Courses of Study 2019-2020 [ARCHIVED CATALOG]
Course Descriptions
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VTMED—Veterinary Medicine Professional Curriculum |
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VTMED 6739 - Overview of Complementary Therapies in Veterinary Medicine
Spring. 0.5 credits (may be repeated once for credit). S/U grades only.
Enrollment limited to: fourth-year veterinary students.
M. Smith.
This course will introduce the veterinary student to numerous complementary and alternative modalities currently being offered by veterinarians or requested by clients. Concerns and controversies will be discussed for each modality, along with how training can be acquired. Topics will include acupuncture, chiropractic, herbal medicine, rehabilitation and physical therapy, philosophies of energy medicine, homeopathy, integrative nutrition and nutraceuticals. Critical evaluation of the evidence for efficacy of these treatments will be emphasized, along with the current understanding of the contribution of the placebo effect to apparent response to treatment.
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VTMED 6740 - Seminar in Topics of Global Veterinary Medicine
Spring. 0.5 credits. S/U grades only.
Enrollment limited to: first-, second-, and third-year veterinary students.
P. Maza.
This course is a seminar course that allows students to present their work in international veterinary medicine, and to discuss aspects of interest of global or international veterinary medicine among their peers. It will be a forum to present previous work and generate ideas for future international projects. Students will create and deliver presentations describing their experiences in projects in areas abroad during veterinary school. These presentations may be summaries of their clinical work or research, or presentations of topics such as animal welfare issues or socioeconomic issues of veterinarians in countries abroad. Students who have not been on a trip abroad may write about a topic of interest in a geographic area of interest, such as emerging diseases and outbreaks, cultural issues regarding animal care, etc.
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VTMED 6741 - Wellness and Sterilization Clinics Abroad
(CU-CEL, CU-ITL)
Fall, Spring, Summer. 1-2 credits, variable (may be repeated for credit). S/U grades only.
Enrollment preference given to: fourth- and third-year students; second- and first-year students as needed.
P. Maza.
This course aims to provide students an opportunity to build clinical skills in settings abroad. Working with local grassroots animal welfare organizations and pet owners in small communities, we will learn how to communicate with them to take medical histories and educate them on aspects of pet health and wellness, and learn more about the human/animal bond in other countries. Students will participate in sterilization surgery procedures with supervision and instruction of veterinarians. Participants will also have opportunities to learn about local cultures and veterinary issues in the areas visited.
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VTMED 6743 - One Health: Conservation with Communities
(CU-CEL, CU-ITL)
Spring. 2 credits. Letter grades only.
Prerequisite: VTMED 6735 . Enrollment limited to: second- and third- year veterinary students. DVM students interested in the summer engaged learning program (VTMED 6744 ) should see Dr. Radcliffe.
D. Bowman, J. Felippe, R. Radcliffe.
This course integrates life sciences, social sciences, medical sciences, and the humanities to explore the concept of “One Health”, the idea that the health of the environment, animals and people are all inextricably linked. The course provides a comprehensive framework that will enable students to critically examine their perspectives and expand their view of the world, skills that are essential to a career in interdisciplinary Conservation Medicine. This course is also offered to undergraduate students, and preparatory for a summer course under the Cornell’s Engaged Learning Program.
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VTMED 6744 - One Health Laboratory: Conservation with Communities Field Experience
(CU-CEL, CU-ITL)
Summer. 3 credits. S/U grades only.
Prerequisite: VTMED 6743 . Permission of instructor required. Enrollment limited to: second- and third- year veterinary students. DVM students interested in this summer engaged learning program should see Dr. Radcliffe.
D. Bowman, J. Felippe, R. Radcliffe.
The “One Health Laboratory” field course is organized in 2 courses (enrollment in both is required): Part I is the engaged-learning experience at one of the field sites in Indonesia (Ujong Kulon National Park) or Africa (Jane Goodall Institute in Republic of Congo or Uganda). The format for the field course is an applied research project that will further understanding of a problem in conservation that has impact for local people in farming or forestry conservation that has impact for local people in farming or forestry communities, and the wild species that share these working landscapes. Students will be chose during the required course “Conservation with Communities for One Health” and work in teams (1 DVM, 2 undergraduate students for each field site).
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VTMED 6745 - One Health: Conservation with Communities- Seminars
(CU-CEL, CU-ITL)
Fall. 1 credit. S/U grades only.
Prerequisite: VTMED 6743 and VTMED 6744 . Permission of instructor required. Enrollment limited to: second- and third- year veterinary students.
D. Bowman, J. Felippe, R. Radcliffe.
The “One Health Laboratory” Part 2 is a fall semester debriefing course in with students will reflect and expand learning through presentations of projects (seminars) and experiences, case-directed discussions using experiential journal notes and topical readings from relevant literature, and student-led discussion of impacts/solutions to local problems, with participation of listed faculty and community partners.
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VTMED 6746 - Food Animal Welfare
Spring. 1 credit. S/U grades only.
Enrollment limited to: first- and third-year veterinary students.
C. McDaniel, M. Smith.
This one credit S/U course will provide an overview of current topics in food animal welfare. Emphasis will be placed on veterinary issues and public perceptions of welfare of swine, poultry, small ruminants, and beef and dairy cattle. Transport, slaughter, and euthanasia of all species will also be addressed. A welfare audit exercise will be conducted at the Veterinary College Teaching Dairy. Each student will be asked to do in-depth reading on a topic of importance to industry and veterinarians and to prepare a 3 to 5 page paper.
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VTMED 6748 - Expanding Horizons
(CU-CEL, CU-ITL)
Summer. 1-4 credits, variable. S/U grades only.
Permission of instructor required based on required written application.
