Courses of Study 2021-2022 
    
    Mar 28, 2024  
Courses of Study 2021-2022 [ARCHIVED CATALOG]

Cornell University Course Descriptions


 

AEP—Applied & Engineering Physics

  
  • AEP 5510 - Symmetry in Materials Physics


         
    Spring. 3 credits. Student option grading.

    Prerequisite: quantum mechanics (level of Sakurai) and solid state physics (level of A&M).

    C. Fennie.

    This course concerns various phenomena occurring in low-symmetry, dispersive media, i.e.,those lacking space-inversion (I), or time-reversal (T), or both, or having only TI. This is of renewed interest due to its relevance to novel Hall/topological effects (e.g., AHE, Chiral anomaly, bulk photocurrents) and to novel functionalities (magnetoelectricity, current-induced magnetism). Emphasis will be on the symmetry of the constitutive relations, and in particular how electric, magnetic, and toroidal multipole-order mediates/induces novel couplings. Throughout the course I will connect atomic-response Cartesian tensors that one usually sees in chemistry literature, which provide simple & intuitive pictures, to calculable (via Kubo), irreducible tensors of the solid-state.

  
  • AEP 5550 - Intermediate Electromagnetism


         
    Spring. 4 credits. Letter grades only (no audit).

    Co-meets with AEP 3550 

    L. Pollack.

    Intermediate-level course on electromagnetic theory with a focus on statics. Vector calculus, electrostatics, conductors, dielectric materials, boundary conditions, solutions to Laplace’s equation, magnetostatics, quasistatic conditions, Maxwell equations, Poynting theorem, Maxwell Stress tensor, EM wave, polarization, energy, momentum. Emphasis is on developing proficiency with analytical techniques and intuitive understanding of fundamental electromagnetism.

  
  • AEP 5555 - Gaining Intuition Through Symmetry and Computation


         
    Fall. 3 credits. Student option grading.

    Prerequisite: AEP 3200 . Enrollment limited to: graduate students. Co-meets with AEP 3555 . Experience in MATLAB/Octave or Python is expected.

    C. Fennie.

    From Big Data to Small Molecules/Electrons, to Waves Propagating in Metamaterials, the problems of the future in the applied sciences require today’s students to be trained in advanced analytical and/or computational techniques, which are in fact already a core part of the curriculum. The goal of this course is understand how to reduce the complexity of a problem in a physically meaningful manner, before attempting to actually solve any particular problem, all the while gaining intuition as to what the answer might be.
     

  
  • AEP 5560 - Intermediate Electrodynamics


         
    Fall. 4 credits. Letter grades only.

    Co-meets with AEP 3560 .

    G. Shvets.

    Second course in theory of electromagnetism: Magnetic materials, Faraday’s law, Maxwell equations, electromagnetic waves, reflection and transmission, guided waves, and radiation.

  
  • AEP 5570 - [Applied Electrodynamics]


         


    Fall. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    Prerequisite: E&M at the level of Jackson’s Classical Electrodynamics.

    Staff.

    Applied electrodynamics covers most of the material of chapters 5-14 of Jackson’s Classical Electrodynamics text. The course uses the book Modern Electrodynamics by Zangwill (chapters 14-22). The pre-Maxwell equations are discussed with reference to slowly varying magnetic fields of conductors, skin depths, eddy currents, and magnetic diffusion. The Maxwell equations in vacuum are solved using Green’s functions which give the Lienard-Wiechert potentials and fields. Polarization of the EM wave is discussed including the Stokes parameters. EM waves in matter are discussed and the Kramers-Kronig relations are derived and the Drude model is discussed. Waveguides, optical fibers, and resonant cavities are investigated in detail, and the Telegrapher’s equations are derived and discussed. Radiation is treated starting with electric and magnetic dipole and electric quadrupole radiation using special relativity. Radiation of leptons in linear and circular accelerators is treated. Finally, Fraunhofer and Fresnel diffraction are discussed.

     

     

     

     

     

     

     

  
  • AEP 5610 - Introductory Quantum Mechanics


         
    Fall. 4 Credits. Student option grading.

    Co-meets with AEP 3610 

    G. Fuchs.

    Introductory course in quantum mechanics. Topics include Schrodinger’s equation and the statistical interpretation of the wavefunction, potentials in 1 to 3 dimensions, Dirac notation and Hilbert space, ladder operators for harmonic potentials and angular momentum, exact solutions for the hydrogen atom and spin systems. Emphasis is on developing both an intuitive understanding of quantum mechanics and how to apply it rigorously.

  
  • AEP 5620 - Intermediate Quantum Mechanics


         
    Spring. 4 Credits. Letter grades only (no audit).

    Co-meets with AEP 3620 

    F. Wise.

    Continuation of AEP 5610 covering more advanced material in quantum mechanics. Topics include operator formalism and matrix representation, angular momentum and spin, the hydrogen atom, techniques for solving Schrodinger’s equation including perturbation theory, two- and three-level systems, interaction with radiation, and identical particles.

  
  • AEP 5630 - Electronic Circuits


         
    Fall, Spring. 4 Credits. Student option grading (S/U grade with permission of the instructor).

    Prerequisite: undergraduate course in electricity and magnetism or permission of instructor.  Co-meets with AEP 3630 /PHYS 3360 .  No previous electronics experience assumed, although the course moves quickly through introductory topics such as basic DC circuits.

    Fall: G. Hoffstaetter; Spring: E. Kirkland.

    Practical electronics as encountered in a scientific or engineering research/development environment. Analyze, design, build, and test circuits using discrete components and integrated circuits. Analog circuits: resistors, capacitors, operational amplifiers, feedback amplifiers, oscillators, comparators, passive and active filters, diodes, and transistor switches and amplifiers. Digital circuits: combinational and sequential logic (gates, flipflops, registers, counters, timers), analog to digital (ADC) and digital to analog (DAC) conversion, signal averaging, and computer architecture and interfacing. Additional topics may include analog and digital signal processing, light wave communications, transducers, noise reduction techniques, and computer-aided circuit design. At the level of Art of Electronics by Horowitz and Hill.

  
  • AEP 5640 - Modern Applied Physics Experimental Design


         
    Fall. 3 Credits. Student option grading.

    Co-meets with AEP 3640 .

    J. Moses.

    Overview of the diversity of modern biophysical experimental techniques used in the study of biophysical systems at the molecular, cellular, and population level. Emphasis is placed on groundbreaking methods behind recent Nobel Prizes and other techniques likely to be encountered in cutting-edge research and industry. Topics include: 1) super-resolution, multi-photon, and single molecule microscopy, 2) crystallography and structural biology methods used to characterize DNA, RNA, proteins, cells, tissues, 3) microfluidics, “lab-on-a-chip”, and single cell culture techniques, 4) molecular dynamics simulations, stochastic modeling, and physical models of a cell, and 5) next-generation sequencing, protein engineering, synthetic biology, genome editing, and other experimental techniques at the intersection of applied physics and biological engineering.

    Outcome 1: Demonstrate an automated optical scanning microscope over the course of a semester-long laboratory project.

    Outcome 2: Develop skills essential to the practice of modern computer-aided applied physics experimental design, including techniques for interfacing computers with scientific measurements using “virtual instrument” concepts, and methods for analyzing digital signals and uncertainties in measurements.

    Outcome 3: Develop effective writing and communication skills both as a tool for practicing experimental design and for the dissemination of knowledge through a formal article.

  
  • AEP 5700 - Biophysical Methods


         
    Fall. 3 credits. Student option grading.

    Co-meets with AEP 4700 /BIONB 4700 /BME 5700 /VETMM 4700 

    G. Lambert.

    Overview of the diversity of modern biophysical experimental techniques used in the study of biophysical systems at the molecular, cellular, and population level. Emphasis is placed on groundbreaking methods behind recent Nobel Prizes and other techniques likely to be encountered in cutting-edge research and industry. Topics include: 1) super-resolution, multi-photon, and single molecule microscopy, 2) crystallography and structural biology methods used to characterize DNA, RNA, proteins, cells, tissues, 3) microfluidics, “lab-on-a-chip”, and single cell culture techniques, 4) molecular dynamics simulations, stochastic modeling, and physical models of a cell, and 5) next-generation sequencing, protein engineering, synthetic biology, genome editing, and other experimental techniques at the intersection of applied physics and biological engineering.

  
  • AEP 6060 - Introduction to Plasma Physics

    (crosslisted) EAS 5810 ECE 5810  
         
    Fall. 4 credits. Letter grades only.

    Prerequisite: ECE 3030  or equivalent. Enrollment limited to: graduate students and exceptional seniors.

    D. Hysell.

    For description, see ECE 5810 .

  
  • AEP 6610 - [Nanocharacterization]


         
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    Prerequisite: assumed knowledge includes basic electromagnetism and undergraduate chemistry or quantum mechanics. Undergraduates should consult with instructor before enrolling.

