The Cornell Jeb E. Brooks School of Public Policy is where you can actively contribute to finding solutions for the world's most pressing problems. Our areas of policy focus span a broad spectrum of critical areas in our learning, teaching, research, and outreach efforts:
Data Science and Technology Policy
Environmental and Sustainability Policy
Health Policy
Human Security
Politics and Economics of Development
Race, Racism, and Public Policy
Social Policy and Inequality
Dean Colleen Barry describes the exciting journey that awaits you at Brooks: "We are building one of the nation's preeminent schools of public policy, where we embrace a shared mission to inform policymakers and other decision-makers, educate future leaders, and serve the greater good."
Through our extensive public engagement programs, you'll have the chance to make a tangible impact on the lives of others as a student. Upon graduation, you'll be well-prepared for careers in the public, private, and non-profit sectors, as well as for roles not yet imagined.
Our faculty, drawn from diverse backgrounds and disciplines, offer a global perspective in their teaching and research. The challenges facing our world demand interdisciplinary solutions, and we foster creativity and collaboration at Brooks.
Maria Fitzpatrick, Senior Associate Dean of Academic Affairs
Jamila Michener, Senior Associate Dean of Public Engagement
Jeff Niederdeppe, Senior Associate Dean of Faculty and Research
Amanda Shaw, Associate Dean of Administration and Finance
Christie Avgar, Assistant Dean of Enrollment and Student Services
Giles Morris, Assistant Dean of Communications
Jeffry Comanici, Assistant Dean of Alumni Affairs and Development
Katherine Isaacs, Assistant Dean of Human Resources
Thomas O'Toole, Assistant Dean for Professional Education
Anne Byrne, Faculty Director of MS DSP and MS ESP Programs
Aubryn Sidle, Director of Undergraduate Studies
Nicholas Sanders, Director of Graduate Studies
Matthew Hall, Faculty Director of the MPA Program and Director of Cornell Population Center
Michael Richards, Faculty Director of the Sloan Program
Michelle Gardner, Associate Director of Career Management
Lisa Searle, Associate Director of Undergraduate Admissions and Advising
Mary Garin, Associate Director of Masters Programs
Jennifer Wright, Registrar
Office of Admissions, Student Services and Career Management
The Brooks School Office of Admissions, Student Services, and Career Management is dedicated to assisting students throughout their academic journey at Cornell University. The office is committed to ensuring that students excel academically, professionally, and personally during their time at the Brooks School. Students are encouraged to take advantage of the various resources and services available to fully benefit from their college experience.
The office offers admissions support to both first-year and transfer applicants for undergraduate programs, as well as professional graduate degree applicants. For more information about professional graduate degree admissions, see the respective program's page.
First-Year Admissions
For undergraduate admissions, the Brooks School follows the University's Office of Undergraduate Admissions processes. First-year applicants are encouraged to complete sixteen units of secondary coursework, including four units of English, four units of mathematics (calculus and/or statistics recommended), and three units of science. Transfer applicants should have completed coursework in English composition, introductory microeconomics, quantitative methods (statistics and/or calculus), and introductory sociology.
The office assists students across Brooks School programs in exploring career opportunities, developing professional skills, and preparing for post-graduation endeavors. Support includes résumé building, interview preparation, networking opportunities, and connections to internships and job opportunities. Coursework that supports career exploration includes PUBPOL 1112 Career Explorations in Public Policy, PUBPOL 5008 Designing Your Career in Policy, Data Science, and Sustainability, PUBPOL 5009 Career Management for Public Affairs, and PUBPOL 5990 Challenges and Trends in the Health Services Industry.
Special Academic Opportunities
Capital Semester
The Capital Semester program offers students an immerse experience in New York State government through a paid internship while earning Cornell academic credit. Key features include:
Undergraduate students enroll in 12 Cornell credits through PUBPOL 4970 New York State Government Affairs.
Graduate students enroll in 8 Cornell credits through PUBPOL 5920 Public Affairs Externships
Students are placed in a paid internship with a New York State legislator (Assembly or Senate) in Albany. Graduate students are eligible only for the Senate program.
Interns engage in various activities, including attending hearings and legislative sessions, meeting with lobbyists and constituents, drafting legislative reports (including work that may be published), and supporting the daily operations of their assigned legislator.
The program is open to undergraduate and graduate students of all majors and is particularly well-suited for those interested in policy careers or further study in law, graduate school, or business school.
For more information, including application details and benefits, please visit the Brooks School website or contact campus liaison, Zoë Nelson, at zmn2@cornell.edu.
Brooks School Cornell in Washington DC Connect
Cornell in Washington DC Connect is an immersive spring and summer program located in the heart of Washington, D.C. This unique experience offers students from all colleges the opportunity to earn full academic credit while living, learning, and interning in the nation’s capital.
