Courses of Study 2013-2014 
    
    May 01, 2024  
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Courses of Study 2013-2014 [ARCHIVED CATALOG]

Course Descriptions

 

NS—Nutritional Science
  

  • NS 4444 - Sports Nutrition and Supplements, Concepts and Evidence


    Spring. 3 credits.

    Prerequisite: NS 1150  and NS 3200 , BIOMG 3300 , or BIOMG 3310  and concurrent registration in NS 3410  or BIOAP 3110 , or permission of instructor.

    J. T. Brenna, C. M. McCormick.

    The influence of foods, supplements, and pharmaceuticals on human physiology and metabolism will be considered with a focus on athletic performance. The evolving antidoping regulatory structure including chemical testing for doping agents will be introduced in the context of human nutrition and biology.

    Outcome 1: Evaluate basic evidence required for acceptance of medical information.

    Outcome 2: Discuss the nutrients covered by the American Dietetics Association in the context of modified requirements for athletics. Specifically, fuels (carbs, protein, fat), water, electrolytes (Na, K, Cl), and iron will be specifically discussed in the context of well documented enhanced requirements for athletes. Evidence for enhanced needs for other nutrients in specific situations will be covered as well.

    Outcome 3: Explain the difference between an ergogenic aid/dopant and a nutrient. Describe hormone and stimulant action in connection to athletic performance. The case of blood doping legal (altitude training) and illegal (EPO, transfusions) will serve as an example.

    Outcome 4: To understand intake of nutrients, supplement active ingredients, and doping agents relevant to elementary pharmacology, specifically drug L/ADME/T (Liberation/Absorption - Distribution-Metabolism-Excretion/Toxicology) and pharmacokinetic curves. This requires quantitative analysis of concentration-time (kinetic) curves and modeling, understanding of analyte detectability, does-response, and biological thresholds. It also requires inspection and evaluation of curve-shapes.

    Outcome 5: To describe basics of the world antidoping structure in the context of biological doping control. This requires elementary application of ADME to inform discussions of clearance and excretion.
  

  • NS 4450 - Toward a Sustainable Global Food System: Food Policy for Developing Countries

    (crosslisted)
    (also AEM 4450 )
    Fall. 3 credits. Letter grades only.

    Preferred: 6 credits in economics, applied economics, or sociology and 6 credits in nutrition and/or agricultural sciences.

    P. Pingali

    Comprehensive presentation and discussion of policy options for a sustainable global food system, with focus on developing countries. Topics include economic policy related to nutrition, health, consumption, production, natural resource management, trade, markets, gender roles, armed conflict, and ethics. A social entrepreneurship approach bases on case studies and active participation by students will be used.

    Outcome 1: Ability to analyze a specific food policy problem, identify the related policy issues, suggest one or more policy options to solve the problem, and estimate how each option would affect relevant stakeholder groups and their expected response.

    Outcome 2: Ability to undertake the above with limited information and within a short time frame.

    Outcome 3: Motivation to engage in the design and implementation of innovative solutions to existing and expected future problems related to the global, national and local food systems, i.e. to be a social or policy entrepreneur within or outside the public sector.
  

  • NS 4500 - Public Health Nutrition


    Spring. 2 credits. Letter grades only.

    Prerequisite: NS 1150 . Students must attend first lecture or placement is forfeited. 

    K. Rasmussen.

    Public health nutrition is the major professional career track for nutritionists outside of dietetics. It deals with efforts to improve the diets and nutritional status of whole populations by working at the community, state, and national levels. Course helps prepare students to work in public health nutrition by describing methods used in the assessment of nutrition problems, the development of nutrition-related policies, and the delivery of health, nutrition, and food assistance programs.

    Outcome 1: Students will be able to: (1) describe the functions of government in public health and articulate how they are related to their personal profession goals, (2) describe the evolution of public health and public health nutrition policies in the US, (3) identify current controversies in public health nutrition in the media and (4) discuss how they are framed for public and political use.

    Outcome 2: Students will be able to: (1) describe how nutrition problems are assessed at the individual and population level, (2) describe how nutritional status is monitored in the American population and (3) discuss the concepts used to link food production to health, including relevant economic and social concerns.

    Outcome 3: For each policy covered in class, students will be able to: (1) describe the policy and how its design relates to its rationale and goals, (2) discuss its positive aspects, (3) critique its negative aspects and (4) name the agency responsible for it.

    Outcome 4: For each program covered in class, students will be able to: (1) describe the program (including who is eligible and what benefits are provided) and how its design relates to its rationale and goals, (2) discuss its positive aspects, (3) critique its negative aspects and (4) name the agency responsible for it.

    Outcome 5: Students will be able to: (1) identify gaps in the matrix of nutrition policies in the US, (2) develop alternative policy options and (3) compare policy options using relevant analytic approaches.

    Outcome 6: Students will be able to use information obtained in the course to determine how to respond to issues typically encountered in work environments in public health nutrition.
  

  • NS 4570 - [Health, Poverty, and Inequality: A Global Perspective]

    (crosslisted)
    (also ECON 3910 (formerly 4740) )
    Fall. 3 credits. Letter grades only.

    Prerequisite: introductory microeconomics and statistics or permission of instructor. Next offered 2014-2015. (Offered even years)

    D. Sahn.

    Course focuses on global health challenges, and how they are related to poverty and inequality.

    Outcome 1: Understand the nature and extent of global health challenges and inequalities in health at various levels, including across countries, at the national level, and even within the household, both current and historical.

    Outcome 2: Understand possible policy responses to improving health and well-being and reducing observed disparities, differentiating the appropriate role of government and the private sector in crafting solutions to global health programs, including priority setting and resource allocation.

    Outcome 3: Prepare convincing and policy relevant documents that outline major global health challenges, including their causes, magnitude (prevalence and incidence), and feasible opportunities to address these problems, taking into account the political and economic dimensions, as well as considerations such as the time frame, and positive and negative externalities, both anticipated and unanticipated.
  

  • NS 4600 - Explorations in Global Health


    Fall. 3 credits. Letter grades only.

    Prerequisite: Completion of all requirements for Global Health minor, or permission of instructor. Enrollment limited to: senior or junior Global Health minor students.

    D. Pelletier.

    Capstone course for global health minors assists students to explore their topical interests in global health and integrate these with their field experiences, core knowledge in global health, and personal values and ethical frameworks. Course content is driven largely by student topical interests and experiences, and selected guest speakers. Explorations are done through individual work, team projects, and classroom discussions.

    Outcome 1: Become familiar with a wide range of global health issues and topics.

    Outcome 2: Be able to reflect on their field experiences in relations to these broader issues, topics, core knowledge in global health and personal values.

    Outcome 3: Be able to relate a wide range of issues and topics to some broader, generic frameworks and thereby discern features that were not immediately apparent beforehand.
  

  • NS 4620 - Global Service Learning Pre-Departure Seminar


    Spring. 1 credit. Letter grades only.

    Permission of instructor required. Must have been accepted into a Cornell Global Service Learning Program or the student must be planning to travel abroad during the summer for their global health field experience requirement.

    R. Stoltzfus, J. Moseley.

    This seminar will prepare students for Global Service Learning Summer Programs in diverse locales. Students will hear from Cornell faculty and staff on relevant global health and development issues. Course sessions will cover important country and regional-specific factors relating to geography, culture, history, politics, and health systems. Students will be actively engaged in reading, discussing and presenting on key seminar topics.

    Outcome 1: Describe important country and regional-specific factors relating to geography, culture, history, politics, and health systems of the country to which they will travel.

    Outcome 2: Identify the major locale‐specific health and safety risks that they might encounter living abroad.

    Outcome 3: Explain what reflection is and why reflection is important in learning.

    Outcome 4: Apply methods of reflection (oral and written), especially related to cultural diversity, personal goal‐setting, and team work.

    Outcome 5: Identify several service project possibilities and assess their suitability for those placements based on personal goals and attributes.

    Outcome 6: Demonstrate behavior in class that is culturally appropriate in the country to which they will travel.

    Outcome 7: Interact with and build rapport with students from their respective country groups.

    Outcome 8: Express simple greetings and phrases in country‐specific language.
  

  • NS 4630 - Global Health, Development, and Policy Issues in Tanzania


    Summer. 4 credits. Letter grades only.

    Prerequisite: NS 4620 . Permission of instructor required. Enrollment restricted to: students in the Global Health and IARD Summer Session and Internship Program in Tanzania.

    R. Stoltzfus, J. Moseley.

    Engages Global Health minors, IARD majors, and Tanzanian medical students in problembased learning in a cross-cultural small group context in Tanzania. Develop and justify policy recommendations to address a current issue related to global health, nutrition, food safety, or agriculture. Students will work in assigned teams of three to four, designed to mix Cornell and Tanzanian students.

    Outcome 1: Gain cross-cultural competence.

    Outcome 2: Gain broad knowledge about global health and development issues in Tanzania.

    Outcome 3: Learn how to use tools to analyze a policy issue, including stakeholder analysis, problem trees, and policy criteria.

    Outcome 4: Gain in-depth knowledge about a health dilemma relevant to Tanzania.

    Outcome 5: Work in a cross-cultural team to research a health policy dilemma of their own choosing, and to develop, negotiate, write and present their ideas as a policy case study.
  
  

  • NS 4880 - Applied Dietetics in Food Service Systems


    Spring. 3 credits.

    Prerequisite: HADM 1360  or intro food service management course, NS 2470 , and BIOMI 2900 . Fee for special supplies/training and activities: approx. $110. Enrollment limited to: Dietetics seniors.

    E. Gier.

    Gain experience in facility design; equipment selection, use, and care; job analysis and evaluation; human resources planning; management of financial resources; recipe development and volume food production; computer-assisted management; employee training; and applied safety and sanitation standards. Through planning and executing a themed event, students develop skills required to operate/manage a food service program. Application of quality management in food service operations and facility management is stressed. Laboratories are arranged through Cornell Dining and other off-campus sites. Completion of a professional portfolio is required. ServSafe training and examination is conducted; successful completion results in ServSafe manager certification.

    Outcome 1: Apply the concepts of management to a foodservice organization through activities and projects, and practical experience.

    Outcome 2: Articulate how to implement decision- making by choosing a course of behavior from a number of possible alternatives; identify situations in simulation of foodservice operations which require the decision-making process to provide the viable solution.

    Outcome 3: Illustrate the importance of constantly evaluating and reevaluating procedures, and recognizing the need for change only when change is an improvement.

    Outcome 4: Describe how the menu serves as the basis and format of activity in a foodservice operation and guide for budgetary controls.

    Outcome 5: Utilize quality control considerations and mechanisms in foodservice operations.

    Outcome 6: Demonstrate knowledge of food science and preparation techniques in regular laboratory assignments, and the product formulation/sensory evaluation project.

    Outcome 7: Demonstrate an appreciation for orderliness in planning, preparation, production and serving of food and its relationship to job analysis and work simplification.

