Dec 04, 2020  
2020-2021 Catalogue 
    
2020-2021 Catalogue

Degree and Professional Programs



General Requirements for Degree Programs

The College encourages the creative structuring of a student’s educational experiences by offering a choice of five degree programs within the framework of a liberal education. These programs, of equal validity and in accord with the aims of the College, are intended to accommodate each student’s abilities, interests, and needs. Courses of study range from a traditional curriculum of course requirements, designed to ensure both breadth and depth, to a non-traditional combination of courses, independent studies, and internships that meet specific goals. For the Bachelor of Arts (BA), Bachelor of Fine Arts in Musical Theatre (BFA), Bachelor of Music (BMU), and Bachelor of Science in Engineering (BSE) degrees, the requirements have been set by the Faculty. The Bachelor of Special Studies permits the student to define their own educational objectives and to select the methods best suited to achieving them. To be eligible to receive any one of the the five degrees (BA, BFA, BMU, BSE, BSS) described below, students must:
  1. be admitted to degree candidacy by the Dean of Admission. All students are admitted to Cornell as candidates for the degree of Bachelor of Arts and remain B.A. candidates, regardless of their intention, until they have filed for and been officially granted admission to another degree program.
  2. file an application for graduation no later than October 1 of their senior year for graduation at the end of Block Four, Block Eight, or August of that academic year and have a conference with the Registrar. By filing this application for graduation, students formally declare their desire to be graduated during that academic year and register how they wish their name to appear on their diploma. Once the student has applied for graduation, an official audit of all credits earned and in progress will be conducted by the Registrar. The Registrar will inform the student and their academic advisor(s) of the requirements to be completed. No further check is made by the Registrar until after the start of the student’s last Block at Cornell. The student, therefore, is responsible for fulfilling the conditions stated on the audit and for consulting the Registrar before changing any of the courses for which they were registered at the time the audit was done. Students who will be off campus during all or part of their senior year must reconfirm their status and credits with the Registrar at least one month before Commencement.
  3. complete all the requirements for their degree program prior to Commencement, and settle their financial obligations to the College before the Monday preceding Commencement. Even though a student may complete the required work immediately following Commencement or during the succeeding summer, their degree will not be conferred nor a diploma awarded retroactively.
  4. earn, at the very least, eight of their final 10 course credits taken on the Cornell College campus from Cornell College faculty members (including visiting faculty members) unless granted permission by the Academic Standing Committee to participate in (1) a Combined Degrees Program, (2) an off-campus program approved by Cornell, or (3) an off-campus independent study supervised by a Cornell faculty member. Students who are admitted or readmitted with senior standing (23 or more course credits) must complete at least eight course credits at Cornell. If they intend to be graduated in fewer than 10 Blocks, a maximum of two courses may be at the 100 level. (See also Credit by Transfer )
  5. be recommended by formal vote of the Faculty and approved by the Board of Trustees on the basis of their satisfactory academic achievement and good campus citizenship, in accordance with the bylaws of the college.

In all degree tracks, students are limited to some combination of majors and minors totaling at least one but no more than three.  The BSS degree is the exception to the above limitation because the BSS degree does not require a student to declare a major.

Earning Two Degrees

Students may earn two degrees, but not more, from the following: Bachelor of Arts, Bachelor of Fine Arts in Musical Theatre, Bachelor of Music, and Bachelor of Science in Engineering, provided they meet the general education requirements for both degree programs and complete a major in both degree programs.  Coursework completed to satisfy the requirements for one degree may count concurrently toward satisfying requirements in the other degree. Individual departments and majors may have additional requirements or restrictions when combining particular majors.  Those additional requirements or restrictions supersede this paragraph.

For most students, pursuit of a double-degree program will likely require five years of study, therefore students should begin conversations with the Financial Aid and Business Office early to determine costs and eligibility for aid.   An additional major or minor, but not both, may be added to either of the two degree programs (if applicable), but not to both.  

Bachelor of Arts (students who entered prior to Fall 2020, and transfer students entering in Fall 2020)

Cornell College is committed to sustaining a community devoted to liberal learning and democratic values. The Bachelor of Arts degree encourages Cornell students to explore liberal learning as it is practiced in different disciplines. The specific degree requirements follow a traditional, structured program, designed and approved by the faculty. The degree is best suited for students who want a broad education, or for those students who have not yet decided on a specific educational path. For this reason, all students are placed in the B.A. program when they enter Cornell until they choose another degree program. Also, the B.A. insists that the student not over-specialize in any one field by requiring that the student complete at least 17 courses outside of any one specific department.

Bachelor of Arts Requirements 

Overview

  1. Introduction to college-level expectations and the disciplines:
    1. A First-year Program that introduces students to college-level expectations. These courses may focus on a specific discipline, but their primary purpose is to introduce students to the kinds of questions and methods they will encounter, and to the skills they will develop, in the next four years. Both a writing and a First Year Seminar course must be taken in the first year. These courses do not count toward the distribution requirements.
    2. Distribution requirements that introduce students to the methods and practices of the arts, natural sciences, social sciences, mathematics, humanities, and language study. One or two courses cannot give students a deep appreciation and understanding of any one subject; the college expects students to use these courses as an opportunity to explore different disciplines, to develop an understanding of the different approaches to problem solving, and to find different methods of understanding ourselves and our world. These courses may count toward major requirements.
  2. Study in depth, including at least one major field of study selected from one of the following departmental majors: Art History, Studio Art, Biology, Business, Chemistry, French, German, Russian, Spanish, Computer Science, Economics and Business, Elementary Education, Engineering Sciences, English, Geology, History, Individualized majors, Kinesiology, Mathematics, Management, Music, Philosophy, Physics, Politics, Psychology, Religion, Sociology, and Theatre & Dance. Or from one of the following interdisciplinary majors: Biochemistry and Molecular Biology, Classical Studies, Environmental Studies, Ethnic Studies, Gender, Sexuality, and Women’s Studies, International Relations, Latin American Studies, Russian Studies, and Sociology and Anthropology.
The specific degree requirements are:
  1. A minimum of 31 course credits.The senior year is defined as the 8 blocks preceding students’ completion of their final course at Cornell College. No more than four Independent Credit Bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credits in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.
  2. Of the minimum 31 course credits, at least 17 must be outside of any single department. Students who exceed 14 credits in one department will be required to take more than 31 credits to complete their degree in order to have at least 17 credits outside that department. In the calculation of departmental credits, the following disciplines, listed for administrative purposes as divisions of single departments, are reckoned as separate departments: Anthropology, Classics, English as a Second Language, French, German, Greek, Japanese, Language and Linguistics, Latin, Russian, Sociology, Spanish, and Theatre & Dance.
  3. A cumulative grade point average of 2.0 or higher.
  4. At least one departmental, interdisciplinary, or individualized major.
  5. First-year Program
    1. FIRST-YEAR SEMINAR: Enrollment in any course with an “FYS” designation on the Course Schedule, during the first Block of the first year. Specific goals for these courses can be found here: http://www.cornellcollege.edu/first-year-program/first-year-seminar/index.shtml
    2. FIRST-YEAR WRITING COURSE: Any course with a “W” designation on the Course Schedule, taken in the first year. Students are only allowed to earn credit for one writing course (W) during their time at Cornell. Specific goals for these courses can be found here: http://www.cornellcollege.edu/first-year-program/first-year-writing/learning-outcomes.shtml
  6. Distribution Requirements: The following general education requirements: [Courses in this Catalogue that satisfy, wholly or partially, general education requirements are identified by a parenthesis at the end of the course description, e.g., (Humanities) or (Social Science). Courses not so marked do not meet these requirements even though there may be other courses in the same department that do.]
    1. FINE ARTS: One course (or the equivalent in half or quarter credits) chosen from the disciplines of Art, English, Music, and Theatre & Dance.
    2. HUMANITIES: Two courses chosen from two of the following disciplines: English, Foreign Language, History, Philosophy, Religion, Art History, Music, Theatre, or Education.
    3. SOCIAL SCIENCE: One chosen from one of the following disciplines: Anthropology, Economics and Business, Education, Kinesiology, Politics, Psychology, or Sociology.
    4. NATURAL SCIENCE: One course chosen from one of the following departments: Biology, Chemistry, Computer Science, Environmental Studies, Geology, Kinesiology, or Physics.
    5. MATHEMATICS: One course chosen from the disciplines of Mathematics, Statistics, or Computer Science.
    6. FOREIGN LANGUAGE: Credit for one of the following: (1) FRE 103 , GER 103 , GRE 103 , JPN 103 , LAT 103 , RUS 103 , or SPA 103 ; (2) one course above 103 in the target language if students test above 103 through an examination administered online prior to New Student Orientation; international students whose native language is other than English satisfy this requirement through completion of or exemption from the English as a Second Language program.
      • Note: International students who have had a significant amount of prior coursework in a language other than English in junior high and/or high school may be exempted from the foreign language requirement. Documents serving as evidence include a high school diploma from a school where English is not the primary language, or other documentation indicating the main language(s) in which the student’s coursework was conducted. Contact the chair of Classical and Modern Languages for more information.  

