CALS Curriculum Committee and Course Proposal Information
The CALS Curriculum Committee (CCC) is a standing committee of the College charged with the primary responsibility for curriculum matters in the College. Primary responsibility means that no other committee be established that overrides or circumvents the purposes of the Curriculum Committee. If circumstances require sub-committees for any academic program or curricular issues, these should report to the Curriculum Committee.
Voting Members. One voting faculty member appointed by each undergraduate major field of study in the College and a representative from Mann Library.
Non-voting Members. The Associate Dean/Director, Associate Director of Academic Programs, the College Registrar or representatives, and two undergraduate student members.
By Invitation. Instructors of courses under review, program coordinators, others as needed.
Committee Chair. Elected annually by the committee from its faculty membership with a term limit of three years.
Vice Chair. Elected annually by the committee from its faculty membership with a term limit of three years.
Responsibilities shall include:
- Creating, reviewing, and revising curriculum-related CALS policies (distribution requirements, learning outcomes, credit hours).
- Approval of new courses, changes in course offerings, deletion of courses, cross listings, formation of majors and minors.
- Informing academic departments, units and programs on issues or changes relating to curriculum.
- Providing a consultative function for majors, minors, departments, units, and programs seeking curricular advice.
- Providing an annual report to the CALS Faculty Executive Committee.
(Revision of a policy begun December 1988, revised December 13, 2003, fall 2015 [approved by the CALS Faculty Senate on February 3, 2016], and February 5, 2018.)
DEFINITION: Course that is offered under multiple department prefixes where the content and level are the same. Classes meet together.
NOTE: Because cross-listing a course increases the complexity of course management for both the Registrar and the instructor, cross-listing should be avoided unless there are clear benefits to the students or instructors.
Therefore, there are only a few grounds to cross-list a course:
- The course is co-taught by faculty from different departments or programs.
- The course is a requirement for all students in the cross listed major/department/unit.
- The course is seen as a significant part of the curriculum in the cross-listed major/department/unit.
For the committee to approve a rare cross listing on the grounds that a course is not required but is a significant part of the curriculum, a compelling justification must be provided, such as: a vast majority of students (data included) are taking the course in one department or program in order to satisfy a requirement in another department or program.
Once it meets one or all of these criteria, to be considered for cross-listing, a course:
- Must be reviewed and approved by the curriculum committees in the several majors or minors involved.
- Must be reviewed and approved by the curriculum committees of the colleges involved.
The rationale for cross-listing must be documented during the approval process.
Alternatives to cross-listing
CALS has generous allowances for courses taken outside of the college (the most generous of any college at this time). Further, the combination of college and major or minor requirements is generally flexible enough to allow students to take courses in other colleges. Additionally, CALS shares several majors and minors with other colleges. Courses in these majors or minors are accepted as CALS courses without cross-listing.[1] Therefore, there should be little need for cross-listing courses.
Requests are often erroneously made to cross-list in order to make a course more visible to students in other majors. Alternatives to cross-listing that satisfy this need are:
- Departmental and multi-departmental majors or minors in CALS can and often do list required courses that are taught by faculty in other departments. Common examples are calculus, chemistry, and economics.
- Departmental and multi-departmental majors or minors can and do list courses in any department that meet requirements of the major or minor where their students have a choice among several courses.
- Majors or minors can and do provide course recommendations to students for a variety of purposes unrelated to requirements of the major or minor.
The Curriculum Committee will not approve courses for cross-listing when this is:
- Solely or primarily for the purpose of making the course visible to students.
- Solely to enhance the stature of the course; i.e. to accommodate students who only want to register for courses in fields considered fashionable.
The Curriculum Committee will also not be able to cross-list courses that do not meet the SUNY/Carnegie guidelines for credit in relation to contact hours.
[1] Biological Sciences, Biology and Society, Earth and Atmospheric Sciences, Information Sciences, Nutritional Science, Statistics.
DEFINITION: Course that is offered under the same department prefixes where the content and level are different (i.e., Undergraduate and Graduate). Classes meet together.
REQUIREMENTS: The syllabus for co-meeting courses must provide clear and detailed statement of how the deliverables for undergraduate and graduate students differ; this is necessary to meet NYSED's requirement that all coursework be appropriate for the instruction level.
The entire course does not need to be different, but some components of the course must reflect graduate-level work, distinct from the undergraduates. Evidence of these distinctions should be found in the learning outcomes, assessment, and assignments.
