students across all colleges at Cornell. For the latest information on program developments, go to education.cornell.edu.

Adult and Extension Education (AEE). Creating a livable world requires more than just new knowledge and technology; it also requires sustained and expert practice in learning and education. The AEE program provides opportunities for graduate students to investigate participatory educational and organizing practices that link learning to the challenge of facilitating global sustainability. As public universities focus their research, teaching, and extension on domestic and global environmental, political, and social problems, the AEE program focuses on creating opportunities for critical reflection on adult, extension, and international education by connecting action and research. We seek to move beyond procedural questions of “how to do it” to critical institutional questions of who does and who should benefit from our adult, extension, and international educational work. The aim is to engage practitioners and graduate students in critical reflection on practice to create practical theory from and for action.

Participation in the AEE program helps scholars and practitioners prepare for adult and extension educational leadership and professional roles in domestic and international community-based, nongovernmental, and governmental organizational settings. Areas of expertise and inquiry include participatory practices in research, community development, and adult education; public scholarship, university extension/outreach, and community organizing in the United States; international adult and extension education; learning in adulthood; educational planning and program development; continuing professional education; staff development; and health issues related to the education of adults.

Learning, Teaching, and Social Policy (LTSP). This program is designed to foster the development of educational leaders, researchers, and practitioners who approach issues and challenges in education from multiple perspectives, and seek to construct an integrated knowledge base upon which the practice of teaching, learning, and social policy is based. The impacts of implementation and practice are explored for creating new theories, approaches, and policies to improve teaching, learning, and community life.

Drawing on the dynamic nature of teaching and learning, this program challenges students to create and apply research-based, critically reflective analysis of cognitive, intellectual, personal, social, moral, and institutional dimensions of learning, teaching, and educational policy in a variety of contexts and at multiple governance levels. Students engage in critically reflective practice to address pressing problems and issues in formal and nonformal educational contexts across a variety of national and cultural settings.

The program is philosophically grounded in the perspective that learning and teaching is a lifelong process vital to individual development, the development of democratic communities, and the implementation of democratic values in educational policy and practice. Context, gender, and social and economic diversity underlie the design and implementation of curriculum, teaching and learning theory, and social interactions and are lenses for examining educational practice, theory, and policy.

Faculty members and graduate students in research programs in Learning, Teaching, and Social Policy (LTSP) engage in research that investigates factors that contribute to scientific and quantitative literacy; curriculum design and evaluation in science, mathematics, and agricultural science; effectiveness of teacher professional development; educational policy in rural schools; and sociomoral development, action, and reflective thought in schools and communities. Our mission is to contribute to an educated, global society of leaders and citizens who are prepared to respond to emerging social, technological, and scientific issues, with ethical and critically reflective judgment.

The Cornell Teacher Education (CTE) program is a unique interdisciplinary cohort-based program that certifies teachers for secondary teaching in agricultural science, science, and mathematics. Students in the CTE program develop a solid mastery of their content areas and an understanding of the issues in education, and interact with and learn from each other. Undergraduates accepted into the CTE program major in a mathematics, agriculture, or science field in any Cornell college and complete a minor in education. With a CTE minor and a bachelor’s degree, students can complete the Master of Arts in Teaching (MAT) in one year. CTE teachers are prepared as scholars of teaching and learning, able to help all their students achieve the scientific and quantitative literacy and ethical decision making skills needed for participation in a democracy.

Agricultural Science Education is taught at the middle and high school levels in New York State and nationally. Building on strong academic disciplines in the agricultural sciences, and with a solid grounding in the psychological, social, empirical, and theoretical bases of educational practice, the department offers two programs that lead to professional certification in Agricultural Science Education. The undergraduate degree in Agricultural Science Education and the agriculture option in the Master of Arts in Teaching are both offered under the Cornell Teacher Education umbrella. In addition, the undergraduate degree offers a non-certification option for persons with interests in instruction in nonschool settings such as extension, 4-H, arboretums, and state and national parks. All three of these programs prepare educators for leadership and professional roles in the broad fields of agriculture and natural resources.

Minor in Education

The minor in education gives students a planned core of courses to provide them with an overview of education as a field. One option prepares students to move into the graduate segment of the Cornell Teacher Education (CTE) program. Other options provide preparation for admission into other graduate teacher certification programs or a background for professional venues such as extension, business, and industry. Any undergraduate student in the university may enroll subject to availability in courses required for the minor. Students who wish to pursue a minor in Education must complete and submit an application. Applications are available in 426 Kennedy Hall, the CALS Office of Academic Programs, or by e-mailing cu_teacher_ed@cornell.edu.

Effective College Teaching Series. The Center for Learning and Teaching, under the auspices of the Department of Education, offers a series of courses, both credit and noncredit, for the improvement of teaching at Cornell, designed for Cornell faculty members and graduate students who are either currently teaching or intending to teach. For details, contact the Center for Learning and Teaching, 255–6130, or http://www.clt.cornell.edu.

Graduate Teaching Development Workshops

Offered early in each fall and spring semester, this daylong series offers an array of workshops in teaching effectiveness, from teacher-student interactions to developing a teaching portfolio. Noncredit, open to all Cornell faculty members and graduate teaching assistants.

Entomology

The entomology curriculum provides students with a basic background in biological and natural sciences, with a special emphasis on the study of insects. Majors may pursue graduate studies in entomology or related sciences upon completion of the B.S. degree. Alternatively, students may immediately begin careers in various aspects of basic or applied insect biology, including integrated pest management, insect pathology, environmental assessment, medical or veterinary entomology, insect toxicology, apiculture, insect systematics, or insect ecology. Because of the diversity of career options, the major includes flexibility among the core requirements and electives that can be selected by students in consultation with their advisors.

Requirements

General Requirements for CALS (see Graduation Requirements for Bachelor of Science) Basic Science and Math Requirements

• One year of college mathematics, may substitute statistics or biometry

• One semester of physics (may need two depending on future plans)

• CHEM 1570 Introduction to Organic and Biological Chemistry or CHEM 3570 and 3580 Organic Chemistry for the Life Sciences (for students planning on medical school)

• Introductory biology (1101–1104 recommended, even if AP credit received)

• BIOGD 2810 (genetics)

• BIOEE 2780 (Evolutionary Biology)

• Choose one of the following two courses:

BIOEE 2610 (Ecology and the Environment)

BIOBM 3300, 3310, or 3320 (Principles of Biochemistry)

(Choice depends on student interest in organismal vs. cellular/molecular aspects of biology)

Entomology Requirements (15–21 credits)

• ENTOM 2120 Insect Biology—4 cr

• Group A (core courses). Choose two of the following six courses:

ENTOM 3310/3311 Insect Systematics— 4 cr

ENTOM 3330 Larval Insect Biology—3 cr

ENTOM 3520/3521 Medical and Veterinary Entomology—4 cr

ENTOM 4440 Integrated Pest Management—4 cr

ENTOM 4550 Insect Ecology—4 cr

ENTOM 4630 Invertebrate Pathology— 4 cr

ENTOM 4830 Insect Physiology—4 cr

• Two additional entomology courses from Groups A or B (see link to Entomology Course Spreadsheet for a complete list of entomology courses, http://www.entomology.cornell.edu)

Food Science

The food science program prepares students for careers in the food industry or research organizations and for graduate study in food science or related disciplines. Food scientists enjoy satisfying careers that help ensure the sustainable availability of a safe, nutritious, affordable, and high-quality food supply for people throughout New York State, the nation, and the world.

Students in the food science program can choose from one of three specialization options in the major: (1) food science; (2) food operations and management; or (3) food biotechnology. The first option meets the curriculum standards set by the Institute of Food Technologists (IFT), the premier professional society for food scientists, allowing students to compete for IFT scholarships and awards. Students choose an option based on their individual interests and career goals.

The first two years of the undergraduate food science program are intended to establish a solid background in the physical and biological sciences, math and statistics, and communication skills. Required courses include chemistry (introductory and organic), biology, microbiology, calculus, physics, first-year seminar, introductory food science courses, and nutrition. The last two years emphasize the application of these basic sciences and technology to the manufacturing, sensory evaluation, storage, distribution, and safety of foods and food ingredients. Examples of food science core courses include Food Engineering Principles, Physical Principles of Food Manufacturing, Food Safety Assurance, Food Chemistry, Sensory Evaluation of Foods, and Food Microbiology; many elective courses are offered as well. Students choose electives to satisfy both college distribution requirements and their individual interests within the major and beyond.

Students are also strongly encouraged to participate in undergraduate research supervised by a faculty member and/or complete an internship in a food company during their program of study. Most teaching faculty in the department also have active research programs and welcome participation by undergraduate students. Students may receive academic credit or wages for faculty-directed undergraduate research. Several food companies recruit on campus for their internship programs. These internships provide an excellent opportunity for students to gain hands-on experience in their chosen field of interest and to establish contacts for future employment. A modern food processing and development pilot plant, an operational dairy plant, and well-equipped laboratory facilities are available to support the teaching and research needs of undergraduates.

Information Science

Information Science (IS) is an interdisciplinary field that studies the design and use of information systems in a social context: the field studies the creation, representation, organization, application, and analysis of information in digital form. The focus of Information Science is on systems and their use, rather than on the computing and communication technologies that underlie and sustain them. Moreover, Information Science examines the social, cultural, economic, historical, legal, and political contexts in which information systems are employed, both to inform the design of such systems and to understand their impact on individuals, social groups, and institutions.

The Information Science major organizes its courses into three area-based tracks:

• Human-Centered Systems. This area examines the relationship between humans and information, drawing from human–computer interaction and cognitive science.

• Information Systems. This area examines the computer science problems of representing, organizing, storing, manipulating, and accessing digital information.

• Social Systems. This area studies the cultural, economic, historical, legal, political, and social contexts in which digital information is a major factor.

Students must complete a set of 11 core courses: one introductory course, four courses in math and statistics, and two courses from each of the three IS areas. Students must also obtain depth in two tracks—a primary and a secondary track—that together best represent their interests. In particular, completion of the major requires four advanced courses from the selected primary track and three advanced courses from the secondary track.

Note: All INFO courses will count as in-college credit.

Requirements

Core (11 courses)

1. Introductory (one course):

INFO 1300 Introductory Design and Programming for the Web

Note: INFO 1301 and 1302 (no longer offered) may count together in place of 1300.

2. Math and Statistics (four courses):

• MATH 1110 Calculus I

• one course chosen from: MATH 1710 Statistical Theory and Application in the Real World; HADM 2201 Hospitality Quantitative Analysis; AEM 2100 Introductory Statistics; PAM 2100 Introduction to Statistics; ENGRD 2700 Basic Engineering Probability and Statistics; BTRY 3010 Statistical Methods I; SOC 3010 Evaluating Statistical Evidence; CEE 3040 Uncertainty Analysis in Engineering; ILRST 3120 Applied Regression Methods; ECON 3190 Introduction to Statistics and Probability; PSYCH 3500 Statistics and Research Design

• either MATH 2310 Linear Algebra with Applications or MATH 2210 Linear Algebra

• INFO 2950 Mathematical Methods for Information Science or CS 2800 Discrete Structures

3. Human-Centered Systems (two courses):

INFO 2140 Cognitive Psychology

INFO 2450 Communication and Technology

4. Information Systems (two courses):

CS 2110 Object-Oriented Programming and Data Structures*

INFO 2300 Intermediate Design and Programming for the Web

*CS 2110 is an intermediate programming course that requires prior knowledge of Java. Students who have not learned Java can take CS 1130 after completing INFO 1300 and 2300, or they can take CS 1110.

5. Social Systems (two courses):

• either ECON 3010 Microeconomics or ECON 3130 Intermediate Microeconomic Theory

• one course chosen from: INFO 2921 Inventing an Information Society; INFO 3551 Computers: From the 17th Century to the Dotcom Boom; or INFO 3561 Computing Cultures; or INFO 3200 New Media and Society

Where options in the core courses exist, the choice will depend on the student’s interests and planned advanced courses for the selected primary and secondary tracks.

Tracks

Students must complete four advanced courses in their selected primary track and three advanced courses in their selected secondary track.

Courses taken to satisfy the core-course requirements may not be used to fulfill the track requirements.

All courses used toward the major must be taken for a letter grade. Students must earn a C- or better in all courses used for the major.

Additional information on Information Science courses can be found below and in the CIS section of Courses of Study. Course information for all other courses in the major can be found in the relevant departments (e.g., AEM, CS, and STS).

1. Human-Centered Systems

INFO 3400 Psychology of Social Computing

PSYCH 3420 Human Perception: Applications to Computer Graphics, Art, and Visual Display*

INFO 3450 Human–Computer Interaction Design

PSYCH 3470 Psychology of Visual Communications

INFO 3650 Technology and Collaboration

PSYCH 3800 Social Cognition*

PSYCH 4160 Modeling Perception and Cognition

INFO 4400 Advanced Human–Computer Interaction Design

INFO 4450 Seminar in Computer-Mediated Communication

INFO 4500 Language and Technology

DEA 4700 Applied Ergonomic Methods

*Students who take PSYCH 3420 may also count its prerequisite, PSYCH 2050, toward the Human-Centered Systems primary/secondary track requirements. Similarly, students who take PSYCH 3800 may also count PSYCH 2800 toward the Human-Centered Systems primary/secondary track requirements. At most, one of PSYCH 2050 or 2800 can be counted toward the primary/secondary track requirements.