Bachelor of Arts (First year students who entered Fall 2020 or later)

Ingenuity: The power of creative imagination; the quality of being thoughtful, original, and inventive, often in the process of applying ideas to solve problems or meet challenges.

I. Foundations: All-College Seminars-(First-Year Seminar cannot be double-counted with other requirements; however, First-Year Writing Seminar and Second-Year Seminar may also count toward an elective in a major/minor and/or as meeting an Explorations requirement)

First-Year Seminar: How Do We Know What We Know? (Block 1 and Student Success Component in Blocks 1-3)

All first-year, first-time college students will enroll in a First-Year Seminar (even those who have earned an AA degree while in high school). All transfer students with less than 7 credits will enroll in a First-Year Seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a First-Year Seminar.

This First-Year Seminar (FYS), which has a common syllabus across sections, encourages creative and critical thinking about works from a variety of disciplines and provides students with a shared foundation for their educational experience at Cornell College.   This course will focus on cultivating providing opportunities for growth alongside the support to achieve this growth.

The student success component extends our focus on students’ transition to college, emphasizing personal well-being, social connectedness, and academic preparedness across 3 blocks.

First-Year Seminar Learning Outcomes

  • Students will encounter works from a variety of academic disciplines and will practice critical reading and thinking skills. (Knowledge, Inquiry)
  • Students will be introduced to key terms and concepts central to the essential abilities of writing, intercultural literacy, and quantitative reasoning, and to disciplinary/interdisciplinary explorations. (Knowledge)
  • Students will distinguish between opinion, reasoned judgment, and evidence to evaluate arguments and ideas. (Inquiry, Reasoning)
  • Students will be introduced to the importance of academic honesty and integrity. (Ethical Behavior, Inquiry)
  • Students will practice writing and revision to develop and communicate ideas. (Communication)
  • Students will practice oral communication by effectively preparing for and engaging in civil academic discussions. (Communication, Citizenship)

Student Success Component Learning Outcomes:

  • Students will become familiar with and use the academic, career, and co-curricular support services available on campus, including the Center for Teaching and Learning. (Vocation, Well Being)
  • Students will develop strategies for effective time management. (Well Being)
  • Students will be introduced to key terms and concepts central to civil discourse and intercultural literacy. (Communication, Intercultural Literacy)

First-Year Writing Seminar - 1 Credit

Topically based courses, with some common elements, taken in a student’s first year, and focused on the further development of academic writing skills.  Through both informal and formal writing, students will focus on the process of writing, explore writing techniques and strategies, reflect on their work, and use the revision process to develop and communicate their ideas more effectively. Students are only allowed to earn credit for one first-year writing seminar. The first-year writing seminar may count toward an elective in a major/minor and/or as meeting an Explorations requirement.

Learning Outcomes:

  • Students will experience guided practice in critical reading. (Inquiry, Reasoning)
  • Students will understand writing as a process that involves multiple stages. (Communication)
  • Students will write appropriately for a given audience, purpose, and context. (Communication, Intercultural Literacy)
  • Students will gain practice in developing and sustaining an argument with evidence. (Inquiry, Reasoning, Communication)
  • Students will evaluate, cite, and document sources appropriately. (Inquiry, Reasoning, Ethical Behavior)
  • Students will learn to incorporate feedback and revision. (Communication)

Second-Year Seminar: Citizenship in Practice (Block 1)

All students who will have less than 14 credits at the end of the spring semester will enroll in a second-year seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a Second Year Seminar. Students who will have 14 or more credits at the end of the spring semester are not required to take the SYS, but may choose to take an SYS if they have not already earned credit for one. Students are only allowed to earn credit for one SYS during their time at Cornell.

Topically based courses encouraging citizenship in practice by focusing on informed, creative problem-solving of real-world issues through disciplinary or multidisciplinary approaches.  These courses may include community engagement and/or hands-on experiences such as field trips, off-campus study, service learning, simulations, performances, installations, exhibits, or lab work.  SYS courses do not have prerequisites. The SYS may count toward an elective in a major/minor and/or as meeting an Explorations requirement.

Learning Outcomes:

  • Students will acquire knowledge of a contemporary or historical issue, or set of issues, facing communities, regions, nations, or the world. (Knowledge, Citizenship)
  • Students will understand the context of the issues or questions that could include time, geography, culture, impact on communities, etc.  (Knowledge)
  • Students will use creative and critical thinking skills to identify, propose, and evaluate strategies for addressing issues/questions. (Inquiry, Reasoning)
  • Students will develop skills for collaboration with and within diverse groups of individuals including the cognitive skill of perspective-taking.. (Communication, Intercultural literacy, Citizenship)
  • Students will develop research and information literacy skills.  (Inquiry, Reasoning)
  • Students will demonstrate communication skills through the oral presentation of their findings.  (Communication)

II. Explorations-4 Credits  (Can also be counted as major/minor requirements or electives and/or as Building Essential Abilities requirements)

All students will complete 17 courses outside a single department, and complete at least 1 course from each of the following designations (fine arts, humanities, natural sciences, social sciences).

Learning Outcome:

  • Students will explore and understand disciplinary and/or interdisciplinary perspectives in the arts, humanities, natural sciences, and social sciences. (Knowledge)

III. Building Essential Abilities-4-10 Courses (Can also be counted toward major/minor requirements or electives and/or Explorations requirements. A single course can fulfill Encounter course requirements in two Essential Abilities. A single course can fulfill an Intensive course requirement in only one Essential Ability.)

Writing -1 Intensive course and 1 Encounter course; or 3 Encounter courses.  At least one course must be within one of the student’s majors.

In addition to the All-College Seminars that emphasize writing, students must also either take one Writing Intensive and one Writing Encounter course or take three Writing Encounter Courses.  Students must take one of these designated Writing courses (either an intensive or encounter) within one of their majors.

Learning Outcomes

  • Students will formulate a clear thesis or frame a topic of inquiry. (Inquiry,  Communication)
  • Students will, as appropriate to the discipline, sustain an argument using a variety of evidence and/or sources. (Inquiry, Reasoning, Communication)
  • Students will make writing decisions (including stylistic choices) based on knowledge of audience, genre, and/or disciplinary conventions. (Communication)
  • Students will revise their writing to address both higher-order and lower-order concerns. (Communication)
  • Students will reflect on their writing and their writing processes. (Communication)

Quantitative Reasoning-1 Intensive Course or 2 Encounter Courses

Quantitative reasoning is the developed ability to analyze quantitative information and to determine which skills and procedures can be applied to a particular problem to arrive at a solution. Quantitative reasoning has an essential problem-solving focus and includes the ability to create and clearly communicate (in a variety of formats) arguments supported by quantitative evidence.

Required Learning Outcomes:

  • Students will read and understand quantitative information given in various formats. (Knowledge, Inquiry, Reasoning)
  • Students will communicate quantitative information. (Communication)

Selected Learning Outcomes

  • Students will interpret quantitative information and draw inferences from it.  (Inquiry, Reasoning)
  • Students will solve problems using arithmetic, algebraic, geometric, or statistical methods. (Reasoning)
  • Students will estimate answers and check for reasonableness. (Reasoning)
  • Students will recognize the limitations of mathematical or statistical methods. (Inquiry, Reasoning, Ethical Behavior)

Intercultural Literacy-1 Intensive Course or 2 Encounter Courses

Intercultural literacy is the possession of knowledge, skills, and dispositions needed to appropriately and effectively include, communicate, cooperate, and collaborate with diverse individuals in a variety of settings.  In Intercultural Literacy-designated classes, students focus on developing intercultural literacy, communication and critical thinking abilities, and understanding power structures, in order to prepare them for local and global citizenship.  Courses focus on identifying and comparing cultural patterns and the relationship between experiences, ideologies, and culture; focusing on cultural self-awareness, cultural knowledge, and intercultural communication.  

Required Learning Outcome:

  • Students will recognize the realities and consequences of difference, discrimination, or inequality.