    Outcome 8: Demonstrate an appreciation of the importance of kitchen equipment layout and design and their relationship to efficient foodservice production and service.

    Outcome 9: Utilize basic knowledge of microorganisms and sanitation in the receiving, storage, preparation, preservation, processing and serving of food (HACCP).

    Outcome 10: Interact on a personal and professional level with foodservice personnel, function as a team member, and develop high standards of workmanship. Exhibit a high degree of professional ethics and an appreciation for the need of confidentiality within a business or health care facility.
  

  • NS 4900 - [Manipulating the Mouse Genome]


    Fall. (Weeks 1-7) 1 credit.

    Prerequisite: BIOMG 2800 , BIOMG 3300 , BIOMG 3320  or BIOMG 3330 , or NS 3200 . Next offered 2014-2015. (Offered even years) Meets during first half of semester and provides background information for VTBMS 7010 /TOX 7010  Mouse Pathology and Transgenesis, which meets during second half. Students interested in both courses must register for them separately.

    P. Soloway.

    Functional genomics has relied upon tools for manipulating the mouse genome.  This course explores those tools, including transgenesis, gene targeting, gene trapping, chemical mutagenesis, use of induced pluripotent stem cells, and cloning by nuclear transplant. Also discussed are use of recombinant inbred mice and genome-wide association studies for complex trait analysis.

    Outcome 1: Upon completing this course, students will be able to design strategies using these methods to address practical problems in experimental mammalian genetics.
  

  • NS 4990 - Honors Problem


    Fall, spring. 1-15 credits, variable. Letter grades only.

    Permission of instructor required. Enrollment limited to: students who have been accepted into the NS Honors Research Program.

    C. You.

    Students who have been accepted into the honors research program work on their projects under the guidance of their faculty mentors. Honors research students must complete a minimum of 6 credits of NS 4990, typically spread over two or more semesters. The student and the mentor determine the appropriate number of credits for each semester. Research activities may include reviewing the literature, writing a proposal, developing research methods, collecting data in the field or laboratory, analyzing data, and writing the honors thesis.

  

  • NS 5100 - Preparation for Professional Study


    Fall. 1 credit. S-U grades only.

    Permission of instructor required. Enrollment limited to: students in the DNS post-baccalaureate program. If offered in summer, the course is then open to rising juniors and seniors.

    V. Utermohlen, J. Swanson.

    This interactive course is designed to guide students in understanding their approaches to learning, and how to work on these approaches in order to maximize their success in health-related academic courses.

    Outcome 1: Develop effective written communication skills that will enable a clear, strong and self-reflective personal statement to be written.

    Outcome 2: Develop effective oral communication skills that will enable a confident and self-assured interviewing demeanor.

    Outcome 3: Construct and evaluate effective approaches in leadership, team-building and conflict resolution.
  

  • NS 5200 - Health and the Humanities


    Spring. 2 credits. Letter grades only.

    Permission of instructor required. Enrollment limited to: students in the DNS post-baccalaureate program.

    V. Utermohlen, J. Swanson.

    Review the roles of the humanities in the development of health care. Through readings, discussions, and field trips to locations on and off campus, you will acquaint yourself with the historical underpinnings of health care through their representations in the arts, and examine how the arts have influenced our understanding of health and illness.

    Outcome 1: Will be more cognizant of information obtainable through non-verbal communication and how to interpret such information.

    Outcome 2: Will be more aware and sensitive towards health disparities, biases and cultural difference and their impact on access, adherence and understanding healthcare.

    Outcome 3: Understand the usefulness of knowing the historical evolution of disease in diagnosis.

    Outcome 4: Will have an appreciation of medicinal botanicals and their relationship to pharmaceuticals in use today.
  

  • NS 5410 - Integrative Health Sciences I


    Fall. 3 credits. Letter grades only.

    Permission of instructor required. Enrollment limited to: students in the DNS post-baccalaureate program.

    V. Utermohlen, J. Swanson.

    Case-based approach to disease and health maintenance, with an emphasis on integrating the student’s knowledge of anatomy, physiology, metabolism, pharmacology, and nutrition in order to solve clinical problems. Classes consist of combined lectures and labs, with media-based exercises. Evaluation based on attendance, participation in discussions, quizzes, case study assignments, and a comprehensive final.

    Outcome 1: Orthopaedic module – Develop basic skills in the use of arthroscopic and open surgery procedures in joint repair and evaluation.

    Outcome 2: Orthopaedic module – Understand the relationship between joint structures and function to overall biomechanics.

    Outcome 3: Orthopaedic module – Develop basic skills in conducting a knee, shoulder and elbow physical examination.

    Outcome 4: Orthopaedic module – Understand risk factors for, preventative/treatment measures for and pathophysiology of concussions.

    Outcome 5: Integrative Health module – Understand the relationship between bone repair and remodeling in facilitating recovery from injury, surgery and in bone maintenance.

    Outcome 6: Integrative Health module – Understand the role of nutrition in bone health, disease and repair.

    Outcome 7: Integrative Health module – Develop effective oral and written communication skills that will enable you to be persuasive by employing logic, scientific evidence, and compassion.
  

  • NS 5411 - Integrative Health Sciences II


    Spring. 3 credits. Letter grades only.

    Permission of instructor required. Enrollment limited to: students in the DNS post-baccalaureate program.

    V. Utermohlen, J. Swanson.

    Second semester of course sequence; NS 5410  Integrative Health Sciences I.

    Outcome 1: Develop perceptiveness and cognitive recognition of patients’ signs and symptoms in order to differentiate critical from non-critical states.

    Outcome 2: Understand the relationship between the structure and function of various organ systems.

    Outcome 3: Be able to connect patients’ signs and symptoms with pathophysiological deviations from the normal state.

    Outcome 4: Improve your critical thinking skills necessary to evaluate, differentiate, and explain normal physiological/anatomical states from the abnormal.

    Outcome 5: Develop effective oral and written communication skills that will enable you to be persuasive by employing logic, scientific evidence, and compassion.
  

  • NS 6000 - Special Problems for Graduate Students


    Fall, spring. 1-9 credits, variable.

    Enrollment limited to: graduate students, recommended by their chair and approved by the instructor in charge.

    Staff.

    Emphasizes independent advanced work. Experience in research laboratories in the division may be arranged.

  

  • NS 6080 - Epigenetics


    Fall. 3 credits. Letter grades only.

    Prerequisite: BIOMG 3300 , or BIOMG 3320 , or BIOMG 3330  or NS 3200 .

    P. Soloway.

    Epigenetic effects refer to reversible alterations in chromatin structure that can stably and heritably influence gene expression. Changes include covalent modifications to DNA itself or to proteins bound to DNA as well as noncovalent remodeling of chromatin. Course examines selected epigenetic phenomena described in several eukaryotes, mechanisms regulating these effects, and their phenotypic consequences when normal regulation is lost. Reading materials are from current literature, and participation in class discussion is required.  Upon completing this course, students will be able to design strategies to address practical problems in experimental epigenetics. 

    Outcome 1: Students will be able to design strategies to address practical problems in experimental epigenetics.
  

  • NS 6100 - [Proteins and Amino Acids: Nutritional Regulation of Mammalian Protein Synthesis and Degradation]


    Fall. 2 credits. Letter grades only.

    Next offered 2014-2015. (Offered alternate even years)

    M. Stipanuk.

    Basic biochemistry and cell biology related to processes involved in protein synthesis and degradation and the regulation of these processes. Scientific literature will be used to provide examples of regulation of each of these processes, selected for their relevance to human nutrition and metabolism.

    Outcome 1: Explain basic biological processes involved in protein synthesis (e.g., transcription, RNA processing, RNA stability/degradation, translation, posttranslational modification, trafficking) and protein degradation (e.g., ubiquitin-proteasome system, vesicular degradation via endocytosis/autophagy/lysosomal degradation; and targeted degradation by calpains and caspases).

    Outcome 2: Give examples of how each of these processes is regulated. Give specific examples of how each of these processes is regulated by nutrients.
  

  • NS 6110 - Molecular Toxicology

    (crosslisted)
    (also TOX 6110 )
    Spring. 3 credits.

    S. Bloom, D. Muscarella, B. Strupp.

    Focuses on metabolism of drugs and environmental chemicals to toxic and mutagenic products and how they can induce developmental and reproductive alterations or carcinogenesis. Signaling pathways that regulate cellular responses to toxicant exposure are discussed. Also emphasizes molecular markers useful for assessment of human exposure to chemicals and radiation.

    Outcome 1: Provides necessary background in basic principles, terminology, and types measurements or endpoints in toxicology studies.

    Outcome 2: Provides a logical flow of material to illustrate the sequence of events and interactions of toxicants as they move through a biological system. This includes metabolism of toxicants, molecular targets for binding of metabolites and the signaling pathways that become activated that determine ultimate effects on cell function and viability. Examples of effects of toxicant exposures on human health are provided. A range of possible health outcomes is discussed from adverse drug side effects on organ functions to development of particular types of cancer. Moreover, identification of novel drug targets in disease-related signaling pathways is discussed.
  

  • NS 6140 - Topics in Maternal and Child Nutrition


    Fall. 3 credits. Letter grades only.

    Undergraduates may enroll with permission of instructor.

    K. Rasmussen.

    Advanced course on the role of nutrition during pregnancy and lactation. The feeding and growth of infants and children in health and disease is considered. Critical evaluation of current literature is emphasized via lecture, discussions, and a term paper.

    Outcome 1: Be able to identify major issues in both domestic and international maternal and child nutrition based on knowledge of the incidence, prevalence and impact of various health and social/cultural/demographic characteristics of populations.

    Outcome 2: Understand the physiological characteristics of pregnancy and lactation and their implications for women’s nutritional needs as well as research conducted in women during these periods.

    Outcome 3: Understand the nutritional needs of infants and young children as well as the physical, financial and social challenges inherent in meeting these needs.

    Outcome 4: Be able to develop appropriate conceptual models for describing issues in maternal and child nutrition and apply these to the development of appropriate research designs for studying these problems.

    Outcome 5: Be able to critique the scientific literature on maternal and child nutrition.

    Outcome 6: Be able to use this critique to evaluate current theories in the area of maternal and child nutrition and to develop alternative theories.

    Outcome 7: Demonstrate the ability to write a critical and persuasive evaluation of an issue in maternal and child nutrition.
  

  • NS 6190 - Field of Nutrition Seminar

    (crosslisted)
    (also ANSC 6190 )
    Fall, spring. 1 credit. S-U grades only.

    Staff.

    Lectures on current research in nutrition.

  

  • NS 6200 - [Translational Research and Evidence-based Policy and Practice in Nutrition]


    Spring. 2 credits. S-U grades only.

    Next offered 2015-2016. (Offered alternate odd years) Permission of instructor required. Enrollment limited to: graduate students.