2. Information Systems

INFO 3300 Data-Driven Web Applications

CS 4450 Computer Networks

LING 4424 Computational Linguistics

INFO 4300 Information Retrieval

INFO 4302 Web Information Systems

CS 4320 Introduction to Database Systems

LING 4474 Introduction to Natural Language Processing

CS 4620 Introduction to Computer Graphics

CS 4700 Foundations of Artificial Intelligence

ORIE 4740 Statistical Data Mining I

CS 4780 Machine Learning

ORIE 4800 Information Technology

CS 5150 Software Engineering

INFO 5300 Architecture of Large-Scale Information Systems

CS 5430 System Security

CS 5780 Empirical Methods in Machine Learning and Data Mining

3. Social Systems

INFO 2040 Networks

SOC 3040 Social Networks and Social Processes

INFO 3200 New Media and Society*

AEM 3220 Internet Strategy

INFO 3490 Media Technologies

INFO 3551 Computers: From the 17th Century to the Dotcom Boom

INFO 3561 Computing Cultures

INFO 3660 History and Theory of Digital Art

ECON 3680 Game Theory*

INFO 3871 The Automatic Lifestyle: Consumer Culture and Technology

STS 4111 Knowledge, Technology, and Property

ECON 4190 Economic Decisions Under Uncertainty

INFO 4290 Copyright in the Digital Age

INFO 4350 Seminar on Applications of Information Science

ORIE 4350 Introduction to Game Theory*

INFO 4144 Responsive Environments

SOC 4150 Internet and Society*

INFO 4470 Social and Economic Data

ECON 4760 Decision Theory I

ECON 4770 Decision Theory II

HADM 4489 The Law of the Internet and E-Commerce

INFO 4850 Computational Methods for Complex Networks

INFO 5150 Culture, Law, and Politics of the Internet

*Only one of ORIE 4350 and ECON 3680 may be taken for IS credit. Only one of INFO 3200 and SOC 4150 may be taken for IS credit.

The Minor

A minor in Information Science is also available to students in AAP (Architecture and Planning students only), Arts and Sciences, CALS, Engineering, Hotel, Human Ecology, and ILR. The minor has been designed to ensure that students have substantial grounding in all three of the human-centered systems, information systems, and social systems areas. Detailed information about the minor can be found in the CIS section of Courses of Study. Students should visit http://www.infosci.cornell.edu/ugrad for the most up-to-date description of the concentration and its requirements.

International Agriculture and Rural Development

International agriculture and rural development provides students with an understanding of the special problems of applying basic knowledge to the processes of agricultural and rural development in low-income countries. The student chooses an area of concentration within the major and works with an advisor to plan an individualized program of study. Areas of concentration include (1) social development and livelihoods, (2) food systems, and (3) environment and ecosystems. The core curriculum and areas of concentration are designed to acquaint students with relevant socioeconomic factors, the physical and biological aspects of tropical crops and animal production, and issues of resource management and sustainability in low-income countries.

Requirements

In addition to the college distribution requirements, students in international agriculture and rural development must take a minimum of 50 credits toward the major. A minimum of 18 credits from a core curriculum (in addition to foreign language) are required, 8 of which should be in international agriculture and rural development (IARD). The foreign language requirement for the IARD major is identical to that of the College of Arts and Sciences (see p. 436). Other course work is drawn from a wide range of disciplines, consistent with the student’s chosen concentration. Students are expected to complete an overseas field study experience of a minimum of six weeks. The objective is to familiarize students with the many facets of agricultural and rural development in low-income countries.

International Studies Minor

Preparing for leadership in an increasingly interconnected and dynamic world, CALS undergraduates need knowledge, skills, and attitudes that build “global competencies.” The minor for CALS students not majoring in international agriculture and rural development will recognize an international concentration of course work and experiences.

Requirements

1. Five courses with significant international content, as recommended by students’ major departments (three should be from CALS).

Highly recommended

1. Foreign language course work.

2. An approved overseas experience (exchange, study abroad program, internship, or faculty-led short course).

For more information, contact the academic programs coordinator in the CALS International Programs Office, 255-3811.

Landscape Architecture

Landscape architecture focuses on the art of landscape design as an expression of the cultural values and the natural processes of the ambient environment. The program’s unique place within the university promotes interaction among the areas of horticulture, environmental science, architecture, and city and regional planning.

The course of study prepares students for the practice of landscape architecture. The curriculum focuses on graphic communication, basic and advanced design methods, landscape history and theory, plant materials, construction and engineering technology, and professional practice. Design studios deal with the integration of cultural and natural systems requirements as applied to specific sites at varying scales. Projects may include garden design, parks design, housing design, historic preservation, environmental rehabilitation, and urban design.

Landscape architecture offers two professional degree alternatives: a four-year bachelor of science degree administered through the College of Agriculture and Life Sciences and a three-year master of landscape architecture degree administered through the Graduate School for those who have a four-year undergraduate degree in another field. Both of these degrees are accredited by the Landscape Architecture Accreditation Board (LAAB) of the American Society of Landscape Architects. The major in each degree is composed of core courses related to professional education in landscape architecture, a concentration in a subject related to the core courses, and free electives.

The department also offers a two-year master of landscape architecture advanced degree program administered through the Graduate School for those with accredited degrees in landscape architecture or architecture. The program entails core courses in the discipline and the development of a concentration in subject matter areas such as landscape history and theory, landscape ecology and urban horticulture, the cultural landscape, site/landscape and art, or urban design.

In addition, an undergraduate minor in cultural landscape studies is available for nonmajors.

Dual-Degree Options

Graduate students can earn a master of landscape architecture and a master of science (Horticulture) or a master of city and regional planning simultaneously. Students need to be accepted into both fields of study to engage in a dual-degree program and must fulfill requirements of both fields of study. Thesis requirements are generally integrated for dual degrees.

Study Abroad

The faculty encourages study abroad and has two formally structured programs. The Denmark International Study (DIS) program is available primarily to senior undergraduates and third-year graduate students in the fall semester and is administered through Cornell Abroad. The Rome Program is made available to undergraduates and graduate students through the College of Architecture, Art, and Planning.

Bachelor of Science Landscape Architecture Degree Sequence (Note: Each semester, the studio classes require payment of a supply and field trip fee, and all landscape architecture majors are required to pay an annual technology fee.):

First Year

Fall Semester Credits

*LA 1410 Grounding in Landscape Architecture 4

†Biological sciences elective 3

†Physical sciences elective 3

†Social sciences or humanities elective 3

†Written or oral expression elective 3

Spring Semester

*LA 1420 Grounding in Landscape Architecture 4

†Biological sciences elective 3

†Social sciences or humanities elective 3

†Written or oral expression elective 3

‡Physical sciences elective 3

Second Year

Fall Semester

*LA 4910 Creating the Urban Eden: Woody Plant Selection, Design, and Landscape Establishment 4

*LA 2010 Medium of the Landscape 5

†Biological sciences elective 3

†Social sciences or humanities elective 3

Historical studies 3

Spring Semester

*LA 2020 Medium of the Landscape 5

*LA 4910 Creating the Urban Eden: Woody Plant Selection, Design, and Landscape Establishment 4

†Written or oral expression elective 3

†Physical sciences elective 3

Concentration 3

Third Year

Fall Semester

*LA 3010 Integrating Theory and Practice 5

*LA 3150 Site Engineering 5

‡Free electives 4

Spring Semester

**Concentration 6

*Historical studies 3

*LA 3180 Site Construction 5

Electives 2

Fourth Year

Fall Semester

*LA 4010 Advanced Synthesis: Project Design 5

**Concentration 2

LA 4120 Professional Practice 1

†Social sciences or humanities elective 3

(Optional landscape architecture study abroad semester in Denmark or Rome) 11

Spring Semester

*LA 4020 Integrating Theory and Practice II 5

**Concentration 4

‡Free elective 2

Summary of credit requirements

*Specialization requirements 58

†Distribution electives 39

‡Free electives 8

**Concentration 15

120

Master of Landscape Architecture (M.L.A.) License Qualifying Degree

Requirements of the three-year M.L.A. curriculum include 90 credits, six resident units of satisfactory completion of the core curriculum courses, and a thesis or a capstone studio. (Note: Each semester, the studio classes require payment of a supply and field trip fee, and all landscape architecture majors are required to pay an annual technology fee.)

First Year

Fall Semester Credits

*LA 5050 Graphic Communication I 3

*LA 5010 Composition and Theory 5

*Historical studies 3

*LA 4910 Creating the Urban Eden: Woody Plant Selection, Design and Landscape Establishment 4

Spring Semester

*LA 5020 Composition and Theory 5

*LA 4920 Creating the Urban Eden: Woody Plant Selection, Design and Landscape Establishment 4

LA 5900 Theoretical Foundations 2

Concentration 3

Second Year

Fall Semester

*LA 6010 Integrating Theory and Practice 5

*LA 6160 Site Engineering 5

**Concentration 3

Historical studies 3

Spring Semester

*LA 6020 Integrating Theory and Practice 5

*LA 6180 Site Construction 5

*LA 6900 Methods of Landscape Architectural Inquiry 3

**Historical studies 3

Third Year

Fall Semester

*LA 7010 Urban Design and Planning 5

‡Free elective 3

**Concentration 3

Theory 3

LA 4120 Professional Practice 1

Spring Semester

*LA 8000 Master’s Thesis in Landscape Architecture 9

or *LA 7020 Advanced Design Studio 5

‡Free elective(s) 2 or 6

Concentration LA 6030 1

Summary of credit requirements

*Specialization requirements 64 or 68

**Concentration 16

‡Free electives 6 or 10

Master of Landscape Architecture Advanced Degree Program. The two-year master of landscape architecture (M.L.A./A.D.) program serves to broaden and enrich undergraduate education in design by providing an expanded educational experience to those who are technically skilled. Applicants must hold a bachelor’s degree in landscape architecture or architecture from an accredited program. The objective of the two-year (M.L.A./A.D.) program is to develop specializations for individuals who may wish to teach, practice, or conduct applied research in landscape architecture.

Students admitted to the two-year M.L.A./A.D. program are required to complete 60 credits of course work as approved by the members of their graduate committee. For landscape architects, this must include at least two advanced studios, a graduate seminar, a concentration, and a thesis. For architects, the curriculum requires three advanced studios, two courses in plants and planting design, two courses in the history of landscape, two courses in site engineering, a seminar in design theory, a course in professional practice, a concentration, and electives.

Undergraduate Minor for Nonmajors

Students outside the professional program may choose the undergraduate minor (five courses, 15 credits) in cultural landscape studies to complement their major. A variety of courses consider the cultural landscape as an object, something to be studied for its own sake, and as a subject, as a means to understand society’s relationship to natural systems. The study of cultural landscapes also includes perceptions of landscapes, cultural ideas and values, and visible elements. Direct inquiries to Professor A. Hammer, Department of Landscape Architecture, 440 Kennedy Hall.

Courses: choose five for a total of 15 credits

+LA 3600 Pre-Industrial Cities and Towns of North America (3 credits) offered alternate years

+LA 2610 Fieldwork in Urban Archaeology (4 credits)

+LA 2620 Laboratory in Landscape Archaeology (3 credits)

+LA 2820 Photography and the American Landscape (3 credits)

+LA 4180 Audio Documentary: Stories from the Land (3 credits)

+LA 4830 Seminar in Landscape Studies (3 credits)

LA 4970 Independent Study (1–5 credits)

LANAR 5240 History of European Landscape Architecture (3 credits)

LANAR 5250 History of American Landscape Architecture (3 credits)

LA 5450 The Parks and Fora of Imperial Rome (3 credits)

LA 7920 Landscape Preservation: Theory and Practice (3 credits)

+ Distribution elective

Natural Resources

Natural Resources is an interdisciplinary major focusing on the fundamental knowledge and analytical tools required to conserve, restore, and manage the Earth’s biodiversity and ecosystem services in sustainable ways. The curriculum draws on relevant knowledge from biology, ecology, chemistry, mathematics, sociology, economics, law, and ethics. A large number of field courses provide direct experience working in forests, wetlands, streams, lakes, and policy-making arenas. Courses address pressing environmental issues such as global climate change, landscape transformation, endangered and invasive species, human alteration of biogeochemical cycles, “green” markets and other environmental strategies, environmental justice, bio-cultural and biological diversity, and international conservation. Concentrations include applied ecology, resource policy and management, and environmental studies.

The major allows students flexibility to pursue a variety of paths to understand the biological, ecological, ethical, and societal basis for biodiversity conservation, sound resource management, and sustainable development.

The Future for Natural Resources Majors

Most students entering the major have a strong interest in the natural world and in contributing to greater harmony between society and the environment. An undergraduate degree in natural resources gives students the concepts and tools needed to participate intelligently and effectively in decisions that determine the future of our environment, either as professionals within a diverse array of environmental careers, or as informed citizens working in other professions.

Graduates with a major in natural resources have the flexibility to pursue a number of different careers because of the interdisciplinary nature of the curriculum. The major prepares students for graduate school in numerous fields, and for entry-level positions in natural resources and environmental management agencies at local, state, federal, and international levels, or for jobs in the private for-profit (e.g., environmental consulting firms) or nonprofit (e.g., conservation organizations) sectors. Many students ultimately pursue graduate studies in environmentally related fields including the biological, physical, and chemical sciences; forest, wetland, stream, wildlife, or fisheries management; and environmental law and public policy. Graduates often assume leadership positions in government, colleges and universities, national and international conservation organizations, environmental consulting firms, environmental divisions of private industry, and organizations involved in environmental education or communication.

Curriculum

Natural resources is a flexible major, and free electives can account for as many as 40 credits out of the total of 120 required for graduation. Students complete a set of courses in biology, ecology, chemistry, mathematics, economics, ethics, and written and oral expression; many of these courses also meet the college’s distribution requirements for graduation. Freshmen and sophomores complete a series of four foundation courses in the major: Introduction to the Field of Natural Resources, Environmental Conservation, Introductory Field Biology, and Society and Natural Resources. Juniors complete three core courses: Applied Population Ecology, General Ecology, and Natural Resources Management and Planning. These foundation and core courses introduce the critical environmental and natural-resource issues confronting society, and develop the conceptual and methodological tools that students will use in upper-division courses.

Juniors and seniors may specialize in one of three areas of concentration: applied ecology, resource policy and management, or environmental studies. Through course work in these concentrations, students gain an in-depth understanding of key principles, concepts, and practices. All students also have the flexibility to gain exposure to a wide variety of environment-related courses offered by Natural Resources and other departments throughout Cornell. Many students elect to conduct a research honors thesis.