Through the program, students enroll in small courses led by Cornell faculty who are industry experts and gain hands-on work experience through an internship of their choosing. Participants live in the Wolpe Center in Dupont Circle, creating a fully integrated and professional experience in D.C.
To learn more about the Cornell in Washington DC Connect program, visit the Brooks School website.
Brooks School Cornell in Washington DC Start
Cornell in Washington DC Start is a unique opportunity for first-semester Brooks School Bachelor of Science students interested in careers in national and international public affairs to begin their policy studies in the nation's capital.
During their first semester at Cornell, DC Start Scholars take a signature immersive course in applied public policy that provides close-up exposure to policymaking and the political process in Washington, D.C., alongside required first-semester coursework for the Brooks School’s Public Policy and Health Care Policy majors. This curriculum is designed to ensure a seamless transition into major coursework on the Ithaca, New York campus in the spring semester.
DC Start Scholars also have the opportunity to enroll in elective courses on policy-related topics and engage with Cornell alumni and other policy leaders working in D.C.-based public policy fields. Admissions to DC Start occurs through the Brooks School undergraduate application to Cornell. Participants are required to live in the Brooks School student residence building in Washington D.C.
Study Abroad
Semester-Long Opportunities
Brooks School students are eligible to participate in any Cornell-approved study abroad programs that are open to all Cornell students.
Students are encouraged to work with an advisor in the Office of Admissions, Student Services and Career Management to discuss how study abroad coursework may fit into their degree planning.
Short-Term Opportunities
The following Brooks School courses offer short-term study abroad opportunities during the regular academic year, winter term, or summer session. Each course is taught in English by Cornell faculty. To determine whether these courses are offered in the current academic year, please refer to the Class Roster. Brooks School students may also participate in other short-term study abroad opportunities offered through other academic units at Cornell.
PUBPOL 2031 Population and Public Policy Copenhagen Field Study (Part of a 2 course multi-term sequence: PUBPOL 2030 & PUBPOL 2031)
PUBPOL 3480 Sustainability Education Policy in the U.S. and Ecuador
PUBPOL 3791 Community Impact Analysis in Development Policy II (Part of a 3 course multi-term sequence: PUBPOL 3790, PUBPOL 3791 & PUBPOL 3792)
PUBPOL 5455 Comparative Public and Healthcare Administration
PUBPOL 5480 Sustainability Education Policy in the U.S. and Ecuador
PUBPOL 5757 Infrastructure Project Management and Finance Practicum
Special Degree Options
Five-Year BS/MHA
The five-year accelerated program is designed for a select number of Cornell undergraduate students and offers an expedited pathway to earn both a Bachelor of Science (BS) degree and a Master of Health Administration (MHA) degree.
Eligible majors
Biology and Society (BSOC) in the College of Agriculture and Life Sciences
Global and Public Health Sciences (GPHS) in the College of Human Ecology
Health Care Policy (HCP) in the Brooks School
Human Biology, Health and Society (HBHS) in the College of Human Ecology
Human Development (HD) in the College of Human Ecology
Nutritional Sciences (NS) in the College of Human Ecology
Public Policy (PUBPOL) in the Brooks School
Application Timing
Qualified students can apply to the Sloan Program during their junior year of undergraduate studies. This early application allows students to begin preparing for the accelerated pathway.
To accelerate the degree timeline, students in the BS/MHA are able to apply graduate-level coursework toward their undergraduate degree requirements, typically electives. Students in the HD, HBHS, PAM, and PUBPOL programs are eligible to overlap up to 30 credits between their BS and MHA degrees. Students in the HCP, GPHS, NS, and BSOC programs are eligible to overlap up to 12 credits between their BS and MHA degrees.
Please contact an advisor to discuss course planning, and the Bursar and Financial Aid offices to review implications for tuition and financial aid.
3 + 3 BS/JD
This pathway allows Cornell undergraduate students to complete their final semester of undergraduate study at Cornell Law School before graduating in December. This accelerated program enables participants to earn both a bachelor's degree and a Juris Doctor (JD) degree in six years.
For more information and inquiries, visit the Law School catalog page or contact JD Admissions at jdadmissions@cornell.edu or (607) 255-5141.
Complementary MPA Degree Pathways
MPA – JD Pathway
As of May 2026, admissions to MPA-JD pathway is on pause. Students who received acceptance into both programs prior to May 2026 remain eligible to participate.
As of May 2025, admissions to the MPA-MBA pathway is on pause. Students who received acceptance into both programs prior to May 2025 remain eligible to participate.
The following outlines policies and procedures of the Brooks School.
Academic Honors and Awards
In addition to recognizing the university-level Academic Honors, the Brooks School encourages high academic achievement and recognizes outstanding students in several ways.
Pi Alpha Alpha
Pi Alpha Alpha is a global honor society for students in the field of public affairs and public policy. Undergraduate students in their final semester, who are in the top 10% of their graduating class, and who received a GPA of at least 3.225 in all coursework, and at least a 3.7625 GPA in Brooks School coursework are eligible to join this honor society. Master's students in their final semester, with at least a 3.7 GPA are eligible to join. Eligible students in their final semester will be invited to join the honor society by a representative in their academic program.