    D. Muller.

    Graduate-level introduction to the tools used to image and probe optical, electronic, chemical, and mechanical properties at the atomic and nano scales.

  
  • AEP 6620 - [Micro and Nano-Fabrication and Processing]


         
    Fall. Not offered: 2021-2022. Next offered: 2023-2024. 3 credits. Letter grades only.

    G. Fuchs.

    Introduction to the fundamentals of micro and nano-fabricating and patterning thin-film materials and surfaces, with emphasis on electronic and optical materials, micromechanics, and other applications. Vacuum and plasma thin-film deposition processes. Photon, electron, X-ray, and ion-beam lithography. Techniques for pattern replication by plasma and ion processes. Emphasis is on understanding the physics and materials science that define and limit the various processes. At the level of Brodie and Muray.

  
  • AEP 7510 - M.Eng. Project


         
    Multi-semester course: (Fall, Spring). 3-12 credits, variable. Student option grading.

    Requirement for engineering physics M.Eng. students.

    Staff.

    Independent study under the direction of a member of the university faculty. Students participate in an independent research project through work on a special problem related to their field of interest. A formal and complete research report is required.

  
  • AEP 7530 - Special Topics Seminar in Applied Physics


         
    Fall. 1 credit. Letter grades only.

    Prerequisite: undergraduate physics. This course is required for AEP M.Eng. students.

    J. Brock.

    Special topics in applied science, with focus on areas of applied physics and engineering that are of current interest. Subjects chosen are presented in a seminar format by the students. A major goal of this course is to provide training and experience planning, preparing, and presenting proposals, progress reports, technical talks, and research papers.

  
  • AEP 7540 - Special Topics in Applied Physics


         
    Spring. 1 credit. Letter grades only (no audit).

    Prerequisite: undergraduate physics. This course is required for AEP M.Eng and MS students.

    J. Brock.

    Special topics in applied science, with focus on areas of applied physics and engineering that are of current interest. Subjects chosen are presented in a seminar format by the students. A major goal of this course is to provide training and experience planning, preparing, and presenting proposals, progress reports, technical talks, and research papers.

  
  • AEP 8200 - Graduate Thesis


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

    Staff.

    Thesis research for applied physics graduate students.


AGSCI—Agricultural Sciences

  
  • AGSCI 1125 - Guided Explorations: Growing You and Your Path in the Agricultural Sciences


         
    Fall. 1 credit. S/U grades only.

    Permission of instructor required. Enrollment limited to: first-semester freshmen or transfer students in the Agricultural Sciences major; or permission of instructor.

    A. DiTommaso, K. Richards.

    Agricultural Sciences students are highly-diverse. This first semester course provides new freshmen and transfer students with robust opportunities to receive individualized support for self-assessment and discovery in their personal, academic, professional, and career-related interests as well as develop peer relationships as a cohort. Additionally, students engage with field faculty, current students, and alumni through group events. Outcomes include strengthened communication and networking skills, heightened awareness of diverse agricultural career pathways, and individual short and long-term personal, academic, and career-related goals with outlined action steps.

    Outcome 1: Plan a tentative course progression in the Agricultural Sciences major that identifies one of the major’s five concentrations; incorporating course and CALS requirements (one year for freshmen, full program for transfers) and a list of electives of interest.

    Outcome 2: Define academic and professional skills for successful degree completion, job acquisition.

    Outcome 3: Demonstrate confidence in communicating with fellow Agricultural Sciences colleagues, whether students or faculty through participation in group activities, events, and networking opportunities throughout the semester.

    Outcome 4: Articulate knowledge of career opportunities across agricultural fields.

    Outcome 5: Create a personal toolbox, incorporating self-assessments with individual goals and action steps for academic, extracurricular, and career planning.

  
  • AGSCI 4960 - Internship in Agricultural Sciences


         
    Fall, Spring, Summer. 1-3 credits, variable. Student option grading.

    Students must register using the CALS Special Studies form available online.

    Staff.

    In this experiential learning opportunity, students participate in an agriculturally-related work and learning experience equivalent to a minimum of six weeks of full-time effort. Internships and learning goals are arranged in consultation with the Agricultural Sciences Coordinator by the student in conjunction with an internship faculty advisor and the internship host. Details are outlined in a learning agreement. All AGSCI 4960 internship courses must adhere to the CALS guidelines at cals.cornell.edu/academics/student-research/internship.


AIRS—Department of Aerospace Studies

  
  • AIRS 1101 - Heritage and Values of the United States Air Force I


         
    Fall. 1 credit. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    This is a survey course designed to introduce students to the United States Air Force and provides an overview of the basic characteristics, missions, and organization of the Air Force.

  
  • AIRS 1102 - Heritage and Values of the United States Air Force II


         
    Spring. 1 credit. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    Continuation of AIRS 1101 . This is a survey course designed to introduce students to the United States Air Force and provides an overview of the basic characteristics, missions, and organization of the Air Force.

  
  • AIRS 1141 - Initial Military Experiences I

    (crosslisted) PE 1860  
         
    Fall. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Introduction to the responsibilities, life, and work of an Air Force officer. Basic knowledge of drill and ceremonies, military courtesies, and the wearing of the uniform.

  
  • AIRS 1142 - Initial Military Experiences II

    (crosslisted) PE 1861  
         
    Spring. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Continuation of AIRS 1141 .

  
  • AIRS 2201 - Team and Leadership Fundamentals I


         
    Fall. 1 credit. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    This course focuses on laying the foundation for teams and leadership. The topics include skills that will allow cadets to improve their leadership on a personal level and within a team. The courses will prepare cadets for their field training experience where they will be able to put the concepts learned into practice. The purpose is to instill a leadership mindset and to motivate sophomore students to transition from AFROTC cadet to AFROTC officer candidate.

  
  • AIRS 2202 - Team and Leadership Fundamentals II


         
    Spring. 1 credit. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    Continuation of AIRS 2201 . This course focuses on laying the foundation for teams and leadership. The topics include skills that will allow cadets to improve their leadership on a personal level and within a team. The courses will prepare cadets for their field training experience where they will be able to put the concepts learned into practice. The purpose is to instill a leadership mindset and to motivate sophomore students to transition from AFROTC cadet to AFROTC officer candidate.

  
  • AIRS 2241 - Intermediate Military Experiences I

    (crosslisted) PE 1862  
         
    Fall. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Designed to help students develop skill in giving commands for drill and ceremonies. Students are also introduced to the Air Force base environment in which the officer functions. Career areas available based on academic majors are described. Students participate in military drills and ceremonies.

  
  • AIRS 2242 - Intermediate Military Experiences II

    (crosslisted) PE 1863  
         
    Spring. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Continuation of AIRS 2241 .

  
  • AIRS 3301 - Leading People and Effective Communication I


         
    Fall. 3 credits. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    This course teaches cadets advanced skills and knowledge in management and leadership. Special emphasis is placed on enhancing leadership skills and communication. Cadets have an opportunity to try out these leadership and management techniques in a supervised environment as juniors and seniors.

  
  • AIRS 3302 - Leading People and Effective Communication II


         
    Spring. 3 credits. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    Continuation of AIRS 3301 . This course teaches cadets advanced skills and knowledge in management and leadership. Special emphasis is placed on enhancing leadership skills and communication. Cadets have an opportunity to try out these leadership and management techniques in a supervised environment as juniors and seniors.

  
  • AIRS 3341 - Junior Officer Leadership Experiences I

    (crosslisted) PE 1864  
         
    Fall. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Cadets assume leadership responsibilities similar to those of a junior officer. Emphasis is on the importance of applying effective human relations skills in dealing with superiors, peers, and subordinates. Cadets also gain insight into the general structure and progression patterns of selected Air Force officer career fields.

  
  • AIRS 3342 - Junior Officer Leadership Experiences II

    (crosslisted) PE 1865  
         
    Spring. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Continuation of AIRS 3341 .

  
  • AIRS 4401 - National Security Affairs: Preparation for Active Duty I


         
    Fall. 3 credits. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    This course is designed for college seniors and gives them the foundation to understand their role as military officers in American society. It is an overview of the complex social and political issues facing the military profession and requires a measure of sophistication commensurate with the senior college level. The final semester provides information that will prepare the cadets for Active Duty.

  
  • AIRS 4402 - National Security Affairs: Preparation for Active Duty II


         
    Spring. 3 credits. Letter grades only.

    Enrollment limited to: full-time students.

    Staff.

    Continuation of AIRS 4401 . This course is designed for college seniors and gives them the foundation to understand their role as military officers in American society. It is an overview of the complex social and political issues facing the military profession and requires a measure of sophistication commensurate with the senior college level. The final semester provides information that will prepare the cadets for Active Duty.

