Courses of Study 2022-2023

Jun 17, 2024

Courses of Study 2022-2023 [ARCHIVED CATALOG]

Cornell University Course Descriptions

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AEP—Applied & Engineering Physics
	AEP 5200 - Intermediate Mathematical Physics Fall. 4 credits. Letter grades only. Co-meets with AEP 4200 . A. Disa. Covers Fourier and Laplace transforms, ordinary and partial differential equations, separation of variables, Method of Frobenius, Laplace transform techniques. Green’s functions, wave and diffusion equations, Solutions to Laplace’s Equation, Hermitian Operators, Sturm-Liouville operators, Bessel functions, Legendre Polynomials, spherical harmonics.
	AEP 5230 - Statistical Thermodynamics Fall. 4 credits. Letter grades only. Co-meets with AEP 4230 /PHYS 4230 . D. Chowdhury. Quantum statistical basis for equilibrium thermodynamics, microcanonical, canonical and grand canonical ensembles, and partition functions. Classical and quantum ideal gases, paramagnetic and multiple-state systems. Maxwell-Boltzmann, Fermi-Dirac, and Bose-Einstein statistics and applications. Introduction to systems of interacting particles. At the level of Introductory Statistical Mechanics by Bowley and Sanchez.
	AEP 5300 - Advanced Mathematical Physics Spring. 3 credits. Letter grades only (no audit). Co-meets with AEP 4300 . B. Kusse. Covers integral equations, Friedholm equations, kernels, complex variable theory, branch points and cuts, Riemann sheets, method of steepest descent, method of constant phase, tensors, contravariant and covariant representations, group theory, matrix representations, class and character.
	AEP 5310 - Introductory Quantum Computing Spring. 3 credits. Student option grading. Prerequisite: MATH 2940 or equivalent, and CS 1110 or equivalent exposure to Python. Co-meets with AEP 3100 . Students enrolled in AEP 5310 will need to complete additional homework relative to students enrolled in AEP 3100 . P. McMahon. An introduction to quantum computing for students who have not necessarily had prior exposure to quantum mechanics. This course is intended for physicists, electrical engineers, and computer scientists. Topics include: foundational algorithmic building blocks and quantum algorithms; variational quantum algorithms (for physics simulation and for combinatorial optimization); quantum machine learning; basic physics of quantum computing hardware implementation. There will be substantial programming exercises implementing quantum algorithms to run on simulators and quantum computers in the cloud. Outcome 1: Students will be able to understand and have the knowledge to implement core quantum algorithms. Outcome 2: Students will be able to apply some of the quantum algorithms studied to new application problems. Outcome 3: Students will be able to explain key challenges in constructing quantum computers and in running quantum algorithms on current quantum computers.
	AEP 5330 - Mechanics of Particles and Solid Bodies Fall. 4 credits. Letter grades only. Co-meets with AEP 3330 . L. Wickham. Newtonian mechanics, especially with dissipative forces; objects rotating around a constant direction and possibly translating, using both torque and energy; coupled and damped-driven linear oscillations and an introduction to nonlinear systems; an introduction to variational calculus; Lagrangian and Hamiltonian formalism for generalized coordinates; central-force motion and a brief introduction to scattering; non-inertial reference systems; 3D motion of rigid bodies. (At the level of Classical Dynamics by Marion and Thornton and Classical Mechanics by John Taylor).
	AEP 5340 - Fluid and Continuum Mechanics Spring. 4 credits. Student option grading. Co-meets with AEP 4340 . L. Wickham. Intro to elasticity (including stress and strain tensors and their linear relations for isotropic materials), very brief intro to plastic deformation, fluid properties and some hydrostatics, conservation laws with applications (including pipes), dimensional analysis, vorticity, ideal flow (including forms of Bernoulli equations and potential flow), flow past objects (including boundary layers, drag, lift, and model aerofoils), instabilities, a brief introduction to turbulence (including Reynolds stress from time averaging), some topics in compressible flow (including choking and shock waves).
	AEP 5380 - Computational Engineering Physics Fall. 3 credits. Student option grading. Co-meets with AEP 4380 . E. Kirkland. Introduction to Numerical computation (e.g., derivatives, integrals, differential equations, matrices, boundary-value problems, FFT’s, Monte Carlo methods) as applied to engineering physics problems that cannot be solved analytically (e.g., chaotic systems, three-body problem, electrostatic fields, quantum energy levels). C/C++ computer programming required (some Matlab, Python, etc.). Some prior exposure to programming assumed but no previous experience with C/C++ assumed.