Brooks School Undergraduate Honors
Health Care Policy and Public Policy majors have the opportunity to earn Brooks School Honors, which recognize students who have shown excellence in their academic endeavors and who have demonstrated a strong ability to conduct independent research and/or who have demonstrated outstanding commitment to community engagement. Upon successful completion of the honors requirements in either track (research or engagement), students will be awarded a Bachelor of Science (BS) or Bachelor of Arts (BA) degree with honors in the major (Honors in Health Care Policy or Honors in Public Policy).
Students must follow the eligibility requirements noted in the most recent catalog year at the time they apply for honors.
Students must maintain a 3.7 GPA to be admitted to an honors track and to receive honors.
Going into their final year of study, students may not have any outstanding incomplete (INC) grades on their record and must be in good academic standing. The expectation is that students will maintain good academic standing and will not have incomplete (INC) grades during their final year to maintain eligibility for Honors.
Honors, Research Track: PUBPOL 3120 Research Design and Methods of Social Research
must be completed before starting the honors research track. Alternate research methods coursework may be requested via petition from the Director of Undergraduate Studies.
Honors, Engagement Track: Must complete a PUBPOL course with an Engaged Learning (CU-CEL) tag before the start of their final year in order to be eligible for consideration.
Exceptions to eligibility criteria will be considered by the Director of Undergraduate Studies and the Undergraduate Curriculum Committee.
Requirements
Honors, Research Track:
Complete a minimum of 6 credits of PUBPOL 4990 Honors Research, under the supervision of a Brooks School faculty mentor, with a grade of B or higher.
Complete a basic or advanced statistical or qualitative software training series or course(s) as approved by the faculty mentor.
Attend two professional research seminars during senior year.
Present a poster of research during the final semester in the honors program.
Submit and receive a grade of 'satisfactory' or higher on a written thesis which will be reviewed and graded by a committee of faculty.
Honors, Engagement Track:
Submit a written summary and reflection of their engagement, both inside and outside of curricular experiences, and provide a faculty reference for the review committee.
Demonstrate extraordinary commitment to community engagement both inside and outside of the classroom.
Final determination of honors awards related to engagement will be determined by a committee of Brooks School faculty.
The Brooks School's Academic Integrity Hearing Board plays a vital role in upholding academic integrity. Comprised of a chairperson, three faculty members, and three students, the board hears appeals from students who have violated the code. Additionally, it addresses cases brought directly by faculty members. The Academic Integrity Hearing Board may be contacted by email at brooks-aihb@cornell.edu.
Academic Standing
Criteria for Good Standing
The Cornell Jeb E. Brooks School of Public Policy has established a set of minimum academic standards that all students must meet or exceed each semester. Please see your program’s page for more information about academic standing requirements.
Academic Standing Review Process
At the end of each semester, the Brooks School Committee on Academic Status (CAS) reviews the academic record of each Bachelor of Science and professional master's student to ensure that minimum academic standards are met. The committee takes appropriate action for students whose academic achievement is considered unsatisfactory, as defined by the criteria above. To support student success, the committee may take any of the following actions:
Withdraw the student permanently from the Brooks School and Cornell University.
Require the student to take a leave of absence for one or more semesters.
Issue an academic warning at one of the following levels (these imply that if the student does not show considerable improvement during the semester, the committee may withdraw the student):
Severe warning with danger of being withdrawn
Severe warning
Warning
Add the student’s name to a review list; students with this status are monitored by the committee throughout the semester.
Return the student to good standing.
Any of the above actions may be accompanied by additional conditions, such as a semester credit limit or a requirement to meet with an academic advisor by a date set by the committee.
Students placed on a required leave of absence must appeal to CAS to return. Students on a required leave of absence have one year to submit a successful appeal to return before being withdrawn. Students may submit a maximum of two appeals during the year of leave. Appeals must be submitted by the deadlines published on the University Leaves and Withdrawals page.
Students placed on a required withdrawalhave one opportunity to appeal the decision. The appeal must be submitted within onesemester of the committee’s withdrawal decision.
Students appealing to return should develop an academic plan and confirm with an advisor in the Brooks Office of Admissions, Student Services and Career Management, that the plan is compliant with meeting degree requirements. Students are also encouraged to consult with others who may provide support, such as faculty mentors, instructors, or university medical staff. Any information given to the committee is held in strict confidence.
All students on academic warning are automatically reviewed against specific criteria at the end of the subsequent semester. Students on warning, severe warning, or severe warning with danger of being withdrawn will be informed of conditions they are expected to fulfill to return to good standing.
Students who have been previously placed on a required leave and wish to return to the Brooks School must submit a confirmed plan to meet degree requirements to the committee prior to being rejoined. Students should contact the Registrar in the Brooks Office of Admissions, Student Services, and Career Management to discuss the process and applicable deadlines.