A. Travis.
The Expanding Horizons course offers Cornell Veterinary students an opportunity to experience veterinary medicine in a developing country. Students spend a portion of a summer (usually 8-9 weeks) in these countries engaged in either veterinary research or in a hands-on veterinary experience. It is the student’s responsibility to identify contacts and projects in the country in which they want to work, although College faculty and the Office of Student and Academic Services will work with students to help them identify contacts and prepare for their experience.
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VTMED 6749 - Agile Innovation in Animal Health-Hackathon
Spring. 1 credit. S/U grades only.
Enrollment limited to: veterinary students.
W. Sin, J. Korich.
The course will focus on the challenges and opportunities related to animal health entrepreneurship and innovation. Students will gain a broader perspective of both the challenges (e.g., organizational and institutional) and opportunities (e.g., unmet customer needs and possibilities for future ventures) in this sector. Students will learn and apply team innovation processes, business model innovation, design thinking, creativity management, product pitches, data analysis, critical thinking, and product innovation.
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VTMED 6750 - The Healer’s Art
Spring. 0.5 credits. S/U grades only.
Enrollment limited to: first-, second-, and third-year veterinary students.
J. Morrisey, M. Miller, R. De Matos.
Compassion fatigue in veterinary medicine has effected a broad search for etiologies and effective educational interventions. Recent research suggests that finding personal meaning in ones’ daily work is highly correlated with diminished compassion fatigue (lack of meaning is considered a main cause of compassion fatigue). The Healer’s Art is a nationally recognized curriculum that provides opportunities to explore meaning and helps participants to develop self-care and to establish a foundation for resilience. Through an interactive, process-based program, participants can create a supportive and judgment-free community, allowing inquiry between DVM students and graduate DVM facilitators. This course is scheduled in the evening to prevent conflict with other courses and to allow a more relaxed and stress free time for self-reflection, discovery and sharing.
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VTMED 6896 - Topics in Veterinary Medicine
Fall, Winter, Spring, Summer. .5-4 credits, variable. S/U grades only.
Staff.
This course provides an opportunity for faculty to pilot a new course, or to offer a new course on a temporary basis and/or after the deadline for course submission has passed.
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VTMED 6897 - Teaching Projects in Veterinary Medicine
Fall, Winter, Spring, Summer. 0.5-3 credits, variable. S/U grades only.
See application for guidelines.
CVM Faculty.
This is a variable credit course in which students contribute to the teaching of a course in the veterinary curriculum (VTMED). Student responsibilities may include providing instructional support in laboratories, preparing teaching material, giving presentations, providing feedback to students on assignments, grading, or performing other appropriate tasks. Students are assessed based on the quality of performance in their responsibilities. Students a required to submit a brief reflection summarizing what they have accomplished and learned as a result of the teaching project. Projects must be submitted via the online application process before the first day of the term.
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VTMED 6898 - Special Projects in Veterinary Medicine
Fall, Winter, Spring, Summer. 0.5-3 credits, variable. S/U grades only.
See application for guidelines.
CVM Faculty.
Students work individually with a CVM faculty member to pursue an area of particular interest that is not part of the established curriculum. Specific course objectives and course content should be relevant to career interests in veterinary medicine and should reflect the expertise of the faculty. Students are required to submit a brief reflection summarizing what they accomplished and learned as a result of the special project. Projects must be submitted via the online application process before the first day of the term.
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VTMED 6899 - Research Projects in Veterinary Medicine
Fall, Winter, Spring, Summer. 0.5-3 credits, variable. S/U grades only.
See application for guidelines.
CVM Faculty.
Students work individually in the research environment of a CVM faculty member involved in veterinary or biomedical research. Specific course objectives and course content should be relevant to career interests in veterinary medicine and should reflect the expertise of the faculty. Students are required to submit a brief reflection summarizing what they accomplished and learned as a result of the research opportunity. Projects must be submitted via the online application process before the first day of the term.
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VTPMD—Vet Med Population Medicine & Diagnostic Services |
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VETMI 6112 - Cases in Infectious Disease & Health
Fall. 1 credit. Letter grades only.
Recommended prerequisite: undergraduate biology and chemistry. Enrollment limited to: MPH students; and graduate students by permission of instructor.
G. Whittaker, Staff.
This case-based course will focus on small group and applied learning. Subjects under discussion will cover the infectious agents important for public health, including the major viral, bacterial and parasitic agents in health and disease for humans, and involved in zoonosis from animals.
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VTPMD 1200 - Public Health Today: Sustainability, Equity, and Engagement
Summer. 3 credits. Letter grades only.
Open to: undergraduate and high school students.
Taught via asynchronous distance learning.
G. Meredith, A. Patchen, C. Yancey.
Public health is on everyone’s mind. Come learn about the diverse field of public health and put your learning into action. Students will be introduced to the 10 essential services of public health, and will use them to examine the dynamics of public health through case studies related to sustainability, emerging diseases, health equity, and choice topics.
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VTPMD 2990 - Undergraduate Research in Epidemiology
(CU-UGR)
Fall, Spring, Summer. 1-3 credits, variable. Letter grades only.
Prerequisite: one year of basic biology (score of 5 on Biology Advanced Placement Examination of College Entrance Examination Board or BIOG 1000 level) or permission of instructor. Enrollment limited to: undergraduate students. Minimum 120 hours of lab time expected.