Selected Learning Outcomes:

  • Students will gain awareness of cultural rules and biases and an understanding of how both their own and others’ identities, worldviews, and experiences are shaped by culture. (Knowledge, Intercultural Literacy)
  • Students will gain a basic understanding of domestic and/or global power structures as they relate to individuals. (Knowledge, Intercultural Literacy)
  • Students will gain a basic understanding of how the intersection of identities and differences shape individuals’ experiences. (Knowledge, Intercultural Literacy)
  • Students will gain a basic understanding of the perspectives of individuals from different cultures and backgrounds.(Intercultural Literacy, Ethical Behavior, Citizenship)
  • Students will develop their ability to recognize, navigate, and communicate verbally and/or nonverbally across cultural differences. (Communication, Intercultural Literacy)

Foreign Language-Demonstration of foreign language competency at the 103 level or above. Students may satisfy this requirement in one of the following ways:

  1. Completion of FRE, GER, GRE, JPN, LAT, RUS, or SPA 103 or equivalent coursework in a language not offered by Cornell (generally, completion of the third course in a college-level beginning-level sequence)
  2. Placement into a 200-level (or above) language course other than English through a placement examination and follow-up interview
  3. Status as an international student with fluency in a language other than English
  4. Completion of most coursework through at least junior high in a language other than English, and/or completion of most high school coursework in a language other than English.

Learning Outcomes:

  • Students will learn to speak, read, write, and understand a second language at  a basic functional  level. (Knowledge, Communication)
  • Students will recognize that participating in a global community requires languages other than English, and will see themselves as participants in the global community. (Intercultural Literacy, Citizenship)
  • Students will gain a metacognitive awareness of how language is structured and a better understanding of their native language. (Knowledge)
  • Students will develop an awareness that language is shaped by the culture in which it is spoken. (Intercultural Literacy)

IV. Ingenuity in Action-2 Experiences among 6 Categories

The Ingenuity in Action program encourages students to apply their knowledge and understanding, to expand their education beyond the classroom walls, and to find connections among the many activities they engage in. Students must complete two experiences  selected from different categories (Civic Engagement, Creative Expression, Global Connections, Leadership, Professional Exploration, and Research).  The Ingenuity in Action program requires a reflective component to encourage students to be intentional and form connections among their educational experiences. Students transferring in at least 14 credits are required to complete one experience.

Learning Outcomes:

  • Students will apply their knowledge and understanding through a variety of experiential opportunities. (Knowledge, Vocation)
  • Students will articulate the content and value of their learning experiences through reflection. (Communication, Vocation)

Breakdowns and examples for each category are available online.

V.   Ingenuity ePortfolio: Creating My Story–0 credit (Pass/No Pass) 

All students will develop an ePortfolio to curate and reflect on their Cornell experiences.  Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.

Learning Outcomes:

  • Students will gather and select information for their portfolios based on Cornell College Educational Priorities and Outcomes
  • Students will engage in reflection and reflective writing. (Communication)
  • Students will use formative feedback to guide future activity and become self-regulated learners. (Vocation)
  • Students will develop a portfolio that shows growth in learning and creates their individual story through selection of artifacts. (Knowledge, Vocation)

Bachelor of Fine Arts (students who entered prior to Fall 2020 and transfer students entering in Fall 2020)

Requirements:

1. A minimum of 31 course credits. No more than four All-College Independent Study course credits (280/380,289/389,290/390,297/397,299/399) may be counted toward satisfying the minimum credit requirement for this degree.

2. First-year Program

  •  FIRST-YEAR SEMINAR: Enrollment in any course with an “FYS” designation on the Course

Schedule, during the first Block of the first year.

  • FIRST-YEAR WRITING COURSE: Any course with a “W” designation on the Course Schedule, taken in the first year.

3. A cumulative grade point average of 2.0 or higher.

4. A minimum of 10 courses from outside the Department of Music and the Department of Theatre and Dance, to include a writing-designated course (W) and two* humanities courses (not counting the W course) from at least two of the following groupings: (1)English and Foreign Language; (2)History; (3)Philosophy; (4)Religion; (5)Art; and (6)Education. *Students will complete a third Humanities designated course within the department.

5. Foreign Language: Credit for one of the following: (1) French, German, Greek, Japanese, Latin, Russian, or Spanish 103; (2) one course above 103 in the target language if students test above 103 through an examination administered online prior to New Student Orientation; international students whose native language is other than English satisfy this requirement through completion of or exemption from the English as a Second Language program.

  • Note: International students who have had a significant amount of prior coursework in a language other than English in junior high and/or high school may be exempted from the foreign language requirement. Documents serving as evidence include a high school diploma from a school where English is not the primary language, or other documentation indicating the main language(s) in which the student’s coursework was conducted. Contact the chair of Classical and Modern Languages for more information.  

6. Music Theory: MUS 110   and MUS 210   (may require MUS 101   to prepare)

7. Vocal Pedagogy: MUS 308   

8. Vocal Diction: MUS 207   

9. Conducting: MUS 306   (the Music department is lowering the pre-requisite to MUS 210  .

10. Dance: THE 281   and THE 283   and THE 284   

11. Acting: THE 115   and THE 310   

12. One from THE 331  , THE 332 , or THE 333   

13. Voice and Movement: THE 216   

14. History of Musical Theatre: THE 344   and MUS 217  

15. Play Analysis: THE 201    

16. Design and Production: THE 107   or THE 108    

17. Completion of a senior capstone experience.

18. A grade of “Pass” on all parts of the Piano Proficiency Exam.

  • All BFA candidates must pass the Piano Proficiency Requirement by the end of the sophomore year. If this requirement is not passed by this time, the student must take applied piano (MUS 761   or MUS 762  ) until the requirement has been passed. The requirement consists of six components: performance of a prepared work; scales; arpeggios; sight reading; lead sheet reading; and accompanying. A student may pass the requirement in segments. 

19. A grade of “Pass” on all parts of the Aural Proficiency Exam, level 2. 

  • All BFA candidates must pass the Aural Skills Proficiency Requirement through stage 2. Students will be tested in the following Aural Skills areas: intervals, chords, scales, melodic dictation, harmonic dictation, and sight singing. These topics will be taught both within the required Music Theory courses, as well as in a longer-term self-paced, computer-program-assisted, proficiency-based mode. 

20. Voice lessons: Two credits selected from MUS 781  , MUS 782  , MUS 783   

21. Dance ensemble: One credit (four semesters) of THE 755  

22. Acting ensemble: One credit (four semesters) of THE 756   

23. Chorus: One credit (four semesters) of MUS 712  

24. Production practicum: One and one half credits total to include four quarter credits of either THE 715   or MUS 718  , one quarter credit of THE 750  , and one quarter credit of either THE 751  , THE 752 , or THE 753 

25. Audition is required for entrance to the degree program. Students may audition more than once. Incoming students may audition at any time prior to arriving on campus. Existing students may audition annually in the spring for entrance the following year (NOTE: No courses are restricted to BFA students, so students may begin pursuit of this degree at any time).

26. BFA Musical Theatre students are required to audition for all Cornell musical theatre productions, and must accept their assigned role. Special exceptions may be granted for off campus study conflicts and/or special circumstances by the joint agreement of the director and program heads.

  • A student who enters Cornell with no Foreign Language and Music Theory would have to complete 31 credits to complete the degree (requiring MUS 101   and three blocks of language).  A student who came to Cornell with Foreign Language proficiency and was prepared to enter MUS 110   would also complete 31 credits (these students simply have the ability to choose three additional courses).

Note: Students are not allowed to earn both a Bachelor of Fine Arts and a Bachelor of Arts in Theatre. Students are also not allowed to earn a Bachelor of Fine Arts and a Bachelor of Music degree.

Bachelor of Fine Arts (First year students who entered Fall 2020 or later)

  1. Admission Requirements
    Audition is required for entrance to the degree program. Students may audition more than once.  Incoming students may audition at any time prior to arriving on campus.  Current students may audition annually in the spring for entrance the following year. 
  2. Degree Requirements
    1. A minimum of 31 course credits. No more than four All-College Independent Study course credits (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. 
    2. A cumulative grade point average of 2.0 or higher.
    3. Foundations: All-College Seminars
      1. First Year Seminar: How Do We Know What We Know? (Block 1 and Student Success Component in Blocks 1-3. 1 credit) All first-year, first-time college students will enroll in a First-Year Seminar (including those who have earned an AA degree while in high school). All transfer students with less than 7 credits will enroll in a First-Year Seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a First-Year Seminar.
      2. First Year Writing Seminar (1 credit): Topically based courses, with some common elements, taken in a student’s first year, and focused on the further development of academic writing skills.  Through both informal and formal writing, students will focus on the process of writing, explore writing techniques and strategies, reflect on their work, and use the revision process to develop and communicate their ideas more effectively. Students are only allowed to earn credit for one first-year writing seminar. 
      3. Sophomore Year Seminar Citizenship in Practice (Block 1, 1 credit) All students who will have less than 14 credits at the end of the spring semester will enroll in a Second-Year seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a Second-Year Seminar. Students who will have 14 or more credits at the end of the spring semester are not required to take the SYS, but may choose to take an SYS if they have not already earned credit for one. Students are only allowed to earn credit for one SYS during their time at Cornell.  