Areas of Concentration within the Major

Applied ecology is designed as a foundation for those who wish to pursue careers or advanced study in science-based conservation or management of fish and wildlife populations and their habitats, conservation biology, control of invasive and overabundant species, watershed and landscape management, quantitative population dynamics, resource inventory and information management, global ecology, or applied ecology and biogeochemistry of forests and wetlands. This concentration also may interest students seeking a biologically based approach to environmental science or global studies. Students who select this concentration typically focus their course work in the areas of species biology and applied ecosystem ecology, including quantitative analysis of fish, wildlife, and plant populations, ecosystems, and landscapes. They complement their course work within the department with courses in other departments, such as Ecology and Evolutionary Biology, Microbiology, Geology, Crop and Soil Science, Atmospheric and Earth Sciences, and Plant Biology.

Resource policy and management provides a foundation for students who wish to pursue careers or advanced study in the social science or policy aspects of natural resource conservation and management, environmental sociology, international conservation, environmental law, environmental policy analysis, or environmental communication. Students who select this concentration typically focus on courses related to the development of environmental policy, management strategies for particular species or ecosystems, natural resource planning, resource economics, or programs in environmental communication and education. They complement their course work within the department with courses in other departments such as Government, Ecology and Evolutionary Biology, Development Sociology, Communication, Applied Economics and Management, City and Regional Planning, and Policy Analysis and Management.

Environmental studies is intended for those who wish to pursue a broad and synthetic approach to understanding and participating in (re)structuring the interactions between society and environment. The concentration’s emphasis is on developing an ability to think critically about these interactions. Building on a foundation of courses required for the natural resources major, during years 3 and 4, each student will design a cohesive sequence of six upper-division courses with help from their departmental advisor. These six courses should include two courses from each of three categories: (1) natural science; (2) social science and analytic skills, e.g., economics, political economy, logic, computer programming, GIS, statistics; and (3) humanities, e.g., history, philosophy, literature, arts, foreign language. This self-defined environmental theme ensures development of specific competencies linked to personal and professional ambitions of the individual student. Example themes include environmental law, environmental education, “green” business, sustainable agriculture, and environmental communication. Students are expected to take advantage of internship, independent study, and honors thesis opportunities, as appropriate.

Research and Work Opportunities for Undergraduates

The department offers many opportunities for field-oriented studies, independent research, internships, and jobs. These include several field-based courses and access for research at the Arnot Teaching and Research Forest near Ithaca, the Little Moose Field Station in the Adirondacks, the Cornell Biological Field Station on Oneida Lake near Syracuse, and the Hubbard Brook Experimental Forest in New Hampshire, as well as numerous natural areas near campus. Part-time jobs in the research and extension programs of many faculty members offer students opportunities for career-related work experience. A research honors program is available for qualified students.

For a comparison of the natural resources major with other environmental majors, see http://www.dnr.cornell.edu/teaching/ugrad/faq/cals_env.pdf.

Nutritional Sciences

Nutritional sciences draws upon chemistry, biology, and the social sciences to understand complex relationships among human health and well-being, food and lifestyle patterns, food and agricultural systems, and social and institutional environments.

The program in nutritional sciences provides students with strong training in human nutrition in the context of an understanding and appreciation of the agricultural and life sciences. The program responds to the growing and important interrelationships among human nutrition and the agricultural and life sciences. Growing public interest in health and nutrition has placed new demands upon food producers, processors, and retailers. The problems of hunger and malnutrition in the United States and abroad require that nutritionists work with specialists in areas such as agricultural economics, food production, and development sociology. Advances in biotechnology provide researchers with new ways to understand human nutritional requirements and the regulation of human metabolism.

Nutritional sciences majors complete a core set of requirements and choose elective courses in the areas of their particular interest. The core curriculum includes introductory chemistry and biology, organic chemistry, biochemistry, physiology, and mathematics. Students complete five courses in nutritional sciences: NS 1150 Nutrition, Health, and Society; NS 2450 Social Science Perspectives on Food and Nutrition; NS 3450 Introduction to Physicochemical and Biological Aspects of Foods; NS 3310 Physiological and Biochemical Bases of Nutrition; and NS 3320 Methods in Nutritional Sciences. In addition, students select a minimum of three advanced courses in nutritional sciences as well as elective courses in the broad areas of food production and processing, food and agricultural policy, the life sciences, environment and natural resources, communication, and education.

All majors have faculty advisors in the Division of Nutritional Sciences with whom they meet regularly. Advisors help students plan course schedules and help find opportunities for special study or experiences outside the classroom.

Many students engage in laboratory or field research with a faculty member for academic credit. The research honors program is designed for academically talented students who are interested in research. Honors students conduct independent research projects under the guidance of a faculty member and prepare an honors thesis. Many students participate in field experiences for credit during the academic year or summer. Placements in laboratories, industries, or community agencies are possible.

The major in nutritional sciences can lead to many different career paths. By supplementing the core requirements with courses in different areas, students can prepare for jobs in industry, government, or community agencies in the United States or abroad. The major is excellent preparation for graduate study in a variety of fields.

The Division of Nutritional Sciences is affiliated with both the College of Agriculture and Life Sciences and the College of Human Ecology. Most of the division faculty members work in Savage Hall, Kinzelberg Hall, and Martha Van Rensselaer (MVR) Hall. In addition to housing offices, classrooms, and seminar rooms, these buildings contain research facilities, specialized laboratories, a human metabolic research unit, and computer facilities.

For additional information about the nutritional sciences program, contact the Division of Nutritional Sciences Academic Affairs Office, B21 Savage Hall, 255-4410, aadns@cornell.edu.

The minor in nutrition and health in the College of Agriculture and Life Sciences allows students to choose from courses concerned with economic influences on human nutrition, epidemiology and public health, food quality and food service management, human health and nutrition, nutritional biochemistry, and the psychological and social influences on human nutrition. The minor consists of NS 1150 Nutrition, Health, and Society plus 9 credits of 2000-level or above didactic NS courses. Several NS courses are excluded from use toward the minor. Please check http://www.nutrition.cornell.edu/undergrad/calsminr.html for details. Enrollment is limited in some courses.

Plant Sciences

Plant sciences prepares students for careers that meet the challenges of providing a safe, nutritious, and abundant food supply for a growing world population and using plants to enhance the beauty of our landscapes. It is a multidepartmental program administered by faculty in the Departments of Crop and Soil Sciences, Horticulture, Plant Biology, Plant Breeding and Genetics, and Plant Pathology and Plant-Microbe Biology, representing one of the strongest groups of plant scientists in the world. Students in the program share a common interest in learning about topics associated with plant growth and development in the broadest sense, but beyond that common thread, individual career goals vary widely. Some have their sights set on careers in applied agriculture, others plan to contribute to advancements of our knowledge by way of teaching or research, and still others see study in plant science as a stepping-stone to specialized training in business, government, or law. In addition to the college distribution requirements, Plant Science majors must take at least one course in each of several areas, including botany, plant physiology, ecology, taxonomy/systematics, genetics, statistics, plant-pest interactions, crop production, and soil science, for a total of 40 credits.

Students who begin with well-defined interests or who identify certain areas of interest after several semesters of course work may choose a specialization within one of the five cooperating departments. Each specialization has additional requirements beyond the basic core courses. However, students who are uncertain about the breadth of their interests or who are seeking as much flexibility as possible may choose to design their course of study in plant sciences without declaring a specialization. Those students develop a strong background in plant science but have fewer required courses so that they can explore other areas of interest.

More than 140 courses that deal directly with some area of plant science are offered by the cooperating departments, and other courses relating to plant science are offered elsewhere in the university. There are also ample opportunities for internships, undergraduate teaching, and research experience. Qualified students, especially those expecting to go on for graduate degrees, are encouraged to avail themselves of such opportunities. Students who are planning to enter the workforce immediately upon completion of the B.S. degree are encouraged to obtain practical experience. This may involve summer employment in research or in a plant production or maintenance-related industry such as a lawn and tree care company, commercial greenhouse, nursery, orchard, vineyard or winery, botanical garden or arboretum, crop production farm, or with Cooperative Extension. Plant sciences faculty members also encourage students to avail themselves of opportunities to work and/or study abroad.

In addition to classrooms and laboratories in five buildings on the Cornell campus proper, research and teaching facilities adjacent to the campus are freely available to students for hands-on practice, technical training, independent research projects, and internships. These facilities include research orchards and vineyards, golf courses and a turf research facility, the Cornell Plantations (including arboretum and natural areas), and vegetable and field crop farms. Demonstration/research facilities in Aurora (Cayuga County), Geneva (Ontario County), Highland (Ulster County), Lake Placid (Essex County), Middletown (Orange County), Odessa (Tioga County), and Riverhead (Suffolk County) are also sites administered by departments in the Plant Sciences consortium and are available for undergraduate and graduate field study.

For more information about this major, see http://www.cals.cornell.edu/cals/hort/teaching/plant-sci-undergrad/index.cfm

Crop science is a specialization that focuses on the major food and feed crops of the world, such as wheat, corn, rice, soybeans, and alfalfa. In addition to 15 credits in applied crop science, students in this program take at least 6 credits in plant protection (weed science, entomology, and plant pathology) and at least 6 credits in soil science. The crop science specialization can be focused on preparation for graduate school or be combined with a crop management minor for those planning to be certified crop advisors.

Horticulture. Derived from the Latin word “hortus,” meaning garden, horticulture is a blend of science and culture involving knowledge of plants grown in farms and gardens, parks and landscapes, and athletic and recreational facilities; indoor plants; greenhouse and nursery plant production; and crops used for wines, herbs and spices, medicinal purposes, and coffee and teas. The knowledge and skills essential to grow, maintain, process, and market horticultural plants are in high demand in a world increasingly concerned with environmental quality, recreation, and health.

The 40 faculty members in horticulture specialize in almost every aspect of horticultural science, with active research and outreach programs regionally, nationally, and internationally.

Students choosing a concentration in horticulture must complete a minimum of 40 credits of core courses for the plant sciences major, plus the following courses:

HORT 1101 Horticultural Science and Systems (4 credits)

HORT 4000 Plant Propagation (3 credits)

Two HORT courses in plant production or management at the 4000 level (6 credits)

One additional course of integrated pest management (plant pathology, entomology, or weed science) beyond the 3-credit plant sciences core requirement (3 credits)

Students transferring into Cornell from other colleges can petition to waive or adjust these requirements, in consultation with their faculty advisors.

Plant biology stresses a basic, rather than applied, understanding of how plants function, grow, and develop, as well as a study of their genome, evolution, and relationships to humans. It provides undergraduates with a thorough preparation for graduate study in plant sciences. In cooperation with an advisor each student plans a curriculum with a concentration in basic sciences, supplemented by more advanced courses in plant biology. Students specializing in plant biology within the plant sciences major should take a minimum of four courses beyond the core of plant sciences courses. Options include plant molecular biology, plant cell biology, biochemistry, ethnobotany, and further courses in the function, growth, genetics, systematics, ecology, and evolution of plants. Individual research under professorial guidance is encouraged. Different options within plant biology afford a flexible curriculum.

Plant breeding and genetics relates information about genetics/genomics of plants to the improvement of cultivated plant species. Agriculturally important genes are identified, characterized, and deployed through combinations of molecular studies and sexual crosses. This area of study integrates genetic information with plant physiology/biochemistry, plant pathology, entomology, conservation biology, international agriculture, and related areas to create crops that meet the needs of modern society. In addition to the core plant sciences courses, students should take PLBR 2010, 4030, 4040, and BIOPL 3430. Other courses may be included after consultation with the advisor. Students are encouraged to participate in research projects and take advantage of opportunities for internships in industry.

Plant pathology and plant-microbe biology faculty study interactions of plants with pathogenic and beneficial microorganisms and with toxic elements in air and water. Some specialists in the field choose to focus their attention on the cause and management of plant diseases and others employ contemporary tools of molecular biology to answer fundamental questions about the nature of host-pathogen interactions. Working together, they advance the frontiers of science to ensure rapid deployment of new strategies for growing healthy crops with maximum yields and minimal impacts on the surrounding environment. For most students, a concentration in Plant Pathology and Plant-Microbe Biology is preparation for graduate study in the field. However, graduates may also be employed as sales or technical representatives with agribusiness firms, Cooperative Extension educators, state or federal regulatory officials, and laboratory technicians. Suggested courses beyond the Plant Science core include organic chemistry, biochemistry, calculus, introductory plant pathology, mycology, entomology, and plant breeding.

Plant protection is offered to students who are interested in the management of plant pests. It includes the study of insects, diseases, weeds, vertebrate pests, and other factors that prevent maximum crop production. Although designed as a terminal program for students desiring practical preparation for careers in pest management, the specialization can also provide an adequate background for graduate work in entomology, plant pathology, or weed science.

Science of Earth Systems (SES)

The EARTH SCIENCES have never been more critical to society than they are today. Global warming, dwindling energy resources, inadequate water supplies, political strife over strategic minerals, and megadisasters threatened by volcanic eruptions, earthquakes, tsunami, and hurricanes: these are but a few of the headlines that appear with increasing frequency. The Department of Earth and Atmospheric Sciences at Cornell is a global leader in research directed toward understanding the fundamental processes that have shaped our planet, and is committed to providing Cornell students with the earth literacy needed to serve as informed citizens and wise stewards of the Earth. EAS faculty members and graduate students carry out frontier research on both basic and applied aspects of subjects as diverse as satellite monitoring of volcanic activity, the deep structure of the Andes and Tibetan Plateau, the nature of the earth’s ionosphere, and the impact of aerosols on global climate.

The Science of Earth Systems (SES) major is the undergraduate program offered by EAS to Cornell students in the Colleges of Engineering, Arts and Sciences, and Agriculture and Life Sciences. Students in this program can pursue education and research that prepares them to compete for careers or graduate study at leading institutions in this country and abroad. Students may choose to focus on one of a number of disciplinary specialties, such as geophysics or tectonics, or develop the broad expertise needed to understand the interactions between the diverse elements of Earth and life in the past, present, and future. By analyzing the complex relations among the ocean, solid earth, atmosphere, and biosphere, students can help meet society’s growing demand for energy, minerals, and clean water as well as contribute to mitigating the negative impacts related to global warming, rising sea level, natural hazards, and decreasing biodiversity.