R. Bicalho, Y. Grohn, R. Ivanek, J. McArt, H. Mohammed, D. Nydam, P. Carney, S. Mann.
Mentored research apprenticeship program designed to give laboratory experience in applied epidemiology to qualified unmatriculated high school students (participating in Cornell Summer College) or Cornell underclassmen. Students are placed in a research laboratory with a designed project under the direct supervision of a research associate (upper-level graduate student, post-doc, or faculty member). Students are graded on preparation, participation in laboratory, academic life, and appropriate acquisition of techniques. At the end of the six-week session, they are expected to give a brief (15- to 20-minute) oral presentation on their work and submit a manuscript in a form suitable for publication. The faculty director of the laboratory has ultimate responsibility for evaluating each student’s work and assigning the grade.
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VTPMD 6101 - Public Health Foundations I
(CU-ITL, CU-SBY)
Fall. 3 credits. Letter grades only.
Enrollment limited to: MPH students; and graduate students by permission of instructor.
G. Meredith, G. Safi, A. Travis, I. Weisfuse.
This course will introduce students to the history and role of public health, and will set the foundation of public health practice on the two guiding paradigms: the 10 essential public health functions, and the One Health/Planetary Health approach to public health prevention and problem solving. Students build their public health competency via investigating a breadth of public health issues, including both chronic and infectious disease, and the impact of our environment and climate on disease spread, acquisition, and impact.
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VTPMD 6102 - Public Health Foundations II
(CU-ITL, CU-SBY)
Spring. 3 credits. Letter grades only.
Prerequisite: VTPMD 6101 . Enrollment limited to: MPH students, graduate and professional students and seniors by permission of instructor and successful completion of VTPMD 6101 .
A.G. Safi, I. Weisfuse.
This course will reinforce and expand upon learning from Public Health Foundations I by addressing the multi level drivers of health and behavior from genetics to Planetary Health considerations. A solutions focus with attention to social determinants of health and an expanded socio-ecologic model will drive the course conceptually. We will address the ways these multi level drivers can be a source for interventions, give attention to the scale and impact of these interventions, and discuss reasons for their success or failure. Students will further develop their public health competence through a variety of presentations, papers and projects by applying key concepts and systems thinking to assess and address issues of public health importance domestically and globally.
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VTPMD 6103 - Public Health Ethics and Leadership
(CU-CEL)
Spring. 1 credit (Fall); 2 credits (Spring). Letter grades only.
Enrollment limited to: MPH students; and graduate students by permission of instructor.
G. Meredith.
This course will help build a student’s professional toolkit such that they have the tools to enter the public health workforce and excel in leadership and management roles, including navigation of ethical situations and challenges. The course will introduce students to the key elements of leadership and professionalism, and will characterize the elements within the public health practice context via case studies, guest speakers, and a research paper.
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VTPMD 6104 - Epidemiology in Practice
Fall. 3 credits. Letter grades only.
Corequisite: VTPMD 6105 or BTRY 6010 . Enrollment limited to: MPH students; and graduate students by permission of instructor.
K. Cummings.
This applied course will cover foundational concepts of epidemiology, including data collection, measures of disease frequency and association, diagnostic testing, bias, and study design.
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VTPMD 6105 - Biostatistics for Health Sciences
Fall. 3 credits. Letter grades only.
Enrollment limited to: MPH students and graduate students by permission of instructor.
Y. Li.
Teaches statistical concepts and application for health related data analysis. The course will relate health and biological sciences data back to Gaussian, non-Gaussian, Poisson, Binomial, and other distributions. Topics in descriptive statistics include summary measures, measure of association, concepts related to data distribution, and confidence intervals. Topics related to analytical analysis include categorical data, parametric and non-parametric population comparisons and correlation, and regression techniques. Students will be exposed to a variety of software packages, but will also be expected to calculate the simple statistical approaches as well. Emphasizes the understanding of statistical concepts and application and the structure of health data.
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VTPMD 6106 - Advanced Epidemiologic Methods
Spring. 2 credits. Letter grades only.
Prerequisite: VTPMD 6104 . Enrollment limited to: second-year MPH students.
K. Cummings, K. Havas.
This course will introduce students to statistical methods commonly used to analyze epidemiologic data and to understand advanced epidemiologic concepts necessary to interpret the results. By the end of the course, students will be able to properly use and interpret linear regression, logistic regression, Poisson regression, and survival analysis.
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VTPMD 6121 - Food Systems and Health
(CU-ITL, CU-SBY)
Fall. 3 credits. Letter grades only.
Enrollment limited to: MPH students; and graduate students by permission of instructor.
K. Fiorella, R. Nelson.
The goal of this course is to introduce concepts, theories and methods from multiple disciplines to provide students with an understanding of connections between food systems and health. Students will explore the complex interconnections of food systems and public health needs and learn from interdisciplinary experts and professionals in the fields of local and international public health, economics, sociology, and environment.
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VTPMD 6181 - Public Health Practice - Assessment
(CU-CEL)
Fall. 3 credits. Letter grades only.
Enrollment limited to: MPH students; and Graduate students by permission of instructor.
E. Fox, C. Yancey.
Via this seminar, students will gain an understanding of the importance of comprehensive assessment of a public health need. Students will be exposed to, and expected to practice, assessment methods that are relevant to the field of public health, including literature reviews, secondary data analyses, surveys, interview and focus groups, and simple research. This will be practiced via in-depth discussion of real-life cases, and by self-directed research, team-work, and peer review.
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VTPMD 6182 - Public Health Practice - Planning
(CU-CEL, CU-ITL, CU-SBY)
Spring. 3 credits. Letter grades only.
Prerequisite: VTPMD 6181 . Enrollment limited to: MPH students; and Graduate students by permission of instructor.
L. Francis, E. Fox, G. Meredith.
Via this seminar, students will gain an understanding of the elements of needs‐ and evidence‐based public health program and/or response planning, and will design a public health project/response to address a defined need related to prevention, treatment, and/or care. This course will cover the core elements of program planning, including concept mapping, logic models, work plans, Gantt charts, and basic budgets and staffing plans. This will be practiced via in-depth discussion of real‐life cases, and by self‐directed research, planning, grant writing, and peer review.