  
  • AIRS 4441 - Advanced Leadership Experiences

    (crosslisted) PE 1866  
         
    Fall. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Cadets assume command leadership responsibilities to operate a military organization. Cadets apply effective leadership and managerial techniques with individuals and groups and participate in self-analysis of leadership and managerial abilities.

  
  • AIRS 4442 - Precommissioning Laboratory

    (crosslisted) PE 1867  
         
    Spring. 1 credit. S/U grades only.

    Enrollment limited to: AFROTC cadets. Satisfies PE requirement if taken as PE.

    Staff.

    Factors that facilitate transition from civilian to military life are reviewed. The need for military security, base services and activities, personal finances, travel regulations, and social obligations are introduced.


AIIS—American Indian and Indigenous Studies

  
  • AIIS 1100 - Indigenous North America

    (crosslisted) AMST 1600 , ANTHR 1700  
    (D-AG, HA-AG)      
    Fall. 3 credits. Student option grading.

    K. Jordan.

    This course provides an interdisciplinary introduction to the diverse cultures, histories and contemporary situations of the Indigenous peoples of North America. Students will also be introduced to important themes in the post-1492 engagement between Indigenous and settler populations in North America and will consider the various and complex ways in which that history affected - and continues to affect - American Indian peoples and societies. Course materials draw on the humanities, social sciences, and expressive arts.

  
  • AIIS 1110 - Indigenous Issues in Global Perspectives

    (crosslisted) AMST 1601  
    (CA-AG, D-AG)      
    Spring. 3 credits. Student option grading.

    T. Richardson.

    This course attends to the contemporary issues, contexts and experiences of Indigenous peoples. Students will develop a substantive understanding of colonialism and engage in the parallels and differences of its histories, forms, and effects on Indigenous peoples globally. Contemporary Indigenous theorists, novelists, visual artists and historians have a prominent place in the course, highlighting social/environmental philosophies, critical responses to and forms of resistance toward neocolonial political and economic agendas and the fundamental concern for Indigenous self determination, among other topics.

    Outcome 1: To gain perspective of contemporary issues in Indigenous Studies with a historical sense that not only conveys the “pastness of the past” but its presence and relevance for the future.

    Outcome 2: To examine current issues in Indigenous Studies that are important to communities.

    Outcome 3: To apply an interdisciplinary lens in understanding indigenous sociocultural and ecological issues.

    Outcome 4: To appreciate the complex interconnectivity between the ecological and the sociocultural.

    Outcome 5: To comprehend that policy actions informed by cultural systems manifest themselves in social structures that rely on ecological foundations.

    Outcome 6: To situate Indigenous Studies within a humanistic framework of knowledge generation.

    Outcome 7: To illustrate the relevance and contribution of Indigenous Studies to broader issues of humanity in the 21st Century.

    Outcome 8: To discern a methodology of hope based on indigenous experience.

  
  • AIIS 2100 - [Indigenous Ingenuities as Living Networks]

    (crosslisted) AMST 2108 , ARTH 2101  
    (CA-AG, KCM-AG) (CU-UGR)     
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Letter grades only.

    Staff.

    This course explores Haudenosaunee (Iroquois) knowledge and its application across the disciplines and through time. In particular, it offers a glimpse into Cornell’s local indigenous culture through Haudenosaunee understanding of themselves as a unique people, maintaining traditional teachings and fulfilling ancient responsibilities in the world. Students will engage multiple primary sources including: art, archives, material and expressive culture and interact with Haudenosaunee knowledge holders, intellectuals, and elders.

    Outcome 1: Students will be able to define and analyze Indigenous knowledge systems and situate Indigenous epistemologies and ontologies as unique bodies of knowledge.

    Outcome 2: Students will gain an understanding of Haudenosaunee peoples as a distinct cultural entity and as an Indigenous people, exercising their sovereign rights within the territory of the present day United States.

    Outcome 3: Students will know how to identify the ways in which Haudenosaunee knowledge systems have adapted over time to meet outside challenges as well as the needs of its members.

    Outcome 4: Students will be able to recognize the original territory of the Haudenosaunee and trace its shifting boundaries into the post-Revolutionary period.

    Outcome 5: Students will gain awareness of Ithaca’s and Cornell’s connection to the history of Cayuga people and their homelands.

    Outcome 6: Students will become familiar with Haudenosaunee gender roles, social organization, and political and economic systems.

    Outcome 7: Students will become aware of Haudenosaunee agriculture practices and botanical and ecological knowledge.

  
  • AIIS 2240 - [Native American Languages]

    (crosslisted) LING 2248  
    (CA-AG, SBA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    Co-meets with AIIS 6240 /LING 6248 .

    S. Murray.

    For description, see LING 2248 .

  
  • AIIS 2350 - [Archaeology of North American Indians]

    (crosslisted) AMST 2350 , ANTHR 2235 , ARKEO 2235  
    (CA-AG, D-AG, HA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    K. Jordan.

    For description, see ANTHR 2235 .

  
  • AIIS 2390 - [Seminar in Iroquois History]

    (crosslisted) AMST 2390 , HIST 2390  
         
    Fall. Not offered: 2021-2022. Next offered: 2022-2023. 4 credits. Student option grading.

    J. Parmenter.

    For description, see HIST 2390 .

  
  • AIIS 2420 - Nature-Culture: Ethnographic Approaches to Human Environment Relations

    (crosslisted) ANTHR 2420 , BSOC 2420  
         
    Fall. 3 credits. Letter grades only.

    P. Nadasdy.

    For description, see ANTHR 2420 .

  
  • AIIS 2600 - [Introduction to Native American Literature]

    (crosslisted) AMST 2600 , ENGL 2600  
    (CA-AG, D-AG, LA-AG)      
    Fall. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    E. Cheyfitz.

    The production of North American Indigenous literatures began long before European colonization, and persists in a variety of printed, sung, carved, painted, written, spoken, and digital media. From oral traditions transmitted through memory and mnemonics to contemporary genres and media, Native North American authors offer Indigenous perspectives on social, political, and environmental experience, through deft artistry and place-specific aesthetics. Our attention will focus on the contexts from which particular Native American literatures emerge, the ethics to consider when entering Indigenous intellectual territory, and close attention to common themes and techniques that frequently appear in contemporary Native American literature. Readings will feature a range of novels, poetry, short fiction, graphic novel/comics, and film.

  
  • AIIS 2660 - [Everything You Know About Indians is Wrong: Unlearning Native American History]

    (crosslisted) AMST 2660 , HIST 2660  
    (D-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 4 credits. Student option grading.

    J. Parmenter.

    For description, see HIST 2660 .

  
  • AIIS 2720 - From the Swampy Land: Indigenous People of the Ithaca Area

    (crosslisted) AMST 2729 , ANTHR 2720 , ARKEO 2720  
    (D-AG)      
    Spring. 3 credits. Student option grading.

    K. Jordan.

    For description, see ANTHR 2720 .

  
  • AIIS 2850 - [Indigenous Representation in Still and Motion Photography]


    (CA-AG, LA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    S. C. Uran.

    From the moments of contact, the representation of Indigenous peoples posed problems. This course will examine still and motion photographic practices within colonial contexts. These modes of representation will be analyzed in relation to political and economic power, in both their constraining and potentially liberating aspects.

    Outcome 1: Recognize, analyze, and critique stereotypical representations.

    Outcome 2: Analyze the context and impact of a specific Indigenous representation.

    Outcome 3: Constructively critique other’s intellectual and creative work.

    Outcome 4: Apply theoretical principles to genuine scenarios.

    Outcome 5: Communicate original interpretive and/or analytical findings.

    Outcome 6: Articulate the role and rights of a responsible artist and arts patron.

  
  • AIIS 2910 - [Indigeneity as Rights: Haudenosaunee Rights Advocacy]


    (CA-AG, HA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Letter grades only.

    U. Piasta-Mansfield.

    The Haudenosaunee have maintained their sovereign rights over their territories and members of their Confederacy despite contact with European settlers. For over 100 years now, they asserted these rights by travelling on Haudenosaunee passports and seeking audience at various international fora. These actions eventually paved the way for the ratification of the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) in 2007. What does it mean to possess rights, and what are the sovereign rights of Indigenous nations that predate European contact? By looking into Indigenous cultural, colonial, political, and legal histories, we will examine the perspective from which the Haudenosaunee advocated for all Indigenous Peoples’ inherent and collective rights.

    Outcome 1: Perform close and critical readings of assigned primary and secondary sources, including as treaties, covenants, doctrines and the U.N. Declaration on the Rights of Indigenous Peoples (UNDRIP).

    Outcome 2: Evaluate the methods of disciplinary forms of writing, and conduct textual analysis.

    Outcome 3: Articulate the concept of Indigenous inherent and collective rights as distinct from human rights discourse.

    Outcome 4: Situate these rights within the Haudenosaunee Knowledge System and their foundational texts.