Topically based courses encouraging citizenship in practice by focusing on informed, creative problem-solving of real-world issues through disciplinary or multidisciplinary                  approaches.These courses may include community engagement and/or hands-on experiences such as field trips, off-campus study, service learning, simulations, performances, installations, exhibits, or lab work.SYS courses do not have prerequisites.

d. Explorations Requirements: A minimum of 10 courses from outside the Department of Music and the Department of Theatre and Dance, including the First Year Seminar, the First Year Writing Seminar, and:

i. Two Humanities Courses - From at least two of the following groupings: (1)English and Foreign Language; (2)History; (3)Philosophy; (4)Religion; (5)Art; and (6)Education.

e. Essential Abilities- (Can also be counted toward major/minor requirements or electives and/or Explorations requirements)

        i.  Writing- 2 Intensive and/or 2 Encounter courses. At least one course must be within one of the student’s majors. In addition to the All-College Seminars that emphasize  writing, students must also take two Writing Intensive and/or Encounter Courses. Students must take one of these designated Writing courses within one of their majors.

ii. Intercultural Literacy-1 Intensive Course or 2 Encounter Courses Intercultural literacy is the possession of knowledge, skills, and dispositions needed to appropriately and effectively include, communicate, cooperate, and collaborate with diverse individuals in a variety of settings.  In Intercultural Literacy-designated classes, students focus on developing intercultural literacy, communication and critical thinking abilities, and understanding power structures, in order to prepare them for local and global citizenship.  Courses focus on identifying and comparing cultural patterns and the relationship between experiences, ideologies, and culture; focusing on cultural self-awareness, cultural knowledge, and intercultural communication.

iii. Foreign Language-Demonstration of foreign language competency at the 103 level or above.  (Students who take the language placement test and place into the 205 level or above have demonstrated competency at the 103 level and are considered done with the foreign language requirement). International students whose native language is other than English satisfy this requirement through meeting the admissions requirements.

3. Ingenuity in Action- 2 Experiences among 6 Categories (can be from the same category and can include capstone).

The Ingenuity in Action program encourages students to apply their knowledge and understanding, to expand their education beyond the classroom walls, and to find connections among the many activities they engage in. Students must complete two experience selected from the following categories (Civic Engagement, Creative Expression, Global Connections, Leadership, Professional Exploration, and Research).The Ingenuity in Action program requires a reflective component to encourage students to be intentional and form connections among their educational experiences.

4. Ingenuity ePortfolio: Creating My Story–0 credit (Pass/No Pass)  

All students will develop an ePortfolio to curate and reflect on their Cornell experiences.Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.

5. Major Requirements

  1. Music
    1. MUS 110 (Music Theory I)
    2. MUS 210 (Music Theory II)
    3. MUS 217 (Opera)
    4. MUS 207 (Vocal Diction)
    5. MUS 308 (Vocal Pedagogy)
    6. MUS 306 (Conducting)
    7. A grade of “Pass” on all parts of the Piano Proficiency Requirement
    8. Voice lessons: Two credits selected from MUS 781, 782, 783                           
    9. Chorus: One credit (four semesters) of MUS 712 (Choir)
  2. Dance:
    1. THE 282 (Jazz Studio I)
    2. THE 283(Musical Theatre Dance)
    3. THE 284 (Ballet Studio I)
    4. Dance ensemble: One credit (four semesters) of THE 755 (Dance Performance Adjunct)
  3. Acting:
    1. THE 115 (Basic Acting)
    2. THE 201 (Play Analysis)
    3. THE 216 (Voice and Movement)
    4. THE 310 (Acting Studio)
    5. Either THE 332 (Advanced Acting) or THE 333 (Advanced Acting)
    6. THE 344 (History of Music Theatre)
    7. Acting ensemble: One credit (four semesters) of 756 (Acting Ensemble Adjunct Course)
    8. Production practicum: Six quarter credits of either THE 715 or MUS 718, one quarter credit of THE 750, and one quarter credit of either 751, 752, or 753.
  4. Design and Production:
    1. THE 107 (Stagecraft) or THE 108 (Costume Construction)
  5. Capstone Experience: Completion of a senior capstone experience. This capstone is intended to be a showcase performance completed during spring break of the final year of study. This capstone meets the Ingenuity in Action requirements of the College.
  6. Production Requirements:  BFA Musical Theatre students are required to audition for all Cornell musical theatre productions and must accept their assigned role.  Special exceptions may be granted for off campus study conflicts and/or special circumstances by the joint agreement of the director and/or program heads.  
  7. Note: Students are not allowed to earn both a Bachelor of Fine Arts and a Bachelor of Arts in Theatre. Students are also not allowed to earn a Bachelor of Fine Arts and a Bachelor of Music degree.

Bachelor of Music (students who entered prior to Fall 2020 and transfer students entering in Fall 2020)

Cornell offers two majors leading to the degree of Bachelor of Music: a major in Performance and a major in Music Education. The first is designed to emphasize the study of music performance within the framework of the liberal arts and is the first step in the extensive professional preparation in performance that leads to a concert career or to teaching applied music in a college, university, conservatory, or private studio. The second generally leads to the profession of pre-collegiate school music teaching. For students interested in fields such as music therapy, music ministry, or community music, a major in Music Education is strongly recommended by some graduate schools and required by others. Students interested in pursuing a Bachelor of Arts in Music will find these requirements listed under “Music,” in Programs of Instruction.

Note: Students are not allowed to earn both a Bachelor of Music and a Bachelor of Arts with a Music major. Students are also not allowed to earn a Bachelor of Music and a Bachelor of Fine Arts degree. Students interested in pursuing a Bachelor of Arts in Music will find these requirements listed under ‘Music’, in Programs of Instruction.

General Requirements for the Bachelor of Music Degree

  1. A minimum of 31 course credits. No more than four Independent credit bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credit in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.
  2. A cumulative grade point average of 2.0 or higher.
  3. A minimum of 10 courses from outside the music department to include a First-Year Seminar (FYS), a writing-designated course (W) and three humanities courses (not counting the W course) from at least two of the following groupings: (1) English and Foreign Language; (2) History; (3) Philosophy; (4) Religion; (5) Art or Theatre & Dance; and (6) Education.
  4. Music Theory: MUS 110 , MUS 210 , MUS 310 , and MUS 343 .
  5. Music History: MUS 321 , MUS 322 , and MUS 323 .
  6. One elective course credit in music history or theory, selected from MUS 215  -MUS 275 , MUS 315 , or MUS 348 -MUS 363   or MUS 370 .
  7. Receive a passing grade (P) in MUS 701  for a minimum of five semesters (see “Music Performance Seminar”).
  8. A grade of “Pass” on all parts of the Piano Proficiency Requirement. All majors are required to pass the Piano Proficiency Requirement by the end of the sophomore year. Music Education majors must pass the Piano Proficiency Requirement before application for Student Teaching placement.
  9. A grade of “Pass” on all parts of the Aural Skills Proficiency Requirement (four levels). Music Education majors must pass the Aural Skills Proficiency requirement before application for Student Teaching placement.
  10. At least one music ensemble each semester for eight semesters, as arranged by the student, the faculty advisor, and the ensemble conductor (see “Ensemble Participation”).
  11. Completion of a senior capstone experience. Student Teaching fulfills this requirement for Music Education majors. The senior rectial fulfills this requirement for Music Performance majors.

One of the following majors:

Major in Music Performance - Students who intend to major in Performance must audition before the Department of Music by the second semester of their sophomore year.

  1. Four course credits in a primary performance medium, either voice or a keyboard, string, percussion, or wind instrument.
  2. One course credit in piano, or another secondary performance medium selected in consultation with the department.
  3. MUS 302  or MUS 304 ; and MUS 306 ; MUS 207  and MUS 308  for voice majors; MUS 303  for organ majors; or MUS 307  for piano majors.
  4. MUS 798  (junior year) and MUS 799  (senior year).
  5. FRE 205 , GER 205 , GRE 205 , JPN 205 , LAT 205 , RUS 205 , SPA 205  or equivalent.
    • Note: International students who have had a significant amount of prior coursework in a language other than English in junior high and/or high school may be exempted from the foreign language requirement. Documents serving as evidence include a high school diploma from a school where English is not the primary language, or other documentation indicating the main language(s) in which the student’s coursework was conducted. Contact the chair of Classical and Modern Languages for more information.  