REVIEW PROCESS: To have courses reviewed for co-meeting, please submit through the course proposal system for approval. The differing expectations for graduate-level students must be highlighted yellow within the syllabus to aid in the review process.
- Adding a co-meet to an existing course: use a revision proposal to add an additional parent course to the existing course at the new desired level and attach an updated syllabus for review.
- Submitting a new course with co-meet: use a new course proposal and add two parents at the undergraduate and graduate levels. Attach the syllabus for review.
All new or existing courses seeking review for distribution requirements will require a syllabus to be uploaded with the course proposal.
Introductory Life Science/Biology:
CALS Curriculum Committee members compare courses seeking this distribution against the following minimum reequirements
- No prerequisites or requirements of science comprehension beyond NYSED High School Performance Expectations.
- Focuses at least 60% of the course on one or more V&C Core Concept.
- Includes an evolutionary component.
- Includes the ability to apply the process of science (V&C Core Competency 1) and at least one additional V&C Core Competency in learning outcomes.
- Includes a significant student-centered teaching component (e.g. laboratory sections, problem-solving or case study activities, research projects, collaborative activities. Click here for more information).
*Additionally, course proposals submitted for this distribution will require instructor to indicate if course is suitable for non-life science students. Determination of how these courses will count toward major requirements will remain at the discretion of the department.
Details on the NYSED High School Performance Expectations and V&C Core Concepts can be found here.
Other Physical or Life Sciences:
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- Courses satisfying this requirement help students understand and appreciate the physical sciences, enhance quantitative reasoning skills, or explore the variability of living organisms.
Chemistry/Physics:
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- Includes all Cornell courses with the CHEM or PHYS prefix that are a minimum of 3 credits (excluding courses that are supplemental, independent study, research, TA, internship, and First-Year Writing Seminar).
Quantitative Literacy:
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- Courses satisfying this requirement help students develop the skills to solve problems through understanding abstract, logical relationships. Such skills include mathematical analysis of patterns and phenomena, modeling natural and technological systems, and creating algorithms essential to computation.
Written Expression:
CALS Curriculum Committee member compare courses seeking this distribution against the following rubric. This rubric must be submitted along with the course proposal.
Oral Expression:
CALS Curriculum Committee member compare courses seeking this distribution against the following rubric. This rubric must be submitted along with the course proposal.
Cultural Analysis (CA):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- These courses study human life in particular cultural contexts through interpretive analysis of individual behavior, discourse, and social practice. Topics include belief systems (science, medicine, religion), expressive arts and symbolic behavior (visual arts, performance, poetry, myth, narrative, ritual), identity (nationality, race, ethnicity, gender, sexuality), social groups and institutions (family, market, community), and power and politics (states, colonialism, inequality).
Foreign Language (FL):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- Any non-native language course offered for a minimum of 3 credits.
Historical Analysis (HA):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- These courses interpret continuities and changes-political, social, economic, diplomatic, religious, intellectual, artistic, scientific-through time. The focus may be on groups of people, dominant or subordinate, a specific country or region, an event, a process, or a time period.
Human Diversity (D):
CALS Curriculum Committee members compare courses seeking this distribution against the following rubric. This rubric must be submitted along with the course proposal.
Knowledge, Cognition & Moral Reasoning (KCM):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- These courses investigate the basis of human knowledge in its broadest sense, ranging from cognitive faculties shared by humans and animals such as perception, to abstract reasoning, to the ability to form and justify moral judgements. Courses investigating the sources, structure, and limits of cognition may use the methodologies of science, cognitive psychology, linguistics, or philosophy. Courses focusing on moral reasoning explore ways of reflecting on ethical questions that concern the nature of justice, the good life, or human values in general.
Literature & the Arts (LA):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- These courses explore literature and the arts in two different but related ways. Some courses focus on the critical study of artworks and on their history, aesthetics, and theory. These courses develop skills of reading ,observing, and hearing and encourage refection on such experiences; many investigate the interplay among individual achievement, artistic tradition, and historical context. Other courses are devoted to the production and performance of artworks (in creative writing, performing arts, and media such as film and video). These courses emphasize the interaction among technical mastery, cognitive knowledge, and creative imagination.