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VTPMD 6183 - Public Health Practice - M&E/CQI
(CU-CEL)
Fall. 3 credits. Letter grades only.
Prerequisite: VTPMD 6181 and VTPMD 6182 . Enrollment limited to: MPH students; and Graduate students by permission of instructor.
L. Francis, K. Hanson.
Via this seminar, students will gain an understanding of the value and process of implementing routine monitoring and evaluation and continuous quality improvement with public health interventions. This will be practiced via in‐depth discussion of real-life cases, and by self‐directed research, planning, and peer review, including development of a M&E/CQI plan that could be implemented for a real project.
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VTPMD 6184 - Public Health Practicum
(CU-CEL, CU-SBY, CU-IT)
Fall, Spring. 1-3 credits, variable. Letter grades only.
Enrollment limited to: MPH students; and Graduate students by permission of instructor.
A. Baker, G. Meredith.
This course will allow students to demonstrate and examine how they apply their public health knowledge and skills via real-life hands-on public health projects in collaboration with a public health mentor. Students will develop a portfolio of practice that demonstrates learning, growth, and competence required of a public health practitioner.
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VTPMD 6191 - Public Health Communications
(CU-SBY)
Fall. 2 credits. Letter grades only.
Enrollment limited to: MPH students; and Graduate students by permission of instructor.
G. Safi.
In this course, students will develop an evidence‐based poster and/or presentation based on their practicum work, and will practice their public health communication skills (written, visual, oral) in a forum of their peers and future colleagues: an annual symposium. Students will need to follow all parameters for the Public Health Symposium, including formal submission of an abstract. Students will be expected to present strong content, and will be evaluated on their data visualization, oral and written public health communication, presentation skills, and overall professionalism.
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VTPMD 6192 - Public Health Integrated Learning Experience
(CU-CEL, CU-ITL, CU-SBY)
Fall, Spring. 2 credits. Letter grades only.
Enrollment limited to: MPH students; and Graduate students by permission of instructor.
A. Baker, A. Patchen, MPH Staff.
In this course, students will develop a final and substantial written document that demonstrates their integrated and applied competence as a soon-to-be public health practitioner. This final document should demonstrate student understanding and alignment with the 10 essential public health functions, commitment to addressing public health in line with the Cornell MPH pillars, and competence a number of domains. The final document may take various forms, as long as the criteria are covered, including a project summary report, a grant application/project proposal, a project improvement, a policy analysis and plan, etc.
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VTPMD 6193 - Special Topics in Public Health
Fall, Spring, Summer. 1-5 credits, variable. Student option grading.
Enrollment limited to: MPH students; and Graduate students by permission of instructor.
G. Meredith, MPH staff.
Students work individually with a faculty member to pursue an area of particular interest that, typically, is not part of the established curriculum. Specific course objectives and course content are flexible and reflect the expertise of the faculty.
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VTPMD 6194 - Public Health Colloquium
Spring. 1 credit. S/U grades only.
Enrollment limited to: MPH Students and Graduate students with permission of instructor.
G. Meredith, MPH staff.
Practitioners in the field of public health discuss current, cross-cutting issues affecting scholarship and practice.
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VTPMD 6250 - Evolutionary Genomics of Bacteria
Spring. 1 credit. Student option grading.
Enrollment limited to: graduate students.
M. Stanhope.
Comparative genomics of bacteria is a valuable approach to deriving information on pathogenesis, antibiotic resistance, host adaptation, and genome evolution. This course provides an evolutionary perspective on comparative bacterial genomics, focusing in particular on pathogens of human and agricultural importance. The course includes lectures, discussion of relevant scientific literature, and hands-on bioinformatics exercises.
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VTPMD 6640 - Introduction to Epidemiology
Fall. 3 credits. Letter grades only.
Corequisite: BTRY 6010 or permission of instructor.
R. Ivanek-Miojevic.
Course covers fundamental epidemiology concepts and methods in the investigation of determinants of health or disease in populations. Topics include causation, measures of disease frequency and association, sampling methods, selection and interpretation of diagnostic tests, type and characteristics of observational and controlled studies, and bias and confounding.
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VTPMD 6650 - Study Designs
Spring. 2 credits. Student option grading.
Prerequisite: VTPMD 6640 , BTRY 6010 .
H.O. Mohammed.
Design and interpretation of cross-sectional, case-control, and cohort studies (including controlled clinical trial). Design issues include sample size, bias, and relative advantages and disadvantages. Course objectives are to (1) know the difference between different epidemiologic study designs and relative advantages and disadvantages of each; (2) given a problem (usually a field situation), be able to design an appropriate epidemiologic study; (3) be able to effectively analyze and criticize published epidemiologic studies. Consists of lectures on the principles of epidemiologic study design and related issues (sample size calculations, validity and precision, and identification and minimizing of bias); basic analysis of epidemiologic data; and discussion of published epidemiologic studies. These include observational cohort studies (prospective and retrospective), crosssectional studies, case-control studies, and hybrid studies (ambidirectional and other hybrid designs).
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VTPMD 6660 - Advanced Methods in Epidemiology
Fall. 3 credits. Student option grading.
Prerequisite: VTPMD 6650 , BTRY 6020 .
Y.T. Grohn.
Concepts introduced in VTPMD 6640 and VTPMD 6650 are developed further, with emphasis on statistical methods. Topics include interaction, effect modification, stratified analysis, matching and multivariate (logistic regression) methods, survival analysis, repeated measures, and strategies for the analysis of epidemiologic data.