    P. J. Stover, P. M. Brannon.

    This team taught graduate nutrition course addresses the frameworks used in evidenced-based approaches and decision making to set nutrition policy and practice guidelines where emerging and conflicting scientific data are commonplace. The course format is 50% lecture-based with content lectures given by experts in the subject area, and 50% discussion based, with interactive discussions and case-study discussions facilitated by practice and policy guest experts using videoconferencing.

    Outcome 1: Relate and explain how available scientific information is used to develop research that translates basic to applied science, applied science to mechanistic inquiry, evidence-based clinical care, expert committee guidance, and public health policies.

    Outcome 2: Evaluate, as a result of this course, translational research approaches and the use of scientific evidence to inform policy making at the national and international levels.
  

  • NS 6250 - Community Nutrition in Action


    Fall. 3 credits. Letter grades only.

    Enrollment limited to: Dietetic Interns.

    Staff.

    Provides students enrolled as dietetic interns with supervised, in-depth experiences in a community nutrition program and fosters the integration of research, theory, and practice. Through placements in community programs, students gain experience in program administration and in assessing, designing, implementing, and evaluating food and nutrition programs for targeted populations through public and private organizations. In weekly seminars (and other seminars and observations as arranged) students integrate theory and practice, reflect upon their placement experience, learn about community nutrition research, and explore the many issues facing community food and nutrition practitioners.

    Outcome 1: Identify indicators and measure outcomes appropriate for food and nutrition services and programs.

    Outcome 2: Apply evidence-based guidelines; conduct systematic reviews and scientific literature in the nutrition care process model and other areas of dietetics practice.

    Outcome 3: Develop nutrition care plan for population groups across the lifespan, i.e., infants through geriatric and a diversity of people, cultures, and religions.

    Outcome 4: Develop and demonstrate effective communications skills using oral, print, visual, electronic and mass media for community based food and nutrition.

    Outcome 5: Develop, apply, and review education materials for target populations.

    Outcome 6: Relate organizational processes and tools applied in human resource functions of community nutrition agencies.

    Outcome 7: Apply systems theory and a process approach in organizational decision–‐making, planning, and goal setting.

    Outcome 8: Differentiate between public and private policies; processes involved in development and impact on public health, the food supply, food security, and community food systems.

    Outcome 9: Design and supervise quality improvement, including systems and customer satisfaction, for community dietetics practice.

    Outcome 10: Use current informatics technology to develop, store, retrieve and disseminate information and data.

    Outcome 11: Think critically and critique the impact of food, nutrition, nutrition education and the food system on public health.
  

  • NS 6310 - Micronutrients: Function, Homeostasis, and Assessment


    Fall. (two-7 week periods, see comments below) 2-4 credits, variable.

    Prerequisite: Intro Biochemistry and NS 3310  (or equivalent) or permission of instructor. Course is divided into two parts: Minerals and Vitamins (each for 2 credits) during the first and second 7-week periods, respectively. Enroll in both sections (for 4 credits total) if planning to attend the course for the entire semester.

    C. McCormick, K. O’Brien, R. Parker.

    Advanced course in nutrition that focuses on the function, homeostasis, and metabolism of the principal dietary micronutrients (vitamins and minerals). It expands on the principles of nutritional biochemistry provided in introductory courses. One goal is to provide the scientific basis and rationale for recommended Dietary Reference Intakes. The course will draw on primary literature of both past and contemporary research. This course is divided into two parts: Minerals (1st 7 week section) and Vitamins (2nd 7 week section).

    Outcome 1: Describe the function and metabolism of selected micronutrients (minerals & vitamins.

    Outcome 2: Describe some aspects of homeostatic regulation and/or specific mechanisms physiological control.

    Outcome 3: Describe the current scientific basis of selected micronutrient requirements and recommendations.
  

  • NS 6320 - Regulation of Macronutrient Metabolism


    Spring. 4 credits.

    Prerequisite: NS 3310  or permission of instructor.

    M. Stipanuk, P. Brannon, L. Qi, P. Soloway, T. Brenna, R. Parker.

    Course provides a comprehensive overview of macronutrient metabolism with an emphasis on issues relevant to human nutrition. Topics include regulation of macronutrient utilization by various tissues in response to food intake, energy stores, and energy expenditure; cellular pathways for integration of nutrient, growth, and stress signals; biological regulation of food intake and energy expenditure; the regulation of utilization of macronutrients for growth; dietary reference intakes for macronutrients; specialized functions of essential amino acids and essential fatty acids; lipoprotein and cholesterol metabolism; and the regulation, or dysregulation, of macronutrient utilization in various disease/physiological states.

    Outcome 1: Demonstrate an integrative understanding of macronutrient metabolism and how it is regulated in humans.

    Outcome 2: Describe roles of macronutrients in providing fuels and synthetic substrates for net tissue deposition.

    Outcome 3: Synthesize factual knowledge into an understanding of how macronutrient metabolism changes in response to food intake versus food deprivation and the major ways in which this is regulated in key tissues.

    Outcome 4: Synthesize factual knowledge into a conceptual framework for the functions of macronutrient metabolism and its regulation in normal physiological processes (developmental programming, growth, immune function, regulation of food intake and energy expenditure, exercise or muscular work, aging).

    Outcome 5: Synthesize factual knowledge into a conceptual framework for understanding how macronutrient metabolism and its regulation (dysregulation), including tissue-specific roles, may contribute to disease or poorer health outcomes (e.g., obesity, metabolic disease, premature aging, malnutrition, impaired immune function).

    Outcome 6: Describe functions of essential macronutrients (e.g., n-3 and n-6 fatty acids, essential amino acids).

    Outcome 7: Describe metabolism of lipoprotein and cholesterol metabolism including their normal roles in macronutrient metabolism and disease processes.

    Outcome 8: Use DRIs for macronutrients and energy and food composition data to calculate desirable energy and macronutrient intakes.
  

  • NS 6350 - Introduction to Community Nutrition Research for Dietetic Interns


    Fall. 3 credits. Letter grades only.

    Permission of instructor required. Enrollment limited to: Dietetic Interns.

    K. Hanson.

    Introduces the paradigms, concepts, methods, and issues involved in community nutrition research. Students design and conduct individual research projects to inform community nutrition programs. Lectures, readings, and class discussion support students as they conduct their research activities.

    Outcome 1: Students will have an understanding of the total research process as it applies to community nutrition programs

    Outcome 2: Students will have an understanding of conceptual and operational aspects of research related to community nutrition.

    Outcome 3: Students will have selected research skills.
  

  • NS 6370 - Current and Emerging Topics in Nutritional Epidemiology


    Spring. 3 credits.

    Prerequisite: NS 6520 - The Foundations of Epidemiology , BTRY 6010 - Statistical Methods I . Offered alternate even years. Enrollment limited to: graduate students.

    J. McDermid.

    This advanced and interactive graduate nutrition course is designed for graduate students who already have a firm understanding of basic principles and concepts of epidemiology and biostatistics through the successful completion of NS 6520 - The Foundations of Epidemiology  (or equivalent as determined by the instructor). Through instructor and guest-led lectures, the class will explore current and emerging concepts, approaches, and controversies in nutritional epidemiology. Discussions, practical sessions, and group work will enable students to gain further understanding and experience in the conceptualization, design, implementation, analysis and interpretation of nutrition research.

    Outcome 1: Demonstrate how current and emerging concepts and principles of epidemiology are interpreted and specifically applied in the research and practice of nutritional epidemiology.

    Outcome 2: Appraise existing and novel nutritional epidemiology research methods in the research of clinical and public health nutrition issues in national and global contexts.

    Outcome 3: Integrate different lines of evidence from nutritional epidemiological research to formulate an understanding of, and the ability to critically evaluate, a body of literature.
  

  • NS 6400 - Social Science Theories in Nutrition


    Fall. 3 credits. Letter grades only.

    Enrollment limited to: graduate students.

    J. Sobal.

    Social science theories from sociology, psychology, anthropology, economics, political science, geography, and history that contribute to understanding food, eating, and nutrition are discussed to understand how paradigms, theories, and models apply to nutrition topics, issues, and problems.

    Outcome 1: Describe the major social science paradigms and categorize theories into these paradigms.

    Outcome 2: Appraise the assumptions, concepts, and relationships of specific social science theories.

    Outcome 3: Apply specific social science theories to particular nutrition topics, problems, and issues.
  

  • NS 6520 - The Foundations of Epidemiology


    Spring. 3 credits. Letter grades only.

    Prerequisite: BTRY 6010  or equivalent.

    P. A. Cassano.

    Intent is to train students to conduct epidemiologic research. Through lectures, classroom discussion, and project-based work, students will learn the principles of epidemiology, including study design and sources of bias in estimation of effects, evaluate evidence from epidemiologic studies and design an epidemiologic case study on a topic of interest. Students will apply epidemiologic approaches to study questions in health-related specialties including clinical medicine, nutritional sciences, and health services and health care management.

    Outcome 1: Demonstrate comprehension of epidemiology principles by completing assignments on basic concepts.

    Outcome 2: Demonstrate epidemiologic thinking to analyze published studies to identify study hypotheses, study design features, measures of effect, internal validity information, and to interpret findings in light of critical analysis.

    Outcome 3: Apply critical analysis of epidemiologic studies to evaluate evidence and to make inferences about cause–effect associations.

    Outcome 4: Demonstrate ability to integrate epidemiologic principles and critical analysis and apply this by working in teams to design an epidemiologic case study.
  

  • NS 6580 - [Advanced Epidemiology: Theory and Practice]


    Fall. 3 credits. Letter grades only.

    Prerequisite: BTRY 6030  or equivalent. Next offered 2014-2015. (Offered alternate even years) Enrollment limited to: graduate students who have completed NS 6520  and all other requirements of obtaining a Minor in Epidemiology, Namely BTRY 6010 , BTRY 6020 .

    S. Mehta.

    This course will use a combination of lectures and discussions with ‘hands-on’ laboratory sessions as a method to learn about nutritional epidemiology. Students should be able to apply the methods learned in this class and gain proficiency in designing, conducting, and analyzing nutritional epidemiology studies. Broadly, the topics that will be covered would guide the design of research projects, and include data management and data analysis as it pertains to nutritional data, errors in nutrition assessment, biomarkers of nutritional status or outcome, methods of energy adjustment, anthropometry, and body composition, CDC and WHO growth charts, propensity scores, genetics and gene-environment interactions in nutritional epidemiology, measurement and analysis of physical activity, translating conceptual models into statistical models and dealing with confounders, mediators, endogenous variables, and multilevel models, working with large samples, and longitudinal analysis for analyzing the relationship between diet and disease.

    Course will build:

    • Cognitive skills - skills for critical thinking and quantitative literacy; visual literacy and analysis; capacity to create knowledge; creative problem solving; reflection on professional practice.
    • Interpersonal skills - leadership and innovation; teamwork and cooperation; oral and written communication.
    • Interdependence and social responsibility - sense of community, interdependence, and service; ethics; appreciation of diversity and how concepts of human difference are created; ability to manage diverse and changing social, technological  and material environment.