    Outcome 5: Trace the steps of the Haudenosaunee activists that set the stage for the discussion of Indigenous rights on the International forum, and synthesize the positions they were articulating.

    Outcome 6: Conduct a comparative analysis of Draft Declaration and UNDRIP and critically assess the success of UNDRIP.

  
  • AIIS 3324 - Cayuga Language and Culture

    (crosslisted) LING 3324  
         
    Fall. 3 credits. Student option grading.

    Co-meets with LING 6324 . This course does not count toward the A&S language requirement.  Neither does the course count towards the Linguistics major or minor without an additional 1 credit Independent Study course.

    K. Jordan, J. Martin, J. Whitman.

    For description, see LING 3324 .

  
  • AIIS 3325 - Cayuga Language and Culture II

    (crosslisted) LING 3325  
         
    Spring. 3 credits. Student option grading.

    Recommended prerequisite: AIIS 3324 , but may be waived with permission of instructor. This course does not count toward the A&S language requirement, nor does the course count towards the Linguistics major or minor.

    J. Martin.

    For description, see LING 3325 .

  
  • AIIS 3330 - [Ways of Knowing: Indigenous and Place-Based Ecological Knowledge]

    (crosslisted) AMST 3330 , NTRES 3330  
    (CA-AG, D-AG, KCM-AG, SBA-AG) (CU-CEL, CU-ITL, CU-SBY)     
    Fall. Not offered: 2021-2022. Next offered: 2022-2023. 4 credits. Letter grades only.

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

    K-A.S. Kassam.

    For description and learning outcomes, see NTRES 3330 .

  
  • AIIS 3422 - [Culture, Politics, and Environment in the Circumpolar North]

    (crosslisted) ANTHR 3422  
    (CA-AG, D-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2023-2024. 4 credits. Letter grades only.

    Co-meets with AIIS 6422 /ANTHR 6422 .

    P. Nadasdy.

    For description, see ANTHR 3422 .

  
  • AIIS 3560 - [Thinking from a Different Place: Indigenous Philosophies]

    (crosslisted) AMST 3562 , ENGL 3560  
    (D-AG, LA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    E. Cheyfitz.

    The Western nation-state has failed to solve the two most pressing, indeed catastrophic, global problems: poverty and climate change. This failure is due to the inability of national policy to imagine a world beyond a boundary drawn by the formative capitalist ideas of property, production, and profit. The course will begin by discussing the historical origin and continuing force of these ideas while raising questions about their limits. Then it will look at a range of alternative ideas about how the world should work if we want to keep it socially, economically, and ecologically in balance. The alternatives we will query come from a range of Indigenous writers of fiction, poetry, and theory, who locate themselves in Native American (north and south), Aboriginal, and Maori communities.

    Outcome 1: Explain Indigenous theory and practice in dealing with social, economic, and environmental issues.

    Outcome 2: Contrast Indigenous theory and practice with Western approaches to these issues at a time of gross income inequality and environmental collapse worldwide.

    Outcome 3: Think critically about the most effective ways to deal with these global issues after having considered both approaches to these issues.

  
  • AIIS 4000 - Critical Approaches to American Indian and Indigenous Studies: Intellectual History


    (CA-AG, HA-AG)      
    Spring. 4 credits. Student option grading.

    Enrollment limited to: advanced undergraduates. Co-meets with AIIS 6000 . Course requirements differ at 4000 and 6000 levels.

    Staff.

    An interdisciplinary survey of the literature in Native American Studies. Readings engage themes of indigeneity, coloniality, power, and “resistance.” The syllabus is formed from some “classic” and canonical works in Native American Studies but also requires an engagement with marginal writings and theoretical and historical contributions from scholars in other disciplines.

  
  • AIIS 4200 - [Locke and the Philosophies of Dispossession: Indigenous America’s Interruptions and Resistances]

    (crosslisted) AMST 4220 , PHIL 4941  
         
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Letter grades only.

    Recommended prerequisite: AIIS 1110  and AIIS 4000 /AIIS 6000 . Co-meets with AIIS 6200 /AMST 6220 /PHIL 6941 .

    T. Richardson.

    This course looks at the philosopher John Locke as a philosopher of dispossession. There is a uniquely Lockean mode of missionization, conception of mind and re-formulations of the ‘soul’ applied to dispossess Indigenous peoples of the social institutions, intellectual traditions and the material bases and practices which sustain(ed) them. While colonization is typically used as a kind of shorthand for this process, we will be attempting to stay focused on the specific dimensions of Lockean dispossession and its mutually informing relationship with English colonialism.

    Outcome 1: Demonstrate a fluency in the philosophical formulations for settler colonialism and the historical and ongoing dispossessing of Native Americans—specifically, a fluency in Locke’s philosophies of 1) the workmanship theory of property, 2) of consciousness and the modern “self,” 3) theories of mind, 4) metaphysics and theology.

    Outcome 2: Develop enhanced interpretive abilities through formal presentations and writing assignments.

    Outcome 3: Apply pedagogical skills in teaching course content where they lead seminar topics.

    Outcome 4: Employ sharpened interpretation and critical analysis skills through course writing assignments and structured editorial assistance to 1) concisely convey central argument(s) of texts, 2) make warrantable claims using relevant historical, philosophical, legal and material/empirical evidence, 3) clearly indicate one’s positionality in developing arguments.

  
  • AIIS 4300 - Indigenous Peoples and Decolonial Philosophies


    (EC-LASP)     
    Fall. 3 credits. Letter grades only.

    Co-meets with AIIS 6300 .

    T. Richardson.

    Indigenous Peoples and De-Colonial Philosophies explores the formulations of de-colonization from multiple intellectual trajectories - namely the Fanonian, Latin American and Settler Colonial Studies orientations. The course pays particular attention to some of the central tenants elaborated across these traditions that provide for the philosophies of de-colonizing, placing them in critical conversation with American Indian and Indigenous scholarship. It will examine the differences and commonalities within and across these philosophies for de-colonization, with particular attention to how they describe relations to land and the political, socio-cultural practices for animating de-colonial present(s) and futures.

    Outcome 1: Demonstrate a fluency in the philosophical formulations that justified/defended colonization - specifically a fluency in the political philosophies of/for dispossession, 2.) the socio-cultural formulations of settler colonialism. Likewise a fluency in the philosophic and theoretical elaborations on de-colonization, specifically 3.) the Indigenous, Fanonian and Latin Americanist positions, clarifying their common principles and diagnoses, differing aspirations and tensions.

    Outcome 2: Develop enhanced interpretive abilities through formal presentations and writing assignments.

    Outcome 3: Apply pedagogical skills in teaching course content by leading seminar topics.

    Outcome 4: Employ sharpened interpretation and critical analysis skills through course writing assignments and structured editorial assistance to 1) concisely convey central argument(s) of texts, 2) make warrantable claims using relevant historical, philosophical, legal and material/empirical evidence, 3) clearly indicate one’s positionality in developing arguments.

  
  • AIIS 4625 - [Contemporary Native American Fiction]

    (crosslisted) AMST 4627 , ENGL 4625  
    (CA-AG, LA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    E. Cheyfitz.

    If you haven’t read contemporary U.S. American Indian fiction, then it might be fair to ask how much you know about the United States, its origins and its current condition. Since the 1960s, American Indians have been producing a significant body of award-wining novels and short stories. In 1969, for example, N. Scott Momaday, from the Kiowa nation, won the Pulitzer Prize for his novel House Made of Dawn and in 2012 Louise Erdrich, who is Anishinaabe, won the National Book Award for her novel The Round House. In between these two notable moments and since we can list an impressive number of Native storytellers whose work is aesthetically powerful, offering us a narrative of the United States that counters the official history. Centrally the course will focus on the various formal approaches Native writers take from surrealism to realism in representing the (post)colonial situation of Indian country and the ongoing resistance in Indian country to the U.S. legal and political regime.

    Outcome 1: Identify contemporary Indigenous writer and the genders they are writing in.

    Outcome 2: Communicate the main theme in the discussed novels that relate to contemporary and historical issues in Indigenous communities, such as land rights, child welfare, protection of Indigenous women, Indigenous governance systems, construction of racial and colonial regimes, etc.

    Outcome 3: Analyze historical and legal trends in Indigenous-federal relations.

  
  • AIIS 4900 - New World Encounters, 1500 - 1800

    (crosslisted) AMST 4900 , HIST 4900  
    (CA-AG)      
    Fall. 4 credits. Letter grades only.

    J. Parmenter.

    For description, see HIST 4900 .

  
  • AIIS 4970 - Independent Study


    (CU-UGR)     
    Fall or Spring. 1-4 credits, variable. Student option grading.

    The American Indian and Indigenous Studies Program office must approve independent study forms. Students from all colleges must submit a CALS Special Studies form available online.

    Staff.

    Topic and credit hours TBA between faculty member and student.