The SES program is intrinsically interdisciplinary, involving many branches of science and engineering. Examples include, archaeology, astronomy, biological and environmental engineering, civil and environmental engineering, and ecology and evolutionary biology. The SES program is unique in that it incorporates the fundamentals of earth science with the emergence of a new and more complete approach that encompasses all components of the earth system—air, life, rock, and water—to gain a new and more comprehensive understanding of the world as we know it.

To achieve a complete understanding of these important issues, students must have a desire to take a very hands-on approach. An abundance of opportunities exist for geological, oceanographic, and meteorological research in the field and for nationwide and international travel as well as paid research experience. Students have worked with faculty members in the Andes, the Aleutians, the Rockies, the Atacama Desert, the Caribbean, Tibet, and Hawaii, and have spent a semester at sea in the Woods Hole Ocean Studies Program. Students are also able to probe the ionosphere of Earth and the surface of Mars by utilizing techniques in remote sensing.

The SES major provides a strong preparation for graduate school in any one of the earth sciences, such as atmospheric sciences, geological sciences, geophysics, geochemistry, oceanography, hydrology, and biogeochemistry. Students seeking employment with the B.S. degree will have many options in a wide variety of careers related to energy, the environment, and critical resources in both the private sector and government. Students with strong science background provided by the SES major are also highly valued by graduate programs in environmental law, public affairs, economics, and public policy.

Requirements for the Major

1. Basic Math and Sciences

This part of the SES curriculum builds a strong and diverse knowledge of fundamental science and mathematics, providing the student with the basic tools needed in upper-level science classes.

a. MATH 1910–1920 (or MATH 1110–1120)

b. PHYS 2207–2208 (or PHYS 1112–2213)

c. CHEM 2070–2080 or 2070–1570 or 2090–2080

d. BIOLOGY—there are three options (CALS students must choose within option 1):

1. one year of biology, choosing from the introductory biology sequences of courses: BIOG 1101/1103-1102/1104, or 1105/1106, or BIOG 1109/1110

2. one semester from the introductory biology sequences of courses (listed in option 1) and EAS/BIOEE 1540 or EAS 1700

3. students may substitute (with written permission of their advisor) one semester of biology with an additional semester of chemistry, math, or physics.

2. Required Introductory Course: EAS 2200 The Earth System

3. Science of Earth Systems Core Courses

These courses are founded on the most modern views of the planet as an interactive and ever-changing system, and each crosses the traditional boundaries of disciplinary science. Three courses selected from the following four core courses are required for the major.

EAS 3010 Evolution of the Earth System

EAS/NTRES 3030 Biogeochemistry

EAS 3040 Interior of the Earth

EAS 3050 Climate Dynamics

4. Concentration Courses

Four intermediate to advanced-level courses (3000 level and up) that build on the core courses and have prerequisites in the basic sciences and mathematics courses are required. Note that additional basic math and science courses may be required as prerequisites for courses chosen for the concentration. The concentration courses build depth and provide the student with a specific expertise in some facet of Earth system science. The concentration should be chosen during the junior year or before in consultation with an SES advisor whose interests match those of the student. Four concentrations are defined for the major: atmospheric sciences, biogeochemistry, geological sciences, and ocean sciences (see EAS web site for details). Other concentrations can be tailored to a student’s interests in concert with the student’s

advisor and upon approval of the SES curriculum committee. Examples include sustainable Earth and environmental systems, earth system science and policy, hydrology, planetary science, and soil science.

5. Field/Observational/Laboratory Experience

Exposure to the basic observations of earth science, whether directly in the field, or indirectly by various techniques of remote sensing, or in the laboratory, is necessary to understand fully the chosen area of concentration in the major. A minimum of 3 credits of course work of an observational nature is required. Possibilities include

Courses in the Hawaii Environmental Semester program;

Courses given by the Shoals Marine Laboratory;

EAS 2500 (Meteorological Observations and Instruments);

EAS 3520 (Synoptic Meteorology I);

EAS 4170 (Field Mapping in Argentina);

EAS 4370 (Geophysical Field Methods);

EAS 4910 and/or 4920 (Undergraduate Research, total 3 credits) with appropriate choice of project

Field courses taught by another college or university (3-credit minimum), if approved by advisor.

For more information, contact Professor John Cisne, Department of Earth and Atmospheric Sciences, john.cisne@cornell.edu, or visit http://www.eas.cornell.edu.

Students may minor in Science of Earth Systems as well. See the EAS web site for more information.

Science of Natural and Environmental Systems

Environmental stewardship and sustainability are increasingly recognized as human and planetary imperatives. This environmental science major will provide you with a strong foundation in the basic sciences, and an introduction to the relationships between the biophysical and social sciences. Concentrations include environmental agriculture, environmental biology, environmental economics, environmental information science, and sustainable development.

The curriculum comprises an intensive foundation in the sciences; an environmental core with courses covering earth, biotic, social, and economic systems; and several disciplinary programs of study. This major emphasizes inter- and multidisciplinary work, independent thinking and analysis, and development of competency in writing and speaking.

The SNES major is an excellent preparation for careers in governmental or non-governmental organizations responsible for environmental evaluation and policy; professional programs in law, business, journalism; and graduate programs in a variety of environmental science fields (earth science, ecology, environmental engineering, marine biology, soil science).

Foundation Courses

The purpose of this component of the program is to provide a strong foundation in the basic sciences and an introduction to the relationships between the biophysical and social sciences. Many of these courses (listed below) will also contribute to completion of CALS distribution requirements.

• two semesters of college-level biology

• two semesters of college-level calculus

• four semesters of college-level chemistry and physics (at least one semester of each)

• one semester of college-level statistics

• DEA 1500 Introduction to Human-Environment Relationships

• NTRES 2010 Environmental Conservation

The freshman and sophomore years are designed to provide a strong scientific basis for future advanced study and to become engaged in environmental studies through DEA 1500 and NTRES 2010. Depending on student interest and available time, other courses in environmental study may be taken as electives early in the schedule. Advanced placement credit will be accommodated in the program through consultation with the student’s faculty advisor.

Environmental Core

The environmental core consists of six courses. Its purpose is to provide a rigorous, integrated understanding of the environment, broadly defined. This core recognizes that knowledge of the environment encompasses physical and biological sciences, social sciences, and human behavior. SNES 1101, required in the freshman year, provides a unifying overview of the goals, depth, and breadth of the major.

Core courses are to provide integration (among areas, disciplines, methodologies, topics, and issues); systems emphasis; basic, rigorous presentation of core material; root competencies for understanding the environment; a framework for further advanced courses; and a new way of thinking that enables innovative solutions to difficult problems.

Biotic Systems: BIOEE 2610 Ecology and the Environment

Colloquium Series: SNES 2000 Environmental Sciences Colloquium

Earth Systems: CSS 3650 Environmental Chemistry: Soil, Air, and Water

Economic Systems: AEM 2500 Environmental and Resource Economics

Environmental Science: SNES 1101 Intro to the Science and Management of Environmental and Natural Resources

Social Systems: DSOC 3240 (STS 3241/SOC 3240) Environment and Society

Programs of Study

Programs of study that focus in one or more areas of environmental science have been established to provide disciplinary expertise sufficient for entry-level professional proficiency. Each student in the major will be required to take four courses at the 3000 level or above in at least one program of study.

Programs of study do not replace or duplicate current majors. Rather, they provide the basic core of knowledge essential for an introductory understanding of the area—the concepts, basic science, methodologies, and major applications. Programs of study include

Environmental Agriculture

Environmental Biology

Environmental Economics

Environmental Information Science

Sustainable Development

For more information about this major or minor, see http://snes.eas.cornell.edu, visit the undergraduate program office in 12 Fernow Hall, or send e-mail to sw38@cornell.edu.

Viticulture and Enology

The juice and wine grape industry is expanding rapidly in New York State, creating opportunities for experts in grape-growing (viticulture), wine-making (enology), wine marketing, and other related scientific fields. In recent years there has been a shortage of qualified personnel to manage vineyards and wineries.

Cornell’s new Viticulture and Enology major is creating the next generation of leaders for the wine-grape industry in New York, nationally, and internationally. Its primary focus is on cool climate grapes and wines, addressing the unique challenges of climates, soils, new and traditional grape varieties, and marketing estate-grown wines. The major offers two concentrations: (1) the Viticulture concentration is for those primarily interested in grape growing, and (2) the Enology concentration emphasizes wine production. The curriculum for both concentrations includes many courses in common, and the major provides a strong foundation in the physical and biological sciences. College distribution requirements ensure a broad educational background for all students.

The Viticulture and Enology Program maintains extensive research/teaching vineyards near the Ithaca campus, providing students with hands-on experience producing grapes for juice or fermentation in the enology courses. A new teaching winery is located at the Cornell Orchards next to the Ithaca campus, and at the New York State Agricultural Experiment Station in Geneva, enabling students to learn grape processing, wine-making, and chemical analysis of grapes and wines. Our vineyards include more than 30 wine and table grape varieties, including native American grapes, French-American hybrid grapes, and most of the major European vinifera-type grapes.

The major is closely linked with the New York wineries throughout the state, and student internships at these vineyards and wineries are an integral part of the curriculum. Most of our classes have fewer than 20 students, providing ample opportunities for student/faculty interactions and involvement of undergraduate students in faculty research and outreach programs. In addition, students have access to extension and research activities in viticulture and enology at several research stations, academic departments, and facilities at Cornell University.

Special highlights of this major include:

• Regional focus on the special challenges and opportunities of viticulture and enology in New York and cool-climate areas worldwide

• Hands-on teaching vineyards and student winery near the Ithaca campus

• Flexibility to add electives from the Department of Applied Economics and Management, the School of Hotel Administration, and other Cornell units

• The program draws on the resources of Cornell’s Geneva Campus at the New York State Agriculture Experiment Station. The Station includes the USDA-ARS germplasm repository for cool-climate grapes and Cornell’s state-of-the-art vinification and brewing technology laboratory

For more information, please see http://www. grapesandwine.cals.cornell.edu/undergraduate.

Foundation Courses

The purpose of this component of the major is to provide a strong foundation in the basic sciences. Many of these courses (listed below) will also contribute to completion of CALS distribution requirements.

• Two semesters of biology with lab

• Microbiology

• Introductory botany

• Plant function and growth

• Food analysis

• General inorganic and organic chemistry with lab

• Statistics

Core Viticulture and Enology Courses

Several VIEN or Viticulture and Enology major courses including:

• VIEN 1104 Introduction to Wines and Vines

• VIEN 2400 Grape Composition and Analysis

• VIEN 3400 Winemaking Technology

• VIEN 4400 Wine and Grape Flavor Development

• VIEN 4430 and 4440: Viticulture and Vineyard Management I and II

• VIEN 4444 Grapevine Biology

All students are encouraged to complete internships in the wine or grape industry during the summers and to participate in undergraduate research programs on campus. In New York State alone, more than 220 wineries and 600 vineyards are enthusiastic about working with students and hosting interns.

The Minor

Through a minor in Viticulture and Enology, students will learn the essential natural history and biology of wine grapes, systems, and technologies of grape and wine production, as well as the basic chemistry of grape and wine analysis. Those interested in pursuing a minor in Viticulture and Enology need to complete at least 13 credits.

Required Introductory Core Course (4 cr)

VIEN 1104 Wines and Vines (3 cr)

VIEN 1105 Wines and Vines, Lab (1 cr)

Required Upper Level Core Courses (7 cr)

VIEN 3400 Winemaking Practices and Principles (3 cr)

VIEN 3410 Winemaking Lab (1 cr)

VIEN 4430 Viticulture and Vineyard Management I (3 cr)

A minimum of one additional class and 2 additional credits in any course(s) with a “VIEN” designation except 1104, 3400, 3410, 4300, 4430, 4960 must also be taken.

Recommended courses include:

VIEN 2400 Wine and Grape Analysis and Composition (2 cr)

VIEN 4200 Grape Pest Management (3 cr)

VIEN 4400 Wine and Grape Flavor Development (3 cr)

VIEN 4440 Viticulture and Vineyard Management II (3 cr)

VIEN 4444 Grapevine Biology (3 cr)

Any undergraduate student in the college may enroll, subject to availability, in courses required for the minor. Several courses in VIEN have suggested prerequisites, but these requirements may be waived at the discretion of the instructor. Only courses for which a grade of “C” or better is received will count toward the minor in Viticulture and Enology (courses taken with an S–U option will not count).

Special Programs in Agriculture and Life Sciences

Interdisciplinary Studies. The opportunity to develop an independent major in interdisciplinary studies is available for students interested in pursuing a general education in agriculture and life sciences. In consultation with a faculty advisor, students plan a sequence of courses suited to their individual interests, abilities, and objectives. In addition to the distribution and other college requirements, this major may include a concentration of courses in one of several academic units of the college or university. A course of study for interdisciplinary studies must be planned with and approved by a college faculty advisor. Information on the options and names of faculty advisors prepared to advise in special programs are available in the Counseling and Advising Office, 140 Roberts Hall.

DESCRIPTIONS OF COURSES

Undergraduate and graduate courses in the college are offered through the academic departments and units and also through the biological sciences undergraduate program and the Division of Nutritional Sciences.

Descriptions of undergraduate and graduate courses are arranged by department, in alphabetical order.

Graduate study is organized under graduate fields, which generally coincide with the departments. Graduate degree requirements are described in the Announcement of the Graduate School. Courses for graduate students are described in the section on the academic department that offers them.

NONDEPARTMENTAL COURSES

See printed catalog or PDF for more information.

AGRICULTURAL SCIENCES

D. Brown, D. Buckley, W. Camp, D. Cherney, P. Dewey, A. DiTommaso, L. Drinkwater, G. Fick, B. Gloy, R. Gravani, P. Hobbs, Q. Ketterings, W. Knoblauch, J. Losey, R. Nelson, T. Park, T. Setter, M. Smith, M. Van Amburgh, D. Viands, C. Wien

The Agricultural Sciences major is an interdisciplinary program for students wishing to pursue a general education in agriculture to prepare for careers that require a scientific and integrative understanding of agriculture and food systems. Students can concentrate in one or more areas including: Animal Science, Agriculture Economics and Management, Education and Communication, Crop Production and Management, and Sustainable Agriculture.