    Outcome 1: Critically evaluate the nutrition epidemiology literature.

    Outcome 2: Describe and compare common methods of dietary assessment, and understand the nature of nutrient variation in the diet.

    Outcome 3: Understand the components of study design in nutrition epidemiology studies, particularly data analysis and interpretation.

    Outcome 4: Analyze and interpret gene-environment interactions.

    Outcome 5: Select appropriate physical activity indicators and describe common methods of anthropometric assessment.

    Outcome 6: Independently construct a nutritional epidemiology question and conduct data analysis to address that question in a dataset (either open-source such as NHANES or a dataset related to their theses).
  

  • NS 6600 - Special Topics in Nutrition


    Fall, spring. 1-3 credits, variable.

    Enrollment limited to: graduate students, recommended by their chair and approved by the instructor in charge.

    Staff.

    Designed for students who want to become informed in any specific topic related directly or indirectly to nutrition. The course may include individual tutorial study, experience in research laboratories, a lecture series on a special topic selected by a professor or a group of students, and/or selected lectures of another course already offered.

  

  • NS 6850 - Empirical Methods for the Analysis of Household Survey Data: Apps to Nutrition, Health, and Poverty

    (crosslisted)
    (also ECON 7711 )
    Fall. 3 credits.

    Prerequisite: Intermediate Microeconomics, Intermediate Statistics or Econometrics (through multiple regression and limited dependent variable models), or permission of instructor. Offered odd years.

    D. Sahn.

    Advanced seminar explores recent empirical research and evaluation literature on issues of health, nutrition, education and intrahousehold decision-making in developing countries.

    Outcome 1: Explore are health, nutrition, education, and intra-household decision-making, with an emphasis on models of behavior of individuals and households, as well as the evaluation of programs.

    Outcome 2: Understand the underlying theory and econometric techniques of the literature on the economics of health, nutrition and education, including issues such as model identification, functional form, and estimation techniques to control for endogeneity and heterogeneity.

    Outcome 3: Understand the merits and limitations of randomized control trials (experiments) and non-experimental and econometric methods used to evaluate social interventions as well as understand behavior.
  

  • NS 6900 - [Trace Element and Isotopic Analysis]

    (crosslisted)
    (also CHEM 6280 )
    Fall. 3 credits.

    Prerequisite: CHEM 2080  or CHEM 2880  or CHEM 3020  or CHEM 3900 ; PHYS 2208  and MATH 1120 , or permission of instructor. Next offered 2014-2015. (Offered even years) Enrollment primarily for: graduate students and advanced undergraduate students.

    J. T. Brenna.

    Survey course in modern high-precision isotope ratio mass spectrometry (IRMS) techniques and trace/surface methods of analysis. Topics include dual inlet and continuous flow IRMS, elemental MS, atomic, X-ray, and electron spectroscopies, ion and electron microscopies, and biological and solid state applications.

  

  • NS 6980 - Community and International Nutrition Seminar


    Fall, spring. 1 credit. S-U grades only.

    Permission of instructor required. Enrollment limited to: graduate standing.

    D. Pelletier

    Consists of presentations by Cornell faculty and graduate students and invited outside speakers. Speakers cover a range of topics relating to nutritional problems, policy, and programs in nonindustrialized countries.

  

  • NS 7020 - Seminar in Toxicology

    (crosslisted)
    (also TOX 7020 )
    Fall. 1 credit. S-U grades only.

    A. Hay.

    Covers varied topics in biochemical, genetic, nutritional, veterinary, and regulatory toxicology, ecotoxicology, and environmental chemistry. Includes presentations of basic research studies, fundamental concepts, and research activities involving environmental problems of a toxicological nature. Presentations are given by current students, Cornell faculty and invited guest speakers.

  

  • NS 7030 - Seminar in Nutritional Sciences


    Fall, spring. 1 credit. S-U grades only.

    Staff.

    This graduate nutrition course addresses the analytic and professional skills required to critique original research publications and make public presentations to a broad audience. Students critically analyze and interpret findings from research articles published in a wide variety of journals related to the field of nutritional sciences. Students present these critiques to a broad multi-disciplinary audience, and participate in the seminars presented by other students.

    Outcome 1: To develop skills necessary to critique original research publications and make public presentations to a broad audience.
  

  • NS 7035 - Predoctoral Fellowship Proposal and Review


    Fall. (Ten weeks) 1 credit. S-U grades only.

    Enrollment limited to: first-year graduate students in Nutrition.

    C. McCormick.

    Students will develop a National Science Foundation graduate fellowship grant proposal during this 10-week course.  Students will serve as both primary and secondary reviewers and participate in discussions of all grants.

    Outcome 1: Students will be able to describe their scientific and personal strengths and the important elements of a research grant proposal.

    Outcome 2: Students will be able to critically evaluate a research proposal for its intellectual merit and broad impact.
  

  • NS 7040 - Grant Writing


    Spring. 2 credits. S-U grades only.

    Prerequisite: NS 7030 . Enrollment limited to: graduate students in DNS.

    P. Stover.

    Interactive course that addresses the knowledge, approach, and professional skills (conceptual, technical, and writing) required to create a successful grant proposal and initiate a career in research. Format is focused around the development, execution, and evaluation of NIH-style grant proposals. Lectures will focus on the development of hypotheses, specific aims, and long term goals, as well as research design and methodology. Issues of human subject and animal experimentation, ethics, and research collaborators are also covered. Students are expected to develop a full-length grant proposal in consultation with their research advisor. Basic guidelines and approach to proposal evaluation and scoring are covered. Course concludes with a mock study section where all proposals are reviewed by the students.

    Outcome 1: To develop skills necessary to write successful research funding proposals and to review and evaluate grant proposals.
  

  • NS 8990 - Master’s Thesis and Research


    Fall, spring. 1-15 credits, variable.

    Enrollment limited to: graduate students completing their Masters research, with permission from their chair and required approval of the instructor in charge.

    Staff.
  

  • NS 9990 - Doctoral Thesis and Research


    Fall, spring. 1-15 credits, variable.

    Enrollment limited to: graduate students completing their Doctoral research, with permission from their chair and required approval of the instructor in charge.

    Staff.

NSE—Nuclear Science & Engineering
  
  

  • NSE 4840 - Introduction to Controlled Fusion: Principles and Technology

    (crosslisted)
    (also AEP 4840 , ECE 4840 , MAE 4590 )
    Spring. 3 credits.

    Prerequisite: PHYS 1112 , PHYS 2213 , and PHYS 2214 , or equivalent background in electricity and magnetism and mechanics. Permission of instructor required. Intended for seniors and graduate students.

    D. A. Hammer.

    For description, see ECE 4840 .

  

  • NSE 5900 - Independent Study


    Fall, spring. 1-4 credits, variable.

    Staff.

    Independent study or project under guidance of a faculty member.

  

  • NSE 5910 - Project


    Fall, spring. 1-6 credits, variable.

    Staff.

    Master of engineering or other project under guidance of a faculty member.

  

  • NSE 6330 - Nuclear Reactor Engineering


    Fall. 4 credits.

    Prerequisite: introductory course in nuclear engineering. Offered on demand.

    D. A. Hammer.

    The fundamentals of nuclear reactor engineering, reactor sitting and safety, fluid flow and heat transfer, control, environmental effects, and radiation protection.


NTRES—Natural Resources
  

  • NTRES 1101 - Introduction to Environmental Science and Sustainability

    (crosslisted)
    (also SNES 1101 )
    Fall. 3 credits. Letter grades only.

    Enrollment limited to: first-year students accepted to ESS major in CALS.

    C. Kraft, E. Madsen.

    This course examines the depth and breadth of environmental science, focusing on principles from the physical and biological sciences that – integrated with insights from the social sciences – can help us understand environmental change and improve resource management.  Case studies, readings, videos, discussions, and field and laboratory exercises focus on developing an interdisciplinary foundation for understanding how biophysical systems influence and are influenced by social processes.

    Outcome 1: Students will expand their ability to understand core subject material and integrate disciplinary perspectives encompassing the breadth of environmental science and natural resource management.

    Outcome 2: Students will recognize key drivers of environmental change and the status of key environmental resources.

    Outcome 3: Students will understand the cultural context and conceptual basis of sustainable resource management.

    Outcome 4: Students will learn key concepts, principles, and analytical tools required to conserve and manage resources in ecosystems dominated by human activities.

    Outcome 5: Students will expand their ability to describe – both in writing and orally – approaches required to understand how biophysical systems influence and are influenced by human activities.

    Outcome 6: Students will begin to identify disciplines and approaches that are of particular interest to them in pursuing a career that integrates knowledge from biophysical and social science disciplines in improving the management of shared environments and natural resources.
  

  • NTRES 1200 - [FWS: Special Topics in Natural Resources]


    Fall, spring. 3 credits. Letter grades only.

    Staff.

    The department offers first-year writing seminars on environmental topics as staff is available. Consult John S. Knight Writing Seminar Program brochures for current year offerings, instructors and descriptions.

  

  • NTRES 2010 - Environmental Conservation


    Spring. 3 credits.

    J. Yavitt.

    Our lives are touched increasingly by questions about environmental degradation at local, regional, and global scales. Business-as-usual is being challenged. This course stimulates students to go beyond the often-simplistic portraits of the environmental dilemma offered by the mass media to gain a firmer basis for responsible citizenship and informed action on environmental issues.  Students will practice and apply critical-thinking skills.

    Outcome 1: To describe the history and explain the future of major environmental issues.

    Outcome 2: To describe the science underlying major environmental issues.

    Outcome 3: To become an informed citizen able to critically analyze environmental information.

    Outcome 4: Students will practice the research process by independently formulating a research question, evaluating what is and is not known on the topic, and communicating this in writing.
  

  • NTRES 2100 - Introductory Field Biology


    Fall. 4 credits.

    Prerequisite: limited to Natural Resources majors; intro biology courses as specified for majors. Course fee: One (possibly two) required weekend field trip. Approximate cost: $25.

    T. J. Fahey.

    Introduction to methods of inventorying, identifying, and studying plants and animals. Students are required to learn taxonomy and natural history of vertebrates and woody plants.  Emphasizes the interaction of students with biological and ecological phenomena in the field and accurate recording of those phenomena.

    Outcome 1: Learn to identify about 300 taxa of vertebrates and woody plants of the northeastern region.

    Outcome 2: Understand the phylogenetic relationships among major taxonomic groups of plants and animals.

    Outcome 3: Understand the life cycles and natural history of common plants and animals, especially those evident in field study.

    Outcome 4: Become better acquainted with methods and approaches to field study and the contrasts of scientific inference from field-based vs. non-field-based inquiry.
  

  • NTRES 2201 - Society and Natural Resources

    (crosslisted)
    (also BSOC 2201 , DSOC 2201 ) (SBA)
    Spring. 3 credits. Letter grades only.