Social & Behavioral Analysis (SBA):
CALS Curriculum Committee members compare courses seeking this distribution against the following definition
- These courses examine human life in its social context through the use of social scientific methods, often including hypothesis testing, scientific sampling techniques, and statistical analysis. Topics studied range from the thoughts, feelings, beliefs, and attitudes of individuals to interpersonal relations between individuals (e.g., in friendship, love, conflict) to larger social organizations (e.g., the family, society, religious or educational or civic institutions, the economy, government) to the relationships and conflicts among groups or individuals (e.g., discrimination, inequality, prejudice, stigmas, conflict resolution).
A course must be 3 or more credits to fulfill a distribution requirement.
Agriculture, Food Systems & Human Nutrition
Course Objectives
Courses that fulfill the Agriculture, Food Systems & Human Nutrition distribution requirement introduce students to fundamental concepts and components of the food system as a whole or of specific aspects of agriculture, food systems and human nutrition. For the purposes of this requirement, consider the food system broadly defined as including Production, Processing, Distribution, Consumption, and Waste. Emphasis is on the integration of multiple components, rather than focusing on a single component. Examples of single component courses that would not count are those that focus mostly on agricultural equipment, irrigation management, absorption of nutrients from food, general plant pathology, entomology, or weed management. Courses should promote an understanding of the interdependent network that food systems embody and guide students through several components of a food system (e.g. from food production to processing to consumption)
Learning Outcomes
Upon completion of a course that fulfills the Agriculture, Food Systems & Human Nutrition distribution requirement, students should be able to:
- Describe fundamental concepts that are embedded within a food system.
- Analyze various components of the food system including the associated nutritional and environmental impacts of various practices.
- Identify and describe the nature of interactions among various food system components.
For a course to fulfill the Agriculture, Food Systems & Human Nutrition distribution requirement, the course must:
- Focus at least 50% of the course on at least two components of the food system.
- Analyze components of the food system
- Include explicit emphasis on interactions among components of the food system.
Courses that address the history of agriculture, animals/plants used for food, nutrition and food access, and/or agricultural sustainability are candidates for fulfilling this requirement.
Biological Sciences
Course Objectives
Courses that fulfill the Biological Sciences distribution requirement introduce students to fundamental concepts and unifying themes of the study of life. Courses will foster an understanding of how the theory of evolution accounts for the unity and diversity of life and how scientific inquiry and the use of evidence is applied to understanding biological processes and systems.
Learning Outcomes
Upon completion of a course that fulfills the Biological Sciences distribution requirement, students should be able to:
- Use the theory of evolution to identify relationships among or within levels of biological organization.
- Describe processes of generating scientific insights: including, but not limited to, observation, hypothesis development, measurement and data collection, experimentation, and the evaluation, interpretation, and application of evidence.
For a course to fulfill the Biological Sciences distribution requirement, the course must:
- Focus at least 75% of the content on one or more Core Concept (listed below).
- Include an evolutionary component.
- Include explicit connections to real-world scenarios.
- Include the ability to apply the process of science (Core Competency 1) and at least one additional Core Competency (listed below) as course learning outcomes (wording does not need to be verbatim).
- Include a significant student-centered teaching component (e.g., laboratory sections, problem-solving or case study activities, research projects, collaborative activities. Click here for more information)
For a Biological Sciences course that meets the above requirements to be designated as suitable for non-life sciences majors, it must also:
- Have no prerequisites.
- Have no requirements of science comprehension beyond what could be acquired in high school. (See NYSED High School Science Learning Standards as general reference.)
Core Concepts:
- Evolution: The diversity of life evolved over time by processes of mutation, selection, and genetic change
- Structure and Function: Basic units of structure define the function of all living things
- Information Flow, Exchange, and Storage: The growth and behavior of organisms are activated through the expression of genetic information in context
- Pathways and Transformations of Energy and Matter: Biological systems grow and change by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics.
- Systems: Living systems are interconnected and interacting
Core Competencies:
- Ability to Apply the Process of Science (Mandatory): Biology is evidence based and grounded in the formal practices of observation, experimentation, and hypothesis testing.
- Ability to Use Quantitative Reasoning: Biology relies on applications of quantitative analysis and mathematical reasoning.
- Ability to Use Modeling and Simulation: Biology focuses on the study of complex systems
- Ability to Tap into the Interdisciplinary Nature of Science: Biology is an interdisciplinary science
- Ability to Communicate and Collaborate with Other Disciplines: Biology is a collaborative scientific discipline.