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VTPMD 7020 - Special Topics in Infectious Diseases
Fall, Spring. 1-3 credits, variable. Student option grading.
Permission of instructor required.
Staff.
Offers a broad exposure to various aspects of infectious diseases.
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VTPMD 7080 - Epidemiology Seminar Series
Fall, Spring. 1 credit. S/U grades only.
K. Cummings, Y.T. Grohn, R. Ivanek, H.O. Mohammed, Epidemiology Faculty.
Discusses advanced theoretical and analytical epidemiologic concepts and techniques.
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VTPMD 7081 - Cornell Dairy Center of Excellence Seminar Series
Spring. 1 credit. S/U grades only.
E. Goldberg.
This twice monthly seminar series covers a broad range of dairy industry topics including preventative medicine and herd health, dairy production management, food safety, epidemiology, worker training, industry relations and more. Seminar speakers will include Cornell faculty and invited guests. The series is sponsored by the Cornell Dairy Center of Excellence (dairy.cornell.edu) which exists to connect the over 100 faculty and staff at Cornell with expertise in the dairy industry. These experts engage in research, extension outreach and teaching and come from many Cornell departments. The goals of the Center include facilitating collaboration and funding opportunities, enhancing the visibility of dairy expertise at Cornell, and improving teaching and the dairy education experience for both students and stakeholders, within and beyond our land-grant colleges.
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VTPMD 7660 - Graduate Research
Fall, Spring, Summer. 1-6 credits, variable. S/U grades only.
Permission of instructor required. Enrollment limited to: master’s and Ph.D. students.
Y.T. Grohn, D. Van Nydam.
Enables students outside the section of epidemiology to receive graduate research credits for projects with epidemiological components.
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VTPMD 7990 - Independent Studies in Epidemiology
Fall, Spring. 1-3 credits, variable. Student option grading.
R. Bicalho, P. Carney, Y. Grohn, R. Ivanek, J. McArt, H. Mohammed, D. Nydam, S. Mann.
The purpose of this course is to investigate an epidemiologic topic with one of the instructors. It provides experience in problem definition, research design, and the analysis of epidemiologic data.
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WOLOF—Wolof |
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WOLOF 1117 - Elementary Wolof I
Fall. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Columbia University using videoconferencing technology.
M. Sy.
Wolof is an African language. It is widely spoken in West Africa in countries such as Senegal, The Gambia and Mauritania. Wolof is the most widely spoken language in Senegal. There are strong historical and contemporary links between the African American experiences and West Africa. Senegal and Wolof are important links in these experiences. Wolof has some influence on some West European languages. Banana is a Wolof word and it is also an English word! Study Wolof, Know Africa and Know the world!
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WOLOF 1118 - Elementary Wolof II
Spring. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Columbia University using videoconferencing technology.
M. Sy.
Wolof is an African language. It is widely spoken in West Africa in countries such as Senegal, The Gambia and Mauritania. Wolof is the most widely spoken language in Senegal. There are strong historical and contemporary links between the African American experiences and West Africa. Senegal and Wolof are important links in these experiences. Wolof has some influence on some West European languages. Banana is a Wolof word and it is also an English word! Study Wolof, Know Africa and Know the world!
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WOLOF 2118 - Intermediate Wolof I
(GB) Satisfies Option 1.
Fall. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Columbia University using videoconferencing technology.
M. Sy.
Wolof is an African language. It is widely spoken in West Africa in countries such as Senegal, The Gambia and Mauritania. Wolof is the most widely spoken language in Senegal. There are strong historical and contemporary links between the African American experiences and West Africa. Senegal and Wolof are important links in these experiences. Wolof has some influence on some West European languages. Banana is a Wolof word and it is also an English word! Study Wolof, Know Africa and Know the world!
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WOLOF 2119 - Intermediate Wolof II
(GB) Satisfies Option 1.
Spring. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Columbia University using videoconferencing technology.
M. Sy.
The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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WRIT—Writing Program |
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WRIT 1001 - Academic Writing Workshop
Fall, Spring, Summer. 1 credit. S/U grades only.
Permission of instructor required. Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.
T. Carrick, T. Wheelwright.
This academic writing workshop is designed for students who have faced significant challenges meeting the expectations of college-level writing. Students will explore what it means to read and meaningfully engage with scholarly texts and to develop an academic inquiry. WRIT 1001 provides a small-scale learning environment for students to learn and practice strategies for drafting and revising and for producing clear and precise academic prose.
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WRIT 1011 - Academic Writing
Summer. 3 credits. Student option grading.
Prerequisite: placement by exam. Not a First-Year Writing Seminar. Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.
Staff.
Academic writing with an emphasis on improving organization, grammar, vocabulary, and style through the writing and revision of short papers. Frequent individual conferences supplement class work. This course is suitable for students who are still in high school or have just graduated and whose schooling has been in languages other than English.
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WRIT 1034 - Writing Workshop
Summer. 3 credits. S/U grades only.
Enrollment limited to: Students enrolled in the Prefreshman Summer Program. Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.
T. Carrick.
This writing seminar is designed for students who need more focused attention to master the expectations of academic writing. The course emphasizes the analytic and argumentative writing and critical reading essential for university-level work. With small classes and weekly student/teacher conferences, each section is shaped to respond to the needs of students in that particular class.
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WRIT 1037 - Tutorial in basic English and Composition
Fall. 3 credits. S/U grades only.
Permission of instructor required. Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.
T. Carrick.
This writing seminar is designed for students who need more focused attention to master the expectations of academic writing. The course emphasizes the analytic and argumentative writing and critical reading essential for university-level work.
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WRIT 1038 - Tutorial in basic English and Composition
Spring. 3 credits. S/U grades only.