Students who have been withdrawn from the Brooks School by CAS may apply for readmission through the Brooks School admissions process.
Changes in Status
Voluntary Leave of Absence
A student may request a voluntary leave of absence at any time after they have commenced attendance at the university as part of a Cornell degree program. A voluntary leave is for an indeterminate period not to exceed two years.
Students on leave must notify the Brooks School registrar, in writing, of their intention to return to campus by the university deadlines in order to be eligible to participate in the initial enrollment period. Those whose leave period has expired will be withdrawn from the school after the third week of the semester they were due back.
Students considering a leave of absence should discuss their plans with an advisor in the Brooks School Office of Admissions, Student Services and Career Management. The form to initiate a leave of absence is available on the University Registrar's website. Leaves initiated after instruction begins will be charged a percentage of the semester's tuition. Any in-progress courses will be dropped. If the leave is initiated after the university drop deadline, students will receive a grade of W in the courses. The University Registrar will determine the effective date of the leave.
The academic records of all students who are granted a leave of absence are subject to review, and the Committee on Academic Status may request grades and other information from faculty members to determine whether the student should return under warning, severe warning or in good academic standing.
Health Leave of Absence
Under certain documented medical circumstances, a student may be granted a health leave of absence. Health leaves are initiated by the student with Cornell Health. If the health leaves coordinator recommends a health leave for the student, the Brooks School registrar may grant the leave. A health leave is for an indeterminate period not to exceed five years. Students who are granted a health leave of absence have the option to maintain contact with an advisor in the Brooks Office of Admissions, Student Services and Career Management. The advisor will guide the student on procedures to obtain a recommendation from Cornell Health to the Brooks School registrar for the student's return. Students should plan sufficiently in advance to ensure time for Cornell Health and the school registrar to consider their request. The request should be initiated in accordance with the posted university deadlines.
Withdrawal
A withdrawal is a termination of student status at the university. Students may withdraw voluntarily at any time by submitting a withdrawal request on the University Registrar's website. A student considering such an action is urged to first discuss plans with an advisor in the Brooks School Office of Admissions, Student Services, and Career Management. The University Registrar will determine the effective date of the withdrawal.
In some instances, a student may be given a withdrawal by the Brooks School Registrar. Students who leave the Brooks School without an approved leave of absence, or do not return after the leave has expired, will be given a withdrawal after the third week of the semester in which they fail to register.
A student who has withdrawn from the Brooks School or who has been given a withdrawal by the Brooks School Registrar and who wishes to return at a later date must reapply through the Office of Admission for consideration along with all other applicants for admission. If the student was in academic difficulty at the time of the withdrawal, the request for readmission will be referred to the Committee on Academic Status for consideration, and that committee may stipulate criteria under which the student may be readmitted to the school.
Course Enrollment
Add/Drop Deadlines
Most Brooks School courses follow the university add/drop deadlines and procedures for courses that follow the standard session length (7 weeks or full semester).
Engaged learning and abroad courses may have an application process that sets an earlier deadline for submission.
Brooks School courses that do not follow a standard session length may have an earlier add/drop deadline listed in the notes of the class roster.
Course Loads for Professional Master's Students
Executive master's students in the Brooks School must carry a minimum of 6 graduate-level credits per semester.
Residential master's students in the Brooks School must carry a minimum of 12 graduate-level credits per semester and are limited to a maximum of 3 credits of executive coursework in any semester.
While most programs require no more than 16 credits per semester to graduate on time, master's students enrolled in the Brooks School may take up to 18 credits per semester. Master's students in good academic standing with a unique educational need may petition to take up to 22 credits for a specific semester. Petitions will only be accepted during the add period for the requested term and will not be accepted during the initial enrollment period.
Course Level Requirements for Master's Students
Professional master's students are expected to take graduate-level coursework at the 5000 level or above. Only graduate-level coursework will apply toward the professional master's degree. Professional master's students wishing to take an undergraduate course for leisure must receive permission from their program director before enrolling. Students who do not receive permission may be dropped from the course.
Late Course Enrollment
Students who miss the initial enrollment period must wait until the add/drop period of the next semester to enroll in courses. Extensions are rarely granted and typically only for extenuating circumstances.
If a student misses an enrollment deadline due to an extenuating circumstance, they should connect with their advising staff promptly to discuss the possibility of petitioning the deadline. Late enrollment petitions will only be approved by the registrar under exceptional circumstances.
Students must review their course schedule in Student Center for accuracy regarding course numbers, credit hours, grade options, and other details before the add deadline. Any errors should be corrected immediately.
Administrative Drop from Classes
Students are responsible for ensuring they meet all prerequisites before enrolling in a class. If a student believes they have relevant experience or have completed alternate coursework that adequately prepares them, they should seek the instructor's permission before enrolling without meeting a prerequisite. Students who do not meet the prerequisites published on the Class Roster may be dropped from the class.