Major in Music Education (MUE)

  1. Three course credits in a primary performance medium, either voice or a keyboard, string, percussion, or wind instrument.
  2. One-and-one-half course credits in secondary performance media, to include MUS 703 , MUS 704 , MUS 705 , MUS 706 , and MUS 708  or MUS 774 . The remaining 1/4 credit may be fulfilled by repeating one of these courses, or (with the approval of the department) by taking MUS 761 .
  3. The following courses, according to emphasis within the major:
    1. General Music Education: MUS 207  and MUS 308 .
    2. Instrumental Music Education: at least one semester of MUS 712 .
    3. Vocal Music Education: MUS 207  and MUS 308 .
  4. MUS 306 , MUS 331 , and MUS 431 .
  5. In addition to the foregoing requirements, prospective teachers must also 1) apply to the Department of Music for candidacy by the second semester of their sophomore year, and 2) apply for admission to the Teacher Education Program (preferably at the start of their sophomore year) and complete coursework for elementary certification and /or secondary certification as described under Education. Prospective teachers should request a current list of the specific course requirements from the Education Office. In making its decision on admission to the program, the Music Department will evaluate a) whether the student has made satisfactory progress toward the completion of Aural Skills & Piano Proficiency requirements, and b) whether the student’s progress in the introductory courses within the major has been satisfactory.
  6. Please note: Music Education Majors must pass the Piano Proficiency & Aural Skills Proficiency Requirements before applying for Student Teaching placement.

Bachelor of Music (First year students who entered Fall 2020 or later)

1. Overview of the Degree:

Cornell offers two majors leading to the degree of Bachelor of Music: a major in Performance and a major in Music Education. The first is designed to emphasize the study of music performance within the framework of the liberal arts and is the first step in the extensive professional preparation in performance that leads to a concert career or to teaching applied music in a college, university, conservatory, or private studio. The second generally leads to the profession of pre-collegiate school music teaching. For students interested in fields such as music therapy, music ministry, or community music, a major in Music Education is strongly recommended by some graduate schools and required by others. Students interested in pursuing a Bachelor of Arts in Music will find these requirements listed under “Music,” in Programs of Instruction.

Note: Students are not allowed to earn both a Bachelor of Music and a Bachelor of Arts with a Music major. Students are also not allowed to earn a Bachelor of Music and a Bachelor of Fine Arts degree. Students interested in pursuing a Bachelor of Arts in Music will find these requirements listed under ‘Music’, in Programs of Instruction.

2. Degree Requirements

  1. A minimum of 31 course credits. No more than four Independent credit bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credit in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.
  2. A cumulative grade point average of 2.0 or higher.
  3. Foundations: All-College Seminars- (First-Year Seminar cannot be double-counted with other requirements; First-Year Writing Seminar and Second-Year Seminar can also count toward an elective in a major/minor and/or as meeting an Explorations requirement)
    1. First-Year Seminar: How Do We Know What We Know? (Block 1 and Student Success Component in Blocks 1-3. 1 credit) All students with less than 7 credits will enroll in a First-Year Seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a First-Year Seminar.
    2. FY Writing Seminar (1 credit): Topically based courses, with some common elements, taken in a student’s first year, and focused on the further development of academic writing skills.  Through both informal and formal writing, students will focus on the process of writing, explore writing techniques and strategies, reflect on their work, and use the revision process to develop and communicate their ideas more effectively. Students are only allowed to earn credit for one first-year writing seminar.
    3. Sophomore Year Seminar Citizenship in Practice (Block 1, 1 credit) All students with less than 14 credits will enroll in a second-year seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a Second Year Seminar.

Topically based courses encouraging citizenship in practice by focusing on informed, creative problem-solving of real-world issues through disciplinary or multidisciplinary approaches.  These courses may include community engagement and/or hands-on experiences such as field trips, off-campus study, service learning, simulations, performances, installations, exhibits, or lab work.  SYS courses do not have prerequisites.

3. Explorations 

  1. For Music Education majors- 1 course from each Division plus an additional course in the Humanities not in the Music Department.
  2. For Music Performance majors- A minimum of 10 courses from outside the music department to include three humanities courses (not counting the W course) from at least two of the following groupings: (1) English and Foreign Language; (2) History; (3) Philosophy; (4) Religion; (5) Art or Theatre & Dance; and (6) Education.

4. Essential Abilities

  1. Writing.  1 Intensive course and 1 Encounter course; or 3 Encounter courses.

In addition to the All-College Seminars that emphasize writing, students must also either take one Writing Intensive and one Writing Encounter course or take three Writing Encounter Courses. Students must take one of these designated Writing courses (either an intensive or encounter) within one of their majors. 

  b. Intercultural Literacy

1. Music Performance majors- Demonstration of foreign language competency at the 205 level or above. 

           FRE 205GER 205GRE 205LAT 205RUS 205SPA 205 or equivalent. 

  • Note: Students who take the language placement test and place into the 301 level or above have demonstrated competency at the 205 level and are considered done with the foreign language requirement. International students whose native language is other than English satisfy this requirement through meeting the admissions requirements.

        2. Music Education majors- 1 Intensive course or 1 Encounter course.

  • Intercultural literacy is the possession of knowledge, skills, and dispositions needed to appropriately and effectively include, communicate, cooperate, and collaborate with diverse individuals in a variety of settings.In Intercultural Literacy-designated classes, students focus on developing intercultural literacy, communication and critical thinking abilities, and understanding power structures, in order to prepare them for local and global citizenship. Courses focus on identifying and comparing cultural patterns and the relationship between experiences, ideologies, and culture; focusing on cultural self-awareness, cultural knowledge, and intercultural communication.

5. Ingenuity in Action - 2 Experiences among 6 Categories

The Ingenuity in Action program encourages students to apply their knowledge and understanding, to expand their education beyond the classroom walls, and to find connections among the many activities they engage in. Students must complete two experiences selected from different categories (Civic Engagement, Creative Expression, Global Connections, Leadership, Professional Exploration, and Research).  The Ingenuity in Action program requires a reflective component to encourage students to be intentional and form connections among their educational experiences.

6. Ingenuity ePortfolio
All students will develop an ePortfolio to curate and reflect on their Cornell experiences. Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.

7. Major Requirements

Major in Music Performance - Students who intend to major in Performance must audition before the Department of Music by the second semester of their sophomore year.

a.Music Theory: MUS 110, MUS 210, MUS 310, and MUS 343.Music History: MUS 321, MUS 322, and MUS 323.

b. One elective course credit in music history or theory, selected from MUS 215 -MUS 275, MUS 315, or MUS 348-MUS 363 or MUS 370.

c.Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see “Music Performance Seminar”).

d. A grade of “Pass” on all parts of the Piano Proficiency Requirement. All majors are required to pass the Piano Proficiency Requirement by the end of the sophomore year. Music Education majors must pass the Piano Proficiency Requirement before application for Student Teaching placement.

e. A grade of “Pass” on all parts of the Aural Skills Proficiency Requirement (four levels). Music Education majors must pass the Aural Skills Proficiency requirement before application for Student Teaching placement.

f. At least one music ensemble each semester for eight semesters, as arranged by the student, the faculty advisor, and the ensemble conductor (see “Ensemble Participation”).

g. Completion of a senior capstone experience. Student Teaching fulfills this requirement for Music Education majors. The senior recital fulfills this requirement for Music Performance majors.

h. Four course credits in a primary performance medium, either voice or a keyboard, string, percussion, or wind instrument.

i. One course credit in piano, or another secondary performance medium selected in consultation with the department.

j. MUS 302 or MUS 304; and MUS 306MUS 207 and MUS 308 for voice majors; MUS 303 for organ majors; or MUS 307 for piano majors.

k. MUS 798 (junior year) and MUS 799 (senior year).