    R. Stedman.

    The actions of people are crucial to environmental well-being. This course addresses the interrelationships between social phenomena and the natural (i.e., biophysical) environment. It is intended to (1) increase student awareness of these interconnections in their everyday lives; (2) introduce students to a variety of social science perspectives, including sociology, economics, psychology, and political science, that help us make sense of these connections; (3) identify the contributions of each of these perspectives to our understanding of environmental problems; and (4) discuss how natural resource management and environmental policy reflect these perspectives.

  

  • NTRES 2300 - Field Methods in Bird Banding


    Spring. 3 credits.

    Permission of instructor required.

    D. N. Bonter.

    Students will gain experience with techniques employed to safely capture, handle, mark, and track wild birds for scientific research. The course focuses on small songbirds and all students will handle birds and learn specialized techniques for identifying and ageing birds in the hand. The course also includes a classroom component where we explore the legal and ethical implications of handling wildlife. Students will become versed in the life history strategies employed by focal species and will present findings of peer-reviewed scientific papers to their peers.

    Outcome 1: To learn and practice a variety of field techniques used for safely capturing, banding, and studying wild birds.

    Outcome 2: To accurately identify local birds, understand methods for determining the age, sex, and condition of captured birds, and maintain detailed records.

    Outcome 3: To understand and appreciate the diversity of life-history strategies pursued by these birds.

    Outcome 4: To understand the conservation challenges facing bird populations and learn approaches used to study free-living populations.

    Outcome 5: To keep an appropriate and detailed field journal.

    Outcome 6: To critically analyze scientific research that utilizes our focal research techniques and orally present summaries of this research.

    Outcome 7: To explore the legal and ethical implications of handling wildlife, and be able to explain the motivations, methods, and benefits of handling wildlife to your peers and the public.
  

  • NTRES 2320 - [Nature and Culture]


    (HA) (CA)
    Spring, summer. 3 credits.

    J. Tantillo.

    Examines the history of human-environment relationships, the diversity of environmental values and ethics, cultural manifestations of nature, and the role of society in forming natural resource and environmental policy. The history of natural resource conservation and management in North America, including the history and philosophy of ecology, is introduced.

  

  • NTRES 2670 - Introduction to Conservation Biology

    (crosslisted)
    (also BIOEE 2670 )
    Fall. 2-3 credits, variable.

    Three credits includes disc sec, two Sat a.m. field trips, and two essays. Intended for both science and nonscience majors.  May not be taken for credit after NTRES 4100 .  Completion of BIOEE 2670 /NTRES 2670 not required for NTRES 4100 .

    J. Fitzpatrick.

    For course description and learning outcomes, see BIOEE 2670 .

  

  • NTRES 2830 - DNA, Genes and Genetic Diversity


    Spring. 4 credits. Letter grades only.

    Prerequisite: BIOEE 1780  or permission of instructor. Preference will be given to NTRES majors. Lec/lab.

    M. Hare.

    Covers molecular, Mendelian and population genetic principles as they relate to population biology and biodiversity.  A laboratory section is devoted to problem solving, computer exercises and discussions.  We will focus on mechanisms generating and shaping genetic variation within and among populations, examine the regulation of gene expression, and consider the conservation relevance of variation at multiple levels. Recommended as a preliminary to upper-level ecology, evolution, and natural resource management courses.

    Outcome 1: Understand mechanisms generating and shaping genetic variation at the individual, family and population level.

    Outcome 2: Quantitatively analyze patterns of genetic variation to predict inheritance patterns within families and allele frequency changes in populations

    Outcome 3: Accurately interpret the consequences of genetic variation on human health, species endangerment, evolutionary potential and ecosystem function.

    Outcome 4: Appreciate the ethical dimensions of genetic issues related to privacy, DNA screening, and transgenics.
  

  • NTRES 3030 - Introduction to Biogeochemistry

    (crosslisted)
    (also EAS 3030 )
    Fall. 4 credits. Letter grades only.

    Prerequisite: CHEM 2070  or equivalent, MATH 1120 , and a course in biology and/or geology.

    L. Derry, J. Yavitt.

    For description, see EAS 3030 .

  

  • NTRES 3100 - Applied Population Ecology


    Fall. 3 credits. Letter grades only.

    Prerequisite: completion of calculus (MATH 1106 , MATH 1110 , or equivalent). Highly recommended prerequisite: background in biology or ecology. Limited to 75 students; preference will given to NTRES and SNES majors.

    E. Cooch.

    In-depth analysis of the ecological factors influencing the natural fluctuation and regulation of animal population numbers. Develops models of single- and multi-species population dynamics, with emphasis on understanding the relationship between ecological processes operating at the individual level and subsequent dynamics at the population level. Significant emphasis is placed on application to conservation and management. Computer exercises are used to reinforce concepts presented in lecture.

    Outcome 1: Students will be able to analyze ecological systems in terms of proximate and ultimate causation, and be able to work with multi-level systems interactions.

    Outcome 2: Students will be able to use basic conceptual and analytical tools for describing and quantifying ecological relationships.

    Outcome 3: Students will be able to quantify mechanisms of resource acquisition, environmental tolerance, and system resilience and stability.

    Outcome 4: Students will be able to understand and use fundamental analytical methods to describe structure and dynamics of populations and communities.

    Outcome 5: Students will be able to make predictions about population and community dynamics based on their knowledge about biotic and abiotic factors influencing species interactions.

    Outcome 6: Students will be able to integrate their knowledge about species interactions to explain higher level ecosystem processes.

    Outcome 7: students will be able to integrate conceptual and theoretical understanding in application to reach specified conservation management objectives.
  

  • NTRES 3110 - Fish Ecology, Conservation, and Management


    Spring. 3 credits.

    Prerequisite: NTRES 2100 , general ecology, or equivalent recommended. Offered alternate years.

    L. Rudstam, P. Sullivan.

    This course covers basic principles of fish ecology at the individual, population, and community level.  These ecological principles are applied to the conservation and management of fisheries resources and aquatic habitats. Several fisheries management case studies are analyzed using these principles.  Examples are taken from both the freshwater and marine environments.

    Outcome 1: Students will understand basic ecological principles at the individual, population and community level as they pertain to fish and the aquatic habitat.

    Outcome 2: Students will appreciate the effect of the different physical environment encountered by organisms living in water.

    Outcome 3: Students will be able to analyze issues in fisheries conservation and management using an ecological framework.

    Outcome 4: Students will get experience with issues in modern fisheries management that deals with commercial fisheries, sport fisheries, environmental conservation and the interactions among these stakeholder groups.
  

  • NTRES 3111 - Fish Ecology Laboratory


    Spring. 1 credit.

    Prerequisite or corequisite: NTRES 3110 . Four field trips TBA.

    L. Rudstam.

    Four field trips are planned to provide hands-on- experience in fish ecology and management. They include a one-weekday Great Lakes experience aboard the USGS Kaho on Lake Ontario, a one-day field trip to a state-of-the-art fish hatchery during the walleye run, a one-day Oneida Lake weekend trip to the Cornell Biological Field Station experiencing fish collection techniques, and a two-hour trip to the Cayuga Inlet to witness the spring run of rainbow trout and possibly lamprey eels. Activities include the use of various fish sampling gears and sample analysis techniques. Each student is required to maintain a written journal describing activities and concepts learned from each field trip that is submitted at the end of the semester.

    Outcome 1: Students will get hands-on experience with fish sampling and the properties of different fishing gear.

    Outcome 2: Students will gain an understanding of several fisheries management issues and techniques used in New York State.
  

  • NTRES 3130 - Biological Statistics I

    (crosslisted)
    (also BTRY 3010 , STSCI 2200 )
    Fall. 4 credits.

    Prerequisite: one semester of calculus.

    P. Sullivan.

    In this course, students develop statistical methods and apply them to problems encountered in the biological and environmental sciences. Methods include data visualization, population parameter estimation, sampling, bootstrap resampling, hypothesis testing, the Normal and other probability distributions, and an introduction to linear modeling. Applied analysis is carried out in the R statistical computing environment.

    Outcome 1: Students will be able to discuss and explain hypothesis testing and the basic principles of probability and statistics.

    Outcome 2: Students will be able visualize trends in complex data sets and develop simple models for analysis.

    Outcome 3: Students will be able to estimate population means, variances, standard deviations, and standard errors through a variety of methods.

    Outcome 4: Students will be able to critically evaluate the assumptions upon which statistical estimation is based.

    Outcome 5: Students will be able to conduct a single-sample, two-sample, and paired t-tests.

    Outcome 6: Students will be able to conduct goodness-of-fit tests, contingency tables, simple linear regression and one-way analysis of variance.
  

  • NTRES 3140 - [Conservation of Birds]


    Spring. 2 credits.

    Prerequisite: NTRES 2100  or permission of instructor.

    Staff.

    A course for majors and nonmajors, focusing on science-based bird conservation and management at the organism, population, community, and landscape levels.

    Outcome 1: Students will review the history of ornithology and bird conservation in North America.

    Outcome 2: Students will examine and review the evolution of Federal legislation in the United States as it relates directly to bird conservation.

    Outcome 3: Students will examine and review ecological principles most relevant to bird conservation, at the population, community, ecosystem, and landscape levels of organization.

    Outcome 4: Students will evaluate and compare the current and historical roles of agriculture in the context of bird conservation in the United States.

    Outcome 5: Students will question and evaluate the bird conservation claims of nongovernmental organizations in the context of adaptive, science-based bird conservation.

    Outcome 6: Students will be encouraged to develop healthy skepticism to question and evaluate the bird conservation goals and objectives of government agencies and nongovernmental organizations.
  

  • NTRES 3141 - [Conservation of Birds Laboratory]


    Spring. 1 credit.

    Corequisite: NTRES 3140 .

    Staff.

    A field-oriented course designed to teach skills of bird observation and identification based on the integration of field marks, songs and calls, and habitat cues.

    Outcome 1: Students will record their observations of birds in the field using standard, durable methods.

    Outcome 2: Students will compare and evaluate various approaches and techniques for identification of birds in the field.

    Outcome 3: Students will organize information about bird identification, using species-specific field marks.

    Outcome 4: Students will compare habitat associations for different species of birds, based upon field observations.

    Outcome 5: Students will evaluate their own abilities to identify birds in the field accurately.

    Outcome 6: Students will integrate information about species-specific field marks, habitat associations, seasonal phenology, and their own experience and abilities to arrive at accurate identifications of different species of birds in the field.
  

  • NTRES 3220 - Global Ecology and Management


    Fall. 3 credits. Letter grades only.

    Prerequisite: college-level biology and general ecology course.

    J. B. Yavitt.

    The subjects of biogeography, ecology, and biodiversity have patterns and processes that emerge only at the global scale. Recognizing the global importance of these patterns and processes is even more imperative in light of the tremendous increase in the human population size and the effects of humans on the Earth. This course is an introduction to the field of global ecology. Topics include comparative ecology and biogeography, community ecology, island biogeography, and ramifications of global climatic change.