	AEP 5400 - Nonlinear and Quantum Optics Spring. 3 credits. Letter grades only (no audit). Co-meets with AEP 4400 . J. Moses. Introduction to the fundamentals of the interaction of laser light with matter, including a survey of phenomena and photonic devices based on these processes with relevance to modern science and technology. Topics include the origins of optical nonlinearities, propagation of laser beams and ultrashort pulses, harmonic generation, parametric amplification, nonlinearly guided waves and self-focusing, solitons, spontaneous and stimulated scattering, optical resonance and two-level atoms, multiphoton processes, and ultra-intense laser-matter interactions.
	AEP 5500 - Applied Solid State: Physics of Renewable Energy (CU-SBY) Spring. 3 credits. Student option grading. Prerequisite: a knowledge of Fermi-Dirac distributions and chemical potentials e.g. from a class in either solid state physics, physical chemistry or statistical mechanics. D. Muller. Can an electric vehicle be made cheaper than a gasoline one with comparable range? How much of our energy needs can be supplied by solar energy? What is the maximum efficiency of a solar cell? Graduate-level analysis of renewable energy devices and materials that you will likely encounter in research or advanced industrial settings, with a goal of understanding their ultimate limits, current efficiencies and opportunities for improvement. The main emphasis is on electrical energy creation, conversion and storage devices – Solar Cells, Fuel Cells, Batteries, Supercapacitors and Thermoelectrics, which are areas of current research at Cornell.
	AEP 5502 - Introductory Solid State Physics Fall. 4 credits. Student option grading. Co-meets with AEP 4500 /PHYS 4454 . D. Muller. Introduction to the physics of crystalline solids. Covers crystal structures; diffraction; electronic states and density functional theory; lattice vibrations; and metals, insulators, and semiconductors. Covers optical properties, magnetism, and superconductivity as time allows. The majority of the course addresses the foundations of the subject, but time is devoted to modern and/or technologically important topics such as quantum size effects. At the level of Introduction to Solid State Physics by Kittel or Solid State Physics by Ashcroft and Mermin.
	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 or AEP 5100 . Enrollment limited to: graduate students. Co-meets with AEP 3555 . C. Fennie. Applied Group Theory. Focus is on the symmetry of geometrical objects, both as abstract objects (“up to an isomorphism”) and embedded in a physical space (“up to a conjugation”) such as the Crystallographic Groups. Topics will include: Group Actions (on Sets & Vector Spaces), Numbers & Groups, Permutations & the Symmetric Group, Orbit-Stabilizer Theorem, Regular Objects in 2d/3d & the Platonic solids, applications to problems in physics.
	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. 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. 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. 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 first-year students or transfer students in the Agricultural Sciences major, or permission of instructor. K. Richards, F. Rossi. Agricultural Sciences students are highly-diverse. This course provides first-semester 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 first-year students, 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. K. Kassam. 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 sociocultural and 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. We will not only examine the history of victimization of indigenous peoples through colonial oppression, but we will also study their response as agents of change in providing alternative paradigms and insights to humanity in the third millennium. 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-SBY, CU-UGR) Spring. 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: 2022-2023. Next offered: 2023-2024. 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: 2022-2023. Next offered: 2024-2025. 3 credits. Student option grading. K. Jordan. For description, see ANTHR 2235 .
	AIIS 2420 - [Nature-Culture: Ethnographic Approaches to Human Environment Relations] (crosslisted) ANTHR 2420 , BSOC 2420 Fall. Not offered: 2022-2023. Next offered: 2023-2024. 3 credits. Letter grades only. A. Nadasdy. For description, see ANTHR 2420 .