Major in Music Education (MUE)

  1. A course titled MAT (Mathematics) or STA (Statistics).
  2. Music Theory: MUS 110, MUS 210, MUS 310, and MUS 343.
  3. Music History: MUS 321, MUS 322, and MUS 323.
  4. One elective course credit in music history or theory, selected from MUS 215 -MUS 275, MUS 315, or MUS 348-MUS 363 or MUS 370.
  5. Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see “Music Performance Seminar”).
  6. A grade of “Pass” on all parts of the Piano Proficiency Requirement. All majors are required to pass the Piano Proficiency Requirement by the end of the sophomore year. Music Education majors must pass the Piano Proficiency Requirement before application for Student Teaching placement.
  7. A grade of “Pass” on all parts of the Aural Skills Proficiency Requirement (four levels). Music Education majors must pass the Aural Skills Proficiency requirement before application for Student Teaching placement.
  8. At least one music ensemble each semester for eight semesters, as arranged by the student, the faculty advisor, and the ensemble conductor (see “Ensemble Participation”).
  9. Completion of a senior capstone experience. Student Teaching fulfills this requirement for Music Education majors. The senior recital fulfills this requirement for Music Performance majors.
  10. Three course credits in a primary performance medium, either voice or a keyboard, string, percussion, or wind instrument.
  11. One-and-one-half course credits in secondary performance media, to include MUS 703MUS 704MUS 705MUS 706, and MUS 708 or MUS 774. The remaining 1/4 credit may be fulfilled by repeating one of these courses, or (with the approval of the department) by taking MUS 761.
  12. The following courses, according to emphasis within the major:
    1. General Music Education: MUS 207 and MUS 308.
    2. Instrumental Music Education: at least one semester of MUS 712.
    3. Vocal Music Education: MUS 207 and MUS 308
  13. MUS 306MUS 331, and MUS 431.
  14. In addition to the foregoing requirements, prospective teachers must also 1) apply to the Department of Music for candidacy by the second semester of their sophomore year, and 2) apply for admission to the Teacher Education Program (preferably at the start of their sophomore year) and complete coursework for elementary certification and /or secondary certification as described under Education. Prospective teachers should request a current list of the specific course requirements from the Education Office. In making its decision on admission to the program, the Music Department will evaluate a) whether the student has made satisfactory progress toward the completion of Aural Skills & Piano Proficiency requirements, and b) whether the student’s progress in the introductory courses within the major has been satisfactory.
  15. Please note: Music Education Majors must pass the Piano Proficiency & Aural Skills Proficiency Requirements before applying for Student Teaching placement.

Notes: Students are not allowed to earn both a Bachelor of Music and a Bachelor of Arts with a Music major. Students are also not allowed to earn a Bachelor of Music and a Bachelor of Fine Arts degree. Students interested in pursuing a Bachelor of Arts in Music will find these requirements listed under ‘Music’, in Programs of Instruction.

Bachelor of Science in Engineering (students who entered prior to Fall 2020 and transfer students entering in Fall 2020)

Admission Requirements for the Bachelor of Science in Engineering:

A student may become a candidate for the Bachelor of Science in Engineering once the student has:

  • completed 7 courses with a GPA of at least 2.0 
  • been granted course credit with a grade of at least C- (or been granted exemption or credit by exam) in EGR 131, PHY 161 or 162, MAT 120, 121, or 122, and one other EGR course that counts towards the Engineering major.

Degree Requirements:

1. A minimum of 31 course credits. No more than two Independent credit bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credits in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.

2. A cumulative grade point average of 2.0 or higher.

3. A major in Engineering.

4. First-year Program (these courses do not count toward the distribution requirement):

a. FIRST-YEAR SEMINAR: Enrollment in any course with an “FYS” designation on the Course Schedule, during the first Block of the first year. Specific goals for these courses can be found here: http://www.cornellcollege.edu/firstyear-program/first-year-seminar/index.shtml

b. FIRST-YEAR WRITING COURSE: Any course with a “W” designation on the Course Schedule, taken in the first year. Specific goals for these courses can be found here: http://www.cornellcollege.edu/first-year-program/first-yearwriting/learning-outcomes.shtml

5. Distribution Requirements: Eight courses outside Mathematics and Statistics, Engineering, Computer Science, and the Natural Sciences, including the following general education requirements: [Courses in this Catalogue that satisfy, wholly or partially, general education requirements are identified by a parenthesis at the end of the course description, e.g., (Humanities) or (Social Science). Courses not so marked do not meet these requirements even though there may be other courses in the same department that do.]

a. FINE ARTS: One course (or the equivalent in half or quarter credits) chosen from the following disciplines: Art, English, Music, Dance, and Theatre.

b. HUMANITIES: Two courses chosen from two of the following disciplines: English, Foreign Language, History, Philosophy, Religion, Art History, Music, Theatre, or Education.

c. SOCIAL SCIENCE: One course chosen from the following disciplines: Anthropology, Economics and Business, Education, Kinesiology, Politics, Psychology, or Sociology.

d. FOREIGN LANGUAGE: Credit in French, German, Greek, Japanese, Latin, Russian, or Spanish 102; international students whose native language is other than English satisfy this requirement through completion of or exemption from the English as a Second Language program

  • Note: International students who have had a significant amount of prior coursework in a language other than English in junior high and/or high school may be exempted from the foreign language requirement. Documents serving as evidence include a high school diploma from a school where English is not the primary language, or other documentation indicating the main language(s) in which the student’s coursework was conducted. Contact the chair of Classical and Modern Languages for more information.  

6. Engineering Major Requirements: A minimum of 20 course credits distributed in the following areas:

a. NATURAL SCIENCE: PHY 161 and 162; CHE 121 or 161; one additional science course chosen from one of the following departments or majors: Biology, Chemistry, Environmental Studies, Geology, or Physics. All of the courses used to fulfill the requirement must be designated Science, Laboratory Science, or Mathematics and be acceptable for the minimal major in the offering department. 

b. MATHEMATICS: Completion of the calculus sequence (through MAT 122), MAT 221 and 236.

c. COMPUTER SCIENCE: Completion of CSC 140

d. ENGINEERING: A minimum of twelve EGR courses, including EGR 131, 231, 235, 271, 270, 311, one elective EGR course (any level), four additional 300-level courses, and the capstone course, EGR 385.

Note: Students are not allowed to earn both a Bachelor of Science in Engineering and a Bachelor of Arts in Engineering Sciences.

Bachelor of Engineering (First year students who entered Fall 2020 or later)

  1. Admission Requirements: A student may become a candidate for the Bachelor of Science in Engineering once the student has:
    1. completed 7 courses with a GPA of at least 2.0
    2. been granted course credit with a grade of at least C- (or been granted exemption or credit by exam) in EGR 131, PHY 161 or 162, MAT 120, 121, or 122, and one other EGR course that counts towards the Engineering major.
  2. Degree Requirements
    1. A minimum of 31 course credits. No more than four Independent Credit Bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credits in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.
    2. A cumulative grade point average of 2.0 or higher.
    3. Foundations: All-College Seminars- (First-Year Seminar cannot be double-counted with other requirements; First-Year Writing Seminar and Second-Year Seminar can also count toward an elective in a major/minor and/or as meeting an Explorations requirement)
      1. First-Year Seminar: How Do We Know What We Know? (Block 1 and Student Success Component in Blocks 1-3. 1 credit) All first-year, first-time college students will enroll in a First-Year Seminar (including those who have earned an AA degree while in high school). All transfer students with less than 7 credits will enroll in a First-Year Seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a First-Year Seminar.
      2. FY Writing Seminar (1 credit): Topically based courses, with some common elements, taken in a student’s first year, and focused on the further development of academic writing skills.  Through both informal and formal writing, students will focus on the process of writing, explore writing techniques and strategies, reflect on their work, and use the revision process to develop and communicate their ideas more effectively. Students are only allowed to earn credit for one first-year writing seminar.
      3. Sophomore Year Seminar Citizenship in Practice (Block 1, 1 credit) All students who will have less than 14 credits at the end of the spring semester will enroll in a Second-Year seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a Second-Year Seminar. Students who will have 14 or more credits at the end of the spring semester are not required to take the SYS, but may choose to take an SYS if they have not already earned credit for one. Students are only allowed to earn credit for one SYS during their time at Cornell.  Topically based courses encouraging citizenship in practice by focusing on informed, creative problem-solving of real-world issues through disciplinary or multidisciplinary approaches.These courses may include community engagement and/or hands-on experiences such as field trips, off-campus study, service learning, simulations, performances, installations, exhibits, or lab work. SYS courses do not have prerequisites.
    4. Explorations: All students will complete five courses within the following designations (Fine Arts, Humanities, and Social Sciences), including at least 1 course from each of the designations
    5. Essential Abilities

i. Writing -1 credit Intensive course and 1 credit Encounter course; or 3 credits Encounter courses. At least one course must be within one of the student’s majors.  In addition to the All-College Seminars that emphasize writing, students must also either take one Writing Intensive and one Writing Encounter course or take three Writing Encounter Courses. Students must take one of these designated Writing courses (either an intensive or encounter) within one of their majors.

ii. Foreign Language-Demonstration of foreign language competency at the 102 level or above.  (Students who take the language placement test and place into the 103 level or above have demonstrated competency at the 102 level and are considered done with the foreign language requirement).  International students whose native language is other than English satisfy this requirement through meeting the admissions requirements.

iii. Intercultural Literacy-1 credit Intensive Course or 2 credits Encounter Courses.  Intercultural literacy is the possession of knowledge, skills, and dispositions needed to appropriately and effectively include, communicate, cooperate, and collaborate with diverse individuals in a variety of settings.In Intercultural Literacy-designated classes, students focus on developing intercultural literacy, communication and critical thinking abilities, and understanding power structures, in order to prepare them for local and global citizenship.Courses focus on identifying and comparing cultural patterns and the relationship between experiences, ideologies, and culture; focusing on cultural self-awareness, cultural knowledge, and intercultural communication. 