For classes with limited enrollment, students must attend the first two class sessions. Failure to do so may result in being dropped from the class. Students can avoid this by notifying the instructor in advance if they are unable to attend due to unavoidable circumstances.
Grades and Examinations
For more information about the university's grading policies, please refer to Exams and Grading. Information about Brooks School grade requirements, including which requirements may be taken S/U, is available on the respective program pages.
Repeating Courses
Most courses at Cornell can only be completed and applied towards degree/credit requirements once. For these course, students may still enroll in a course they have already passed or in which they received an F a second time. If a student has previously passed a course and is taking the course a second time, the second enrollment will not count toward the degree/credit requirements, however, the grade received for both completions will be included in the GPA calculations.
If a student enrolls in a course in which an F was previously received, the credits from the second enrollment will count toward the graduation requirements and the grade will be included in the GPA calculations. The F will also remain on the record and will be included in the GPA.
Some courses at Cornell are designated in the catalog as allowing students to repeat and receive credit more than once towards degree requirements. For these courses, students can receive credit more than once up to a set limit as designated in the catalog. In the Brooks School this is most common in special topics, career management, and independent study courses. For these courses each completion will count toward GPA calculations.
Grades of Incomplete
To receive a grade of incomplete (INC), students must meet university INC policies.
A grade of incomplete may remain on a Brooks School student's official transcript for a maximum of two semesters and one summer after the grade is given, or until the awarding of a degree, whichever is the shorter time. The instructor has the option of setting a shorter time limit for completing the coursework.
If the work is completed within the designated time, the grade of incomplete will be changed to a regular grade on the student's official transcript. If the work is not completed within the designated time, the grade of incomplete will be converted automatically by the school registrar to the grade the instructor indicated on the INC form. The Brooks School does not allow INC grades to remain indefinitely.
When a student wants to receive a grade of incomplete, the student must arrange a meeting with the instructor (before classes end and the study period begins) to work out the agreement.
A student who completes the work in the required time and expects to receive a grade replacement for the INC must take responsibility for checking with the Brooks School Registrar's Office (roughly two weeks after the work has been handed in) to make sure that the grade has been received. Any questions should be discussed with the course instructor.
Grade Disputes
As noted in the Cornell Faculty Handbook section 6.1 “Only the instructor of the course has the responsibility and authority to judge the quality of a students work and assess the appropriate letter grade. No one can overrule instructors and require them to go against their judgment of the work.” Students who find themselves in disagreement with an instructor over grades should first connect with the instructor to try to resolve the dispute.
In addition, students have several resources available for support in navigating a grade dispute:
Meet with the Chair of the Department or the Program Director for the subject area in which the course was taught.
Meet with the Associate Dean for Undergraduate Studies or Academic Affairs of the college/school in which the course was taught.
Contact the Office of the University Ombudsman by emailing ombuds@cornell.edu or by phone at 607-255-4321.
Seek advice from a faculty mentor, the Brooks School Registrar, or an advisor in the Brooks School Office of Admissions, Student Services, and Career Management.
Examinations
Both the preliminary and final examination schedules are available on the University Registrar's website. Final exam policies are located in the Final Examinations section of this catalog.
Return of Exams, Papers, Etc.
Although no federal or state legislation pertains to how graded work is to be returned to students, the returning of such materials should be handled in such a manner as will preserve the student's privacy. Students have a right to examine their corrected exams, papers, and the like, to be able to question their grading. They do not, however, have an absolute right to the return thereof. Exams, papers, etc., as well as grading records, should be retained according to the time frame outlined in Cornell policy 4.7 Retention of University Records.
Due Date for Submitting Final Grades
Prompt submission of final grades is essential. Each college and school set due dates for final grades independently each semester in consultation with the university registrar.
Special Studies and Project Session courses provide opportunities for students to do independent work not available in regular courses. Semester credits for special studies courses are determined by the number of contact hours the student has with the supervising faculty member (or a person designated by the faculty member). To earn 1 credit, a student must have equivalent of three to four hours of contact time per week for 15 weeks (a minimum total of 40 contact hours). For additional credit, multiply the number of credits to be reached by 40 to determine the minimum number of contact hours needed for the course. Any full-time Brooks School faculty member may serve as the instructor of a Brooks School independent study.
For independent study/project session/special studies outside of the Brooks School, please refer to the policies and procedures listed for the respective unit.
Graduate/Professional Independent Study Courses
Students must seek instructor approval to enroll in the Brooks graduate level independent study courses. Enrollment is through permission number or manual add form. Students and supervising faculty are responsible to discuss requirements of the independent study before enrollment. Please see program level pages for limits on how many independent study courses may meet degree requirements.
