Cornell University Registrar

Many Veterans experience challenges when transitioning from the military to civilian life, and from a community college to Cornell University. The seemingly disconnected and unstructured environment of a large, Ivy League university can further exacerbate these challenges and result in student Veterans not taking advantage of all the opportunities available to them in college. ALS 1100 is a seminar that aims to assist Veteran students during the transition from military service or smaller college experience to collegiate life at Cornell and later, a civilian career. Students will engage in experiential learning opportunities, reflections, excursions, discussions, and seminars aimed at helping them explore their transition to Cornell, academic opportunities and various available resources on campus and in the local community.

The goal of this course is to expose students to the breadth and diversity of applications of digital tools in modern agriculture with special emphasis on food production systems. We will explore and discuss the main drivers of the digital transformation in agriculture at a local and global scale. Special emphasis will be placed on the integration of basic concepts of systems biology, data science, and engineering. The socio-economic implications of deployment and utilization of digital tools will be covered. Examples of development, deployment, and post-implementation assessment of digital tools for improving the sustainability of plant and animal food production systems will be discussed. Ultimately, students will recognize the need for interdisciplinary efforts to propel the digital transformation of food production agriculture while benefiting society and the planet.

In 1987, a weekday edition of the New York Times contained more information than the average person was likely to encounter in a lifetime in seventeenth-century England. Now more than 30 years later, it is hard to imagine how much more information we encounter in our daily lives. Access to quality information is at the heart of an informed and engaged citizenry, yet as more information floods the information landscape, worrisome information also spreads. What makes information worrisome? What makes it valuable? This course includes the theoretical, methodological and practical concepts and skills needed to understand and evaluate today's vast information landscape. The course will focus primarily on information systems in the U.S., although several prominent examples of international information systems will also be included.

Access to quality data and information is at the heart of an informed and engaged populace. However, the skills required to process and make sense of data have historically been disproportionately held by state and corporate actors who often possess more resources to collect, store and analyze data than everyday people. This is particularly true in the context of surveillance technology, where use of data collected from such means is not equitably distributed, or equally advantageous. Through a framework of data democratization, this class will equip students with the skills needed to critically interrogate and use authentic data from a variety of open data sources to inform their personal decisions, including civic engagement and issue advocacy.

Introductory course which provides an overview of principles and practices of agricultural and development finance, from the perspectives of the business owner, lender, and policymaker. Topics include sources of capital, financing entry into agriculture, financial analysis, capital management, financial statements, credit instruments, loan analysis, and financial risk. Applications in farm investments, the Farm Credit System, crop insurance, and risk management.

This course is designed to equip CALS Global Fellows with the tools and knowledge to be prepared, effective, and cross-culturally competent during their summer internship placement. The course will encourage students to critically reflect on the objectives of an engaged experience and how it can influence academic and personal development. We will explore the invisible boundaries of working in global business, and NGO settings and examine cultural intelligence and cross-cultural dynamics, encouraging students to develop as future leaders in a variety of environments. Please anticipate at least four hours of additional group and individual time that includes meetings and/or consultations with program leadership, partners across campus, including past Global Fellows; and with the Global Fellows office team.

This course will examine the food system from an economic and business perspective. In the first part of the course, students will study the key economic and regulatory elements that affect the production of food. The second section will focus on the business aspects of food and beverage processing, distribution and retailing, and the material in the final section will focus on a range of contemporary business and economic issues that are relevant to consumers of food and beverages.

This course provides tutors with an opportunity to reflect on and refine their own tutoring practice, in the context of literature and theory about peer teaching and learning in an inclusive environment. Participants complete readings, participate in group discussions with hands-on practice and role-playing, conduct peer observations and debrief about those observations, and practice reflective journaling. Most sessions include discussion or sharing of e-Portfolios. Topics discussed in class include developing an active, student-centered tutoring practice, fostering a growth mindset and enhancing resilience in tutors and tutees, managing the unexpected, problem-solving, leading groups, and communicating productively across difference.

This course explores the management of farm and food enterprises, with a focus on topics, policies, and issues relevant to New York State agriculture. This course will cover management issues related to organization and context, farm and food policy, marketing, finances, operations, and human resources. To practice applying the concepts and tools learned in class, as well as to support NYS farm and food businesses, this course includes an engaged learning project. In working with your client business you will learn to appropriately use economic and business principles, as well as to employ clear communication strategies.

The College of Agriculture and Life Sciences (CALS) offers students opportunities for experiential and engaged learning through internships with organizations in communities and organizations locally, domestically, and internationally. While personal and professional growth happens during the internship itself, engaged learning theory suggests that intentional, scaffolded opportunities for reflection on those experiences is what enables transformative student learning and invites students to make connections between their individual actions and larger systems of global change. To that end, in this course students complete weekly reflection and skill building activities to intentionally discern what they have learned and continue building on that learning going forward. Students will summarize key course takeaways in a professional poster to be presented during the annual CALS Engaged and Experiential Learning Symposium.

