CALS 2025+ Distribution Requirements

Why. Understanding the fundamental principles and the unifying themes of the study of life is essential for all CALS students as it equips them with the foundational knowledge and scientific literacy necessary to face the complex biological and environmental challenges of our time. 

How. Courses that meet the Biological Sciences requirement for CALS dedicate most of their content (at least 75%) to exploring one or more of the following biological concepts: evolution, structure and function, the flow, exchange and storage of information, pathways and transformations of energy and matter, or living systems. These courses include an evolutionary component, teach students how to apply scientific methods, and include at least one of the following competencies: quantitative reasoning, modeling and simulation, interdisciplinary thinking, interdisciplinary collaboration and communication, or science and society relational understanding. Courses also emphasize student-centered activities such as labs, problem solving, case studies, research projects, or collaborative projects. Some courses within this distribution are identified as suitable for non-life sciences majors - these courses have no prerequisites and require only high school-level science knowledge.

Why. Provides students with an interdisciplinary understanding of our food system's complexities, fostering the comprehensive insight needed to innovate and sustainably manage the critical processes that feed the world.

How. The Agriculture, Food Systems & Human Nutrition distribution requirement at CALS emphasizes a comprehensive understanding of the food system, including production, processing, distribution, consumption, and waste, with a focus on the integration of these multiple components. Students must learn to describe, analyze, and understand the interdependent nature and the environmental and nutritional impacts of the food system. To fulfill the requirement, a course must cover at least two components of the food system, analyze their interactions, and dedicate at least half of its content to this holistic view, potentially including topics like agricultural history, food sustainability, and nutrition access.

Why. Provides students with a foundational understanding of the natural world through scientific principles, enhancing their ability to critically analyze and solve complex, real-world problems across various fields in the life sciences. 

How. CALS Physical Sciences courses cover at least 75% of their content in fields such as chemistry, physics, earth science, atmospheric science, or astronomy, connecting theoretical knowledge to practical applications. Courses also emphasize student-centered activities such as labs, problem solving, case studies, research projects, or collaborative projects. Some courses within this distribution are identified as suitable for non-sciences majors - these courses have no prerequisites and require only high school-level science knowledge.

Why. The sustainability challenge requirement equips students with the essential analytical skills to address complex global challenges, ensuring they contribute meaningfully to the development of resilient and equitable systems for future generations.

How. Courses that satisfy the sustainability distribution requirement at CALS must allocate at least 30% of content or learning outcomes to examining the intricate interplay between economic, socio-political, and environmental aspects of sustainability issues or their solutions, or to exploring the connections among three or more UN Sustainable Development Goals in relation to the main class topic. Additionally, the course must incorporate a learning outcome focused on one of three key proficiencies: systems thinking, decision-making amidst uncertainty, or understanding the factors that constrain sustainability, thereby ensuring students gain a comprehensive and interdisciplinary perspective on sustainability challenges.

 (1 Statistics course AND 1 additional Data Literacy course (Statistics OR General)

• All CALS  students must take two (2) data literacy courses, of which at least one must be in Data Literacy: Statistics (DLS). Students can choose to take either another DLS course or a Data Literacy General (DLG) course for the remainder of the requirement. Some majors may specify specific courses to students to fulfill this requirement.

Why. The data literacy requirement ensures that students have the essential skills to effectively understand, analyze, and apply data, covering competencies such as data discovery, analysis, evaluation, and application. Students completing this requirement will learn to discern the strengths and limitations of data, derive insights using quantitative and qualitative methods, and recognize potential misuse of data.

How. CALS courses fulfilling the Data Literacy requirement are designed to teach students how to interpret and articulate insights from both quantitative and qualitative data, with an emphasis on various competencies such as data analysis, acquisition methods, curation, and security. Students will be expected to understand the types of data, their applications, and the ethical implications of data misuse upon completion of these courses. The courses must dedicate a significant portion of content to at least three specific data literacy competencies and include at least one of these competencies as a main learning outcome.

• All CALS students must take three (3) courses total of written or oral expression, of which at least two (2) must be in written expression. Oral expression is not required by the college but may be required for some majors. If not required, all three courses may be in written expression. Writing in the Majors labeled courses may not always count towards the college (CALS)writing requirement.

Written & Oral Why. These requirements build key communication skills through targeted, practice-oriented curricula. In oral expression courses, students develop public speaking skills with iterative, personalized feedback in a small class setting, while the written courses focus on refining writing abilities, critical thinking, and the writing process with intensive instructor-guided assignments and revisions. These skills are fundamental for effective professional and academic communication, improving students' ability to articulate ideas clearly and persuasively.