Permission of instructor required. Students should contact their college for the most up-to-date information regarding if and how credits for this course will count toward graduation and/or be considered regarding academic standing.
T. Carrick.
This writing seminar is designed for students who need more focused attention to master the expectations of academic writing. The course emphasizes the analytic and argumentative writing and critical reading essential for university-level work.
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WRIT 1100 - Prison Partners Library Research
Fall, Spring (weeks 8-14). 1-2 credits, variable. S/U grades only.
This course is encouraged for, but not limited to: CPEP Teaching Assistants.
H. Furnas.
This course introduces students to library research and facilitates collaboration with incarcerated students. Students will learn how to search for and gather relevant sources in a variety of online and print formats and complete an annotated bibliography. In addition to finding and evaluating academic materials, students enrolled in this class will be supporting the incarcerated students receiving their Certificate in the Liberal Arts via the Cornell Prison Education Program (CPEP), who otherwise would not have access to academic research materials to complete their capstone projects. By partnering with incarcerated students, students enrolled in the class will collaboratively define and refine a research topic, and share the knowledge they have learned in this class with CPEP students. One-credit for students enrolled in the classroom portion only with an additional credit for those enrolled in the lab portion that requires students to visit a regional correctional facility to meet with their incarcerated student partner.
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WRIT 1340 - FWS: An Introduction to Writing in the University
Summer. 3 credits. S/U grades only.
Permission of instructor required. Enrollment limited to: 6 students per section. First-Year Writing Seminar.
Staff.
This writing seminar is designed for students who need more focused attention to master the expectations of academic writing. Emphasizes the analytic and argumentative writing and critical reading essential for university-level work. With small classes and weekly student/teacher conferences, each section is shaped to respond to the needs of students in that particular class.
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WRIT 1370 - FWS: Elements of Academic Writing
Fall. 3 credits. Letter grades only.
Enrollment limited to: 12 students per section. First-Year Writing Seminar.
Staff.
The Writing 1370 classroom is a dynamic workspace where students assemble the scholarly tools necessary to explore complex, interdisciplinary questions. Because Writing 1370 is designed as a workshop, students develop the analytic and argumentative skills fundamental to interdisciplinary reading, research, and writing by collaborating with peers to pose questions, examine ideas, and share drafts. With smaller class sizes, two 50-minute class sessions and weekly student/teacher conferences, Writing 1370 provides an individualized setting for students to learn flexible and sustainable strategies for studying the essential elements of academic writing and for producing clear, precise academic prose that can address a variety of audiences and meet diverse rhetorical aims.
| Fall. |
Food for Thought |
T. Carrick |
| Fall. |
Connecting Cultures |
D. Evans |
| Fall. |
Writing Back to the News |
K. King-O’Brien |
| Fall. |
Language, Identity, and Power |
K. Navickas |
| Fall. |
Environmental Problems and Solutions |
J. Sands |
| Fall. |
Metaphor in Arts, Science, and Culture |
B. Zukovic |
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WRIT 1380 - FWS: Elements of Academic Writing
Spring. 3 credits. Letter grades only.
Permission of instructor required. Enrollment limited to: 12 students per section. First-Year Writing Seminar.
Staff.
The Writing 1380 classroom is a dynamic workspace where students assemble the scholarly tools necessary to explore complex, interdisciplinary questions. Because Writing 1380 is designed as a workshop, students develop the analytic and argumentative skills fundamental to interdisciplinary reading, research, and writing by collaborating with peers to pose questions, examine ideas, and share drafts. With smaller class sizes, two 50-minute class sessions and weekly student / teacher conferences, Writing 1380 provides an individualized setting for students to learn flexible and sustainable strategies for studying the essential elements of academic writing and for producing clear, precise academic prose that can address a variety of audiences and meet diverse rhetorical aims.
| Spring. |
Food for Thought |
T. Carrick |
| Spring. |
Connecting Cultures |
D. Evans |
| Spring. |
Writing Back to the News |
K. King-O’Brien |
| Spring. |
Language, Identity, and Power |
K. Navickas |
| Spring. |
Environmental Problems and Solutions |
J. Sands |
| Spring. |
Metaphor in Arts, Science, and Culture |
B. Zukovic |
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WRIT 1390 - Special Topics in Writing
Fall, Spring. 3 credits. S/U grades only.
Permission of instructor required. Enrollment limited to: undergraduate students. Cannot fulfill writing or distribution requirements.
Staff.
These courses allow students the opportunity to resolve significant writing challenges that have interfered with their academic progress. Students must have ongoing writing projects on which to work. Instruction is in weekly tutorials. Interested students should go to 174 Rockefeller for more information.
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WRIT 1400 - FWS: Common Ground: Education Beyond The Ivory Tower
Spring. 3 credits. Letter grades only.
First-Year Writing Seminar.
D. Evans.
This course offers you a chance to become a more engaged member of the Ithaca community as part of your first-year writing experience. For two afternoons a week, Cornell students will engage with Ithaca middle school students as mentors and tutors outside of class. Writing assignments will help you reflect on the tutoring experience and the role of education and responsible citizenship in a democratic society.
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WRIT 1420 - FWS: Research and Rhetoric
Fall. 3 credits. Letter grades only.
First-Year Writing Seminar.
D. Evans, K. Navickas.
Drawing upon personal or academic experiences and interests, students select their own topics and design research portfolios that highlight significant analytic research. To do this, you will step through the Cornell Library gateway and receive a semester-long guided tour through one of the world’s most amazing research libraries––its vast search engines, its abundant print and electronic collections, its precious special collections and archives. This introduction to college research explores using data bases, evaluating information, and engaging both to produce effective academic writing. Study techniques of analysis for converting scholarly information into thesis, synthesizing and acknowledging sources, developing voice and style, crafting technically and rhetorically sophisticated prose.