- Ability to Understand the Relationship Between Science and Society: Biology is conducted in a societal context.
Data Literacy
Data literacy refers to a framework of competencies designed to empower all people to comprehend, interpret, and ethically use data that they collect or encounter— and to consider and analyze the implications of their behaviors being turned into data to be used by others. Data literacy is thus critical for all students and citizens regardless of discipline or career path because it equips individuals with the analytical tools needed to protect and interpret data and limit the effects of biased or misleading data use (Yun Dai, 2019).
Course Objectives
Courses that fulfill the Data Literacy distribution requirement introduce students to concepts and skills needed to extract meaning from, and develop arguments with, quantitative and qualitative data. Courses emphasize the development of competencies including discovery and collection, curation, security, reuse, analysis, evaluation, or application of data.
Learning Outcomes
Upon completion of a course that fulfills the Data Literacy distribution requirement, students should be able to:
- Identify the strengths and limitations of different data types.
- Extract meaningful insights from data with quantitative and/or qualitative methods.
- Identify ways that data can be misused or abused to cause harm.
For a course to fulfill the Data Literacy distribution requirement, the course must:
- Focus at least 75% of the course content on at least three Data Literacy Competencies (see list below).
- Include at least one Data Literacy Competency as a course learning outcome (wording does not need to be verbatim).
Data Literacy Competencies:
- Data Manipulating & Analysis: Ability to draw conclusions from data with quantitative and/or qualitative methods, which may include statistical or computational methods and may include tools like R, Python, Stata, Tableau, Unix, NVivo, QGIS, Excel, SPSS, etc.
- Data Thinking & Discovery: Ability to determine type of data needed and through which qualitative or quantitative methods (web scraping, participant observation, interviews, quizzes) can be collected, and to locate secondary data or acquire primary data. May include tools like Python scripts, browser extensions, surveys, notebook, camera, etc.
- Data Reading, Cleaning, Curating, Securing: Ability to read data for patterns, gaps, and confusion, to describe and enhance dataset with metadata or annotations, and to standardize missing data entries and format for analysis. May include tools like Excel, Google Sheets, Atlas.ti, etc.
- Data Interpretation & Critique: Ability to understand strengths and limitations of data and analysis, including: data provenance and collection method, from whom & where it was collected, what the data cannot tell us, impact of sharing findings, and the broader societal, economic and/or political forces that influence its collection (the “data economy”).
- Communicating & Arguing with Data: Ability to create tables, graphs, maps, and charts to visualize data, sharing with ethical considerations and cognitive empathy. Ability to use data to support arguments. May include tools like Tableau, DataWrapper, Observable, Vega-Lite, D3.js, etc.
Ethics
Course Objectives
Courses that fulfill the Ethics distribution requirement will introduce students to ethical principles that guide self, interpersonal, social, societal, and global interactions, and ethics in research, practice, and communication of knowledge relative to the student’s educational and career-related objectives and interests. Courses encourage students to think critically and to identify, articulate, and provide sound reasoning for their own values and to explore differences in perspectives.
Learning Outcomes
Upon completion of a course that fulfills the Ethics distribution requirement, students should be able to:
- Reflect effectively on their own moral values and ethical perspectives.
- Identify and articulate ethical theories or considerations associated with a field or topic.
For a course to fulfill the Ethics distribution requirement, the course must:
- Focus at least 50% of the content on ethical principles and considerations (issues, dilemmas) associated with the primary class topic.
- Include a component on historical or contemporary ethical arguments or perspectives.
- Emphasize reflection and application of ethical principles and considerations at a personal level.
- Include at least one course learning outcome that is devoted to ethics.
Physical Sciences
Course Objectives
Courses that fulfill the Physical Sciences distribution requirement introduce students to fundamental concepts and methods of a physical science and their application to real-word systems or problems. Courses promote an understanding of the world through the application of the scientific method and cultivate the development of problem-solving and critical thinking skills.
Learning Outcomes
Upon completion of a course that fulfills the Physical Sciences distribution requirement, students should be able to:
- Connect fundamental components of a physical science to real-world scenarios.
- Describe processes of generating scientific insights: including, but not limited to, observation, hypothesis development, measurement and data collection, experimentation, and the evaluation, interpretation, and application of evidence.