AMERICAN INDIAN STUDIES

The American Indian Program offers a minor in American Indian Studies to undergraduate students. The minor is earned upon the completion of five courses: AIS 1100 and AIS 1110, plus at least three other courses from the AIS curriculum, for a minimum total of 15 credit hours. The three additional courses must include one course from Group A (arts and humanities) and one course from Group B (social and natural sciences) as listed below. One of the courses offered toward the minor must be at the 3000 or 4000 level. Only one 3-credit independent study (AIS 4970) may be counted toward the minor. Only program-listed courses for which the student has earned a letter grade of C or better will be counted toward the minor. No courses taken for S–U credit will be counted toward the minor. A number of older courses no longer offered by AIP do count toward the minor, as do courses with the same title that were numbered using the old three-digit system. Students seeking to minor in American Indian studies or determining the eligibility of a course are encouraged to contact Professor Kurt Jordan, associate director for academic development, at kj21@cornell.edu. Application materials for the minor may also be obtained from the AIP office, 4th floor, Caldwell Hall. Students are also advised to consult http://www.aip.cornell.edu/academic.htm for the most up-to-date listings of course offerings.

Minor in American Indian Studies

Required Courses

AIS 1100 Introduction to American Indian Studies I: Indigenous North America to 1890

AIS 1110 Introduction to American Indian Studies II: Contemporary Issues in Indigenous North America

Electives

(Group A, Arts and Humanities)

AIS 2360 Native Peoples of the Northeast

AIS 2390 Seminar in Iroquois History

AIS 2600 Survey of Native American Literatures in the United States

AIS 2660 Introduction to Native American History

AIS 3860 Contemporary American Indian Fiction of the United States

AIS 4300 Native American Philosophies

AIS 4860 American Indian Women’s Literature

AIS 4900 New World Encounters, 1500–1800

(Group B, Social and Natural Sciences)

AIS 2200 Field Course in Iroquois Archaeology

AIS 2350 Archaeology of North American Indians

AIS 3110 Social Movements

AIS 3330 Ways of Knowing

AIS 3400 Contested Terrain: Hawaii

AIS 3480 Iroquois Archaeology

AIS 4000 Critical Approaches to American Indian Studies

AIS 4600 Field and Analytical Methods in American Indian Archaeology

AIS 4720 Historical Archaeology of Indigenous Peoples

(Independent Study)

AIS 4970 Independent Study

AIS 6970 Individual Study in American Indian Studies

E. Cheyfitz, director; K. Kassam, C. Andronicos, L. Donaldson, C. Geisler, A. Gonzales, K. Jordan, J. Mt. Pleasant, J. Parmenter, T. Richardson, J. Rickard

pressures. At issue are the lands, resources, traditional knowledge, and indigenous struggles for recognition and self-determination.]

APPLIED ECONOMICS AND MANAGEMENT

L. W. Tauer, chair (154 Warren Hall, 255 4576); C. B. Barrett, J. Bennett, A. Bento, . L. Bills, G. Blalock, V. L. Bogan, R. N. Boisvert, N. H. Chau, R. D. Christy, J. M. Conrad, R. T. Curtis, H. Daouk, H. deGorter, B. O. Earle, B. A. Gloy, C. Gomes, M. Gomez, D. A Grossman, D. R. Just, H. M. Kaiser, S. M. Kanbur, W. A. Knoblauch, S. C. Kyle, D. R. Lee, A. E. Leiponen, W. H. Lesser, E. E. Lewis, J. W. Lippitt, J. E. Little, E. W. McLaughlin, T. D. Mount, D. T. Ng, C. F. Nicholson, A. M. Novakovic, P. D. Perez, D. J. Perosio, G. L. Poe, E. Prasad, J. T. Prince, C. K. Ranney, T. M. Schmit, W. D. Schulze, D. H. Simon, M. W. Stephenson, D. H. Streeter, W. G. Tomek, C. G. Turvey, C. L. vanEs, B. Wansink, A. Wessels, G. B. White

and environmental) regulation, industry structure, labeling uses and regulations, public perceptions, patents, trade, and international conventions. The course is of interest to students of biotechnology, public technology policy, and international technology marketing.

ANIMAL SCIENCE

W. R. Butler, chair (149 Morrison Hall, 255-2862); R. E. Austic, D. E. Bauman, Y. R. Boisclair, S. A. Brooks, D. L. Brown, L. E. Chase, D. J. R. Cherney, W. B. Currie, H. N. Erb, D. M. Galton, J. Gavalchin, I. Imumorin, P. A. Johnson, Q. M. Ketterings, X. G. Lei, Q. M. Long, T. R. Overton, J. E. Parks, A. N. Pell, E. J. Pollak, R. L. Quaas, S. M. Quirk, R. D. Smith, M. L. Thonney, M. E. Van Amburgh

Related Courses in Other Departments

Introductory Animal Physiology (BIOAP 3110)

Animal Physiology Experimentation (BIOAP 3190)

Milk Quality (FDSC 3510)

Agriculture in the Developing Nations (IARD 6020)

Lipids (NS 6020)

Basic Immunology Lectures (BIOG 3050)

Micronutrients: Function, Homeostasis, and Assessment (NS 6310)

Regulation of Macronutrient Metabolism (NS 6320)

BIOLOGICAL AND ENVIRONMENTAL ENGINEERING

D. J. Aneshansley, chair (104 Riley-Robb Hall; 255-2270, -2465); B. A. Ahner, associate chair; L. D. Albright, L. T. Angenent, A. J. Baeumner, J. A. Bartsch, A. K. Datta, K. G. Gebremedhin, D. A. Haith, P. G. Hess, J. B. Hunter, L. H. Irwin, D. Luo, J. C. March, J.-Y. Parlange, G. E. Rehkugler, N. R. Scott, R. M. Spanswick, T. S. Steenhuis, M. B. Timmons, L. P. Walker, M. F. Walter, M. T. Walter. Lecturers: C. L. Anderson, L. D. Geohring

BIOLOGICAL SCIENCES

The program of study in biology is coordinated by the Office of Undergraduate Biology. For course descriptions, see the separate section “Biological Sciences.”

BIOLOGY & SOCIETY

The undergraduate major field of study in biology & society is offered through the Department of Science and Technology Studies. For a full description of courses that fulfill field requirements, see “Biology & Society” under the College of Arts and Sciences.

BIOMETRY AND STATISTICS

J. Booth, chair (1178 Comstock Hall, 254-6505, 255-5488), C. Bustamante, G. Hooker, J. Mezey, S. J. Schwager, A. C. Siepel, R. Strawderman, M. Wells

The Department of Biological Statistics and Computational Biology offers the following courses in Biometry and Statistics. Students must register under Course Listings: College of Agriculture and Life Sciences—Biometry and Statistics.

COMMUNICATION

G. K. Gay, chair; K. L. Berggren, J. P. Birnholtz, S. E. Byrne, S. R. Fussell, T. L. Gillespie, D. A. Grossman, J. T. Hancock, L. M. Humphreys, L. C. Levitan, B. V. Lewenstein, K. A. McComas, P. L. McLeod, S. M. Nelson, J. D. Niederdeppe, C. W. Scherer, M. A. Shapiro, L. P. Van Buskirk, Y. C. Yuan

CROP AND SOIL SCIENCES

H. M. van Es, chair (232 Emerson Hall, 255-5459); D. Buckley, J. H. Cherney, W. J. Cox, A. DiTommaso, J. M. Duxbury, G. W. Fick, R. R. Hahn, P. Hobbs, L. V. Kochian, J. Lehmann, M. B. McBride, R. L. Obendorf, J. M. Russell-Anelli, T. L. Setter, J. E. Thies, O. Vatamaniuk, R. M. Welch

Courses by Subject

Crop Science: 2110, 3150, 3170, 4030, 4050, 4140, 4260, 4440, 4551–4555, 6080, 6100, 6120, 6140, 6420, 6941, 7910, 8900, 9910

Environmental Information Science: 3970, 4100, 4110, 4200, 4650, 6200, 6210, 6600, 6740, 6750, 6943, 7920, 8910, 9920

Soil Science: 1120, 2600, 3210, 3620, 3630, 3650, 3720, 4120, 4660, 4720, 4830, 6630, 6660, 6690, 6710, 6720, 6840, 6942, 7900, 8920, 9900

General Courses

Crop Sciences

Environmental Information Science

Soil Science

DEVELOPMENT SOCIOLOGY

M. J. Pfeffer, chair (133A Warren Hall, 255-1676); A. Basu, D. L. Brown, P. Eloundou-Enyegue, S. Feldman, J. D. Francis, C. C. Geisler, A. Gonzales, D. T. Gurak, T. A. Hirschl, F. Makki, P. D. McMichael, R. L. Mize, L. B. Williams

Related Courses in Other Departments

(Others may be added)

Population Dynamics (SOC 2050)

Gender Relations, Gender Ideologies, and Social Change (FGSS 5240)

EARTH AND ATMOSPHERIC SCIENCES

L. D. Brown, chair (2116 Snee Hall, 255-6346); A. T. DeGaetano, assoc. chair; director of undergraduate studies: J. L. Cisne (Science of Earth Systems); M. W. Wysocki (Atmospheric Science), R. W. Allmendinger, W. D. Allmon, C. Andronicos, L. M. Cathles, S. J. Colucci, L. A. Derry, M. Goman, C. H. Greene, D. L. Hysell, T. E. Jordan, R. W. Kay, S. Mahlburg Kay, R. Lohman, N. Mahowald, B. Monger, A. Moore, J. Phipps Morgan, M. Pritchard, S. J. Riha, W. M. White, D. S. Wilks

General Courses

Atmospheric Science

Science of Earth Systems

Field Study in Hawaii

Field study is a fundamental aspect of earth system science. Students wishing to increase their field experience may fulfill some of the requirements for the SES major by off-campus study through the Cornell Earth and Environmental Semester program (EES). The EES program is offered during the spring semester and emphasizes field-based education and research. It is based on the island of Hawaii, an outstanding natural laboratory for earth and environmental sciences. Courses that may be applied to the SES major include EAS 3400, 3220, and 3510. The EES program also offers opportunities for internships with various academic, nonprofit, and government organizations. Typically students participate in the EES program during their junior year, although exceptions are possible. For further information on the EES program see http://www.geo.cornell.edu/geology/classes/hawaii/course.html.

EDUCATION

A. Wilson, chair (435 Kennedy Hall, 255-2207); G. Applebee, R. Caffarella, W. Camp, M. Constas, B. Crawford, T. Park, S. Peters, T. Richardson, R. Ripple, V. Rockcastle, D. Schrader, J. Sipple, D. Trumbull, T. Tucker, S. Villenas

ENTOMOLOGY

J. G. Scott, chair (2130 Comstock Hall, 255-7723); A. Agrawal, N. W. Calderone, B. N. Danforth, A. DiTommaso, A. Douglas, C. Gilbert, A. E. Hajek, L. C. Harrington, B. P. Lazzaro, J. K. Liebherr, J. E. Losey, J. P. Nyrop, L. S. Rayor, J. S. Thaler, W. M. Tingey

Courses by Subject

Apiculture: 2600, 2640

Behavior: 2150, 3150, 3250, 3940, 6620

Ecology: 3690, 4550, 4700, 6900

Introductory courses: 2010, 2011, 2100, 2120, 2150, 2410

Medical and veterinary entomology: 2100, 3520, 4100, 4101

Outreach: 3350, 3360, 7090

Pathology: 4630, 6700

Pest management: 2410, 4200, 4440, 6700

Physiology, development, and toxicology: 3070, 3940, 4830, 4900, 6850

Systematics: 3310, 3311, 3330, 4400, 6340, 6550

Seminar conducted by Jugatae, the entomology club of Cornell University, to discuss topics of interest to its members and guests. All interested undergraduate and graduate students are encouraged to attend.

ENVIRONMENTAL TOXICOLOGY

B. A. Ahner, A. J. Baeumner, K. W. Beyenbach, S. E. Bloom, K. J. Boor, P. R. Bowser, D. L. Brown, J. W. Casey, E. Cooch, R. Davisson, R. R. Dietert, R. A. Durst, J. W. Gillett, A. G. Hay, A. Hedge, J. H. Hotchkiss, L. V. Kochian, W. L. Kraus, A. T. Lemley, L. W. Lion, R. H. Liu, E. L. Madsen, M. B. McBride, C. McCormick, A. Nikitin, B. U. Pauli, R. Richardson, M. Roberson, E. Rodriguez, J. G. Scott, M. L. Shuler, S. M. Snedeker, D. A. Soderlund, J. R. Stedinger, B. J. Strupp, D. Tumbar, O. K. Vatamaniuk, D. A. Weinstein, R. S. Weiss, D. B. Wilson, A. Yen

There is both breadth and depth in many facets of environmental toxicology and related disciplines. The program offers a combination of research and didactic training that is designed to prepare students for solving the problems of modern toxicology. The graduate student may choose from three degree options: M.S., M.S./Ph.D., or Ph.D. Concentrations include cellular and molecular toxicology; nutritional and food toxicology; ecotoxicology and environmental chemistry; and risk assessment, management, and public policy. Research by the faculty associated with the program focuses on the interactions of drugs, pesticides, and other potentially hazardous environmental agents with a wide variety of living organisms (including humans) as well as the ecosystems with which these organisms are associated. General information is available through the Environmental Toxicology office in 116 Stocking Hall, or at toxicology.cornell.edu.