3. Ingenuity in Action -2 Experiences among 6 Categories

The Ingenuity in Action program encourages students to apply their knowledge and understanding, to expand their education beyond the classroom walls, and to find connections among the many activities they engage in. Students must complete two experiences selected from different categories (Civic Engagement, Creative Expression, Global Connections, Leadership, Professional Exploration, and Research).The Ingenuity in Action program requires a reflective component to encourage students to be intentional and form connections among their educational experiences.

4. Ingenuity ePortfolio

All students will develop an ePortfolio to curate and reflect on their Cornell experiences.Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.

5. Engineering Major Requirements - A minimum of 20 course credits distributed in the following areas:

  1. NATURAL SCIENCE: PHY 161 and 162; CHE 121 or 161; one additional science course chosen from one of the following departments or majors: Biology, Chemistry, Environmental Studies, Geology, or Physics. All of the courses used to fulfill the requirement must be designated Science, Laboratory Science, or Mathematics and be acceptable for the minimal major in the offering department.
  2. MATHEMATICS: Completion of the calculus sequence (through MAT 122), MAT 221 and 236.
  3. COMPUTER SCIENCE: Completion of CSC 140 .
  4. ENGINEERING: A minimum of twelve EGR courses, including EGR 131, 231, 235, 271, 270, 311, one elective EGR course (any level), four additional 300-level courses, and the capstone course, EGR 385.

​​6. Note: Students are not allowed to earn both a Bachelor of Science in Engineering and a Bachelor of Arts in Engineering Sciences.

Bachelor of Special Studies

The Bachelor of Special Studies degree offers Cornell students the opportunity to design their own liberal arts degree program in order to meet their particular educational goals. This opportunity permits students to combine courses in an individualized fashion and to broaden or deepen their studies beyond the traditional framework of the Bachelor of Arts. Accordingly, the B.S.S. has no general education requirements and no restrictions as to either the number of courses that may be taken in any one department or the level of such courses, or even that a student complete traditional course work. Moreover, while students pursuing a B.S.S. degree may complete one or more departmental, interdisciplinary, or individualized majors, they are not required to complete an academic major. If a student pursuing a BSS chooses to complete one or more majors they are not required to complete the degree requirements under which the major is listed.

The particular requirements for the Bachelor of Special Studies degree are:

  • complete a minimum of 31 course credits;
  • achieve a cumulative grade point average of 2.0 or higher;
  • file for candidacy by submitting the Prospectus after October 1 of the sophomore year; and
  • complete a minimum of 12 course credits after the Prospectus is approved. (Transfer students admitted with senior standing must complete a minimum of six course credits.)

The Bachelor of Special Studies degree is defined by the Prospectus, a detailed plan outlining the student’s B.S.S. degree program. The Prospectus incorporates a narrative description of the program and a chronology of courses that will be taken by the student to fulfill the goals outlined in the narrative description. The Prospectus is to be written by the student, reviewed and signed by a faculty committee composed of a primary advisor and two readers, and filed with the Registrar, who verifies that it is complete and that it meets current academic regulations as set forth by the Faculty. The signed Prospectus is considered an agreement between the student and the College.

Course changes that involve substitution of courses accomplishing the same goals as courses originally projected require only an add/drop form as documentation of the changes. However, significant deviations from the program outlined in the Prospectus must be justified in a letter to the Registrar written by the student and approved by the student’s B.S.S. faculty committee before the student may change the agreement. Significant deviations would include:

  • a shift in emphasis or direction of the program of study;
  • the addition or deletion of a major or minor;
  • a decrease in the ratio of upper-level to lower-level courses; or
  • the substitution of three or more independent studies or internships for scheduled courses.

If you have questions concerning the Bachelor of Special Studies degree, please contact the Registrar or your academic advisor.

Instructions and General Information for Students Contemplating the Bachelor of Special Studies

  1. Obtain a copy of the guidelines for the Narrative and the Chronology at the end of your first or the beginning of your second year (available in the Registrar’s Office and on the web site at http://www.cornellcollege.edu/registrar).
  2. Discuss your proposed B.S.S. program with your advisor or one or more members of the faculty.
  3. Choose a committee of three faculty members including a primary advisor who will help you create your B.S.S. program and two faculty readers who, along with your primary advisor, will review and sign your Prospectus. The primary advisor and faculty readers must either be members of the full-time teaching faculty or part-time members who have been selected by the Department or Program to advise B.S.S. students. Some departments may choose certain members to advise all of their B.S.S. students. If you declare one or more majors, your primary advisor must be a member of a department in which you will have a major.
  4. In conjunction with your primary advisor, begin planning your B.S.S. program prior to registering for your junior year. Write a 500-1,000 word Narrative and complete the Chronology. Rewrite until your primary advisor gives initial approval to your Prospectus.
  5. Circulate your Prospectus to two faculty readers and schedule a group meeting with your primary advisor and your two faculty readers. After this review, your faculty committee may either approve and sign your Prospectus, or suggest revisions to strengthen it. If revisions are suggested, rewrite and re-circulate the revised document to each of your three committee members for their approval. Once approved, the Prospectus must be signed by each member of the faculty committee and filed with the Registrar, who will verify that it is complete and meets current academic regulations as set forth by the Faculty.
    Your faculty committee will evaluate the Prospectus according to these criteria:
    • Is it technically well-written (grammar, spelling, organization)?
    • Is it conceptually well-written (articulation of program clear, goals achievable, means reasonable)?
    • Is the Chronology consistent with the Narrative?
    • Is the plan consistent with the educational priorities of the College?
  6. File your Prospectus with the Registrar any time after October 1 of your sophomore year. If it is complete and found to conform to current academic regulations, the Registrar will notify you of its approval. The Prospectus will become part of your permanent file at the College.
  7. You must obtain the written permission of your faculty committee for any significant changes from the Prospectus before effecting such changes. If in doubt as to whether the changes are significant, consult your primary advisor or the Registrar. Further details can be found in the BSS Preparation and Submission Checklist on the Registrar’s website- http://www.cornellcollege.edu/registrar/pdf/bss-form.pdf.
  8. In the fall of the student’s senior year, the Registrar will review each candidate’s B.S.S. program to determine whether the student has registered for the same or similar courses as are listed on the Chronology of Courses included in the student’s Prospectus. (This review occurs during the senior conference, described in the Catalogue section on Degree Programs.) A student who has made significant deviations from the B.S.S. Prospectus without prior written approval of the faculty committee will not be awarded the B.S.S. degree.

Professional Programs

Degree Programs in Combination with Professional Schools

Students who can obtain admission to a professional school at the end of their junior year may petition the Academic Standing Committee to permit them to transfer up to eight course credits from the professional school to complete their Cornell degree. Admission to the professional school is not guaranteed by Cornell but is subject in all cases to the university’s acceptance of the student. Students normally apply on their own to the professional school of their choice (subject to the approval of the program by Cornell’s Academic Standing Committee) or they may select one of the programs described below with which Cornell is formally affiliated. All such programs permit students to reduce by at least one year the time required to earn their first professional degree.

Before beginning the professional program, the student must complete 24 course credits (of which at least 16 must be Block credits earned at Cornell) with a cumulative Cornell grade point average of 3.0 or higher. Candidates for the B.A. degree must also complete each of the following prior to matriculation to the professional program: First-year Program, Distribution Requirements. B.A. candidates must also complete a major. With departmental approval, B.A. candidates may complete their Cornell major at the professional school.

Cornell permits students to receive their Cornell degree at the end of their first year in professional school if they (1) notify the Cornell Registrar by March 1 of their desire to be graduated at the end of that academic year, and (2) provide the Cornell Registrar by the Thursday before Commencement with proof that they have successfully completed the requisite number of transferable credits, satisfied the requirements for their Cornell major, and are eligible to return to the professional school for the following year. Only courses graded C or higher are transferable.

Cornell currently has arrangements in these professional fields: environmental management, forestry, law, medical technology, and dentistry. For specific information and forms consult the program advisor or the Registrar.

Combined Degrees Program in Forestry and Environmental Management

Cornell students in this Three-Two Program earn a Bachelor’s degree from Cornell College and a master’s degree from Duke University in Durham, North Carolina, in either Forestry (M.F.) or Environmental Management (M.E.M.) after completing three years of study at Cornell and a minimum of two years of graduate work at Duke. Students should select a major in the natural or social sciences, economics and business, or environmental studies, and include courses in botany, calculus, statistics, and economics. Candidates for this program must also satisfy the requirements set forth above under “Degree Programs in Combination with Professional Schools.”