  
  • AIIS 6000 - Critical Approaches to American Indian and Indigenous Studies: Intellectual History


         
    Spring. 4 credits. Student option grading.

    Enrollment limited to: graduate students. Co-meets with AIIS 4000 . Course requirements differ at 4000 and 6000 levels.

    Staff.

    An interdisciplinary survey of the literature in Native American Studies. Readings engage themes of indigeneity, coloniality, power, and “resistance.” The syllabus is formed from some “classic” and canonical works in Native American Studies but also requires an engagement with marginal writings and theoretical and historical contributions from scholars in other disciplines.

  
  • AIIS 6010 - American Indian and Indigenous Studies Speaker Series


         
    Fall. 1 credit. Student option grading.

    J. Rickard.

    Graduate-level course that introduces students to ongoing research in the field of American Indian and Indigenous Studies in a proseminar/colloquium format. Advanced graduate students are expected to present their work in progress; all are expected to attend each seminar and provide presenters with critical and constructive commentary on papers.

  
  • AIIS 6200 - [Locke and the Philosophies of Dispossession: Indigenous America’s Interruptions and Resistances]

    (crosslisted) AMST 6220 , PHIL 6941  
         
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Letter grades only.

    Recommended prerequisite: AIIS 1110  and AIIS 4000 /AIIS 6000 . Co-meets with AIIS 4200 /AMST 4220 /PHIL 4941 .

    T. Richardson.

    This course looks at the philosopher John Locke as a philosopher of dispossession. There is a uniquely Lockean mode of missionization, conception of mind and re-formulations of the ‘soul’ applied to dispossess Indigenous peoples of the social institutions, intellectual traditions and the material bases and practices which sustain(ed) them. While colonization is typically used as a kind of shorthand for this process, we will be attempting to stay focused on the specific dimensions of Lockean dispossession and its mutually informing relationship with English colonialism.

    Outcome 1: Demonstrate a fluency in the philosophical formulations for settler colonialism and the historical and ongoing dispossessing of Native Americans—specifically, a fluency in Locke’s philosophies of 1) the workmanship theory of property, 2) of consciousness and the modern “self,” 3) theories of mind, 4) metaphysics and theology.

    Outcome 2: Develop enhanced interpretive abilities through formal presentations and writing assignments.

    Outcome 3: Apply pedagogical skills in teaching course content where they lead seminar topics.

    Outcome 4: Employ sharpened interpretation and critical analysis skills through course writing assignments and structured editorial assistance to 1) concisely convey central argument(s) of texts, 2) make warrantable claims using relevant historical, philosophical, legal and material/empirical evidence, 3) clearly indicate one’s positionality in developing arguments.

  
  • AIIS 6240 - [Native American Languages]

    (crosslisted) LING 6248  
    (CA-AG, SBA-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Student option grading.

    Co-meets with AIIS 2240 /LING 2248 .

    S. Murray.

    For description, see LING 6248 .

  
  • AIIS 6300 - Indigenous Peoples and Decolonial Philosophies


    (EC-LASP)     
    Fall. 3 credits. Letter grades only.

    Co-meets with AIIS 4300 .

    T. Richardson.

    Indigenous Peoples and De-Colonial Philosophies explores the formulations of de-colonization from multiple intellectual trajectories - namely the Fanonian, Latin American and Settler Colonial Studies orientations. The course pays particular attention to some of the central tenants elaborated across these traditions that provide for the philosophies of de-colonizing, placing them in critical conversation with American Indian and Indigenous scholarship. It will examine the differences and commonalities within and across these philosophies for de-colonization, with particular attention to how they describe relations to land and the political, socio-cultural practices for animating de-colonial present(s) and futures.

    Outcome 1: Demonstrate a fluency in the philosophical formulations that justified/defended colonization - specifically a fluency in the political philosophies of/for dispossession, 2.) the socio-cultural formulations of settler colonialism. Likewise a fluency in the philosophic and theoretical elaborations on de-colonization, specifically 3.) the Indigenous, Fanonian and Latin Americanist positions, clarifying their common principles and diagnoses, differing aspirations and tensions.

    Outcome 2: Develop enhanced interpretive abilities through formal presentations and writing assignments.

    Outcome 3: Apply pedagogical skills in teaching course content by leading seminar topics.

    Outcome 4: Employ sharpened interpretation and critical analysis skills through course writing assignments and structured editorial assistance to 1) concisely convey central argument(s) of texts, 2) make warrantable claims using relevant historical, philosophical, legal and material/empirical evidence, 3) clearly indicate one’s positionality in developing arguments.

  
  • AIIS 6422 - [Culture, Politics, and Environment in the Circumpolar North]

    (crosslisted) ANTHR 6422  
    (CA-AG, D-AG)      
    Spring. Not offered: 2021-2022. Next offered: 2023-2024. 4 credits. Letter grades only.

    Co-meets with AIIS 3422 /ANTHR 3422 .

    P. Nadasdy.

    For description, see ANTHR 6422 .

  
  • AIIS 6970 - Independent Study in American Indian and Indigenous Studies


         
    Fall, Spring, Summer. 1-3 credits, variable. Student option grading.

    Staff.

    A student may, with approval of a faculty advisor, study a problem or topic not covered in a regular course or may undertake tutorial study of an independent nature in an area of interest in American Indian and Indigenous Studies.


AKKAD—Akkadian

  
  • AKKAD 1410 - Akkadian Language I: Code of Hammurabi


    (ALC-AS) (CU-ITL)     
    Fall. 4 credits. Student option grading.

    Co-meets with AKKAD 6410 .

    C. Monroe.

    This course is a basic introduction to Akkadian, the language that dominated the writing of ancient Iraq for 2,500 years. It was the language of the empires of Babylonia and Assyria and the Epic of Gilgamesh. Students will become familiar with the basic grammar of Akkadian and will, by the end of the semester, be reading and translating the Code of Hammurabi in the original cuneiform script.

  
  • AKKAD 1411 - Elementary Akkadian II: Historical and Literary Texts


    (GHB) (LA-AS, ALC-AS, HST-AS) (CU-ITL)     
    Spring. 4 credits. Student option grading.

    Prerequisite: AKKAD 1410 . Co-meets with AKKAD 6411 .

    C. Monroe.

    This course continues basic instruction in the Akkadian language by translating some of the most important documents of Ancient Iraq, such as Sargon’s Eighth Military Campaign, the Cyrus Cylinder, the Descent of Ishtar, and the Epic of Gilgamesh.

  
  • AKKAD 6410 - Akkadian Language I: Code of Hammurabi


    (CU-ITL)     
    Fall. 4 credits. Letter grades only.

    Co-meets with AKKAD 1410 .

    C. Monroe.

    This course is a basic introduction to Akkadian, the language that dominated the writing of ancient Iraq for 2,500 years. It was the language of the empires of Babylonia and Assyria and the Epic of Gilgamesh. Students will become familiar with the basic grammar of Akkadian and will, by the end of the semester, be reading and translating the Code of Hammurabi in the original cuneiform script.

  
  • AKKAD 6411 - Elementary Akkadian II: Historical and Literary Texts


    (CU-ITL)     
    Spring. 4 credits. Student option grading.

    Co-meets with AKKAD 1411 .

    C. Monroe.

    This course continues basic instruction in the Akkadian language by translating some of the most important documents of Ancient Iraq, such as Sargon’s Eighth Military Campaign, the Cyrus Cylinder, the Descent of Ishtar, and the Epic of Gilgamesh.


ALS—Agriculture & Life Sciences

  
  • ALS 1100 - Veteran’s Seminar


         
    Spring, Summer. 2 credits. Letter grades only.

    Enrollment limited to: veteran students.

    M. Fisk, A. Godert.

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

    Outcome 1: Implement strategies for maximizing your VA educational benefits.

    Outcome 2: Develop an action plan that puts you on the path to achieving your academic and professional goals.

    Outcome 3: Describe the vast opportunities at Cornell University for personal, professional, and academic growth.

    Outcome 4: Translate your military experience into marketable skills that are attractive to civilian employers.

    Outcome 5: Establish a network of colleagues who will help you succeed in your transition.

    Outcome 6: Identify and implement strategies to successfully address your transition.

    Outcome 7: Engage regularly with a community of undergraduate veterans.

  
  • ALS 1200 - Information Chaos: Navigating Today’s Information Landscape


         
    Fall, Spring. 1 credit. Student option grading.

    A. Shea.

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

    Outcome 1: Compare various information types that exist and articulate the value(s) and problems(s) of each.

    Outcome 2: Recognize the structural and ideological differences between various information systems (I.e., News sites, academic databases, federal repositories, etc.) that produce and disseminate information.

    Outcome 3: Translate complex research questions into a search strategy with appropriate search tools and platforms.

    Outcome 4: Apply various assessment tools to evaluate the credibility of information.