    Outcome 1: Describe and explain key concepts and principles fundamental to the understanding of the biological, chemical, physical, and geological complexities of natural habitats distributed across the Earth’s continental and marine environments;

    Outcome 2: Investigate an ecological topic of interest via research and writing;

    Outcome 3: Discuss and debate controversial topics.

    Outcome 4: Synthesize course content via writing and examination.
  

  • NTRES 3240 - Sustainable, Ecologically Based Management of Water Resources


    Spring. 3 credits.

    Enrollment limited to: junior, senior or graduate student standing. Freshmen and sophomores need instructor permission. Co-meets with NTRES 6240 .

    R. Schneider.

    In-depth analyses of those ecological and biological principles relevant to the sustainable management of global fresh and marine water resources. Lectures and discussion integrate scientific literature with current management issues, including water supply, dams, irrigation, and groundwater overdraft, and coastal development. Topics include linkages between hydrologic variability and communities, groundwater-surface connections, flow paths for dispersal, patchily distributed water resources, and water quality controls on organisms, and adaptations to climate change.

    Outcome 1: Students will be able to synthesize relevant hydrologic, ecological, and sociological information in order to make sound recommendations for sustainable watershed management.

    Outcome 2: Students will gain insights into, and understanding of cultural, religious, and philosophical influences on water policy decisions around the world.

    Outcome 3: Students will be able to analyze critical hydrologic data and tools, such as hydrographs and groundwater potentiometric surface maps, to understand natural and altered processes in water resources.

    Outcome 4: Students will be able to access web-based, federal data-bases necessary for appropriate watershed management decisions.

    Outcome 5: Students will gain experience in critical professional skills, including interpretation of research journal articles, creation of extension fact sheets, team-based negotiation, and presenting professional quality talks using Powerpoint.
  

  • NTRES 3250 - Forest Management and Maple Syrup Production


    Spring. 3 credits. Letter grades only.

    Priority given to juniors, seniors and graduate students. Limited to 22 students. Field lab participation required; often involves strenuous walking in all weather conditions.

    P.J. Smallidge.

    This course is designed to give students a practical and experiential exposure to private lands forest management and maple syrup production in New York and the Northeast.  As a result of the class, students should be able to articulate the attributes of sustainable forest management practices on private woodlots.   Student learning will emphasize field-based concepts and applications rather than theories and policy.  All weekly labs are outdoors, and students will need appropriate winter clothing and potentially snowshoes. 
     

    Outcome 1: Be able to describe the inter-relationship of the various tools and concepts necessary to sustainably manage a private forest.

    Outcome 2: Be able to discuss forest management with others who do, and do not, have a background in forest management.

    Outcome 3: Anticipate how forest management interacts with the management of other natural resources.

    Outcome 4: Be able to articulate the utility (and limitations) of using forest management as a tool to achieve specific landowner objectives.

    Outcome 5: Be able to demonstrate skill with: orienteering, tree identification, silvics, woodlot inventory, and maple sap collection and processing.
  

  • NTRES 3260 - Applied Conservation Ecology


    Spring. 3 credits. Letter grades only.

    Prerequisite: BIOEE 3610  or permission of instructor.

    S. Morreale.

    An interactive-field and lab course designed to provide direct experience with some of the most important field methods and analytical techniques used to examine species, ecosystem and community-level function, structure, and value, especially within the context of contemporary conservation ecology and evolutionary theory. Tools include field sampling techniques, resource and conservation mapping, spatial referencing, GIS, measures of biodiversity, and manual and automated techniques for studying soil, stream, forest, terrestrial, and marine biota and related physical factors.  The class is designed to provide a strong background in field research methods and theory related to ecological conservation.

    Outcome 1: Students will understand and discuss perceptions, personal values, and effective tools to motivate people towards conservation.

    Outcome 2: Encourage critical analyses, broad philosophical understanding, and integration of a variety of information sources including web-based and media reports, along with scientific publications.

    Outcome 3: Students will be able to use scientific measurements and analyses to distinguish opinion from fact-based decisions.

    Outcome 4: Students will participate in weekly class discussions based on diverse perspectives and philosophies.

    Outcome 5: Students are required to give individual and group presentations, as well as numerous short essays and a final written report. The use of multiple forms of media will be encouraged and rewarded.

    Outcome 6: Students will be evaluated based on independent work, quizzes, and presentations, along with weekly group exercises and two group presentations.
  

  • NTRES 3300 - Natural Resources Planning and Management


    Fall. 3 credits.

    Enrollment limited to: junior, senior standing. All others require permission of instructor.

    T. B. Lauber.

    Focuses on terrestrial and aquatic resources. Emphasizes the comprehensive planning process and human dimensions of resource management. Students integrate biological, social, and institutional dimensions of management through case studies. Grades are based on individual and group performance.

    Outcome 1: Students will understand natural resource planning as a process with recognizable phases.

    Outcome 2: Students will effectively consider the multiple dimensions (physical, biological, social, and institutional) of natural resources management.

    Outcome 3: Students will learn to analyze a resource management problem, suggest explicit alternative management approaches, and identify potential consequences of those approaches.

    Outcome 4: Students will become familiar with current issues in natural resources management.

    Outcome 5: Students will develop their written and oral communications skills.

    Outcome 6: Students will develop their abilities to work in groups.
  

  • NTRES 3311 - Environmental Governance

    (crosslisted)
    (also BSOC 3311 , DSOC 3311 , STS 3311 ) (SBA)
    Fall. 3 credits.

    Co-meets with DSOC 6320 /NTRES 6310 .

    S. Wolf.

    Environmental governance is defined as the assemblage of institutions that regulate society-nature interactions and shape environmental outcomes across a range of spatial and temporal scales.  Institutions, broadly defined, are mechanisms of social coordination including laws (formal) and social norms (informal) that guide the behavior of individuals.  Participants in the course will explore the roles of governments, markets, and collective action in environmental management and mismanagement. We will emphasize interactions among leading environmental policy strategies: public regulation, market-based incentives, and community-based resource management. The course is focused around a set of analytic perspectives.  These theoretical frameworks allow us to synthesize empirical observations and material changes in ways that inform our understanding of contemporary evolution of environmental policy and management.

    Outcome 1: Students will gain familiarity with the concepts, theories and applications of institutional analysis applied to environment.

    Outcome 2: Students will develop critical awareness of the strengths and weakness of states, markets and collective structures as resources for social regulation.

    Outcome 3: Students will develop an historical appreciation of environmental policy in order to reflect critically on contemporary status and trends.

    Outcome 4: Students will develop an interdisciplinary understanding of environmental policy through exploration of economic, sociological and political scientific perspectives.

    Outcome 5: Students will be exposed to a broad range of environmental problems and policy and management responses. Coverage includes national and international cases, and analyses at multiple scales.

    Outcome 6: Students will develop capacity to conduct institutional analysis including the specification of a research question, policy research, synthesis and communication.

    Outcome 7: Students will build generic competencies including reading of scientific and popular texts, writing, oral communication, group work and critical analysis.
  

  • NTRES 3320 - Introduction to Ethics and Environment


    (KCM)
    Fall. 4 credits.

    J. Tantillo.

    Introduction to ethics, aesthetics, and epistemology as related to the environment. Asks the question “How should I live?” and explores the implications of different answers to that question for our treatment of nature. Also examines the various approaches to ethics theory; the relations between art, literature, religion, and mortality; the objective nature of value judgments; and the subjective nature of nature.

  

  • NTRES 3330 - Ways of Knowing: Indigenous and Local Ecological Knowledge

    (crosslisted)
    (also AIS 3330 , AMST 3330 ) (CA, SBA) (D)
    Fall. 3 credits. Letter grades only.

    Enrollment limited to: juniors, seniors, or graduate students. Co-meets with NTRES 6330 .

    K-A. S. Kassam.

    Based on indigenous and local “ways of knowing,” this course (1) presents a theoretical and humanistic framework from which to understand generation of ecological knowledge; (2) examines processes by which to engage indigenous and local knowledge of natural resources, the nonhuman environment, and human-environment interactions; and (3) reflects upon the relevance of this knowledge to climatic change, resource extraction, food sovereignty, and issues of sustainability and conservation.

    Outcome 1: To appreciate natural resource development from a human ecological perspective;

    Outcome 2: To apply the interdisciplinary lens of human ecology to understand human and environmental relations;

    Outcome 3: To appreciate the complex interconnectivity between the ecological and the cultural;

    Outcome 4: To comprehend that individual actions informed by cultural systems manifest themselves in social structures that rely on ecological foundations;

    Outcome 5: To extend the notion of interdisciplinarity to include indigenous and local knowledge;

    Outcome 6: To situate indigenous and local knowledge within a humanistic framework of knowledge generation;

    Outcome 7: To illustrate the participatory and experiential basis of indigenous and local knowledge;

    Outcome 8: To propose a method best suited for researching such knowledge processes; and

    Outcome 9: To value the contributions of indigenous and local knowledge in the context of socio-cultural and environmental change and natural resource utilization.
  

  • NTRES 4100 - Advanced Conservation Biology: Concepts and Techniques


    Fall. 4 credits. Letter grades only.

    Prerequisite: CALS math requirement; NTRES 3100  and NTRES 2830  or equivalent or permission of instructors. Limited to 30 students.  

    E. G. Cooch, M. P. Hare.

    Decision making in conservation biology requires measurement and analysis of variation at the genetic, population, and landscape or system levels. Emphasis in this course is on quantitative tools for the formal analysis of variation at all three levels and principles guiding maintenance and management of biological and genetic diversity.

    Outcome 1: Students will be able to use conceptual and analytical tools to describe demographic and genetic factors influencing population persistence.

    Outcome 2: Students will be able to quantify the relative importance of various demographic factors affecting population size projections.

    Outcome 3: Students will be able to understand and use fundamental analytical methods to quantify genetic structure at the individual, population and metapopulation scale and infer demographic and evolutionary processes shaping patterns of variation.

    Outcome 4: Students will be able to make predictions about population viability based on their knowledge about demographic and genetic factors influencing population size and mean population fitness.

    Outcome 5: Students will be able to integrate conceptual and theoretical understanding to reach specified conservation management objectives.

    Outcome 6: Students will be able to articulate in written and oral form their understanding of both the concepts and analytical tools, and the role of sources of uncertainty, in application to problems in conservation.
  

  • NTRES 4110 - [Quantitative Ecology and Management of Fisheries Resources]


    Spring. 4 credits.

    Prerequisite: NTRES 3130  recommended or permission of instructor. Next offered 2014-2015. (Offered alternate years)

    P. J. Sullivan.

    Examines the dynamics of marine and freshwater fisheries resources with a view toward observation, analysis, and decision making within a quantitative framework.

    Outcome 1: Students will be able to construct nonlinear estimation models applied to the processes of growth, reproduction, survivorship, and movement.