The graduate/professional independent study courses offered through the Brooks School are:
Juniors and seniors normally take these courses, and a full-time faculty member in the Brooks School supervises work on an individual basis. It is important for students to use the appropriate course number (4000, 4010, or 4020, 4030) for a special project.
To register for an undergraduate special studies course in the Brooks School, a student completes an online special studies or teaching apprenticeship application for the course, available at experience.cornell.edu. The student discusses the proposed course with the faculty member under whose supervision the study would be done and then prepares a plan of work. If the faculty member agrees to supervise the study, the student completes the application. The Brooks School follows the university deadline for enrolling in project session courses.
Strict limitations exist on the number of special studies credits that can apply toward graduation and how these credits may be applied toward Major requirements, refer to the program's requirement page for more information.
Petitions
The petition process allows students to request exceptions to existing regulation and academic policies. Petitions are evaluated based on the student's unique situation and the intent of Brooks School and university regulations. Generally, extenuating circumstances, such as a medical emergency, are necessary for a petition to waive a deadline to be approved.
Students can avoid the need to petition by adhering to the deadlines and academic policies relevant to their academic program. If unsure about a deadline, students can consult with an advisor at the Brooks Office of Admissions, Student Services, and Career Management at Brooks-studentservices@cornell.edu or the Brooks School registrar's office at BrooksRegistrar@cornell.edu.
A general petition may be required for various purposes, such as carrying fewer than 12 credits, withdrawing from a class with a grade of W after the drop deadline, adding a course after the Add Deadline, changing a grade option after the deadline, exemption from graduation requirements, substituting a required course in their major, enrolling with a time conflict, or staying an additional semester to fulfill graduation requirements.
While many requests can be petitioned within the Brooks School, other requests may require other options. Students can discuss their situation with an academic advisor or the Brooks School registrar to determine if a petition is appropriate.
If a student decides to submit a general petition, they can find the form on the Brooks School website. After completing the form, the student must meet with an advisor at the Brooks Office of Admissions, Student Services and Career Management. The decision regarding the petition will be communicated to the student via their Cornell email address, indicating approval or denial.
Students have the option to appeal the registrar's decision to the Assistant Dean of Enrollment and Student Services. An advising staff member can assist students throughout this appeal process.
Time Conflict Petition
Time conflicts are only approved under rare and extenuating circumstances (e.g. otherwise the student would not be able to graduate on time without the conflict). Final decision regarding the conflict petition is made by the Brooks School Registrar. The petition can be found on the Brooks School website.
To be eligible to enroll with a time conflict, the following criteria must be met:
The student must be in good academic standing with the Brooks School
The student must have a minimum 3.3 GPA
Time conflict cannot be greater than 25% of either class
Support from both instructors with a documented plan of how missed class time will be made up.
Special Visiting Student Status
Students eligible for special status are those visiting from other institutions and interested in particular programs in the school, those with a bachelor's degree who are preparing for graduate study or jobs and careers in public policy–related fields, or those who have interrupted their education and are considering completing degree programs. Students accepted in the non-degree status of special student may enroll for a maximum of two semesters. During the second semester of attendance, a special student must either apply for admission as a transfer student or plan to terminate studies in the school at the end of the semester. Special students are expected to take a minimum of 12 credits each semester and to take at least 50% of their courses in the Brooks School of Public Policy (PUBPOL courses). Courses taken while a person is classified as a special visiting student may be counted toward the requirements of the bachelor's degree. Those interested in becoming special students should make appointments to discuss admissions procedures in the Office of Admissions, Student Services and Career Management by emailing Brooks-StudentServices@cornell.edu.
Transfer Credit
Transferring Credit to Brooks Undergraduate Degrees
Transfer credit for coursework taken after matriculation or before graduating high school can only be requested for Brooks School distribution requirements and general elective credits. The Brooks School First Year Writing distribution and all Brooks School major requirements must be completed through Cornell unless completed with applicable AP or IB credit. Prior to enrolling in an external course, students must complete a petition to request to have the course transfer towards a Brooks School degree. Petitions are not required to transfer test credit.
Unless taken through Cornell, college level coursework completed before high school graduation can transfer only if the following conditions are met:
• The course was available to all students registered within the college.
• The course description and content of the course are the same for all enrolled students at all teaching sites.
• The instructor is a faculty member (includes adjunct), employed at the offering college.
• The course was NOT taught in a high school.
• The course/section was available to all students enrolled at the college.
• The course was NOT part of a college now, dual enrollment, university in high school or project advance program.
Transfer credit may only be applied to master's programs under rare and extenuating circumstances. All master’s level transfer credit must be approved via petition by the program’s faculty director. Master’s level transfer credit must be completed at an accredited institution. An official transcript must be submitted to brookscrediteval@cornell.edu.