For a course to fulfill the Physical Sciences distribution requirement, the course must:
- Focus at least 75% of the content on one or more of the physical sciences: chemistry, physics, earth science, atmospheric science or astronomy.
- Include explicit connections to real-world scenarios.
- Include the ability to apply the process of science as a course learning outcome.
- Include a significant student-centered teaching component (e.g., laboratory sections, problem-solving or case study activities, research projects, collaborative activities. Click here for more information).
For a Physical Sciences course that meets the above requirements to be designated as suitable for non-sciences majors, it must also:
- Have no prerequisites.
- Have no requirements of science comprehension beyond what could be acquired in high school. (See NYSED High School Science Learning Standards as general reference.)
Sustainability Challenges
Course Objectives
Courses that fulfill the Sustainability Challenges distribution requirement provide in-depth focus on a sustainability challenge and include a systems-level evaluation of interdependencies among economic, socio-political, and environmental factors. Seventeen Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity. Any one of these goals provide an important focus for studying sustainability, but the UN also emphasized that it is the intersection of these goals that structure our challenges and must be investigated to build sustainable solutions. Similarly, the framework for sustainability embraced by Cornell includes integrative analysis of economic, socio-political, and environmental factors to evaluate decisions. Thus, this type of integrative content is required for a course to fulfill the Sustainability Challenges distribution requirement.
Defined here by building from the Sustainability Framework at Cornell, sustainability considers how our actions, culture, and systems help maintain biodiversity at all scales, ensure the wellbeing, equity, and vitality of people, and support a thriving economy - including education, healthcare, and goods and services.
Learning Outcomes
Upon completion of a course that meets the Sustainability Challenges distribution requirement, students should be able to:
- Identify connections between different fields and their relation to sustainability challenges.
- Describe interactions among three or more UN Sustainable Development Goals in the evaluation of an economic, socio-political, or environmental issue.
For a course to fulfill the Sustainability Challenges distribution requirement, the course must:
- The primary class topic should align with at least one of the UN Sustainable Development Goals (see list below). In other words, a class mostly not about sustainability, with some sustainability content at the end, is not eligible no matter what words are used in the class title. For example, a ‘Sustainable Agriculture’ course with sustainability theory/topics mostly in the last few weeks would not be eligible because sustainability is not set up as a conceptual and integrative context for the course.
- Focus at least 30% of the course on the interactions among at least three UN Sustainable Development Goals (see list below) with respect to the primary class topic.
- Include at least one of the proficiencies listed below as a course learning outcome (exact wording will vary).
- Systems thinking – ability to identify patterns and make connections across fields or disciplines to evaluate sustainability problems and solutions.
- Decision making and uncertainty – ability to critically examine assumptions, identify uncertainty, and evaluate sustainability pathways that account for uncertainty.
- Driving factors – ability to identify and describe interacting factors that can support or constrain sustainability.
UN Sustainable Development Goals
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.
The 17 SDGs are integrated—they recognize that action in one area will affect outcomes in others, and that development must balance social, economic, and environmental sustainability.
- No poverty
- No hunger
- Good health and well-being
- Quality education
- Gender equality
- Clean water and sanitation
- Affordable and clean energy
- Decent work and economic growth "Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all."
- Industry, innovation, and infrastructure "Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation."
- Reduced inequality within and among countries
- Sustainable cities and communities "Make cities and human settlements inclusive, safe, resilient, and sustainable."
- Responsible consumption and production
- Climate action "Take urgent action to combat climate change and its impacts by regulating emissions and promoting developments in renewable energy."
- Life below water "Conserve and sustainably use the oceans, seas, and marine resources for sustainable development."
- Life on land "Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss."
- Peace, justice, and strong institutions "Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels."
- Partnerships for the goals "Strengthen the means of implementation and revitalize the global partnership for sustainable development."
Learning outcomes (LOs) are a required component of all course proposal submissions. The LOs on the proposal form need to match the LOs listed in the syllabus as these will be added to the Class Roster for student viewing.
The CCC reviews Learning Outcomes using the following guidelines:
1. Outcomes must be assessable statements that articulate what students should know, be able to do, or value as a result of taking a course.
- Quick Tip: Avoid outcomes that detail the tasks/activities/assignments of the course. LOs should focus on the learning gained by completion of the activities, not the activities themselves.
- Instead of: “Students will… write a five-page research paper.”
Try: “Students will be able to… source, compile, and articulate research findings.”