	AIIS 2600 - Introduction to Native American Literature (crosslisted) AMST 2600 , ENGL 2600 (CA-AG, D-AG, LA-AG) (CU-SBY) Fall. 3 credits. Student option grading. J. Hu Pegues. 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: 2022-2023. Next offered: 2023-2024. 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. Not offered: 2022-2023. Next offered: 2023-2024. 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. 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. 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 3248 - [Finger Lakes and Beyond: Archaeology of the Native Northeast] (crosslisted) AMST 3248 , ANTHR 3248 , ARKEO 3248 Spring. Not offered: 2022-2023. Next offered: 2024-2025. 4 credits. Student option grading. Co-meets with AIIS 6248 /AMST 6248 /ARKEO 6248 /ANTHR 6248 . K. Jordan. For description, see ANTHR 3248 .
	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. J. Martin. 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. 3 credits. Letter grades only. Enrollment limited to: juniors and seniors. Co-meets with NTRES 6330 . Interested graduate students should enroll in the graduate version of the course, 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: 2022-2023. 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) (CU-SBY) Fall. 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. 3 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 Fall. 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 4450 - Settler Colonialism and the Elimination of the Native (CA-AG, HA-AG) Spring. 3 credits. Letter grades only. E. Cheyfitz. Settler Colonialism And The Elimination of the Native: The course title is taken from Patrick Wolfe’s generative essay, which analyzes the specific genre of colonialism in which the object is the replacement of the native (original) population by settlers, whose goal is the appropriation of native land through various forms of violence from genocide to forced assimilation. The particular focus of this course will be the forms settler colonialism takes in the United States against the American Indian population and in Israeli-dominated Palestine against the indigenous Palestinian population and the resistance to settler colonialism by these populations. The course, then, is comparative in method, beginning with analyzing the common biblical origin, that of the Chosen People, that generated the settler ideologies in both the U.S. and Israel. Outcome 1: Analyze and explain the intertwined histories of the United States and Israel/Palestine. Outcome 2: Apply the comparative method to undertake historical analysis. Outcome 3: Apply the comparative method to conduct a written analysis. Outcome 4: Recognize, define, and apply key terms in the historical analysis of colonialism: colonialism, settler colonialism, apartheid, genocide, ethnic cleansing, and assimilation.
	AIIS 4625 - Contemporary Native American Fiction (crosslisted) AMST 4627 , ENGL 4625 (CA-AG, LA-AG) Fall. 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 4670 - The Indigenous Poetry of Resistance (LA-AG) Spring. 3 credits. Student option grading. E. Cheyfitz. In this course, we will read poems of resistance from Indigenous people in Turtle Island (North America), Palestine, and Guåhan (Guam). Our purpose will be to understand how this poetry is both a description and an act of resistance to settler colonialism and to compare the forms resistance takes in these different settler locals. Outcome 1: Describe the meaning of “settler colonialism” and its different manifestations in the locals of the course. Outcome 2: Identify the concept of Indigeneity as a historical, geographical, and political term. Outcome 3: Differentiate the various meanings of the term “resistance” as a political term. Outcome 4: Thoroughly interpret poetry. Outcome 5: Demonstrate effective ways to write about poetry.
	AIIS 4900 - [New World Encounters, 1500 - 1800] (crosslisted) AMST 4900 , HIST 4900 (CA-AG) Fall. Not offered: 2022-2023. Next offered: 2023-2024. 4 credits. Letter grades only. Co-meets with HIST 6900 . 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. 3 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 Fall. 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: 2022-2023. Next offered: 2023-2024. 3 credits. Student option grading. Co-meets with AIIS 2240 /LING 2248 . S. Murray. For description, see LING 6248 .