Faculty
A
Agan, Amanda, Ph.D., U. of Chicago. Assoc. Prof., Department of Economics and Brooks School of Public Policy
Alan, Sule, Ph.D., McMaster U. Prof., Department of Economics and Brooks School of Public Policy
Avery, Rosemary J., Ph.D., Ohio State U. Prof., Brooks School of Public Policy
B
Barrett, Christopher B., Ph.D., U. of Wisconsin. Stephen B. and Janice G. Ashley Prof., Applied Economics and Management and Brooks School of Public Policy; Sr. Faculty Fellow, Cornell Atkinson Center for Sustainability
Barry, Colleen L., Ph.D., Harvard U. Prof. and Dean, Brooks School of Public Policy
Bateman, David, Ph.D., U. of Pennsylvania. Assoc. Prof., Department of Government and Brooks School of Public Policy
Bottan, Nicolas, Ph.D., U. of Illinois at Urbana-Champaign. Asst. Prof., Department of Economics and Brooks School of Public Policy
Brenner, Rebecca, M.P.A., Columbia U. Sr. Assoc. Teaching Prof., Brooks School of Public Policy
Byrne, Anne, Ph.D., Cornell U. Asst. Teaching Prof., Brooks School of Public Policy, Faculty Dir., MS DSP & MS ESP
C
Campbell, Romaine, Ph.D., Harvard U. Asst. Prof., Department of Economics and Brooks School of Public Policy
Carey, Colleen, Ph.D., Princeton U. Assoc. Prof., Department of Economics and Brooks School of Public Policy
Carmalt, Julie, Ph.D., Cornell U. Assoc. Teaching Prof., Brooks School of Public Policy
D
Dufresne, Alexandra, J.D., U of Chicago. Prof. of Practice, Brooks School of Public Policy; Dir., State Policy and Advocacy Clinic
Dunifon, Rachel, Ph.D., Northwestern U. Prof., Brooks School of Public Policy; The Rebecca Q. and James C. Morgan Dean, College of Human Ecology
E
Eloundou-Enyegue, Parfait M., Ph.D., Pennsylvania State U. Prof., Global Development and Brooks School of Public Policy
Enns, Peter, Ph.D., U. of North Carolina. Prof., Department of Government and Brooks School of Public Policy, Robert S Harrison Dir., Cornell Center for the Social Sciences
F
Fabrizio, Nicola, Ph.D., Walden U. Assoc. Teaching Prof., Brooks School of Public Policy
Ficarra, Julie, Ph.D., Syracuse U. Assoc. Teaching Prof., Brooks School of Public Policy
Fitzpatrick, Maria, Ph.D., U. of Virginia. Prof., Department of Economics and Brooks School of Public Policy; Sr. Assoc. Dean
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Geddes, Raymond R., Ph.D., U. of Chicago. Prof., Department of Economics and Brooks School of Public Policy; Dir., Cornell Program in Infrastructure Policy
Geiszler, Matthew, Ph.D., Kent State U. Sr. Lecturer, Brooks School of Public Policy
Gleeson, Shannon, Ph.D., U. of California, Berkeley. Prof., Labor Relations, Law, and History (School of Industrial and Labor Relations) and Brooks School of Public Policy
Goldman, Benjamin, Ph.D., Harvard U. Asst. Prof., Department of Economics and Brooks School of Public Policy
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Hall, Matthew, Ph.D., Penn State U. Prof., Department of Sociology and Brooks School of Public Policy, Faculty Dir., MPA Program, Dir., Cornell Population Center
Haushofer, Johannes, Ph.D., Harvard U. Prof., Department of Economics and Brooks School of Public Policy
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Israel, Steve, B.S., The George Washington U. Prof. of Practice, Brooks School of Public Policy; Dir., Institute of Politics and Global Affairs
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Kapustin, Max, Ph.D., U. of Michigan. Asst. Prof., Department of Economics and Brooks School of Public Policy
Kenkel, Donald, Ph.D., U. of Chicago. Prof., Department of Economics and Brooks School of Public Policy
Kling, Catherine, Ph.D., U. of Maryland-College Park. Tisch U. Prof., Dyson School of Applied Economics and Management and Brooks School of Public Policy
Kreps, Sarah, Ph.D., Georgetown U. John L. Wetherill Prof., Department of Government and Brooks School of Public Policy; Dir., Cornell Brooks School of Tech Policy Institute
Kriner, Douglas L., Ph.D., Harvard U. Clinton Rossiter Prof., in American Institutions; Faculty Dir., Institute of Politics and Global Affairs
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Lamb, Dan, M.P.A., Syracuse U. Assoc. Teaching Prof., Brooks School of Public Policy
Leung, Pauline, Ph.D., Princeton U. Asst. Prof., Department of Economics and Brooks School of Public Policy
Lewis, Jr., Neil, Ph.D., U. of Michigan. Assoc. Prof., Department of Communication and Brooks School of Public Policy; Co-Dir., Action Research Collaborative
Lindsay, Sadé, Ph.D., Ohio State U. Asst. Prof., Department of Sociology, and Brooks School of Public Policy
Lodge II, William, Ph.D., Brown U. Asst. Prof., Department of Sociology and Brooks School of Public Policy
Lovenheim, Michael, Ph.D., U. of Michigan. Prof., Department of Economics, School of Industrial and Labor Relations, and Brooks School of Public Policy
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Manne, Daniel, L.L.M. Harvard Law School. Sr. Lecturer, Brooks School of Public Policy
Mathios, Alan, Ph.D., U. of Pennsylvania. Prof., Department of Economics and Brooks School of Public Policy
Michener, Jamila, Ph.D., U. of Chicago. Assoc. Prof., Department of Government; Sr. Assoc. Dean, Brooks School of Public Policy; Dir., Cornell Center for Racial Justice and Equitable Futures
Miller, Douglas, Ph.D., Princeton U. Prof., Department of Economics and Brooks School of Public Policy
Miller, Laurie, M.P.A., Columbia U. Assoc. Teaching Prof., Brooks School of Public Policy
Musick, Kelly, Ph.D., U. of Wisconsin-Madison. Prof., Department of Sociology and Brooks School of Public Policy.