2. Outcomes must use the format: After this course, students will be able to… [Action verb] … [Learning statement].
3. Outcomes must be specific, measurable, aligned, realistic, and timebound.
- Quick Tip: Avoid outcomes that use “understand”, “develop an understanding”, or “become familiar with” as the action verb. These are not considered measurable or assessable by compliance standards.
- Instead of: “Students will… become familiar with bird species native to New York.”
Try: “Students will be able to… identify bird species native to New York.” or increase specificity if possible and try, “Students will be able to… describe the migratory patterns of native New York waterfowl.”
Before submitting a CALS course proposal, please review the below guide to creating and assessing course learning outcomes, which includes a list of suggested action verbs, and complete the accompanying worksheet.
A course syllabus is required for structured courses and must contain the following components:
1. Course Information: number, title, day, hours, pre-requisites (if any)
2. Course Description matching one listed in course roster
3. Student learning outcomes and plan for assessment
4. General description of course assignments
5. A detailed list of topics
Cornell adheres to United States Department of Education, New York State Education Department, and Middle States Commission on Higher Education guidelines pertaining to the definition of a credit hour. For more information, see the updated policy on Defining and Assigning Credit Hours, which went into effect July 1, 2021.
- Credit Hour FAQs from the Vice Provost for Enrollment
- Credit Hour Calculator
A forbidden overlap is a course that offers 50% or more of the same content as your course. It is ‘forbidden’ in that students will not receive credit for taking that course if they also take your course, or vice versa. Forbidden overlaps can take several forms, e.g., significant overlap in list of topics, conceptual themes, readings, activities, learning outcomes, etc.
Given the subjective aspect of determining a forbidden overlap, it is the responsibility of the instructor(s) and the submitting unit to identify forbidden overlaps when proposing a new course.
To identify potential courses, enter key words related to your course title or content in the search fields of both the Class Roster and Courses of Study. If a course’s description suggests that there is overlap, reach out to the instructor to request a syllabus to review. When submitting your proposal, please list these courses and provide details as to why, or why not, a specific course should be designated a forbidden overlap.
50 Minute Periods | ||||
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Start Times | End Times | 3 Meetings | 2 Meetings | 1 Meeting |
8:00 AM | 8:50 AM | MWF | MW, TR | M, T, W, R, F |
9:05 AM | 9:55 AM | MWF | MW, TR | M, T, W, R, F |
10:10 AM | 11:00 AM | MWF | MW, TR | M, T, W, R, F |
11:15 AM | 12:05 PM | MWF | MW, TR | M, T, W, R, F |
12:20 PM | 1:10 PM | MWF | MW, TR | M, T, W, R, F |
1:25 PM | 2:15 PM | MWF | MW, TR | M, T, W, R, F |
2:30 PM | 3:20 PM | MWF | MW, TR | M, T, W, R, F |
3:35 PM | 4:25 PM | MWF | MW, TR | M, T, W, R, F |
7:30 PM | 8:20 PM | - | MW | M, W |
8:35 PM | 9:25 PM | - | MW | M, W |
75 Minute Periods (1 hour & 15 minutes) | ||||
Start Times | End Times | 3 Meetings | 2 Meetings | 1 Meeting |
8:40 AM | 9:55 AM | - | MW, TR | M, T, W, R, F |
10:10 AM | 11:25 PM | - | MW, TR | M, T, W, R, F |
11:40 AM | 12:55 PM | - | MW, TR | M, T, W, R, F |
1:25 PM | 2:40 PM | - | MW, TR | M, T, W, R, F |
2:55 PM | 4:10 PM | - | MW, TR | M, T, W, R, F |
7:30 PM | 8:45 PM | - | MW | M, W |
115 Minute Periods (1 hour & 55 minutes) | ||||
Start Times | End Times | 3 Meetings | 2 Meetings | 1 Meeting |
8:00 AM | 9:55 AM | - | MW, TR | M, T, W, R, F |
10:10 AM | 12:05 PM | - | MW, TR | M, T, W, R, F |
12:20 PM | 2:15 PM | - | MW, TR | M, T, W, R, F |
2:30 PM | 4:25 PM | - | MW, TR | M, T, W, R, F |
7:30 PM | 9:25 PM | - | MW | M, W |
150 Minute Periods (2 hours & 30 minutes) | ||||
Start Times | End Times | 3 Meetings | 2 Meetings | 1 Meeting |
8:30 AM | 11:00 AM | - | - | M, T, W, R, F |
11:15 AM | 1:45 PM | - | - | M, T, W, R, F |
2:00 PM | 4:30 PM | - | - | M, T, W, R, F |
7:30 PM | 10:00 PM | - | - | M, W |
180 Minute Periods (3 Hours) | ||||
Start Times | End Times | 3 Meetings | 2 Meetings | 1 Meeting |
8:00 AM | 11:00 AM | - | - | M, T, W, R, F |
11:15 AM | 2:15 PM | - | - | M, T, W, R, F |
1:25 PM | 4:25 PM | - | - | M, T, W, R, F |
7:30 PM | 10:30 PM | - | - | M, W |
Tuesday and Thursday evenings are reserved for evening examinations and therefore shall remain free from classes and laboratory exercises. On Monday and Wednesday evenings only regularly scheduled courses, and prelims previously approved by the Office of the University Faculty are permitted. Other evening academic activities commencing at or after 7:30 PM on Mondays and Wednesdays are not allowed.