Related Course in Another Department

FOOD SCIENCE

K. J. Boor, chair (114 Stocking Hall, 255-7912); T. E. Acree, K. J. Arnink, D. M. Barbano, C. A. Batt, J. W. Brady, R. B. Gravani, J. H. Hotchkiss, H. T. Lawless, C. Y. Lee, R. H. Liu, D. D. Miller, R. de Mira Orduña, C. I. Moraru, S. J. Mulvaney, A. Orta–Ramirez, J. M. Regenstein, S. S. H. Rizvi, G. Sacks, K. J. Siebert, M. Wiedmann

HORTICULTURE

M. P. Pritts, chair (134A Plant Science Bldg., 255-1778); N. L. Bassuk, T. L. Bauerle, R. R. Bellinder, M. P. Bridgen, L. J. Bushway, L. Cheng, P. Cousins, L. E. Drinkwater, M. Eames-Sheavly, S. Gan, M. C. Goffinet, D. E. Halseth, A. N. Lakso, N. S. Mattson, I. A. Merwin, W. B. Miller, J. Mt. Pleasant, K. W. Mudge, C. Owens, A. M. Petrovic, D. A. Rakow, A. Rangarajan, B. I. Reisch, F. S. Rossi, J. E. Vanden Heuvel, C. B. Watkins, T. H. Whitlow, H. C. Wien, D. W. Wolfe

INFORMATION SCIENCE

C. Cardie, director; J. Abowd, W. Y. Arms, G. Bailey, K. Bala, J. Birnholtz, L. Blume, R. Constable, D. Cosley, D. Easley, S. Edelman, E. Friedman, S. Fussell, G. Gay, J. Gehrke, T. Gillespie, P. Ginsparg, C. Gomes, F. Guimbretiere, J. Halpern, J. Hancock, A. Hedge, L. Humphreys, D. Huttenlocher, R. Jarrow, T. Joachims, J. Kleinberg, L. Lee, A. E. Leiponen, B. Lust, M. Macy, P. Martin, T. Pinch, R. Prentice, M. Rooth, B. Selman, P. Sengers, D. Shmoys, D. Strang, E. Tardos, E. Wagner, S. Wicker, D. Williamson, C. Yuan

INTERNATIONAL AGRICULTURE AND RURAL DEVELOPMENT

LANDSCAPE ARCHITECTURE

P. J. Trowbridge, chair (443 Kennedy Hall, 255-2738); S. Baugher, J. Foster, K. L. Gleason, A. Hammer, P. H. Horrigan, D. W. Krall, L. J. Mirin, A. Okigbo, D. Ruggeri

NATURAL RESOURCES

M. E. Krasny, chair (118 Fernow Hall, 255-2822); M. B. Bain, B. L. Bedford, B. Blossey, S. R. Broussard-Allred, L. E. Buck, E. Cooch, P. Curtis, D. J. Decker, J. Dickinson, T. J. Fahey, W. Fisher, G. Goff, M. P. Hare, J. R. Jackson, K. Kassam, B. A. Knuth, C. Kraft, J. P. Lassoie, B. Lauber, S. Morreale, L. Rudstam, R. Schneider, R. Sherman, P. J. Smallidge, C. R. Smith, R. C. Stedman, K. Sullivan, P. Sullivan, J. Tantillo, D. Weinstein, S. Wolf, J. B. Yavitt

Related Courses in Other Departments

Courses in many other departments are relevant to students majoring in natural resources. The following list includes some of the most closely related courses but is not exhaustive.

Ecology and Biology (ENTOM 4550, 4700; BIOEE 2610, 2630, 2740, 2780, 3630, 4500, 4570, 4620, 4660, 4690, 4700, 4730, 4750, 4760, 4780; BIOMI 2900–2920, 3970, 4180; BIONB 2210, 2220; BIOPL 2410, 2470, 2480, 3420, 4480; CSS 4660, 4720; EAS 1540, 2200, 3010, 3030, 3500, 3510, 4400)

Environment and Society (DSOC 2010, 3240, 3400, 4100)

Environmental Law, Ethics, and Philosophy (STS 2061, CRP 3840, 4440, 4510, PHIL 2410, 2460, 3810)

Human Systems and Communication (COMM 2850, 3520, 4210, 4560, 4660; ENTOM 3350; CRP 3840)

Physical Sciences (BEE 1510, 2510, 3710, 4010, 4270, 4350, 4710, 4730, 4750; CSS 2600, 3650, 3720, 3970, 4110, 4200, 4830; EAS 1101, 1540, 3050; CEE 4320, 4510)

Public Policy and Politics (GOVT 2947, 3071, 3131, 4281; BSOC 4616)

Resource Economics (AEM 2500, 4310, 4500, 4510)

Spatial Data Interpretation (CSS 4110, 4200, 4650, 6200, 6600; DSOC 3140)

PLANT BREEDING AND GENETICS

T. Brutnell, E. S. Buckler, W. R. Coffman, W. De Jong, J. J. Doyle, E. D. Earle, V. Gracen, P. Gregory, O. Hoekenga, M. M. Jahn, J. L. Jannink, A. F. Krattiger, S. Kresovich, D. Matthews, L. Li, S. R. McCouch, M. A. Mutschler, R. J. Nelson, W. Pawlowski, K. V. Raman, T. L. Setter, F. Shotkoski, M. E. Smith, M. E. Sorrells, S. D. Tanksley, D. R. Viands. Emeritus: R. E. Anderson, H. M. Munger, R. P. Murphy, W. D. Pardee, R. L. Plaisted

PLANT PATHOLOGY AND PLANT-MICROBE BIOLOGY

G. W. Hudler, chair (331 Plant Science Bldg., 255-7848); S. V. Beer, G. C. Bergstrom, S. Cartinour, A. R. Collmer, W. E. Fry, S. M. Gray, K. T. Hodge, S. G. Lazarowitz, K. Lee, J. W. Lorbeer, R. Loria, G. B. Martin, M. T. McGrath, M. G. Milgroom, E. B. Nelson, R. J. Nelson, T. Pawlowska, K. L. Perry, B. G. Turgeon, X. Wang, T. A. Zitter

SCIENCE OF NATURAL AND ENVIRONMENTAL SYSTEMS

B. Chabot, S. J. Colucci, J. Conrad, A. DiTommaso, L. Drinkwater, J. Elliot, G. W. Evans, T. J. Fahey, A. S. Flecker, C. C. Geisler, C. Goodale, C. J. Lehmann, E. L. Madsen, I. Merwin, E. B. Nelson, M. J. Pfeffer, G. P. Poe, J. Regenstein, S. J. Riha, C. W. Scherer, R. Schneider, W. D. Schulze, N. R. Scott, J. Thies, P. J. Trowbridge, M. F. Walter, M. T. Walter, D. W. Wolfe, J. B. Yavitt

STATISTICAL SCIENCE

The university-wide Department of Statistical Science coordinates undergraduate and graduate study in statistics and probability. A list of suitable courses can be found in the CIS section of this catalog.

VITICULTURE AND ENOLOGY

T. E. Acree, K. Arnink, T. Bates, P. Cousins, M. Goffinet, A. N. Lakso, A. Landers, G. English-Loeb, A. K. Mansfield, I. A. Merwin, R. Mira de Orduña, C. Owens, B. I. Reisch, G. Sacks, K. Siebert, J. Vanden Heuvel, W. Wilcox

FACULTY ROSTER

Abawi, George S., Ph.D., Cornell U. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Acree, Terry E., Ph.D., Cornell U. Prof., Food Science, and Technology (Geneva)

Adleman, Marvin I., M. L. A., Harvard U. Prof., Landscape Architecture

Agnello, Arthur M., Ph.D., North Carolina State U. Prof., Entomology (Geneva)

Ahner, Beth A., Ph.D., Massachusetts Inst. of Technology. Assoc. Prof., Biological and Environmental Engineering

Albright, Louis D., Ph.D., Cornell U. Prof., Biological and Environmental Engineering

Aldwinckle, Herbert S., Ph.D., U. of London (England). Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Aneshansley, Daniel J., Ph.D., Cornell U. Prof., Biological and Environmental Engineering

Angenent, Largus T., Ph.D., Iowa State U. Assoc. Prof., Biological and Environmental Engineering

Austic, Richard E., Ph.D., U. of California, Davis. Prof., Animal Science

Baeumner, Antje J., Ph.D., U. of Stuttgart (Germany). Prof., Biological and Environmental Engineering

Bain, Mark B., Ph.D., U. of Massachusetts. Assoc. Prof., Natural Resources

Barbano, David M., Ph.D., Cornell U. Prof., Food Science

Barrett, Christopher B., Ph.D., U. of Wisconsin. Prof., Applied Economics and Management

Bartsch, James A., Ph.D., Purdue U. Assoc. Prof., Biological and Environmental Engineering

Bassuk, Nina L. Ph.D., U. of London (England). Prof., Horticulture

Basu, Alaka, M.S., U. of London (UK). Prof., Development Sociology

Batt, Carl A., Ph.D., Rutgers U. Prof., Food Science

Baugher, Sherene, Ph.D., SUNY, Stonybrook. Assoc. Prof., Landscape Architecture

Bauman, Dale E., Ph.D., U. of Illinois. Prof., Animal Science

Bauerle, Taryn L., Ph.D., Pennsylvania State U. Asst. Prof., Horticulture

Beer, Steven V., Ph.D., U. of California, Davis. Prof., Plant Pathology and Plant-Microbe Biology

Bellinder, Robin R., Ph.D., Virginia Polytechnic Inst. and State U. Prof., Horticulture

Bento, Antonio, Ph.D., U. of Maryland. Assoc. Prof., Applied Economics and Management

Bergstrom, Gary C., Ph.D., U. of Kentucky. Prof., Plant Pathology and Plant-Microbe Biology

Bills, Nelson L., Ph.D., Washington State U. Prof., Applied Economics and Management

Birnholtz, Jeremy P., Ph.D., U. of Michigan. Asst. Prof., Communication

Bjorkman, Thomas N., Ph.D., Cornell U. Assoc. Prof., Horticultural Sciences (Geneva)

Blalock, Garrick, Ph.D., U. of California, Berkeley. Asst. Prof., Applied Economics and Management

Blossey, Bernd, Ph.D., Christian-Albrechts U. (Germany). Assoc Prof., Natural Resources

Bogan, Vicki L., Ph.D., Brown U. Asst. Prof., Applied Economics and Management

Boisclair, Yves R., Ph.D., Cornell U. Prof., Animal Science

Boisvert, Richard N., Ph.D., U. of Minnesota. Prof., Applied Economics and Management

Boor, Kathryn J., Ph.D., U. of California, Davis. Prof., Food Science

Booth, James, Ph.D., U. of Kentucky. Prof., Biological Statistics and Computational Biology

Brady, John W., Jr., Ph.D., SUNY, Stonybrook. Prof., Food Science

Bridgen, Mark P., Ph.D., Virginia Polytechnic Inst. and State U. Prof. and director, LIHR and EC, Horticulture

Brooks, Samantha A., Ph.D., U. of Kentucky. Asst. Prof., Animal Science

Broussard, Shorna R., Ph.D., Oregon State U. Assoc. Prof., Natural Resources

Brown, Dan L., Ph.D., Cornell U. Assoc. Prof., Animal Science

Brown, David L., Ph.D., U. of Wisconsin. Professor, Development Sociology

Brown, Susan K., Ph.D., U. of California, Davis. Prof., Horticultural Sciences (Geneva)

Buckley, Daniel H., Ph.D., Michigan State U. Asst. Prof., Crop and Soil Sciences

Burr, Thomas J., Ph.D., U. of California, Berkeley. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Bustamante, Carlos D., Ph.D., Harvard U. Prof., Biological Statistics and Computational Biology

Butler, Walter R., Ph.D., Purdue U. Prof. and Chair, Animal Science

Byrne, Sahara E., Ph.D., U. of California, Santa Barbara. Asst. Prof., Communication

Caffarella, Rosemary S., Ph.D., Michigan State U. Prof., Education

Calderone, Nicholas W., Ph.D., Ohio State U. Assoc. Prof., Entomology

Camp, William G., Ph.D., Georgia State U. Prof., Education

Cartinhour, Samuel W., Ph.D., U. of Utah. Courtesy Prof., Plant Pathology and Plant-Microbe Biology

Chapman, Lewis D., Ph.D., U. of California, Berkeley. Prof., Applied Economics and Management

Chase, Larry E., Ph.D., Pennsylvania State U. Prof., Animal Science

Chau, Ho Yan, Ph.D., Johns Hopkins U. Assoc. Prof., Applied Economics and Management

Cheng, Lailiang, Ph.D., Oregon State U. Assoc. Prof., Horticulture

Cherney, Debbie J., U. of Florida. Prof., Animal Science

Cherney, Jerome H., Ph.D., U. of Minnesota. Prof., Crop and Soil Sciences

Christy, Ralph D., Ph.D., Michigan State U. Prof., Applied Economics and Management

Coffman, W. Ronnie, Ph.D., Cornell U. Prof., Plant Breeding

Collmer, Alan R., Ph.D., Cornell U. Prof., Plant Pathology and Plant-Microbe Biology

Colucci, Stephen J., Ph.D., SUNY, Albany. Prof., Earth and Atmospheric Sciences

Conrad, Jon M., Ph.D., U. of Wisconsin. Prof., Applied Economics and Management

Constas, Mark A., Ph.D., Cornell U. Assoc. Prof., Education

Cooch, Evan G., Ph.D., Queen’s U. (Canada). Assoc. Prof., Natural Resources

Cooke, J. Robert, Ph.D., North Carolina State U. Prof. Emeritus, Biological and Environmental Engineering

Cox, Kerik D., Ph.D., U. of Georgia. Asst. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Cox, William J., Ph.D., Oregon State U. Prof., Crop and Soil Sciences

Crawford, Barbara A., Ph.D., U. of Michigan. Assoc. Prof., Education

Currie, W. Bruce, Ph.D., Macquarie U. (Australia). Prof., Animal Science

Curtis, Paul D., Ph.D., North Carolina State U. Assoc. Prof., Natural Resources

Danforth, Bryan N., Ph.D., U. of Kansas. Prof., Entomology

Daouk, Hazem, Ph.D., Indiana U. Assoc. Prof., Applied Economics and Management

Datta, Ashim K., Ph.D., U. of Florida. Prof., Biological and Environmental Engineering

Decker, Daniel J., Ph.D., Cornell U. Prof., Natural Resources

Degaetano, Arthur, Ph.D., Rutgers U. Assoc. Prof., Earth and Atmospheric Sciences

DeGloria, Stephen D., Ph.D., U. of California, Berkeley. Prof., Crop and Soil Sciences

de Gorter, Harry, Ph.D., U. of California, Berkeley. Assoc. Prof., Applied Economics and Management