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Nicholson, Sean, Ph.D., U. of Wisconsin-Madison. Prof., Department of Economics and Brooks School of Public Policy
Niederdeppe, Jeff, Ph.D., U. of Penn. Liberty Hyde Bailey Prof., Department of Communication, Sr. Assoc. Dean of Faculty and Research, Brooks School of Public Policy
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O’Toole, Thomas, Ph.D., Cornell U. Asst. Dean for Professional Education, Brooks School of Public Policy
Olmstead, Sheila, Ph.D., Harvard U. Prof., Brooks School of Public Policy and Cornell Atkinson Scholar
Ortiz-Bobea, Ariel, Ph.D., U. of Maryland. Assoc. Prof., Dyson School of Applied Economics and Management and Brooks School of Public Policy
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Pei, Zhuan, Ph.D., Princeton U. Assoc. Prof., Department of Economics and Brooks School of Public Policy
Pepinsky, Thomas, Ph.D., Yale U. Walter F. LaFeber Prof., Department of Government and Brooks School of Public Policy
Pitsuwan, Fikri, Ph.D., Cornell U. Asst. Teaching Prof., Brooks School of Public Policy
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Reyes, Adriana, Ph.D., U. of Michigan. Asst. Prof., Department of Sociology and Brooks School of Public Policy
Richards, Michael, M.D., U. of Illinois, Ph.D., Yale U. Prof., Brooks School of Public Policy; Faculty Dir., Sloan Program in Health Administration
Riedl, Rachel, Ph.D., Princeton U. Prof., Department of Government and Brooks School of Public Policy; Peggy J. Koenig '78 Dir., Center on Global Democracy
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Sanders, Nicholas, Ph.D., U. of California-Davis. Assoc. Prof., Department of Economics; Dir. of Graduate Studies, Brooks School of Public Policy
Sanders, Seth, Ph.D., U. of Chicago. Ronald G. Ehrenberg Prof., Department of Economics and Brooks School of Public Policy; Donald C. Opatrny '74 Chair, Department of Economics
Sands, Melissa, Ph.D., Harvard U. Assoc. Prof., Department of Government and Brooks School of Public Policy
Sassler, Sharon, Ph.D., Brown U. Prof., Department of Sociology and Brooks School of Public Policy
Schmidt, Averell, Ph.D., Harvard U. Asst. Prof., Department of Government and Brooks School of Public Policy
Schuldt, Jonathon P., Ph.D., U. of Michigan. Prof., Department of Communication and Brooks School of Public Policy; Exec. Dir., Roper Center for Public Opinion Research
Sidle, Aubryn., Ph.D., Cornell U. Asst. Teaching Prof., and Dir. of Undergraduate Studies, Brooks School of Public Policy
Silbey, David, Ph.D., Duke U. Assoc. Teaching Prof., Brooks School of Public Policy; Dir. of Teaching and Learning, Brooks School Cornell in Washington Programs
Sprung, Laurie, Ph.D., Syracuse U. Lecturer, Brooks School of Public Policy
Sykes, Bryan L, Ph.D., U. of California-Berkeley. Assoc. Prof., Department of Sociology and Brooks School of Public Policy
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Tach, Laura, Ph.D., Harvard U. Prof., Department of Sociology and Brooks School of Public Policy; Chair, Department of Sociology
Tennyson, Sharon, Ph.D., Northwestern U. Prof., Department of Economics and Brooks School of Public Policy
Thomas, Chantal, J.D., Harvard U. Radice Family Prof., Cornell Law School and Brooks School of Public Policy; Vice Dean, Cornell Law School
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Voelkel, Jan G., Ph.D., Stanford U. Asst. Prof., Department of Sociology and Brooks School of Public Policy
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Waller, Maureen R., Ph.D., Princeton U. Prof., Department of Sociology and Brooks School of Public Policy