If a course is offered for credit, then the instructor of record is the individual who assigns the final course grade.
The instructor of record must be an academic titleholder if the course is numbered 4999 or lower.
An individual who is not an academic titleholder can serve as the instructor of record if the course is numbered 5000 or higher and is not a requirement for any degree program affiliated with the sponsoring unit.
Co-teaching with an academic titleholder is always allowed provided the academic titleholder serves as the instructor of record.
These members are appointed by their units and not elected. The CALS Office of Academic Programs and Senior Associate Dean of Academic Affairs provide support for this committee. The committee is an essential participant in the shared governance structure of CALS.
Program Area | Representative |
---|---|
Agricultural Sciences | Frank Rossi; Jeff Perry |
American Indian Studies | Troy Richardson |
Animal Science | Jeremy Allen |
Applied Economics & Management | Reza Moghimi |
Biological & Environmental Engineering | John March |
Biological Sciences | Linda Nicholson |
Biology & Society | Rebecca Slayton |
Biometry & Statistics | Joe Guinness |
Communication | Michelle LaVigne Drew Margolin - CCC Chair |
Global Development | John Sipple |
Earth & Atmospheric Sciences | Art DeGaetano; Peter Hitchcock |
Education (minor) | Heidi Mouillesseaux-Kunzman |
Entomology | John Losey |
Environment & Sustainability | Matthew Hare |
Food Science | Julie Goddard |
Information Science | Larry Blume |
Interdisciplinary Studies | Maegan Puzas Kessen |
Landscape Architecture | Maria Taylor |
Natural Resources | Matthew Hare |
Nutritional Sciences | Ana Adinolfi; Marla Lujan |
Plant Sciences | Marvin Pritts |
Viticulture & Enology | Dwayne Bershaw |
Ex officio Members
Program Area | Representative |
---|---|
Mann Library | Ashley Shea |
Office of Academic Programs (OAP) | Sara Giroux (Director) |
Office of Academic Programs (OAP) | Christina Schmidt (OCDIS Director) |
Office of Academic Programs (OAP) | Kailey Mahar (Curriculum Coordinator) |
OAP: Office of Student Services | Aubrey Holbrook (Assistant Registrar) |
OAP: Undergraduate Admissions | Callan Robinson |
Student Representative | Vacant |
Student Representative | Vacant |
Course Proposals should be submitted only by CALS Course Coordinators. If you are not a CALS course coordinator and would like to submit a course proposal, please contact Kailey Mahar (ksm96 [at] cornell.edu).
CALS Online Course Proposal System and instructions
Meetings
Fall 2024 curriculum committee meetings
Fridays, 8:30 am to 10:00 am, Modality: In-person (contact Kailey Mahar, ksm96 [at] cornell.edu, with questions)
- August 30, September 13, October 4, November 15, December 13
These dates are subject to change depending on University deadlines.
Spring 2025 curriculum committee meetings
Fridays, 8:30 am to 10:00 am, Modality: In-person (contact Kailey Mahar, ksm96 [at] cornell.edu, with questions)
- TBD
These dates are subject to change depending on University deadlines.
Summer
The CALS Curriculum Committee does not meet over the summer session. Time-sensitive fall proposals are reviewed on an ad hoc basis by a sub-committee, all other proposals are held for review until the first CCC meeting of the semester.

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