DeJong, Walter S., Ph.D., U. of Wisconsin. Asst. Prof., Plant Breeding

DeVault, Travis, Ph.D., Purdue U. Adj. Prof., Natural Resources

Dickinson, Janis L., Ph.D., Cornell U. Assoc. Prof., Natural Resources

Dillard, Helene R., Ph.D., U. of California, Davis. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

DiTommaso, Antonio, Ph.D., McGill U. (Canada). Assoc. Prof., Crop and Soil Sciences

Dong, Shikui, Ph.D., Gansu Agric. U. (China). Adj. Prof., Natural Resources

Douglas, Angela, Ph.D., U. of Aberdeen (Scotland). Prof., Entomology

Drinkwater, Laurie, Ph.D., U. of California, Davis. Assoc. Prof., Horticulture

Duxbury, John M., Ph.D., U. of Birmingham (England). Prof., Crop and Soil Sciences

Earle, Elizabeth D., Ph.D., Harvard U. Prof., Plant Breeding

Eloundou-Enyegue, Parfait M., Ph.D., Pennsylvania State U. Assoc. Prof., Development Sociology

Fahey, Timothy J., Ph.D., U. of Wyoming. Prof., Natural Resources

Feldman, Shelley, Ph.D., U. of Connecticut. Prof., Development Sociology

Fick, Gary W., Ph.D., U. of California, Davis. Prof., Crop and Soil Sciences

Fisher, William L., Ph.D., U. of Louisville (Kentucky). Courtesy Assoc. Prof., Natural Resources

Forney, John, Ph.D., Cornell U. Adj. Prof., Natural Resources

Forsline, Philip L., M.S., U. of Minnesota. Courtesy Asst. Prof., Horticultural Sciences (Geneva)

Francis, Joe D., Ph.D., U. of Missouri. Assoc. Prof., Development Sociology

Fry, William E., Ph.D., Cornell U. Prof., Plant Pathology and Plant-Microbe Biology

Fuchs, Marc, Ph.D., U. Louis Pasteur (France). Asst. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Fussell, Susan R., Ph.D., Columbia U. Assoc. Prof., Communication

Galton, David M., Ph.D., Ohio State U. Prof., Animal Science

Gan, Susheng, Ph.D., U. of Wisconsin. Assoc. Prof., Horticulture

Gavalchin, Jerrie, Ph.D., Rutgers U. Assoc. Prof., Animal Science, Microbiology and Immunology

Gay, Geraldine K., Ph.D., Cornell U. Prof., Communication

Gebremedhin, Kifle G., Ph.D., U. of Wisconsin. Prof., Biological and Environmental Engineering

Geisler, Charles C., Ph.D., U. of Wisconsin. Prof., Development Sociology

Gilbert, Cole, Ph.D. U. of Kansas. Assoc. Prof., Entomology

Gillespie, Tarleton L., Ph.D., U. of California, San Diego. Asst. Prof., Communication

Gleason, Kathryn L., Ph.D., Oxford U. (UK). Assoc. Prof., Landscape Architecture

Gloy, Brent A., Ph.D., Purdue U. Assoc. Prof., Applied Economics and Management

Gomes, Carla P., Ph.D., U. of Edinburgh (UK). Assoc. Prof., Applied Economics and Management

Gonzales, Angela, M.A., Harvard U. Asst. Prof., Development Sociology

Gorewit, Ronald C., Ph.D., Michigan State U. Prof. Emeritus, Biological and Environmental Engineering

Gravani, Robert B., Ph.D., Cornell U. Prof., Food Science

Gray, Stewart M., Ph.D., North Carolina State U. Courtesy Prof., Plant Pathology and Plant-Microbe Biology

Greene, Charles H., Ph.D., U. of Washington. Prof., Earth and Atmospheric Sciences

Griffiths, Phillip D., Ph.D., U. of Florida. Assoc. Prof., Horticultural Sciences (Geneva)

Gurak, Douglas T., Ph.D., U. of Wisconsin. Prof., Development Sociology

Hahn, Russell R., Ph.D., Texas A&M U. Assoc. Prof., Crop and Soil Sciences

Haith, Douglas A., Ph.D., Cornell U. Prof., Biological and Environmental Engineering

Hajek, Ann E., Ph.D., U. of California, Berkeley. Prof., Entomology

Halseth, Donald E., Ph.D., Cornell U. Assoc. Prof., Horticulture

Hancock, Jeffrey T., Ph.D., Dalhousie U. (Canada) Assoc. Prof., Communication

Hang, Yong D., Ph.D., McGill U. (Canada). Prof., Food Science and Technology (Geneva)

Hare, Matthew P., Ph.D., U. of Georgia. Assoc. Prof., Natural Resources

Harman, Gary E., Ph.D., Oregon State U. Prof., Horticultural Sciences (Geneva)

Harrington, Laura, Ph.D., U. of Massachusetts. Assoc. Prof., Entomology

Hess, Peter G., Ph.D., U. of Washington. Assoc. Prof., Biological and Environmental Engineering

Hirschl, Thomas A., Ph.D., U. of Wisconsin. Prof., Development Sociology

Hoch, Harvey C., Ph.D., U. of Wisconsin, Madison. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Hodge, Kathie, Ph.D., Cornell U. Asst. Prof., Plant Pathology and Plant-Microbe Biology

Hoffmann, Michael P., Ph.D., U. of California, Davis. Prof., Entomology

Hooker, Giles J., Ph.D., Stanford U. Asst. Prof., Biological Statistics and Computational Biology

Horrigan, Paula H., M.L.A., Cornell U. Assoc. Prof., Landscape Architecture

Hotchkiss, Joseph H., Ph.D., Oregon State U. Prof., Food Science

Hudler, George W., Ph.D., Colorado State U. Prof., Plant Pathology and Plant-Microbe Biology

Hullar, Theodore L., Ph.D., U. of Minnesota. Prof., Natural Resources

Humphreys, Lee M., Ph.D., U. of Pennsylvania. Asst. Prof., Communication

Hunter, Jean B., D.En.Sc., Columbia U. Assoc. Prof., Biological and Environmental Engineering

Imumorin, Ikhide G., Ph.D., Texas A&M U. Asst. Prof., Animal Science

Irwin, Lynne H., Ph.D., Texas A&M U. Assoc. Prof., Biological and Environmental Engineering

Jewell, William J., Ph.D., Stanford U. Prof. Emeritus, Biological and Environmental Engineering

Johnson, Patricia A., Ph.D., Cornell U. Prof., Animal Science

Just, David R., Ph.D., U. of California, Berkeley. Asst. Prof., Applied Economics and Management

Kaiser, Harry M., Ph.D., U. of Minnesota. Prof., Applied Economics and Management

Kanbur, Sanjiv Madhwarao, Ph.D., U. of Oxford (UK). Prof., Applied Economics and Management

Kassam, Karim-Aly, Ph.D., Cornell U. Assoc. Prof., Natural Resources

Ketterings, Quirine, Ph.D., Ohio State. Assoc. Prof., Animal Science

Knipple, Douglas C., Ph.D., Cornell U. Assoc. Prof., Entomology (Geneva)

Knoblauch, Wayne A., Ph.D., Michigan State U. Prof., Applied Economics and Management

Knuth, Barbara A., Ph.D., Virginia Tech. Senior Assoc. Dean and Prof., Natural Resources

Kochian, Leon V., Ph.D., U. of California, Davis. Courtesy Prof., Crop and Soil Sciences

Koeller, Wolfram D., Ph.D., Phillips U.-Marburg (Germany). Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Kraft, Clifford E., Ph.D., U. of Wisconsin, Madison. Assoc. Prof., Natural Resources

Krall, Daniel W., M.L.A. Cornell U. Assoc. Prof., Landscape Architecture

Krasny, Marianne E., Ph.D., U. of Washington. Prof., Natural Resources

Kresovich, Stephen, Ph.D., Ohio State U. Prof., Plant Breeding

Kyle, Steven C., Ph.D., Harvard U. Assoc. Prof., Applied Economics and Management

LaBastille, Anne, Ph.D., Cornell U. Adj. Prof., Natural Resources

Lakso, Alan N., Ph.D., U. of California, Davis. Prof., Horticultural Sciences (Geneva)

Lassoie, James P., Ph.D., U. of Washington. Prof., Natural Resources

Lawless, Harry T., Ph.D., Brown U. Prof., Food Science

Lazarowitz, Sondra G., Ph.D., Rockefeller U. Prof., Plant Pathology and Plant-Microbe Biology

Lazzaro, Brian, Ph.D., Pennsylvania State U. Assoc. Prof., Entomology

Lee, Chang Y., Ph.D., Utah State U. Prof., Food Science and Technology (Geneva)

Lee, David R., Ph.D., U. of Wisconsin, Madison. Prof., Applied Economics and Management

Lee, Kwangwon, Ph.D., Texas A&M U. Asst. Prof., Plant Pathology and Plant-Microbe Biology

Lehmann, C. Johannes, Ph.D., U. of Bayreuth (Germany). Assoc. Prof., Crop and Soil Sciences

Lei, Xingen, Ph.D., Michigan State U. Prof., Animal Science

Leiponen, Aija, Ph.D., U. of California, Berkeley. Asst. Prof., Applied Economics and Management

Lesser, William H., Ph.D., U. of Wisconsin, Madison. Prof., Applied Economics and Management

Levine, Gilbert, Ph.D., Cornell U. Prof. Emeritus, Biological and Environmental Engineering

Lewenstein, Bruce V., Ph.D., U. of Pennsylvania. Prof., Communication

Liebherr, James K., Ph.D., U. of California, Berkeley. Prof., Entomology

Liu, Ruihai, Ph.D., Cornell U. Assoc. Prof., Food Science

Loeb, Gregory M., Ph.D., U. of California, Davis. Assoc. Prof., Entomology (Geneva)

Lohman, Rowena B., Ph.D., California Inst. of Technology. Asst. Prof., Earth and Atmospheric Sciences

Long, Qiaoming, Ph.D., U. of Edinburgh (Scotland). Asst. Prof., Animal Science

Lorbeer, James W., Ph.D., U. of California, Berkeley. Prof., Plant Pathology and Plant-Microbe Biology

Loria, Rosemary, Ph.D., Michigan State U. Prof., Plant Pathology and Plant-Microbe Biology

Losey, John E., Ph.D., U. of Maryland. Assoc. Prof., Entomology

Lovette, J. Irby, Ph.D., U. of Pennsylvania. Asst. Prof., Ornithology

Luo, Dan, Ph.D., Ohio State U. Assoc. Prof., Biological and Environmental Engineering

Mahowald, Natalie, Ph.D., Massachusetts Institute of Technology. Assoc. Prof., Earth and Atmospheric Sciences

Makki, Fouad M., Ph.D., Binghamton U. Asst. Prof., Development Sociology

Mansfield, Anna K., Ph.D., U. of Minnesota. Asst. Prof., Food Science and Technology (Geneva)

March, John C., Ph.D., U. of Maryland. Asst. Prof., Biological and Environmental Engineering

Martin, Gregory B., Ph.D., Michigan State U. Prof., Plant Pathology and Plant-Microbe Biology

Mattson, Neil S., Ph.D., U of California, Davis. Asst. Prof., Horticulture

McBride, Murray B., Ph.D., Michigan State U. Prof., Crop and Soil Sciences

McComas, Katherine A., Ph.D., Cornell U. Assoc. Prof., Communication

McCouch, Susan, Ph.D., Cornell U. Prof., Plant Breeding

McGrath, Margaret T., Ph.D., Pennsylvania State U. Assoc. Prof., Plant Pathology and Plant-Microbe Biology

McLaughlin, Edward W., Ph.D., Michigan State U. Prof., Applied Economics and Management

McLeod, Poppy L., Ph.D., Harvard U. Assoc. Prof., Communication

McMichael, Philip D., Ph.D., SUNY, Binghamton. Prof., Development Sociology

Meloy, Margaret G., Ph.D., Cornell U. Adj. Asst. Prof., Applied Economics and Management

Merwin, Ian A., Ph.D., Cornell U. Prof., Horticulture

Mezey, Jason G., Ph.D., Yale U. Asst. Prof., Biological Statistics and Computational Biology

Milgroom, Michael G., Ph.D., Cornell U. Prof., Plant Pathology and Plant-Microbe Biology

Miller, Dennis D., Ph.D., Cornell U. Prof., Food Science

Miller, William B., Ph.D., Cornell U. Prof., Horticulture

Mira de Orduña Heidinger, Ramon, Ph.D., Massey U. (New Zealand). Assoc. Prof., Food Science and Technology

Mize, Ronald L., Ph.D., U. of Wisconsin, Madison. Asst. Prof., Development Sociology

Moraru, Carmen I., Ph.D., U. of Galati (Romania). Asst. Prof., Food Science

Mount, Timothy D., Ph.D., U. of California, Berkeley. Prof., Applied Economics and Management

Mt. Pleasant, Jane, Ph.D., North Carolina State U. Assoc. Prof., Horticulture

Mudge, Kenneth W., Ph.D., Washington State U. Assoc. Prof., Horticulture

Mulvaney, Steven J., Ph.D., Cornell U. Assoc. Prof., Food Science

Mutschler, Martha A., Ph.D., U. of Wisconsin. Prof., Plant Breeding

Nault, Brian, Ph.D., North Carolina State. Assoc. Prof., Entomology (Geneva)

Nelson, Eric B., Ph.D., Ohio State U. Prof., Plant Pathology and Plant-Microbe Biology

Nelson, Rebecca J., Ph.D., U. of Washington. Assoc. Prof., Plant Pathology and Plant-Microbe Biology

Ng, David T., Ph.D., Columbia U. Assoc. Prof., Applied Economics and Management

Niederdeppe, Jeffrey D., Ph.D., U. of Pennsylvania. Asst. Prof., Communication

Nielsen, Rasmus, Ph.D., U. of California, Berkeley. Adjunct Prof., Biological Statistics and Computational Biology