    Outcome 2: Students will be able quantitatively characterize marine and freshwater fishery population dynamics.

    Outcome 3: Students will be able to assess the status of fishery populations and aquatic communities.

    Outcome 4: Students will be able to identify the major trends in the science of population assessment and fisheries management.

    Outcome 5: Students will be able to determine what it means to be sustainable and how difficult it is to maintain sustainable ecological processes.

    Outcome 6: Students will be able to effectively communicate quantitative scientific information concerning wise management practices.
  

  • NTRES 4120 - Wildlife Population Analysis: Techniques and Models


    Spring. 4 credits. Letter grades only.

    Prerequisite: NTRES 3100  or NTRES 4100  (or equivalent or permission of instructor), NTRES statistics requirement. Offered alternate years. Co-meets with NTRES 6120 .

    E. Cooch.

    Explores the theory and application of a variety of statistical estimation and modeling techniques used in the study of wildlife population dynamics, with primary focus on analysis of data from marked individuals. Computer exercises are used to reinforce concepts presented in lecture.

    Outcome 1: Students will be able to model and analyze data generated by repeat encounters of uniquely marked individuals, including estimation of survival, recruitment, and population abundance and trajectory.

    Outcome 2: Students will be able to use, apply and interpret results from multi-model statistical inference.

    Outcome 3: Students will be able to read and interpret the primary scientific literature concerning analysis and modelling of data generated by repeat encounters of uniquely marked individuals.

    Outcome 4: Students will understand and be able to articulate the role of parameter estimation in the development and application of models as used in conservation management of biotic resources.

    Outcome 5: Students will be able to understand and use fundamental statistical methods to describe structure and dynamics of populations and communities.

    Outcome 6: Students will be able to understand and articulate the importance of accounting for detection uncertainty in the analysis and interpretation of change in pattern of organism distributions over space and time.
  
  

  • NTRES 4200 - Forest Ecology


    Fall. 3 credits.

    Prerequisite: two semesters of college-level biology.

    T. J. Fahey.

    Comprehensive analysis of the distribution, structure, and dynamics of forest ecosystems. Topics include paleoecology of forests; ecophysiology of forest trees; disturbance, succession, and community analysis; and hydrology, primary productivity, and nutrient cycling.

    Outcome 1: Better understand the scientific process and how it is used to determine controls on the distribution and abundance of organisms.

    Outcome 2: Learn the patterns of distribution of principal forest trees in North America.

    Outcome 3: Understand natural disturbance regimes and how they influence and interact with the composition, structure and function of forest ecosystems.

    Outcome 4: Learn to quantify energy flow, hydrology and biogeochemistry of terrestrial ecosystems.

    Outcome 5: Better understand the potential influence of human activities on composition and function of forests and limits to scientists’ ability to predict forest change.
  

  • NTRES 4201 - Forest Ecology Laboratory


    Fall. 1 credit.

    Corequisite: NTRES 4200 . Course fee: Weekend field trips approx. $30.

    T. J. Fahey.

    Field trips designed to familiarize students with the nature of regional forests and to provide experience with approaches to quantifying forest composition and its relation to environmental factors. Optional weekend field trips to Adirondacks and to the White Mountains, N.H. Includes group research projects in local forests.

    Outcome 1: Learn to identify forest trees of the Northeast.

    Outcome 2: Better understand approaches for quantifying forest composition and structure and for summarizing and analyzing data.

    Outcome 3: Learn how to measure key environmental factors and plant physiological processes in forests.

    Outcome 4: Learn to “read” the forested landscape and to infer the processes and patterns of forest tree distributions.

    Outcome 5: Gain experience with the process of field scientific research including proposal development, data collection and analysis and preparation of scientific manuscript.
  

  • NTRES 4220 - Wetland Ecology Lecture


    Fall. 3 credits.

    Prerequisite: BIOEE 1610 , BIOEE 1780 , or BIOEE 2070 .  A course in plant ecology, soils or biogeochemistry recommended.

    B. L. Bedford.

    Examination of the structure, function, and dynamics of wetland ecosystems with an emphasis on ecological principles required to understand how human activities affect wetlands. Topics include geomorphology, hydrology, biogeochemistry, plant and animal adaptations to wetland environments, and vegetation dynamics. Biodiversity conservation, state and federal wetland regulations, and other approaches to wetland protection are considered.

    Outcome 1: Students will be able to differentiate wetlands from non-wetlands, and the different major types of wetlands from each other.

    Outcome 2: Students will be able to explain where wetlands occur in the landscape and why.

    Outcome 3: Students will be able to analyze the different components of wetland hydrology; relate these components to landscape setting; and contrast different wetland types in terms of their hydroperiods, hydrologic regimes, and water budgets.

    Outcome 4: Students will be able to differentiate the characteristics of wetland soils and how they form from those of non-wetland soils.

    Outcome 5: Students will be able to analyze the biogeochemical cycles of nitrogen, phosphorus, carbon, and sulfur in wetlands, as well as how wetlands alter and are altered by human influences on these cycles.

    Outcome 6: Students will be able to identify the major morphological, physiological, phenological, and behavioral adaptations of wetland plants and animals to wetland environments.

    Outcome 7: Students will be able to relate changes in wetlands through time to climate, the landscape settings in which they occur, their different biotic characteristics, and human activities.

    Outcome 8: Students will be able to critically discuss the ecosystem processes of production, decomposition, and nutrient cycling, and relate these processes to the ecosystem services often claimed as justification for wetland conservation and regulation.

    Outcome 9: Students will be able to apply these concepts to a major wetland conservation or management issue currently facing wetlands.
  

  • NTRES 4221 - Wetland Ecology Laboratory


    Fall. 1 credit.

    Corequisite: NTRES 4220 . Optional. One all-day Sat field trip required.

    B. L. Bedford.

    Integrated set of field and laboratory exercises designed to expose students to the diversity of wetland ecosystems; the vegetation, soils, water chemistry, and hydrology of wetlands in the region; methods of sampling wetlands vegetation, soils, and water; and methods of wetland identification and delineation.

  

  • NTRES 4260 - Practicum in Forest Farming as an Agroforestry System

    (crosslisted)
    (also CSS 4260 , HORT 4260 )
    Fall. 2 credits.

    Enrollment limited to: juniors, seniors, or graduate students; or permission of instructor.

    K. W. Mudge.

    For description, see HORT 4260 .

  

  • NTRES 4280 - [Principles and Practices of Applied Wildlife Science]


    Spring. 3 credits.

    Prerequisite: NTRES 3100  or equivalent; permission of instructor required. Next offered 2014-2015. (Offered alternate years) Co-meets with NTRES 6280 .

    P. Curtis.

    Covers the theory and practice of solving wildlife-related, resource management issues. The integration of human dimensions inquiry and applied wildlife science are examined.  Important aspects of contemporary wildlife management issues will be critically evaluated and discussed.

    Outcome 1: Students will be able to read, synthesize, and critically review published literature in wildlife ecology, management, and human dimensions journals.

    Outcome 2: Students will write, discuss, and knowledgeably present the key wildlife management aspects of contemporary environmental issues.

    Outcome 3: Students will be able to design experiments and field surveys based on scientific hypotheses.

    Outcome 4: Every student in the class will develop a lifelong interest in wildlife ecology and management.
  

  • NTRES 4300 - Environmental Policy Processes


    Spring. 3 credits. Letter grades only.

    Course fee: approximately $675 for lodging and use of facilities at the Wolpe Cornell Center in Washington, D.C. Permission of instructor required. Enrollment limited to: junior, senior, or grad student standing; admission by special application process only. Applications available by contacting msb336@cornell.edu or at www.cals.cornell.edu/cals/dnr/undergraduate/courses/4300.cfm. Completed applications will be due Oct. 16, 2013. When approved, you will receive a permission code to enroll. Course begins with three evening sessions in fall semester beginning approximately November 1. You will spend January 2-11, 2014 at the Cornell Center in Washington, D.C. Significant independent research and four 2-hour evening sessions follow in Spring semester.

    B. L. Bedford, C. E. Kraft.

    This course provides students an intensive field-based exploration of the federal environmental policy process and an overview of how policy issues move onto the federal agenda and through the federal policy-making process.  It focuses on defining environmental policy problems and understanding the interrelated set of phases, actors, institutions, and constraints that typically comprise the policy cycle. Case studies provide in-depth examples and allow students to discuss the policy process with policy makers as guest panelists. Research topic requires conducting several independent interviews with Washington experts, preparation of two short and one long policy brief based on the interviews and additional research, and an oral presentation.

    Outcome 1: Students will be able to define what constitutes an environmental policy issue and describe in-depth the various phases of the typical policy cycle.

    Outcome 2: Students will be able to critically discuss and analyze the ways in which significant actors, institutions, and constraints combine and interact to influence policy decisions.

    Outcome 3: Students will apply this knowledge to the analysis and discussion of specific case studies involving environmental policy issues.

    Outcome 4: Students will gain experience communicating in oral and written formats with various policy actors associated with their selected policy topic and with specific case studies.

    Outcome 5: Students will gain fluency with the language of policy analysis and with the legitimate sources on which to base an unbiased environmental policy analysis.

    Outcome 6: Students will gain experience in evaluating, synthesizing, and organizing various source materials, including interviews with policy actors, into three policy briefs and an oral and written presentation of a specific environmental policy issue.
  

  • NTRES 4320 - Human Dimensions of Coupled Social - Ecological Systems


    (SBA)
    Spring. 3 credits.

    Prerequisite: senior standing and at least one past course that applies a social science perspective to the study of natural resources/environment. Examples include NTRES 2201 , NTRES 2320 , NTRES 3311 , NTRES 3320 , NTRES 4300 ; AEM 2500 ; HIST 3150 ; DSOC 3240 ; COMM 2850 , COMM 3210 ; or permission of instructor.

    R. C. Stedman.

    Most environmental problems are complex, multi-scalar (in time and space), and bring together social-economic and ecological systems.  Responding to these problems requires both disciplinary expertise and the ability to collaborate across disciplinary boundaries.  This course is taught as a ‘senior seminar’ with strong emphasis on application of theory/method to current cases that integrate ecological and social sciences. Students (1) become familiar with the language and theory of coupled social-ecological systems thinking; (2) gain exposure to social science methods, including hypothesis development, research evaluation, and causal inference; (3) apply the above to the analysis of multiple environmental issues; and (4) as a result, become familiar with the process of integrative research.

  

  • NTRES 4330 - Applied Environmental Philosophy


    (KCM)
    Spring. 3 credits.

    Prerequisite: NTRES 3320  recommended.

    J. Tantillo.

    Focuses on environmental philosophy and environmental ethics considered as an academic field. Major themes include anthropocentrism versus nonanthropocentrism, intrinsic value, monism versus pluralism, animal rights versus environmental ethics, and various approaches to environmental ethics, including deep ecology, ecofeminism, and pragmatism.