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WRIT 2100 - Delve Deeper: Research Methods
Spring. 3 credits. Letter grades only.
S. Newberry, T. Ottaviano.
This seminar is devoted to advanced library research techniques in the humanities and arts, and interpretive library research in the social sciences. Learn to develop targeted research strategies and employ sophisticated methods in pursuing critical or complex research questions for independent projects. Acquire new skills in identifying, locating and analyzing a range of information resources. You will investigate topics using a range of materials and formats, from primary to secondary, from physical to electronic sources, such as archival photographs, artwork, manuscripts, diaries, interviews, social media, ethnographic studies, geospatial information, and statistical sources. Discover options for engaging in, presenting and funding your research. During the course of the semester, you will progressively refine your own research topic as you learn about managing and evaluating information, and present your research in a final project. This class is supported by a range of research mentors, including librarians, curators, archivists, graduate students, and faculty members.
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WRIT 4100 - Learning Behind Bars
(CU-CEL)
Fall, Spring. 2 credits. Student option grading.
P. Sawyer.
A service learning course offered in conjunction with the Basic Writing course of the Prison Education Project. Course work includes tutoring inmates once a week at Auburn Correctional Facility in addition to regular class meetings at Cornell.
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WRIT 4130 - Service Learning for Democratic Citizenship: Literature of American Social Action Movements
(CU-CEL)
Spring. 3 credits. Student option grading.
D. Evans.
To what extent is civic engagement fundamental to democratic citizenship? This course seeks to answer that question by exploring the components of service learning as a discipline and to strengthen the intellectual foundation of students who wish to incorporate civic engagement into their curriculum. Students will become familiar with the history of service learning, explore competing theories of social justice and social inequality, and develop a framework for social action that exists at the juncture of theory and practice. Readings will include texts by Dewey, Freire, bell hooks, Franklin, Jefferson, Thoreau, Addams, Baldwin, King, Dorothy Day, and Fanon. Weekly seminar papers as well as a term paper through which students develop their own philosophy of civic engagement.
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WRIT 7100 - Teaching Writing
Fall, Summer. 1 credit. S/U grades only.
Staff.
This course prepares graduate instructors of Cornell’s First-Year Writing Seminars to teach courses that both introduce undergraduates to particular fields of study and help them develop writing skills they will need throughout their undergraduate careers. Seminar discussions and readings on pedagogical theories and practices provide an overview of the teaching of writing within a disciplinary context. Participants develop written assignments to be used in their own First-Year Writing Seminars.
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WRIT 7101 - Writing in the Majors Seminar
Fall, Spring. 1 credit. S/U grades only.
Staff.
Teaching assistants assigned to Writing in the Majors projects enroll in a six-week course on teaching strategies in advanced instruction.
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WRIT 7103 - Work in Progress
Fall, Spring. 3 credits. S/U grades only.
Permission of instructor required. Enrollment limited to: 10 graduate students per section. While ESL students may find this course helpful, it will not address many important ESL concerns like proper use of idioms, articles, etc.
Staff.
An advanced writing course for graduate students in any department who have substantial work in progress, such as professional articles, theses, or dissertations. Taking a cross-disciplinary and reader-based approach to academic writing, this course helps writers learn how to communicate complex and difficult material clearly to a variety of audiences. Through a combination of short lectures, small-group seminars, weekly writing assignments on your project, critiques, and some one-on-one conferences, WRIT 7103 will prepare students for the demands of academic writing. This course helps advanced writers structure complex data, develop extended arguments, and position their work as a contribution to ongoing debates in their fields.
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YORUB—Yoruba |
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YORUB 1108 - Introduction to Yoruba I
Fall. 4 credits. Student option grading.
A. Ademoyo.
A two-semester beginner’s course in Yoruba Language and Culture. Organized to offer Yoruba language skills and proficiency in speaking, reading, listening, writing, and translation. Focus is placed on familiar informal and formal contexts, e.g., home, school, work, family, social situations, politics, etc. Course uses Yoruba oral literature, proverbs, rhetoric, songs, popular videos, and theater, as learning tools for class comprehension. First semester focuses on conversation, speaking, and listening. Second semester focuses on writing, translation and grammatical formation. Through the language course students gain basic background for the study of an African culture, arts, and history both in the continent and in the diaspora. Yoruba language is widely spoken along the west coast of Africa and in some African communities in diaspora. Yoruba video culture, theater, music, and arts has a strong influence along the west coast and in the diaspora.A two-semester beginner’s course in Yoruba Language and Culture. Organized to offer Yoruba language skills and proficiency in speaking, reading, listening, writing, and translation. Focus is placed on familiar informal and formal contexts, e.g., home, school, work, family, social situations, politics, etc. Course uses Yoruba oral literature, proverbs, rhetoric, songs, popular videos, and theater, as learning tools for class comprehension. First semester focuses on conversation, speaking, and listening. Second semester focuses on writing, translation and grammatical formation. Through the language course students gain basic background for the study of an African culture, arts, and history both in the continent and in the diaspora. Yoruba language is widely spoken along the west coast of Africa and in some African communities in diaspora. Yoruba video culture, theater, music, and arts has a strong influence along the west coast and in the diaspora.
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YORUB 1109 - Introduction to Yoruba II
Spring. 4 credits. Student option grading.