	AIIS 6248 - [Finger Lakes and Beyond: Archaeology of the Native Northeast] (crosslisted) AMST 6248 , ANTHR 6248 , ARKEO 6248 Spring. Not offered: 2022-2023. Next offered: 2024-2025. 4 credits. Student option grading. Co-meets with AIIS 3248 /AMST 3248 /ANTHR 3248 /ARKEO 3248 . K. Jordan. For description, see ANTHR 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: 2022-2023. 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. Not offered: 2022-2023. Next offered: 2023-2024. 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) (ALC-AS, HST-AS, LA-AS) (CU-ITL) Spring. Not offered: 2022-2023. Next offered: 2023-2024. 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. Not offered: 2022-2023. Next offered: 2023-2024. 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. Not offered: 2022-2023. Next offered: 2023-2024. 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 1110 - Introduction to Digital Agriculture Fall. 2 credits. Letter grades only. Two Saturday field trips required. J. Giordano. The goal of this course is to expose students to the breadth and diversity of applications of digital tools in modern agriculture with special emphasis on food production systems. We will explore and discuss the main drivers of the digital transformation in agriculture at a local and global scale. Special emphasis will be placed on the integration of basic concepts of systems biology, data science, and engineering. The socio-economic implications of deployment and utilization of digital tools will be covered. Examples of development, deployment, and post-implementation assessment of digital tools for improving the sustainability of plant and animal food production systems will be discussed. Ultimately, students will recognize the need for interdisciplinary efforts to propel the digital transformation of food production agriculture while benefiting society and the planet. Outcome 1: Recognize and describe the diverse areas of agriculture and food production systems that utilize and are impacted by digital tools. Outcome 2: Evaluate, integrate, and apply information from at least two different fields of study to create coherent and persuasive arguments about potential solutions to DA-related problems. Outcome 3: Recognize the drivers of the digital transformation in agriculture. Outcome 4: Examine the socio-economic implications of adoption of digital tools in agriculture. Outcome 5: Ability to logically and clearly present and discuss conclusions from a DA-related study to a multi-disciplinary audience. Outcome 6: Acquire team building, analytical, and presentation skills through evaluation, and integration of information related to Digital Agriculture.
	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. Shea. 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: Outcome 1: Describe the strengths and limitations of the following data types: 1) self-reported data, 2) observational or trace data, and 3) experimental data. Outcome 2: Outcome 2: Articulate real-world examples that demonstrate the harmful consequences of reliance on biased datasets and describe solutions to mitigate bias and such harmful consequences. Outcome 3: Outcome 3: Identify sources for locating open and reusable datasets. Outcome 4: Outcome 4: Apply FAIR data principles to evaluate a dataset. Outcome 5: Outcome 5: Utilize open-source, web-based tools for simple data cleanup & analysis.
	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 1380 - Gastro-Epiphanies, Morsel Gems, and Mincing Words Fall. 3 credits. Letter grades only. Permission of department required. Enrollment limited to: students in the CAU Food Science Dual Degree Program. K. Hemingway Jones. Students will develop skills in critical reading and writing strategies that support college-level writing by reading and responding to literary representations and stories about food. We will examine how cultural and national identities are constructed through food, reflect on the pleasures of the palate and food nostalgia, how breaking bread provides communion and fellowship, and how our own food choices support our identity and reflect social values. Drawing on personal knowledge and experience, responding to food literature, and film, we will focus on the necessary skills to achieve successful academic writing including elements of the essay, paragraph development, audience and purpose, and the drafting and revision process. Outcome 1: Produce coherent texts within standard college-level written forms. Outcome 2: Demonstrate the ability to revise and improve written text. Outcome 3: Demonstrate the ability to research a topic, develop an argument, and organize supporting details.