    Outcome 1: Students will be able to explain, evaluate, and effectively interpret factual claims, theories, and assumptions in ethics and environmental philosophy and more broadly in related sciences and humanities.

    Outcome 2: Students will be able to find, access, critically evaluate, and ethically use information.

    Outcome 3: Students will be able to integrate quantitative and qualitative information to reach defensible and creative conclusions.

    Outcome 4: Students will be able to communicate effectively through writing, speech, and visual information.

    Outcome 5: Students will be able to articulate the views of people with diverse moral perspectives.

    Outcome 6: Students will be able to demonstrate the capability to work both independently for individual writing assignments and in cooperation with others in discussion sections.

    Outcome 7: Students will be able to apply methods of philosophical enquiry to the analysis of one or more major challenges facing humans and the Earth’s resources.
  

  • NTRES 4440 - Resource Management and Environment Law

    (crosslisted)
    (also CRP 4440 )
    Spring. 3 credits.

    Prerequisite: junior, senior, or graduate standing.

    R. Booth.

    For description, see CRP 4440 .

  

  • NTRES 4560 - Stream Ecology

    (crosslisted)
    (also BIOEE 4560 )
    Fall. 4 credits.

    Prerequisite: BIOEE 1610  or permission of instructor. Offered alternate years. One Sat. field trip.

    C. Kraft, A. Flecker.

    Lecture examines patterns and processes in stream ecosystems, including geomorphology and hydrology, watershed-stream interactions, trophic dynamics, biogeochemistry, disturbance, and conservation and management. Field and laboratory exercises focus on experimental and analytical techniques used to study stream ecosystems, including techniques to measure stream discharge, physical habitat, water chemistry, and stream biota. Field project with lab papers.

    Outcome 1: Students will understand the morphology and classification of streams based on channel formation and characteristics of stream networks and watersheds.

    Outcome 2: Students will understand the basic chemical and physical dynamics of stream ecosystems.

    Outcome 3: Students will be familiar with the important organic matter sources that fuel running water ecosystems.

    Outcome 4: Students will understand the major longitudinal, vertical, and lateral linkages that connect streams to the surrounding land- and riverscape.

    Outcome 5: Students will gain knowledge and appreciation of the tremendous diversity of stream ecosystems found around the world, along with basic characteristics that distinguish them.

    Outcome 6: Students will learn common groups of stream biota including fish, invertebrates, and stream algae.

    Outcome 7: Students will gain knowledge of the importance of different biotic interactions and abiotic factors that shape patterns and processes in stream ecosystems.

    Outcome 8: Students will learn basic conceptual models that link stream ecosystem structure and function.

    Outcome 9: Students will gain basic knowledge of stream conservation biology, factors contributing to degradation of stream environments, and strategies for the restoration of damaged running water ecosystems.

    Outcome 10: Students will conduct field and lab exercises throughout the course to familiarize them with methods for collecting and analyzing stream ecological data. Students will engage in a semester-long project in which they set up a field experiment, collect and analyze samples from their experiment, and summarize and interpret experimental results.
  

  • NTRES 4800 - [Global Seminar: Building Sustainable Environments and Secure Food Systems for a Modern World]

    (crosslisted)
    (also FDSC 4800 , IARD 4800 )
    Spring. 3 credits.

    Enrollment limited to: juniors, seniors, or graduate students.

    J. Lassoie, K. Kassam.

    Modernization has led to development pressures that have increasingly disrupted natural systems leading to widespread concerns about the long-term viability of important environmental and ecosystem services, including those critical to food security worldwide. Case studies are used to explore interrelationships among social, economic, and environmental factors basic to sustainable development. Cases examine contemporary issues identified by participants (e.g., population growth, genetically modified foods, biodiversity, sustainable resource management, global warming, and global responsibility). Cornell faculty members lead discussions in each of the major topic areas. In addition, students participate in discussions and debates with students from Sweden, Costa Rica, Honduras, China, and Australia through live interactive videoconferences and electronic discussion boards.

  

  • NTRES 4850 - Case Studies in International Ecoagriculture and Environmental Conservation

    (crosslisted)
    (also IARD 4850 , SNES 4850 )
    Spring. 3 credits. Letter grades only.

    Enrollment limited to: senior standing in IARD, SNES, or NTRES and international experience; others by permission of the instructors.

    J. P. Lassoie, P. Hobbs.

    For description and learning outcome, see IARD 4850 .

  

  • NTRES 4870 - Undergraduate Research Methods


    Fall, spring. 1 credit.

    For seniors doing an Honors Research Project in Natural Resources or Science of Natural and Environmental Systems (SNES) or juniors considering the program.

    J. B. Yavitt.

    Intended for students pursuing undergraduate research in the Research Honors Program. Topics emphasize organizing and writing scientific papers, including developing a thesis statement, reviewing pertinent literature, how to present results visually and as text, and interpreting results in the discussion. The editorial process for publishing papers will be presented. Also students will practice oral presentations of their research results.

    Outcome 1: Students will read original, published research and discuss and debate the research design and presentation of the results. They practice critical thinking skills by learning to read the literature carefully and consciouslyand analyze the organization and structure of research paper, including how paragraphs are developed with individual sentences.

    Outcome 2: Students will practice editing professional research papers.

    Outcome 3: Students will compare and contrast ways to present research results, e.g., in the text, in figures, or in tables.

    Outcome 4: Students will assemble their own research results and design and construct a poster or oral presentation.

    Outcome 5: Students will evaluate, judge, and provide critical evaluation of professional posters and oral presentations.
  

  • NTRES 4940 - Special Topics in Natural Resources


    Fall or spring. 1-4 credits, variable.

    Staff.

    The department teaches “trial” courses under this number. Offerings vary by semester and are advertised by the department before the semester starts. Courses offered under the number will be approved by the department curriculum committee, and the same course is not offered more than twice under this number.

  

  • NTRES 4960 - Internship in Natural Resources


    Fall or spring. 1-3 credits, variable.

    Permission of instructor required. Students must register using the CALS Special Studies form available online.

    Staff.

    On-the-job learning experience under the supervision of professionals in a cooperating organization. A learning contract is written between the faculty supervisor and the student, stating the learning objectives, conditions of the work assignment, nature of on-the-job supervision, and reporting requirements, including the formal basis on which the faculty supervisor will assign a grade. All 4960 internship courses must adhere to the CALS guidelines at cals.cornell.edu/academics/student-research/internship.

  

  • NTRES 4970 - Individual Study in Environmental Social Science and Resource Policy


    Fall, spring, or winter. 1-4 credits, variable.

    Permission of instructor required. Students must register using CALS Special Studies form available online.

    S. Broussard-Allred, L. Buck, B. Chabot, D. Decker, J. Enck, K. Kassam, B. Knuth, J. Lassoie, T. B. Lauber, R. Stedman, J. Tantillo, S. Wolf.

    Individual study under faculty supervision. Topics in environmental social science resource policy are arranged depending on the interests of students and availability of staff.

  

  • NTRES 4971 - Individual Study in Applied Ecology and Conservation Ecology


    Fall or spring. 1-4 credits, variable.

    Permission of instructor required. Students must register using CALS Special Studies form available online.

    M. Bain, E. Cooch, P. Curtis, W. Fisher, A. Fuller, M. Hare, J. R. Jackson, C. Kraft, J. Lassoie, S. Morreale, L. Rudstam, C. Smith, P. Sullivan.

    Individual study under faculty supervision. Topics in applied ecology or conservation biology are arranged depending on the interests of students and availability of staff.

  

  • NTRES 4972 - Individual Study in Ecosystem Science and Biochemistry


    Fall or spring. 1-4 credits, variable.

    Permission of instructor required. Students must register using CALS Special Studies form available online.

    B. Bedford, B. Blossey, T. Fahey, M. Krasny, R. Schneider, R. Sherman, P. Smallidge, J. Yavitt.

    Individual study under faculty supervision. Topics in ecosystem science and biogeochemistry are arranged depending on the interests of students and availability of staff.

  

  • NTRES 4980 - Undergraduate Teaching in Natural Resources


    Fall, spring. 1-4 credits, variable.

    Permission of instructor required. Students must register using CALS Special Studies form available online.

    Staff.

    Designed to give students an opportunity to obtain teaching experience by assisting in labs, field trips for designated sections, discussions, and grading. Students gain insight into the organization, preparation, and execution of course plans through application and discussions with instructor.

  

  • NTRES 4990 - Undergraduate Research


    Fall, spring. 1-6 credits, variable.

    Students must register using CALS Special Studies form available online.

    Staff.

    Undergraduate research projects in natural resources; contingent on finding a faculty person to work with.

  

  • NTRES 4991 - Honors Research in Natural Resources


    Fall, spring. 1-6 credits, variable. (May be repeated for credit)

    Prerequisite: enrollment in NTRES honors research program. Intended for qualified students pursuing the research honors program in natural resources. Students must register using CALS Special Studies form available online.

    Staff.

    Students must complete the CALS Honors program application by the third week of the fall semester of their senior year. The research supervisor should be a faculty member or senior research associate within NTRES. Students are required to attend bi-weekly meetings.

  

  • NTRES 5900 - Professional Projects - M.P.S.


    Fall, spring. 1-15 credits, variable. S-U grades only.

    Enrollment limited to: M.P.S. graduate students working on professional master’s projects.

    Staff.
  

  • NTRES 6000 - Introduction to Graduate Study in Natural Resources


    Fall. 1 credit. S-U grades only.

    Prerequisite: beginning graduate students whose faculty advisors are in Natural Resources.

    S. Broussard Allred.

    Includes discussions of the role of science in natural resource management and conservation, with a particular focus on how scientists pursue career paths toward effective participation in this realm. Discussions focus on the practices of scientists and institutions that provide a framework for scientific endeavors.

  

  • NTRES 6010 - Seminar on Selected Topics in Environmental Social Science and Resource Policy


    Fall or spring. 1-4 credits, variable. S-U grades only.

    Permission of instructor required. Offering varies by semester and is subject to availability of staff.  Check with department for status.

    Staff.

    Selected readings and discussions of research and/or current issues in environmental social science and resource policy.

  

  • NTRES 6040 - Seminar on Selected Topics in Resource Policy and Management


    Fall or spring. 1-4 credits, variable. S-U grades only.

    Permission of instructor required. Offering varies by semester and is subject to availability of staff.  Check with department for status.

    Staff.

    Special topics seminar on subjects related to resource policy and management.

  

  • NTRES 6110 - [Quantitative Ecology and Management of Fisheries Resources]


    Spring. 4 credits.

    Prerequisite: NTRES 3130  or permission of instructor. Next offered 2014-2015. (Offered alternate years)

    P. J. Sullivan.

    Taught in conjunction with NTRES 4110 . Students taking the course for graduate credit are asked, in addition to the 4000-level projects and homework, to construct and document a model of population or community dynamics that reflects and extends the concepts covered in the course.

 

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