A. Ademoyo.
A two-semester beginner’s course in Yoruba Language and Culture. Organized to offer Yoruba language skills and proficiency in speaking, reading, listening, writing, and translation. Focus is placed on familiar informal and formal contexts, e.g., home, school, work, family, social situations, politics, etc. Course uses Yoruba oral literature, proverbs, rhetoric, songs, popular videos, and theater, as learning tools for class comprehension. First semester focuses on conversation, speaking, and listening. Second semester focuses on writing, translation and grammatical formation. Through the language course students gain basic background for the study of an African culture, arts, and history both in the continent and in the diaspora. Yoruba language is widely spoken along the west coast of Africa and in some African communities in diaspora. Yoruba video culture, theater, music, and arts has a strong influence along the west coast and in the diaspora.A two-semester beginner’s course in Yoruba language and culture. Organized to offer Yoruba language skills and proficiency in speaking, reading, listening, writing, and translation. Focus is placed on familiar informal and formal contexts, e.g., home, school, work, family, social situations, politics. Course uses Yoruba oral literature, proverbs, rhetoric, songs, popular videos, and theater as learning tools for class comprehension. First semester focuses on conversation, speaking, and listening. Second semester focuses on writing, translation, and grammatical formation. Through the language course students gain basic background for the study of an African culture, arts, and history both on the continent and in the diaspora. Yoruba language is widely spoken along the west coast of Africa and in some African communities in diaspora. Yoruba video culture, theater, music, and arts have strong influence along the west coast and in the diaspora.
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YORUB 2110 - Intermediate Yoruba I
(GB) Satisfies Option 1.
Fall. 4 credits. Student option grading.
Prerequisite: YORUB 1109 .
A. Ademoyo.
The intermediate course extends the development of the main language skills-reading, writing, listening, and conversation. The course deepens the development of correct native pronunciation, the accuracy of grammatical and syntactic structures; and the idiomatic nuances of the language. Students who take the course are able to (1) prepare, illustrate, and present Yoruba texts such as poems, folktales, advertisements, compositions, letters, (2) read Yoruba literature of average complexity, (3) interpret Yoruba visual texts of average difficulty, (4) comprehend Yoruba oral literature and philosophy-within the context of African oral literature and philosophy-of basic complexity. Through the Yoruba language students appreciate African oral literature and philosophy. The primary textual media are Yoruba short stories, poems, short plays, films, songs, and newspapers.
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YORUB 2111 - Intermediate Yoruba II
(GB) Satisfies Option 1.
Spring. 4 credits. Student option grading.
Prerequisite: YORUB 1108 and YORUB 1109 .
A. Ademoyo.
Intermediate Yoruba II is a follow-up to Intermediate Yoruba I. It is a fourth-semester Yoruba language course. The course assists students to acquire advanced level proficiency in reading, speaking, writing, and listening in Yoruba language. Students are introduced to grammatical and syntactic structures in the language that will assist them in describing, presenting, and narrating information in the basic tenses. At the end of the course, students will be able to listen to, process, and understand programs produced for native speakers in media such as television, radio, and films. They will be able to read and understand short stories, novels, and plays written for native speakers of the language.
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YORUB 3110 - Advanced Yoruba I
(GB) Satisfies Option 1.
Fall. 4 credits. Student option grading.
Prerequisite: YORUB 2111 .
A. Ademoyo.
This course will help students expand their understanding of the Yoruba language through the communicative approach. We will focus on the four skills, speaking, listening, learning, and writing.
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YORUB 3111 - Advanced Yoruba II
(GB) Satisfies Option 1.
Spring. 4 credits. Student option grading.
Prerequisite: YORUB 3110 .
A. Ademoyo.
This course will help students expand their understanding of the Yoruba language through the communicative approach. We will focus on the four skills, speaking, listening, learning, and writing.
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YORUB 3120 - Yoruba Foreign Language Across the Curriculum (FLAC)
Spring. 1 credit. Student option grading.
Permission of instructor required. This course does not count toward the A&S language requirement. Conducted in Yoruba.
A. Ademoyo.
This 1-credit optional course aims to expand the students’ vocabulary, and advance their speaking and reading skills as well as enhance their knowledge and deepen their cultural understanding by supplementing non-language courses throughout the University.
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ZULU—Zulu |
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ZULU 1113 - Elementary Zulu I
Fall. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
IsiZulu is the most widely spoken language in the Southern African region and it is an official language of South Africa. This two-semester beginners’ course emphasizes speaking and listening, and trains students to communicate in everyday situations. In acquiring this competence, students are introduced to the structure of the language and to the significant status of Zulu language and culture in contemporary multilingual South Africa. The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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ZULU 1116 - Elementary Zulu II
Spring. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
IsiZulu is the most widely spoken language in the Southern African region and it is an official language of South Africa. This two-semester beginners’ course emphasizes speaking and listening, and trains students to communicate in everyday situations. In acquiring this competence, students are introduced to the structure of the language and to the significant status of Zulu language and culture in contemporary multilingual South Africa. The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.IsiZulu is the most widely spoken language in the Southern African region and it is an official language of South Africa. This two-semester beginners’ course emphasizes speaking and listening, and trains students to communicate in everyday situations. In acquiring this competence, students are introduced to the structure of the language and to the significant status of Zulu language and culture in contemporary multilingual South Africa. The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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ZULU 2116 - Intermediate Zulu I
(GB) Satisfies Option 1.
Fall. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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ZULU 2117 - Intermediate Zulu II
(GB) Satisfies Option 1.
Spring. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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ZULU 3113 - Advanced Zulu I
(GB) Satisfies Option 1.
Fall. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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ZULU 3114 - Advanced Zulu II
(GB) Satisfies Option 1.
Spring. 4 credits. Student option grading.
This course is part of the Shared Course Initiative and will be taught from Yale University using videoconferencing technology.
S. Sanneh.
The course is structured around IsiZulu Sanamuhla, a set of web-based learning materials that features Zulu-speaking students and families in South Africa.
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