Novakovic, Andrew M., Ph.D., Purdue U. Prof., Applied Economics and Management

Nyrop, Jan P., Ph.D., Michigan State U. Prof., Entomology

Obendorf, Ralph L., Ph.D., U. of California, Davis. Prof., Crop and Soil Sciences

Okigbo, Amaechi R., M.L.A., Cornell U. Assoc. Prof., Landscape Architecture

Overton, Thomas R., Ph.D., U. of Illinois. Assoc. Prof., Animal Science

Padilla-Zakour, Olga, Ph.D., Cornell U. Assoc. Prof., Food Science and Technology (Geneva)

Park, Travis D., Ph.D., U. of Florida. Asst. Prof., Education

Parks, John E., Ph.D., Virginia Polytechnic Inst. and State U. Prof., Animal Science

Parlange, Jean-Yves, Ph.D., Brown U. Prof., Biological and Environmental Engineering

Pawlowska, Teresa E., Ph.D., U. of Minnesota. Asst. Prof., Plant Pathology and Plant-Microbe Biology

Pawlowski, Wojtek P., Ph.D., U. of Minnesota. Asst. Prof., Plant Breeding

Peck, Daniel C., Ph.D., Cornell U. Asst. Prof., Entomology (Geneva)

Pell, Alice N., Ph.D., U. of Vermont. Prof., Animal Science

Perry, Keith, Ph.D., Cornell U. Assoc Prof., Plant Pathology and Plant-Microbe Biology

Peters, Scott J., Ph.D., U. of Minnesota. Assoc. Prof., Education

Petrovic, A. Martin, Ph.D., Michigan State U. Prof., Horticulture

Pfeffer, Max, Ph.D., U. of Wisconsin, Madison. Prof., Development Sociology

Pimentel, David, Ph.D., Cornell U. Prof. Emeritus, Entomology

Pinstrup-Andersen, Per, Ph.D., Oklahoma State U. Prof., Applied Economics and Management

Poe, Gregory, Ph.D., U. of Wisconsin. Assoc. Prof., Applied Economics and Management

Pollak, E. John, Ph.D., Iowa State U. Prof., Animal Science

Prasad, Eswar, Ph.D., U. of Chicago. Prof., Applied Economics and Management

Prince, Jeffrey T., Ph.D., Northwestern U. Asst. Prof., Applied Economics and Management

Pritts, Marvin P., Ph.D., Michigan State U. Prof., Horticulture

Quaas, Richard L., Ph.D., Colorado State U. Prof., Animal Science

Quirk, Susan M., Ph.D., Cornell U. Assoc. Prof., Animal Science

Raj, Sevilimedu P., Ph.D., Carnegie–Mellon U. Prof., Applied Economics and Management

Rakow, Donald A., Ph.D., Cornell U. Assoc. Prof., Horticulture

Raman, Kandukuri, Ph.D., U. of Reading (England). Sr. Res. Assoc., Plant Breeding

Rangarajan, Anusuya, Ph.D., Ohio State U. Assoc. Prof., Horticulture

Ranney, Christine K., Ph.D., U. of California, Davis. Assoc. Prof., Applied Economics and Management

Rayor, Linda, Ph.D., U. of Kansas. Sr. Res. Assoc., Entomology

Regenstein, Joe M., Ph.D., Brandeis U. Prof., Food Science

Rehkugler, Gerald E., Ph.D., Cornell U. Prof. Emeritus, Biological and Environmental Engineering

Reiners, Stephen, Ph.D., Ohio State U. Assoc. Prof., Horticultural Sciences (Geneva)

Reisch, Bruce, Ph.D., U. of Wisconsin, Madison. Prof., Horticultural Sciences (Geneva)

Reissig, William H., Ph.D., Oregon State U. Prof., Entomology (Geneva)

Richardson, Troy, Ph.D., U. of Utah. Asst. Prof., Education

Riha, Susan, Ph.D., Washington State U. Prof., Earth and Atmospheric Sciences

Rizvi, Syed S., Ph.D., Ohio State U. Prof., Food Science

Robinson, Terence L., Ph.D., Washington State U. Assoc. Prof., Horticultural Sciences (Geneva)

Roelofs, Wendell L., Ph.D., Indiana U. Prof., Entomology (Geneva)

Rose, Jocelyn, Ph.D., U. of California, Davis. Asst. Prof., Plant Biology

Rosenberger, David A., Ph.D., Michigan State U. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Rossi, Frank S., Ph.D., Cornell U. Assoc. Prof., Horticulture

Rudstam, Lars G., Ph.D., U. of Stockholm (Sweden). Assoc. Prof., Natural Resources

Ruggeri, Deni, M.L.A., M.R.P., Cornell U. Asst. Prof., Landscape Architecture

Rutz, Donald A., Ph.D., North Carolina State U. Prof., Entomology

Sacks, Gavin L., Ph.D., Cornell U. Asst. Prof., Food Science and Technology

Sanderson, John P., Ph.D., U. of California, Riverside. Assoc. Prof., Entomology

Sanford, John C., Ph.D., U. of Wisconsin, Madison. Courtesy Assoc. Prof., Horticultural Sciences (Geneva)

Scanlon, Michael J., Ph.D., Iowa State U. Assoc. Prof., Plant Biology

Scherer, Clifford W., Ph.D., U. of Wisconsin, Madison. Assoc. Prof., Communication

Schmit, Todd, Ph.D., Cornell U. Asst. Prof., Applied Economics and Management

Schneider, Rebecca, Ph.D., Cornell U. Assoc. Prof., Natural Resources

Schrader, Dawn E., Ph.D., Harvard U. Assoc. Prof., Education

Schulze, William D., Ph.D., U. of California, Riverside. Prof., Applied Economics and Management

Schwager, Steven J., Ph.D., Yale U. Assoc. Prof., Biological Statistics and Computational Biology

Scott, Jeffrey G., Ph.D., U. of California, Berkeley. Prof., Entomology

Scott, Norman R., Ph.D., Cornell U. Prof., Biological and Environmental Engineering

Seem, Robert C., Ph.D., Pennsylvania State U. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Setter, Timothy L., Ph.D., U. of Minnesota. Prof., Crop and Soil Sciences

Shapiro, Michael A., Ph.D., U. of Wisconsin, Madison. Assoc. Prof., Communication

Shelton, Anthony M., Ph.D., U. of California, Riverside. Prof., Entomology (Geneva)

Shields, Elson J., Ph.D., U. of Wisconsin. Prof., Entomology

Siebert, Karl J., Ph.D., Pennsylvania State U. Prof., Food Science and Technology (Geneva)

Siepel, Adam C., Ph.D., U. of California, Santa Cruz. Asst. Prof., Biological Statistics and Computational Biology

Simon, Daniel, Ph.D., U. of Maryland. Asst. Prof., Applied Economics and Management

Sipple, John W., Ph.D., U. of Michigan. Assoc. Prof., Education

Smart, Christine D., Ph.D., Michigan State U. Asst. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Smith Einarson, Margaret E., Ph.D., Cornell U. Assoc. Prof., Plant Breeding

Smith, R. David, Ph.D., Cornell U. Assoc. Prof., Animal Science

Soderlund, David M., Ph.D., U. of California, Berkeley. Prof., Entomology (Geneva)

Sorrells, Mark E., Ph.D., U. of Wisconsin, Madison. Prof., Plant Breeding

Spanswick, Roger M., Ph.D., U. of Edinburgh (Scotland). Prof., Biological and Environmental Engineering

Spencer, James W., Ph.D., Stanford U. Prof. Emeritus, Biological and Environmental Engineering

Stedman, Richard C., Ph.D., U. of Wisconsin. Asst. Prof., Natural Resources

Steenhuis, Tammo S., Ph.D., U. of Wisconsin. Prof., Biological and Environmental Engineering

Strawderman, Robert L., Ph.D., Harvard U. Prof., Biological Statistics and Computational Biology

Streeter, Deborah H., Ph.D., U. of Wisconsin, Madison. Prof., Applied Economics and Management

Sullivan, Patrick J., Ph.D., U. of Washington. Assoc. Prof., Natural Resources

Tanksley, Steven D. Ph.D., U. of California, Davis. Prof., Plant Breeding

Tauer, Loren W., Ph.D., Iowa State U. Prof., Applied Economics and Management

Taylor, Alan G., Ph.D., Oklahoma State U. Prof., Horticultural Sciences (Geneva)

Thaler, Jennifer S., Ph.D., U. of California, Davis. Assoc. Prof., Entomology

Thies, Janice E., Ph.D., U. of Hawaii. Prof., Crop and Soil Sciences

Thonney, Michael L., Ph.D., U. of Minnesota. Prof., Animal Science

Timmons, Michael B., Ph.D., Cornell U. Prof., Biological and Environmental Engineering

Tingey, Ward M., Ph.D., U. of Arizona. Prof., Entomology

Trancik, Roger T., M.L.A., Harvard U. Prof., Landscape Architecture

Trowbridge, Peter J., M.L.A., Harvard U. Prof., Landscape Architecture

Trumbull, Deborah J., Ph.D., U. of Illinois. Prof., Education

Turgeon, B. Gillian, Ph.D., U. of Dayton. Prof., Plant Pathology and Plant-Microbe Biology

Turvey, Calum G., Ph.D., Purdue U. Prof., Applied Economics and Management

VanAmburgh, Michael E., Ph.D., Cornell U. Assoc. Prof., Animal Science

Vanden Heuvel, Justine E., Ph.D., U. of Guelph (Canada). Asst. Prof., Horticultural Sciences

vanEs, Harold M., Ph.D., North Carolina State U. Prof. and Chair, Crop and Soil Sciences

Vatamaniuk, Olena K., Ph.D., U. of Kyiv (Ukraine). Asst. Prof., Crop and Soil Sciences

Viands, Donald R., Ph.D., U. of Minnesota. Prof., Plant Breeding

Villenas, Sofia A., Ph.D., U. of North Carolina, Chapel Hill. Assoc. Prof., Education

Walker, Larry P., Ph.D., Michigan State U. Prof., Biological and Environmental Engineering

Walter, Michael F., Ph.D., U. of Wisconsin, Madison. Prof., Biological and Environmental Engineering

Walter, M. Todd, Ph.D., Washington State U. Asst. Prof., Biological and Environmental Engineering

Wang, Ping, Ph.D., Cornell U. Assoc. Prof., Entomology (Geneva)

Wang, Xiaohong, Ph.D., Chinese Acad. of Sci. Courtesy Asst. Prof., Plant Pathology and Plant-Microbe Biology

Wansink, Brian C., Ph.D., Stanford U. Prof., Applied Economics and Management

Watkins, Christopher B., Rutgers U. Prof., Horticulture

Weber, Courtney A., Ph.D., U. of Florida. Assoc. Prof., Horticultural Sciences (Geneva)

Welch, Ross M., Ph.D., U. of California, Davis. Courtesy Prof., Crop and Soil Sciences

Whitlow, Thomas H., Ph.D., U. of California, Davis. Assoc. Prof., Horticulture

Wiedmann, Martin, Ph.D., Cornell U. Assoc. Prof., Food Science

Wien, Hans C., Ph.D., Cornell U. Prof., Horticulture

Wilcox, Wayne F., Ph.D., U. of California, Davis. Prof., Plant Pathology and Plant-Microbe Biology (Geneva)

Wilks, Daniel S., Ph.D., Oregon State U. Prof., Earth and Atmospheric Sciences

Williams, Linda, Ph.D., Brown U. Prof., Development Sociology

Wilson, Arthur L., Ph.D., U. of Georgia. Prof., Education

Wolf, Steven, Ph.D., U. of Wisconsin, Madison. Assoc. Prof., Natural Resources

Wolfe, David W., Ph.D., U. of California, Davis. Prof., Horticulture

Worobo, Randy W., Ph.D., U. of Alberta (Canada). Assoc. Prof., Food Science and Technology (Geneva)

Yavitt, Joseph B., Ph.D., U. of Wyoming. Assoc. Prof., Natural Resources

Yuan, Yu (Connie), Ph.D., U. of Southern California, Los Angeles. Asst. Prof., Communication

Zitter, Thomas A., Ph.D., Michigan State U. Prof., Plant Pathology and Plant-Microbe Biology

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Courses of Study 2009-2010College of Agriculture and Life Sciences

INTRODUCTION

College Focus

Administration

Department Chairs

Student Services

Office of Academic Programs

Students

Admission

Transfer Students

Intra-University Transfer

Special Students

Off-Campus Students

Facilities

DEGREE PROGRAMS

Bachelor of Science Degree

Majors

Minors

Early Enrollment in Cornell Graduate Programs

Graduate Fields of Study

OPPORTUNITIES IN RESEARCH

Undergraduate Research

Research Honors Program

Honors Program Requirements

Animal Sciences

Biological Sciences

Biology & Society

Entomology

Information Science

Landscape Studies

Natural Resources

Junior Year

Senior Year

Nutritional Sciences

Physical Sciences

Plant Sciences

Social Sciences

Overview

Guidelines and Due Dates

OFF-CAMPUS OPPORTUNITIES

Albany Programs

Cornell in Washington

Marine Biological Laboratory’s (MBL) Semester in Environmental Science

SEA Semester

Shoals Marine Laboratory (SML)

Internships

Pay and Credit for Undergraduate Research, Teaching, and Internships

Study Abroad

Ithaca College and Wells College Exchange Programs

GRADUATION REQUIREMENTS FOR THE BACHELOR OF SCIENCE

Graduation Requirements

Non-Cornell Credit Policies

College Credit Earned While in High School

Graduation Procedures

ACADEMIC POLICIES AND PROCEDURES

Registration

Course Enrollment

Repeated Courses

Incompletes

Enrollment Changes

Academic Integrity Policy

Academic Honors

Academic Standing

Petitions Procedures

Leave of Absence

Withdrawal

MAJOR FIELDS OF STUDY

Agricultural Sciences

Animal Sciences

Applied Economics and Management

Atmospheric Science

Biological Sciences

Biological and Environmental Engineering

Biology & Society

Biometry and Statistics

The Minor

Communication

Crop and Soil Sciences

Development Sociology

Education

Courses of Study 2009-2010
College of Agriculture and Life Sciences