	ALS 1400 - CALS LAB: Landing and Becoming Fall. 1 credit. Student option grading (no audit). Permission of instructor required. Enrollment limited to: students in the CALS peer mentor program. Email Erica Ostermann at eo93@cornell.edu for more information on peer mentoring. S. Byrne, E. Ostermann, R. Todd. This course will help new students find their footing to transition into the CALS community. We will provide information and experiences that are critical to student success that might otherwise be missed or not explicitly shared. Topics include your success team, preparing for class, writing papers, finding support groups, and designing your undergraduate experience to ensure you are successful, personally, academically, and professionally. In this course you will be working with upper-class peer mentors to unpack the wide variety of skills needed to find your footing at Cornell and be positioned to grow, learn, and realize your academic potential. Each Friday afternoon, we will meet for 50 minutes to bridge connections, have rousing facilitated discussions, make meaning through reflections, and see places on campus field trips– all with the unavoidable side effect of making community and building friendships. Students will expand on their current skillset to further develop their communication skills (listening, email best practices), help-seeking behavior (know when to ask and who to find), academic skills (study habits, tutoring, and exam preparation), and success skills (finding community, contributing to a caring community, extra-curriculars, and growth mindset). Outcome 1: Identify members of their success network which is comprised of: faculty advisor(s), department coordinator(s), CALS Student Services, etc. Outcome 2: Optimally leverage campus and course resources (ex. LSC, SCL’s Identity Resources, TAs, office hours, study groups, extra problem sets) to improve their college and classroom experiences.
	ALS 2000 - Leadership for Sustainability (CU-CEL, CU-SBY) Spring. 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) Spring. 1 credit. S/U grades only (no audit). Permission of instructor required. Enrollment limited to: students accepted into the CALS Global Fellows Program. 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: Students will be able to define and describe professional, personal, and intercultural learning objectives, and identify the avenues to meet these.
	ALS 2400 - Developing a Reflective Tutoring Practice Fall, Spring. 1 credit. Student option grading (no audit). 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 3105 - Post-Internship Course: Making Meaning and Moving Forward - Maximizing Engaged Learning Experiences (crosslisted) GDEV 3105 Fall. 1 credit. S/U grades only (no audit). Prerequisite for IARD & GDEV majors: GDEV 3104. Prerequisite for Lund Fellows: GDEV 4940 (topic: Lund Fellows pre-internship). Prerequisite for CALS Global Fellows: ALS 2300. Permission of instructor required. J. Ficarra, J. Hawkey, H. Mouillesseaux-Kunzman, C. Simon. For description and learning outcomes, see GDEV 3105 .
	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 International Exchange 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. 1.5 credits (may be repeated for credit). S/U grades only (no audit). Permission of instructor required. Enrollment limited to: Students in the CALS peer mentor program. Email Erica Ostermann at eo93@cornell.edu for more information on peer mentoring. S. Bryne, E. Ostermann, R. Todd. This course is for upper-class students who have been selected to become peer mentors in the CALS Peer Mentor Program. Each Friday afternoon, students will meet for 75 mins. For the first part of each meeting, you will co-meet with your mentees (first-year CALS students) for facilitated discussions and reflections, field trips, community building, and brief reading assignments. In the remaining 30 minutes of each class, we will use discussions and reflections to support your development. Our goals are to help you develop a range of mentoring skills (including listening and responding empathetically; helping identify needs and find resources; modeling good study and time management skills; communicating effectively with other students and adults; and reflecting on and articulating goals and experiences), so that you can best support your mentees. Outcome 1: Demonstrate active listening techniques and comfortably cultivate conversations with fellow students from a range of different backgrounds. Outcome 2: Model positive mentoring behaviors, including compassion, responsiveness, sensitivity to concerns, and confidentiality. Outcome 3: Discuss the importance of community and the impact of imposter syndrome to create a sense of social belonging. Outcome 4: Recognize signs of concern and confer with support leads to steer first-year students to necessary support as needed. Outcome 5: Identify the co-curricular activities that most interest your mentees and find non-academic campus resources (including social activities/clubs) to help mentees navigating campus life. Outcome 6: Help mentees recognize good study habits, including how to manage time and achieve a sustainable work-life balance. Outcome 7: Identify and utilize academic resources such as faculty advisors, teaching assistants and study groups. Outcome 8: Identify and share the non-academic and academic campus resources that each mentee needs for a smooth transition to Cornell.