    Outcome 5: Utilize citation management software to organize information conceptually and thoughtfully.

    Outcome 6: Demonstrate understanding of attribution by properly citing the work of others.

  
  • ALS 1210 - Data Literacy: Cultivating Skills to Engage with Data


         
    Fall, Spring. 1 credit. Student option grading.

    A. Kallaher.

    The ability to find, analyze and utilize data helps one communicate, interpret and engage with the world around them. Yet there is a divide between those who can work with and understand data and those who cannot. Ownership and manipulation of data is largely handled by corporations, researchers and government. How does a more diverse population gain access to the know-how to make sense of data? This class aims to equip students from a variety of non-technical backgrounds with the necessary skills to engage with data in meaningful ways (both quantitative and qualitative data). The class approaches data literacy as part of a broader process of inquiry into the world – not from a math or statistics-centric point of view.

    Outcome 1: Define data types and formats and classify based on the research questions that they address.

    Outcome 2: Explain why a dataset was collected and who collected it and describe how it was collected and what its known limitations are.

    Outcome 3: Identify the importance of data management principles for working with data.

    Outcome 4: Utilize open-source and web-based tools for simple data analysis.

    Outcome 5: Apply basic visualization concepts to avoid misleading or ambiguous representations when presenting and sharing data.

    Outcome 6: Articulate a data-driven argument.

  
  • ALS 1370 - Academic Communication for Multilingual Students


         
    Fall, Spring. 3 credits. S/U grades only (no audit).

    Permission of instructor required.

    I. Arnesen.

    The course introduces multilingual students to the academic expectations necessary for successful undergraduate careers at Cornell University. Students will research and write about a series of global issues (inequality, climate change, and food policy) as they consider their roles as international students in a dynamic, diverse academic environment. Students will acquire strategies for applying critical reading, writing, speaking, thinking, and language skills to both academic and global contexts. Practicing components of each skill area will enable students to develop a general foundation for oral and written communication as scholars and as global citizens.

    Outcome 1: Developing an understanding of:
    • critical thought and analysis in a global context
    • U.S. academic culture
    • university classroom expectations

    Outcome 2: Practical Skills and Techniques for:
    • developing strategies for reading, understanding, and interpreting scholarly texts
    • examining academic texts for rhetorical and structural language features
    • writing with theses, organization, arguments, evidence, and clear language
    • accurately citing source material
    • listening effectively to lectures and taking relevant notes
    • participating in class discussions
    • giving short academic presentations
    • revising and sharing work

  
  • ALS 2000 - [Leadership for Sustainability]


    (CU-CEL, CU-SBY)     
    Spring. Not offered: 2021-2022. Next offered: 2022-2023. 3 credits. Letter grades only.

    K. Anderson, S. Brylinsky, K. Hilversum, M. Hoffman.

    This course is for students who are interested in becoming leaders for sustainability while on campus and throughout their lives. It is open to all levels. Students will focus primarily on sustainability issues in residence halls but opportunities to address similar issues across campus and/or in the community are also available. In the fall semester the focus is on reducing waste. During the spring semester emphasis is on reducing energy use and the risks associated with a changing climate. Students will increase their leadership and communication skills and better understand how to motivate themselves and others to change behaviors that will improve our stewardship of the world around us.

    Outcome 1: Demonstrate knowledge of climate change and the ways in which we can reduce our carbon footprint, especially through reduction in energy use (spring semester). Demonstrate knowledge of waste on campus and its environmental consequences (fall semester).

    Outcome 2: Identify and evaluate behaviors and practices that reduce waste and/or energy use.

    Outcome 3: Identify specific practices that can be used to motivate themselves and others to develop new behaviors and practices around waste reduction and energy use.

    Outcome 4: Identify critical elements of leadership; identify their individual leadership strengths and weaknesses; practice new leadership skills.

    Outcome 5: Demonstrate knowledge of Community-Based Social Marketing and use it change their own and others’ behaviors to increase campus sustainability.

    Outcome 6: Describe how social-economic class, ethnicity, gender, and race affect perspectives toward sustainability.

    Outcome 7: Identify and use skills to work effectively in teams.

    Outcome 8: Find credible information on issues related to waste reduction, energy use, and climate change, and the connection to sustainability.

    Outcome 9: Demonstrate project management, peer-education, and assessment skills by implementing projects.

    Outcome 10: Demonstrate improved communication skills about controversial sustainability issues.

  
  • ALS 2200 - Make Your Mark: Essential Professional Skills to Launch Your Career


         
    Spring. 1 credit. Letter grades only.

    J. DeRosa, L. Gillespie, S. Byrne.

    Course will provide opportunities for students to identify and develop the professional skills employers and graduate and professional schools seek in college graduates. Students will engage in self-assessment to determine their current level of competency in key professional skills such as self-awareness/personal impact, critical thinking, teamwork, information management, and relationship building. Through interactive activities, assignments, and a group project students will hone some of the professional skills during the course and learn how to create a strategy for continued growth opportunities and personal development.

    Outcome 1: Students will be able to identify and describe the key professional skills employers and graduate schools look for in college graduates.

    Outcome 2: Use assessments to recognize and develop natural strengths while at Cornell and in future career.

    Outcome 3: Students will discover their current level of competency around 8 professional skill clusters through the administration of the CALS Professional Skills Self-Assessment.

    Outcome 4: Student awareness of the resources available to enable self-direct efforts in professional skill development while at Cornell.

    Outcome 5: Students will create a personal learning plan to facilitate on-going personal development.

    Outcome 6: Students will be able to define emotional intelligence and recognize the role it plays in one’s career.

    Outcome 7: Student will learn about, engage in discussion, and demonstrate the professional skills needed by employers and graduate schools through assignments, case studies, and lectures.

    Outcome 8: Students will ascertain the benefit of reflection to promote continuous learning through the use of regular journaling assignments throughout the course.

  
  • ALS 2300 - CALS Global Fellows Program Pre-engagement Course


    (CU-CEL)     
    Multi-semester course: (Spring). 1 credit. First course: R grade only (in progress).

    Permission of instructor required. Enrollment limited to: students accepted into the CALS Global Fellows Program. Students must enroll in both ALS 2300 and ALS 2301  to receive a final grade.

    J. Hawkey, S. Byrne.

    This course is designed to equip CALS Global Fellows with the tools and knowledge to be prepared, effective, and cross-culturally competent during their summer internship placement abroad (and beyond). The course will encourage students to critically reflect on the objectives of an international experience and how it can influence academic and personal development. We will explore the invisible boundaries of working in global business and NGO settings and examine cultural intelligence and cross-cultural dynamics, encouraging students to develop as future leaders in a variety of environments.

    Outcome 1: Students will be able to explain and examine host organization, internship position, and region/country.

    Outcome 2: Students will be able to locate and employ resources that address individual health and safety abroad.

    Outcome 3: Students will be able to discuss and apply selected strategies and tools that address a variety of challenges of entering and working in an international setting.

    Outcome 4: 4: Students will be able to define and describe professional, personal, and intercultural learning objectives, and identify the avenues to meet these.

  
  • ALS 2301 - CALS Global Fellows Program Post-engagement Course


    (CU-CEL)     
    Fall. 1 credit. S/U grades only (no audit).

    Permission of instructor required.

    J. Hawkey, S. Byrne.

    The post-engagement course in the Global Fellows Program presents an opportunity for students to reflect, process, and synthesize their recent professional, personal and intercultural experience. It provides a platform to define and explore their achievement of personal and professional goals, and articulate their experience in ways that enhance the continuing journey as global learners and professionals. In this third and final piece of the program, students participate in a set of required course sessions and activities that culminate in a signature showcase event open to the Cornell and CALS community. Multi-term course. Students must enroll in both ALS 2300  and ALS 2301 to receive a final grade.

    Outcome 1: Engage with your experience through your weekly e-portfolio reflections [internship phase].

    Outcome 2: Connect lived experience to pre-internship expectations and learning goals.

    Outcome 3: Identify individual intercultural and global learning outcomes.

    Outcome 4: Link experience to ongoing professional and academic trajectories.

    Outcome 5: Effectively communicate your international experience, associated outcomes, and contribution in part through the development and presentation of a poster.

  
  • ALS 2400 - Developing a Reflective Tutoring Practice


         
    Fall, Spring. 1 credit. Student option grading.

    Permission of instructor required. Intended for: students who are concurrently engaged as peer tutors at Cornell. Open to: LSC tutors. Other tutors may enroll with permission of instructor.

    J. Bokaer-Smith, B. Oh.

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

    Outcome 1: Develop a student-centered tutoring practice.

    Outcome 2: Practice and master tutoring skills in a safe environment.

    Outcome 3: Provide productive feedback to peers.

    Outcome 4: Create and maintain a comfortable working environment for diverse learners.

    Outcome 5: Identify and refer tutees who need additional help.