Oral Expression How. The CALS oral distribution courses aim to advance students' public speaking abilities through at least five formal oral presentations, with significant emphasis on iterative improvement and instructor-led development. The courses are capped at 25 students to ensure personalized feedback and focus more than 50% of class time on the principles of effective oral communication, such as speech structuring, clarity, evidence use, and delivery, rather than on content-related reading. Students engage in both graded and low-stakes speaking activities, using instructor feedback to refine subsequent presentations.

Written Expression How. The CALS Written Expression course requirements are designed to enhance students' proficiency in written communication through intensive engagement with the writing process. Courses meeting these requirements must include at least five formal writing assignments, with a minimum of four involving development and revision under the instructor's guidance, and provide substantial, constructive feedback. Additionally, the courses are structured to ensure individual attention by limiting class sizes, dedicating at least half of class time to writing skill improvement, and encouraging the critical skills of argumentation, evidence evaluation, self-editing, and subject exploration.

Why. The CALS Ethics requirement fosters students’ ability to navigate and reflect on complex moral landscapes in their personal and professional lives, promoting a deep understanding of ethical principles that are essential for responsible global citizenship and ethical leadership in their future careers.

How. Courses that fulfill the CALS Ethics requirement courses are designed to immerse students in the study of ethical principles impacting various facets of life, including personal, social, and global spheres, as well as in research and professional practices. These courses aim for students to critically engage with their values, understand diverse ethical perspectives, and articulate reasoned ethical positions. To satisfy the Ethics requirement, a course must devote over half of its content to ethical issues relevant to its main topic, incorporate historical or modern ethical debates, foster personal ethical reflection, and include specific learning outcomes focused on ethics.

Why. The human diversity requirement builds students' ability to participate in an inclusive academic environment that values and critically examines the complexities of human diversity, preparing them to address societal challenges with informed perspectives and cultural competence.

How. CALS Human Diversity courses foster a comprehensive understanding of the complexities surrounding historically or contemporarily marginalized communities, emphasizing the critical analysis of unequal power dynamics shaped by factors such as race, nationality, ethnicity, indigeneity, sexuality, disability, religion, gender, or economic status. To meet this requirement, a course must allocate at least 50% of its content to examining these issues, be a minimum of three credits, and achieve specific learning outcomes. These outcomes include demonstrating knowledge of diverse cultural practices, understanding systemic oppression, and assessing personal cultural perspectives to identify potential biases. 

• Only pre-approved Cornell courses or, in exceptional cases, transfer courses for junior transfer students meet this requirement. Transfer situations are assessed individually, necessitating a consultation with CALS Student Services. This curriculum component is integral to CALS's commitment to cultivating an inclusive and informed student body.

Why. The Cultural, Social, and Historical understanding requirement in CALS enriches students' academic experience by fostering an appreciation of the diverse forces that shape human societies and behaviors and equipping them with a more holistic view of the world that is essential for leadership and citizenship in a globally interconnected society.

How. The  Cultural, Social, and Historical understanding requirements within the CALS can be fulfilled through a variety of courses. Cultural Analysis (CA) courses delve into human life within cultural settings, examining belief systems, arts, identity, and power structures. Historical Analysis (HA) courses explore the evolution of societies over time, considering political, social, and cultural shifts. Courses in Literature & the Arts (LA) emphasize both the study and creation of artistic works. Foreign Language (FL) courses focus on learning non-native languages.  Lastly, Social & Behavioral Analysis (SBA) courses apply social scientific methods to understand human behavior and social structures. Each category promotes a different lens through which students can examine and understand the complexities of human experiences and societal development.

• Students must complete courses in two different categories to fulfill the this requirement, e.g. 1 course in HA and 1 course in SBA

Why. The E3 milestone allows students to blend experiential learning with academics, apply theory to practice, and deepen their community and professional engagement.

How. The E3 Milestone within CALS emphasizes learning through experience, engagement, and/or entrepreneurship, encouraging students to apply their academic knowledge in real-world settings in collaboration with diverse groups and community partners. By completing an E3-designated course or experience, students are able to link their classroom learning with practical application, understand how their experiences align with their academic goals at Cornell, and recognize their contributions to a broader community. Eligible E3 experiences include community-engaged courses, undergraduate research, internships, study-abroad programs, and more, each designed to foster these outcomes and enhance the student's role in their field and community.