An evaluation of the fundamental principles, structure, finance, management, and governance associated with cooperatively structured businesses, with an emphasis on agricultural cooperatives. Analyses of the cooperative business organization within the modern economy are emphasized through a mix of lectures, case study discussions, and engaged learning projects with cooperative industry clients.

All 4960 internship courses must adhere to the CALS guidelines at cals.cornell.edu/academics/student-research/internship. Students planning internships related to the discipline of a department are encouraged to enroll in the departmental internship course.

Independent study for undergraduate students.

Students learn and experience assisting in a course under the direction of a course instructor.

Independent research for undergraduate students.

The core course at Cornell in Washington is an engaged learning class that focuses on understanding and analyzing the professional experience of being in DC. Its primary purpose is to give students a chance to sunthesize the lessons of their internship work by examining and reflecting on that work, investigating the context and structures of the policy and political world with which they are engaging, and learning and practicing the professional forms of writing that the community uses. This process occurs through readings, written assignments, guest speakers, and signature events. An internship is required for the class.

This course will provide CALS professional master's students with career readiness, an integral part of achieving success upon degree completion. Career readiness can be defined as the attainment and demonstration of competencies that broadly prepare graduates for a successful career transition. This course will be taught with the Engaged Learning framework, which will give students the opportunity to integrate professional development skills into career and life experiences. Students will engage in interactive sessions covering various topics crucial to career readiness, including goal-setting strategies, networking techniques, strengths identification, application materials preparation, interviewing tactics, and negotiation skills. Additionally, students will participate in mock interviews and information interviews to refine their communication skills. Throughout the course, students will have opportunities to network with alumni, faculty, and industry professionals, fostering mutually beneficial relationships that can enhance their career prospects. By actively participating in this course and utilizing the resources provided, student will develop the confidence and readiness to navigate the complexities of the job market and embark on successful career paths.

The International Teaching Assistant Program's (ITAP) foundational course, ALS 5780, provides an opportunity for multilingual graduate students to develop the oral communication skills necessary to be successful in their graduate programs, with emphasis on the skills they may need for teaching in the Cornell classroom. Through weekly classes, conferences with instructors, peer feedback and weekly assignments, students will work on advancing their oral English comprehensibility, pronunciation accuracy and improve their impromptu speaking skills. This course is designed for those working towards meeting the Language Proficiency requirement for teaching at Cornell University.

The International Teaching Assistant Program (ITAP) supports all multilingual graduate students who are currently teaching or plan to teach in the future. Designed as a follow-up to ITAP's foundational course, this course involves highly interactive seminars, consultations with the instructor, and the development of a personalized set of language priorities to help students expand their spoken English proficiency.

The International Teaching Assistant Program's Directed Study course, ALS 5800, is designed for multilingual graduate students working toward meeting the Language Proficiency requirement for teaching at Cornell University. Through regular interaction with the instructor, participants will set goals and develop a personal plan of study to advance their English oral communication skills.

This course is the first in a sequence of two courses: ALS 5900, ALS 5910. Professional Master's students enrolled in this course will work with their advisor on the initial development of a final project to fulfill the requirements of their degree. This project may be an action program, the development of a plan to address a pertinent problem, the development of materials or methodology suited to the student's situation, or the development and execution of research appropriate to the profession. The project highlights the integration of coursework and skills acquired during the degree program.

This course is the last in a sequence of two courses: ALS 5900, ALS 5910. Professional Master's students enrolled in this course will work with their advisor to finalize a project in fulfillment of the requirements of their degree. The student will analyze and summarize the results of their work. The successful completion of this course indicates the degree project has been finished, reviewed, and approved by the student's field.

This course uses theater techniques to help graduate students enhance their classroom teaching and public speaking in both formal and informal environments. Using the storytelling and character-development techniques of theatrical improvisation, participants will build decision-making skills and their ability to think creatively under pressure through engaging exercises. The goals for this course are to enhance teaching presence in the classroom, form a learning community, and build the confidence necessary to connect with a variety of audiences in a range of educational settings. Participants will design and present a short lesson or talk.

This course will help you design and facilitate excellent learning experiences for students at the college level. You will be invited to choose a course that you might teach in the future and design elements of this course based on principles and research about how people learn best. Our meetings will be highly interactive with opportunities to practice teaching strategies and offer each other feedback.

The assessment of student learning is a critical skill set for faculty at U.S. colleges and universities. Too often, faculty members have little to no exposure to this important topic until they begin their academic teaching careers. This course-a complement to ALS 6015: The Practice of Teaching in Higher Education-addresses topics including: principles and frameworks of assessment, course-based assessment methods and technologies, curricular integration of assessment, and social and political issues in assessment.