    Outcome 6: Respond to emergencies, interruptions, and unanticipated problems during tutoring sessions.

    Outcome 7: Reflect on and evaluate their experiences as tutors.

  
  • ALS 2910 - Seminar on Analytical Methods and Critical Thinking


         
    Spring. 3 credits. Letter grades only.

    Offered in Auburn, NY, Moravia, NY, and Romulus, NY. This course is part of the CPEP program.

    T. Owens, R. Scott, J. Zeserson.

    This course focuses on methods for gathering research information (library, laboratory, field), approaches to the analysis of this information, and integration of this analysis into a final paper that demonstrates the student’s critical thinking on the topic. This course is intended as a capstone course for CPEP’s state-approved Certificate in the Liberal Arts. Students will be introduced to the breadth of research and analytical approaches. Students will compile a research bibliography from which they will write a final paper.

    Outcome 1: Articulate the range of approaches to gathering research information used by academics and evaluate their applicability to their own research topic.

    Outcome 2: Evaluate various approaches to the analysis of research data, in particular with respect to their own research topic.

    Outcome 3: Demonstrate their ability to incorporate critical thinking into their research analysis

    Outcome 4: Incorporate their understanding of the goals and format of academic writing into their final paper

    Outcome 5: Use feedback effectively to revise drafts of their final paper

    Outcome 6: Communicate, effectively and with clarity, their conclusions in the context of the research information available to them for this project.

  
  • ALS 3920 - New York State Government Affairs

    (crosslisted) HE 3920  
         
    Spring. 12 credits. Letter grades only.

    Prerequisite: minimum GPA of 2.3. Enrollment limited to: sophomores, juniors or seniors.

    Staff.

    For description, see HE 3920 .

  
  • ALS 4100 - Community-Based Research in DC


    (CU-CEL, CU-UGR)     
    Fall, Spring. 3 credits. Letter grades only.

    Enrollment limited to: students enrolled in the Cornell in Washington program. Offered in Washington, D.C.

    K. Beem.

    In this experiential, community-based research course, Cornell in Washington program participants will design, implement, evaluate, and reflect on a semester-long community engaged research and service-learning project with an established community partner. Students will receive training and grounding in community-based research theory and practice as well as reflective learning skills. Early in the semester, students will chose from a few optional projects that they will then further co-develop with the community partner, creating clearly defined project deliverables that they will carry out through the semester. The course will meet weekly for seminar instruction to ground students’ work, and then students will develop their research products and timelines, committing to 50 hours of work with the community partner.            

    Outcome 1: Describe and explain the core principles of community-based research theory and best practices.

    Outcome 2: Apply community-based research practices to a project.

    Outcome 3: Create, implement, and evaluate a project in conjunction with a community partner that addresses a specific need.

    Outcome 4: Engage in reflective practice and evaluate their own performance on the project.

  
  • ALS 4200 - Immersion and Engagement in DC


    (CU-CEL)     
    Fall, Spring, Summer. 1 credit. Letter grades only.

    Enrollment limited to: students enrolled in the Cornell in Washington program. Offered in Washington, D.C.

    K. Beem.

    In this community engaged course, Cornell in Washington program participants will explore and deepen their understanding of their experiences living and working in D.C. The course will ground students’ knowledge in critical social theory, place-based learning theory, and explorations of contemporary issues facing D.C. Students will also learn critical reflection techniques to further develop their knowledge and experiences while in the program. The course will consist of weekly class meetings, discussions, guest speakers, and field engagement activities.            

    Outcome 1: Describe and explain the core principles of critical social theory, place-based learning theory, and reflective practice.

    Outcome 2: Engage in integrative and peer learning across disciplines and experiences.

    Outcome 3: Critically reflect on their experiences and knowledge.

    Outcome 4: Reflect on and describe the complexity and diversity of the D.C. community, Cornell in Washington community and their place in it.

  
  • ALS 4300 - CALS Signature Semester


         
    Fall, Spring, Summer. 15 credits. S/U grades only (no audit).

    Permission of instructor required. Offered in various international locations. Additional information can be found at this link: https://cals.cornell.edu/undergraduate-students/student-services/international-opportunities/explore-options/cals-exchange

    Staff.

    The CALS International Exchange Program is comprised of unique, one-to-one agreements with prestigious universities around the world. For a semester or a year, CALS undergraduate students attend one of our partner universities and in exchange, their students come to study at CALS. Nearly all partner universities in non-English speaking countries offer a wide range of courses taught in English. Some of the agreements are department-specific, and as a result, are limited to certain majors. 

  
  • ALS 4400 - Leadership through Peer Mentoring


         
    Fall. 1 credit. S/U grades only.

    Permission of instructor required.

    S. Merkel, E. Ostermann.

    This course will prepare and support students who are peer mentors for first years students in CALS. Skill development will include: empathetic listening and responding to student concerns; helping students identify needs and find resources for those needs; role modeling good study and time management skills; setting goals and career paths; communicating effectively with faculty and other adults; reflecting and articulating goals and experiences. Students will mentor 4-6 first year students outside of class with personal meetings, office hours and by organizing events. Each week, students will discuss a topic in the classroom, then organize resources or an event around the topic of the week. They will write reflections in class about the previous week.

    Outcome 1: Identify the academic resources that each mentee needs and find the appropriate campus resources to provide mentees with accurate information regarding those needs.

    Outcome 2: Identify what co-curricular activities most interest their mentee(s) and find non-academic campus resources to help mentees navigating campus life, social activities/clubs and other aspects of life at Cornell.

    Outcome 3: Acknowledge the importance of social belonging and the impact of imposter syndrome, and work to create a climate of community.

    Outcome 4: Recognize signs of concern and confer with support leads to steer first-year students to necessary support as needed.

    Outcome 5: Model positive mentoring behaviors, including compassion, responsiveness, sensitivity to concerns, and confidentiality.

    Outcome 6: Demonstrate active listening techniques and comfortably cultivate conversations with fellow students with different backgrounds.

    Outcome 7: Model and help mentees identify good study habits, including how to engage with others in group settings to foster learning.

  
  • ALS 4940 - Special Topics in Agriculture and Life Sciences


         
    Fall, Spring. 1-4 credits, variable. Student option grading.

    Staff.

    The college teaches “trial” or temporary courses under this number. Offerings vary by semester and are advertised by the college before the beginning of the semester. The same course is not offered more than twice under this number.

  
  • ALS 4960 - Internship in Agriculture and Life Sciences


         
    Fall, Spring, Summer. 1-3 credits, variable (may be repeated up to 6 credits). S/U grades only.

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

    Staff.

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

  
  • ALS 4970 - Independent Study in Agriculture and Life Sciences


         
    Fall, Spring. 1-6 credits, variable. Student option grading.

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

    Staff.

    Independent study for undergraduate students.

  
  • ALS 4980 - Undergraduate Teaching Assistant


         
    Fall, Spring. 1-4 credits, variable. Student option grading.

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

    Staff.

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

  
  • ALS 4990 - Undergraduate Research in Agriculture and Life Sciences


    (CU-UGR)     
    Fall, Spring. 1-6 credits, variable. Student option grading.

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

    Staff.

    Independent research for undergraduate students.

  
  • ALS 4998 - Inquiry in Politics and Policy

    (crosslisted) AMST 4998 , CAPS 4998 , GOVT 4998 NS 4998 , PAM 4060  
         
    Fall, Spring. 4 credits. Letter grades only.

    Offered in Washington, D.C. Students in CALS must register for ALS 4998.

    D. Silbey.

    For description, see GOVT 4998 .

  
  • ALS 5211 - Career Readiness: Engaged Learning for CALS Professional Master’s Students


         
    Fall, Spring. 1 credit. Student option grading (no audit).

    Enrollment limited to: CALS professional master’s students. Other graduate students may register with permission of instructor.

    S. Byrne, Staff.

    This course will provide CALS professional master’s students with career readiness, an integral part of achieving success upon degree completion. Career readiness can be defined as the attainment and demonstration of competencies that broadly prepare graduates for a successful career transition. This course will be taught with the Engaged Learning framework, which will give students the opportunity to integrate professional development skills into career and life experiences.

    Outcome 1: Construct a job search plan adapted to their career timeline.

    Outcome 2: Prepare a customized and professional resume, cover letter and linkedin profile, using interests and strengths identified through self-assessment.

    Outcome 3: Explore career resources available at Cornell University.

    Outcome 4: Articulate their career goals through effective oral and written communication.

    Outcome 5: Identify networking opportunities with faculty, alumni, fellow students and potential employers; and demonstrate interviewing skills.

    Outcome 6: Recognize the importance of teamwork and leadership skills.

    Outcome 7: Conduct themselves in a professional manner, demonstrating integrity, responsibility and self-awareness.