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Cornell University Course Descriptions

AEP 5200 - Intermediate Mathematical Physics

AEP 5230 - Statistical Thermodynamics

AEP 5300 - Advanced Mathematical Physics

AEP 5310 - Introductory Quantum Computing

AEP 5330 - Mechanics of Particles and Solid Bodies

AEP 5340 - Fluid and Continuum Mechanics

AEP 5380 - Computational Engineering Physics

AEP 5400 - Nonlinear and Quantum Optics

AEP 5500 - Applied Solid State: Physics of Renewable Energy

AEP 5502 - Introductory Solid State Physics

AEP 5510 - Symmetry in Materials Physics

AEP 5550 - Intermediate Electromagnetism

AEP 5555 - Gaining Intuition Through Symmetry and Computation

AEP 5560 - Intermediate Electrodynamics

AEP 5570 - Applied Electrodynamics

AEP 5610 - Introductory Quantum Mechanics

AEP 5620 - Intermediate Quantum Mechanics

AEP 5630 - Electronic Circuits

AEP 5640 - Modern Applied Physics Experimental Design

AEP 5700 - Biophysical Methods

AEP 6060 - Introduction to Plasma Physics

AEP 6610 - Nanocharacterization

AEP 6620 - Micro and Nano-Fabrication and Processing

AEP 7510 - M.Eng. Project

AEP 7530 - Special Topics Seminar in Applied Physics

AEP 7540 - Special Topics in Applied Physics

AEP 8200 - Graduate Thesis

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

AGSCI 4960 - Internship in Agricultural Sciences

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

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

AIRS 1141 - Initial Military Experiences I

AIRS 1142 - Initial Military Experiences II

AIRS 2201 - Team and Leadership Fundamentals I

AIRS 2202 - Team and Leadership Fundamentals II

AIRS 2241 - Intermediate Military Experiences I

AIRS 2242 - Intermediate Military Experiences II

AIRS 3301 - Leading People and Effective Communication I

AIRS 3302 - Leading People and Effective Communication II

AIRS 3341 - Junior Officer Leadership Experiences I

AIRS 3342 - Junior Officer Leadership Experiences II

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

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

AIRS 4441 - Advanced Leadership Experiences

AIRS 4442 - Precommissioning Laboratory

AIIS 1100 - Indigenous North America

AIIS 1110 - Indigenous Issues in Global Perspectives

AIIS 2100 - Indigenous Ingenuities as Living Networks

AIIS 2240 - [Native American Languages]

AIIS 2350 - [Archaeology of North American Indians]

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

AIIS 2600 - Introduction to Native American Literature

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

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

AIIS 2850 - Indigenous Representation in Still and Motion Photography

AIIS 2910 - Indigeneity as Rights: Haudenosaunee Rights Advocacy

AIIS 3248 - [Finger Lakes and Beyond: Archaeology of the Native Northeast]

AIIS 3324 - Cayuga Language and Culture

AIIS 3325 - Cayuga Language and Culture II

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

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

AIIS 3560 - Thinking from a Different Place: Indigenous Philosophies

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

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

AIIS 4300 - Indigenous Peoples and Decolonial Philosophies

AIIS 4450 - Settler Colonialism and the Elimination of the Native

AIIS 4625 - Contemporary Native American Fiction

AIIS 4670 - The Indigenous Poetry of Resistance

AIIS 4900 - [New World Encounters, 1500 - 1800]

AIIS 4970 - Independent Study

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

AIIS 6010 - American Indian and Indigenous Studies Speaker Series

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

AIIS 6240 - [Native American Languages]

AIIS 6248 - [Finger Lakes and Beyond: Archaeology of the Native Northeast]

AIIS 6300 - Indigenous Peoples and Decolonial Philosophies

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

AIIS 6970 - Independent Study in American Indian and Indigenous Studies

AKKAD 1410 - [Akkadian Language I: Code of Hammurabi]