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Improves the study and learning skills of incoming first-year students. Emphasis is placed on acquisition of skills necessary to achieve academic success. Topics include time management, note taking, mapping, textbook comprehension, exam preparation, and exam strategies. The application of theory to the demands of Cornell course work is stressed.

This course provides students with practical tools to reflect on and enhance their academic well-being. Students create a personalized academic success plan and enact it in a supportive, facilitated, community environment. Literature and theoretical underpinnings that inform academic well-being will be discussed. Students will use reflections to develop plans and demonstrate growth. Outside-of-class assignments include readings, weekly writing assignments, and the development of strategies to effectively use tutoring and office hours in all their classes.

In this course, students evaluate who they are as learners, explore different aspects of the science of learning, determine conditions that improve their well-being and learning, and identify strategies to recover from setbacks. Students will learn about evidence-based learning strategies, and will practice different approaches to time management, sleep and stress management, test preparation and study skills. Through self-reflection and teamwork, students will develop greater self-awareness and will be able to evaluate themselves and take positive steps in their academics and personal well-being.

Topics in the Health Equity First-Year Writing Seminar examine the biological, cultural, environmental, policy and societal factors that allow all humans to lead healthy lives, and the factors that create health inequity and equity. Students will engage with a variety of reading materials and writing styles to develop their communication skills and tools for achieving health equity for all humans. Topics vary by semester.

Topics in the Sustainability & Society First-Year Writing Seminar examine the dynamic and interconnected relationship between humans and the environment, with a focus on how humans shape, and are shaped by, the environment. Students will engage with a variety of reading materials and writing styles to explore diverse perspectives and possibilities for cultivating a resilient and sustainable society. Topics vary by semester.

Topics in the Technology & Human Flourishing; First-Year Writing Seminar focus on the role of technology in addressing societal challenges and enhancing the human condition, across various fields such as healthcare, design, or sustainability. Students will engage with a variety of reading materials and writing styles that analyze, inform and advocate for technology as a transformative tool for improving human well-being. Topics vary by semester.

The Human Ecology Peer Partnership Program provides mentorship through a network of faculty and upper-class students to incoming students during their first semester. Students receive 1 credit S/U for their participation in the program. Students meet weekly for 2-3 hours with their mentors and every other week, the faculty partner meets with the group.

This 1-credit, S/U course is an advising seminar that orients new students to Human Ecology and Cornell, including knowledge and strategies of how to be successful in college. The class prioritizes opportunities for students to explore identity and belonging and situate their academic and career pathways within their contexts of their values and goals. Through readings, written reflections, and in-class discussions, students will develop a four-year plan, foster skills to direct their own learning, gain familiarity with Cornell's code of academic integrity, and learn strategies to balance academic success, health and wellbeing. Students also practice skills to engage responsibly with others across diverse perspectives and to be able to learn with and from their communities, both on and off campus.

This course introduces students to the mission, history, values, and curricular and co-curricular programs of Human Ecology. The course will complement learning within majors by offering a broader perspective on the framing of social problems through a multidisciplinary lens. Students are introduced to equitable community partnership practices. Finally, the course offers the opportunity to forge connections with peers and faculty across the College.

The historic and current mission of the College of Human Ecology is to improve human life. This course will introduce students to the social, historical, economic, and political structures that create barriers to people being able to live good lives. In an effort to seek positive solutions, this course takes an interdisciplinary approach to examine the impact of racism and other forms of injustice, and identifies factors that confer protection from the impact of these forces, as well as structures that facilitate justice and support human thriving. With a focus on health, nutrition, design, and human development, and within the framework of the social-ecological model, the course will explore how social systems influence how people interact with their environments in different contexts and across the lifespan.

In recent years scholars have produced an abundance of research demonstrating the potential impact of having a sense of purpose in life. From increased psychological well-being and net worth to decreased risk of mortality, there is evidence that purpose is related to outcomes that matter to most people. Though these findings are well-documented in the empirical literature, there is a need for people to work with individuals and communities outside of academia to translate existing research into applications that are practical, relevant, and accessible. The primary aim of this course is to offer students an introduction to the science of purpose with the goal of being able to share this knowledge and co-create new knowledge with communities that might benefit from it. Students will be supported in developing skills for communicating about research with groups and individuals that might apply relevant findings in their own lives, organizations, and/or communities. Though our focus will be on translating the science of purpose in life in particular, we anticipate that these skills will be applicable for communicating about other types of research as well.

This introductory course explores the multidisciplinary field of clinical and translational science. It includes instruction and opportunities for application of translational science frameworks, underlying principles, and diverse methods of inquiry. Class meetings include: lecture, discussion, and small group activities. Students will be challenged to make translational science relevant to their educational and career goals.

The primary objective of the mentoring course is to encourage high standards of scholarship and leadership in the College of Human Ecology through peer mentorship. The program provides peer mentors with the opportunity to reflect on their practice while encouraging high quality achievement, professional ethics and devotion to services in this area of the sciences.

This proseminar will include a small group of students participating in the BCTR Scholars Program (BSP) to meet regularly to discuss the connection between course materials and their experiences in the BSP program. This seminar will be semi-structured around the weekly discussion questions posted by BSP student to be responsive to their interests and the direction that they would like the discussion to move toward. Students will be expected to discuss how the course material may connect with their upcoming experiences in community agencies (BSP students are placed in agencies during the summer), and how the course and the BSP connect to their educational and career aspirations. Guest faculty and project leaders working with community partners will be invited to join these proseminars, and specific individuals will be recruited based on availability and BSP student's expressed topical interests.

The BCTR Scholars is a one-year scholars program offered through the Bronfenbrenner Center for Translational Research for Human Ecology first-years, sophomores, and juniors. Students begin in the spring and complete a community-engaged summer experience. In this 7-week fall course, students will reflect on the learnings from the spring and summer and apply them to next steps for their community partner organizations and their own Cornell careers as students.

For study that predominately involves data collection and analysis, or laboratory or studio projects.

Human Ecology students may extend their experience off-campus with exchange programs. Students should meet with their academic advisors or student development counselors to discuss their options.

This course provides academic credit to students working with a community partner, working in an unpaid position, on an engaged learning project. Students are required to complete pre-engagement preparation, regular reflections, and to document the culmination of their experience.

Translational research involves the bidirectional transfer of knowledge between research and practice. In this course, students will learn and apply research on a special topic within translational research and learn with and from community partners. Each section has a unique topical and partnership focus.