  
  • ALS 5780 - International Teaching Assistant Program Course


         
    Fall, Spring. 2 credits. S/U grades only.

    Prerequisite: ITA Language Assessment or permission of ITAP. Priority given based on: immediacy of TA assignment.

    D. Samuel.

    Designed for international teaching assistants. This course focuses on oral communication, cross-cultural classroom dynamics, and teaching techniques. Through small group seminars, conferences with instructors, audio journals, and a teaching practicum, students work to expand their communication and pedagogical skills.

    Outcome 1: Define components of Advanced Level Speech communication.

    Outcome 2: Identify and practice word, phrasal and sentence stress, intonation and comprehensible pronunciation.

    Outcome 3: Apply knowledge of Advanced Level Speech components to monitor speech during communication.

    Outcome 4: Organize knowledge as a TA using Advanced Level Speech components such as comparison, narration, description and explanation.

    Outcome 5: Evaluate and prioritize areas of communication to improve through reflection.

    Outcome 6: Examine the concept of culture and its influence on teaching and communication.

  
  • ALS 5790 - International Teaching Assistant Development Program Course II


         
    Fall, Spring. 2 credits. S/U grades only.

    Prerequisite: ITA Language Assessment or permission of ITAP. Priority given based on: immediacy of TA assignment.

    K. Kenyon.

    Designed as a follow-up to ALS 5780 . This course focuses on oral communication, cross-cultural classroom dynamics, and teaching techniques. Through small group seminars, conferences with instructors, audio journals, and teaching practice, international teaching assistants work to expand their communication and pedagogical skills.

    Outcome 1: Apply knowledge of the components of the Advanced Low level of oral language proficiency.

    Outcome 2: Revise and prioritize areas of personal strengths and areas of growth of language proficiency.

    Outcome 3: Engage in targeted practice (on individualized practice plans) to improve oral language proficiency.

    Outcome 4: Apply knowledge of Advanced Low level speech components to monitor speech during communication.

    Outcome 5: Apply knowledge of Advanced Low level speech components to discipline-specific teaching.

  
  • ALS 5900 - Project Development: CALS Professional Master’s Programs


         
    Fall, Spring, Summer. 1-5 credits, variable. Letter grades only.

    This course is for CALS Professional Master’s project work.

    Staff.

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

    Outcome 1: Identify a project topic through synthesizing information.

    Outcome 2: Write a project proposal on the selected topic.

    Outcome 3: Develop a plan for project completion, using project management skills.

    Outcome 4: Identify means for collecting relevant information and analyzing data or literature.

    Outcome 5: Analyze data or literature to develop a project report.

    Outcome 6: Demonstrate teamwork by working collaboratively, if appropriate for the project.

    Outcome 7: Critically analyze the findings and impacts of the project.

  
  • ALS 5910 - Project Completion: CALS Professional Master’s Programs


         
    Fall, Spring, Summer. 1 credit. Letter grades only.

    Prerequisite: ALS 5900 . This course is for CALS Professional Master’s project completion.

    Staff.

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

    Outcome 1: Produce a formal project report.

    Outcome 2: Complete a project demonstrating graduate-level academic standards.

    Outcome 3: Demonstrate critical analysis on a particular topic.

  
  • ALS 6014 - [Theater Techniques for Enhancing Teaching and Public Speaking]


         
    Fall. Not offered: 2021-2022. Next offered: 2022-2023. 1 credit. S/U grades only (no audit).

    Permission of instructor required.

    C. McLinn.

    This seven-week course uses theater techniques to help graduate students enhance their classroom teaching and public speaking in both formal and informal environments. Using the storytelling and character-development techniques of theatrical improvisation, participants will build decision-making skills and their ability to think creatively under pressure through engaging exercises. The goals for this course are to enhance teaching presence in the classroom, form a learning community, and build the confidence necessary to connect with a variety of audiences in a range of educational settings. Participants will design and present a short lesson or talk. Due to the active and sequential nature of the class, please defer taking the course if you know in advance that your schedule will require you to miss two or more sessions.

    Outcome 1: Identify theater strategies for enhancing classroom teaching and public speaking in formal and informal settings.

    Outcome 2: Utilize and practice improvisational techniques to think creatively under pressure and to project confidence and respect for diverse perspectives.

    Outcome 3: Apply storytelling techniques to communicate discipline-specific content more effectively, and in a more engaging manner.

    Outcome 4: Integrate story arcs into presentations and lesson planning.

    Outcome 5: Describe research on the use of theater techniques for enhancing teaching including how using theater techniques works to build more inclusive classes.

    Outcome 6: Design and present a short lesson or talk that includes: a rationale for how the lesson or talk was constructed around learning outcomes, the theater or public speaking principles applied, and methods for assessing student/audience engagement and learning.

    Outcome 7: Demonstrate evidence of reflective practice and learning through a web-based portfolio.

  
  • ALS 6015 - The Practice of Teaching in Higher Education


         
    Spring. 2 credits. S/U grades only (no audit).

    K. Landy.

    For the foreseeable future, higher education faces grand challenges that will call upon those in faculty positions to demonstrate a commitment to innovation, diversity, evidence-based teaching, assessment of student learning, and educational technology. This course addresses selected aspects of these challenges to better prepare current and future instructors (i.e., graduate students, teaching assistants, and post-doctoral fellows) in higher education. Course activities and assignments will allow for the exploration of learning theory, as well as the practical application of instructional design, technology, and assessment frameworks.

    Outcome 1: Describe major theories of how people learn

    Outcome 2: Apply learning theory and instructional design principles to enhance instructional practice

    Outcome 3: Build knowledge and skill in the assessment of student learning.

    Outcome 4: Identify strategies for creating and sustaining inclusive environments for learning.

    Outcome 5: Identify uses of educational technology to facilitate student success.

    Outcome 6: Develop a collection of networks and resources to learn of ongoing discipline-specific educational research and professional development opportunities.

  
  • ALS 6016 - Teaching as Research in Higher Education


         
    Fall, Spring. 2 credits. S/U grades only.

    Prerequisite: ALS 6015 . Enrollment open to: all graduate teaching assistants and graduate students interested in using research to inform and improve their teaching. Students participating in CTE collaborative programming (i.e., CIRTL, Teagle, CTE’s Graduate Research in Teaching Fellowship Program, and future faculty programs in City and Regional Planning and Biological and Biomedical Sciences) may be required to enroll in this course in order to complete their program requirements.

    M. Ouellett.

    Course will expose students to the literature on the Scholarship of Teaching and Learning (SOTL). Within this academic conversation about the scholarship of teaching and learning and teaching as research, students will design and complete their own original research project to inform teaching in their discipline. This course culminates in the creation of a teaching as research project to include: a literature review incorporating SOTL resources from one’s discipline; a methodology designed to address a particular need in one’s teaching and/or within teaching in one’s discipline; a critical analysis of the results and conclusions in a formal research report. Throughout the process students will give and receive critical feedback during key developmental stages and will have opportunities to present their reports in multiple venues.

    Outcome 1: Evaluate the scholarship of teaching and teaching as research literature within their disciplines in a literature review.

    Outcome 2: Evaluate various research methodologies used in the research on teaching (e.g., qualitative, quantitative, mixed-methods, teacher-action research methods) to select the most appropriate methodology for their project.

    Outcome 3: Describe all the ethical implications of their study as evidenced within the risks portion of their IRB portion of their IRB applications.

    Outcome 4: Write all parts of a research on teaching report (i.e., abstract, introduction, literature review, methods, results, conclusions, discussion, references, appendix) to include all critical elements defined in the final project rubric.

    Outcome 5: Present their research findings using presentation strategies discussed in class (i.e., poster, discussion, lecture, etc.) to meet the criteria stated in the presentation rubric.

    Outcome 6: Identify ways to continue their own teaching as research projects to inform their teaching.


AMST—American Studies

  
  • AMST 1101 - Introduction to American Studies


    (HB) (CA-AS, ALC-AS, SCD-AS)      
    Spring. 4 credits. Student option grading.

    Staff.

    This course provides an introduction to interdisciplinary considerations of American culture. Specific topics change from year to year and may include: food and nature, broadly defined; the transformation of gendered public and private spheres; indigenous, immigrant, and racialized cultures and countercultures; industrialization and the struggles over labor; the rise of leisure; the relationship between politics and culture; and the development of consumer culture. These themes will be examined through a variety of media, such as literature, historical writing, menus, music, art, film, architecture, etc. The course will also give attention to the many methods through which scholars have, over time, developed the discipline of American Studies.

  
  • AMST 1104 - Race and Ethnicity in the United States: Social Constructs, Real World Consequences

    (crosslisted) LSP 1105 , SOC 1104  
    (SBA-AS, SCD-AS, SSC-AS) (CU-SBY)     
    Spring. 3 credits. Student option grading.

    S. Alvarado.

    For description, see SOC 1104 .

 

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