The Master of Forestry degree program concentrates on forest and associated resources, including woodlands, water, wildlife, and recreation, and their management from an ecological and economic point of view. Graduates are qualified for employment as professional foresters with government agencies, forest industries, and other organizations.

The Master of Environmental Management degree program considers natural resources in a broader context. The basic objective of this degree is to develop expertise in planning and administering the management of the natural environment for maximum human benefit with minimum deterioration of ecosystem stability. Concentrations include resource ecology, ecotoxicology and environmental chemistry, water and air resources, and resource economics and policy. Program Advisor: S. Andy McCollum


Cooperative Program in Medical Technology


In cooperation with the St. Luke’s Methodist Hospital School of Medical Laboratory Science in Cedar Rapids, Iowa, Cornell offers a four-year program leading to a bachelor’s degree and to registration as a medical laboratory scientist/medical technologist. The first three years of this program are taken in residence at Cornell College, where candidates must complete 24 course credits with a minimum cumulative 2.5 grade point average in all science courses and a cumulative grade point average of 2.5 or higher.

Note:


The fourth year is a full calendar year (12 months) and is spent at St. Luke’s Hospital under the supervision of the staff pathologist. Admission to the St. Luke’s program is not automatic but is competitive and based upon grade point average, the recommendation of the program advisor, and the approval of the Admissions Committee of St. Luke’s.

The St. Luke’s Hospital Medical Technology Program is approved by the Registry of Medical Technologists of the American Society of Clinical Pathologists, which is affiliated with the American Medical Association. Candidates completing the program are examined by the ASCP for registry and, if approved, may practice in most states in the United States.

The curriculum in Medical Technology consists of one hour of lecture and seven hours of practical experience per day in the following laboratory departments: urinalysis, bacteriology, mycology, virology, parasitology, histology-cytology, chemistry, isotopes, hematology, coagulation, serology, blood bank, and laboratory management. Upon the completion of these courses with a grade point average of 2.0 or higher, the candidate will be granted four course credits in biology, three course credits in chemistry, and one unassigned credit. Program Advisor: Barbara Christie-Pope


Cooperative Program, Masters in Public Health (MPH)


Cornell students in this Four-One Program earn a bachelor’s degree from Cornell College and a master’s degree from the University of Iowa, College of Public Health (CPH). Students take one (three semester hours or 0.75 Cornell credits) undergraduate  online course, Fundamentals of Public Health, offered by the CPH during the spring of their sophomore year or junior year. This    course will transfer back to Cornell at 0.75 credits. Students must receive advanced approval from Cornell’s Academic Standing Committee prior to takingthe first course if taken during their sophomore year.

Students will apply to the CPH during the spring of their junior year at Cornell. Students must have completed 20 Cornell credits with at least a 3.25 GPA. After acceptance into the graduate program, students will complete three online courses (nine semester hours or 2.25 Cornell credits) during their senior year at Cornell. A total of 3 credits may be transferred back to Cornell; however, only two of these credits can be counted toward the minimum of 31course credits required for a Cornell degree (see Post-Matriculation Transfer Credits, Cornell Academic Catalogue, page 46).

Candidates for admission to the CPH must satisfy the requirements set forth under “Degree Programs in Combination with Professional Schools.” Admission is competitive and requires at least a 3.25 GPA, a letter of application including a statement of purpose, three letters of recommendation, and GRE scores. Applications are reviewed by the MPH program admissions committee and Cornell’s Academic Standing Committee.

After graduation from Cornell, students will complete two semesters at the CPH, and the MPH will be completed by the spring or summer of the final year of the program, year five.  Students can complete their MPH in the subtracks of epidemiology, community and behavioral health,or occupational and environmental health.

The MPH degree program provides training in the core disciplines of public health,epidemiology, biostatistics, community and behavioralhealth, occupational and environmental health,and health policy. Program graduates work in a variety of health-related sectors including governmental,non­ governmental,and non-profit organizations. They are epidemiologists, biostatisticians, policy makers, administrators,program planners, evaluators and environmental specialists,to name a few specialty areas. In additional,students wanting to continue on into graduate programs in the provision of health services such as M.D.,D.O.,P.T.,D.V.M.,D.D.S.,and M.S.N. may find this program useful.

  


Cooperative Degree Program in Nursing and Allied Health Sciences


Rush University in Chicago has established with Cornell College and certain other liberal arts schools the nation’s first network of colleges and universities affiliated in a coordinated program in nursing and medical technology, emphasizing a basic science background and creativity in caring for patients. Students spend at least two years at Cornell College for studies in the liberal arts and then transfer to the College of Nursing and Allied Health Sciences of Rush University where, after an additional two years of professional training, they will receive the University’s degree of Bachelor of Science.

To be eligible for promotion to the nursing and medical technology programs at the Rush Presbyterian-St. Luke’s Medical Center, a student must complete a minimum of 15 course credits (including those described below) and earn a cumulative grade point average of 2.5 or higher. Admission to any of the Rush University programs is not automatic but is competitive and based upon grade point average, the recommendations of the chairs of Cornell’s departments of Biology and Chemistry, and the approval of the Admissions Committee of Rush University.

Rush University comprises Rush Medical College, Rush College of Nursing and Allied Health Sciences, and Rush Graduate College. The University offers master’s and doctor’s degrees in nursing and provides facilities for research which are available to Cornell students and faculty. Program Advisor: Barbara Christie-Pope

Medical Technology Requirements:


Additional Recommended Coursework:


Five or six courses of electives chosen from English, foreign languages, history, philosophy, religion, art, music, speech, and theatre are strongly recommended for either nursing or medical technology.

  


Deferred Admit Program in Dentistry


The University of Iowa College of Dentistry’s Deferred Admit Program (DAP) is open to residents of the state of Iowa. Academically motivated students interested in pursuing a D.D.S. may be admitted to the DAP as early as the end of the first year of their undergraduate education.

Although an undergraduate degree is not required for admission, students admitted through DAP must complete the equivalent number of hours required for a degree at their institution prior to enrollment in the College of Dentistry. In 2009, nearly 99 percent of the college’s first-year dentistry students had a bachelor’s degree.

Students selected for the DAP must have and maintain a 3.6 overall grade point average and a 3.50 science grade point average. You may complete the DAP application any time after you complete a minimum of two full-time semesters at an accredited four-year institution. The DAP application deadline is November 1, at least two years prior to your anticipated enrollment. The Dental Admissions Test (DAT) must be taken by August prior to the year of your anticipated enrollment in the College of Dentistry, and scores on each section of the DAT must be at the national average (17) or above. The application for the DAP is available online at https://grad.admissions.uiowa.edu/academics/dds-program


3 + 3 Program with Iowa Law


Cornell College offers a 3 + 3 Program with The University of Iowa College of Law. For students who are certain they want a career in law, the 3 + 3 program allows them an option to attend two top-tier institutions and offers a good value. Through the program students complete both degrees in six years instead of seven, saving a year of tuition and related costs.

In order to participate in the 3 + 3 Program, students must:

  • Meet Cornell degree requirements as outlined in the Professional Programs section of the Academic Catalogue.
  • Be admitted to The University of Iowa College of Law by the end of their junior year. Admission to Iowa Law is not guaranteed for students hoping to participate in the 3 + 3 Program.

As part of the 3 + 3 Program, Cornell students may gain admission to Iowa Law in their junior year of college. During what would have been a student’s senior year at Cornell, they will take courses as a first year law student at The University of Iowa.  Satisfactory completion of first year law school courses will apply to both a student’s law degree from Iowa Law and their bachelor’s degree from Cornell College.

Students pursuing the Bachelor of Arts degree are required to complete a Cornell major, and Iowa Law courses may apply to the major if approved by their department. Required first year law courses at Iowa include:

  • Civil Procedure (4 semester hours)
  • Constitutional Law I (3 semester hours)
  • Contracts and Sales Transactions (4 semester hours)
  • Criminal Law (3 semester hours)
  • Introduction to Law and Legal Reasoning (1 semester hour)
  • Legal Analysis Writing and Research I & II (2 & 2 semester hours)
  • Property (4 semester hours)
  • Torts (4 semester hours)
  • Spring Elective (3 semester hours)

Cornell students who are considering the 3 + 3 Program should meet with their academic advisor and the Associate Director of the Program for Law and Society early in their academic career at Cornell College. Meeting early with these individuals will allow for adequate planning of a student’s academic schedule at Cornell and to prepare for the law school admission process.

  

Preparation for a Career in a Professional Field 


Education


To prepare for a career as a teacher at the K-12 level, see the statements given under the Departments of Education, Music, or Kinesiology, and consult with that department before December 1 of your sophomore year. For a career in higher education, consult the faculty members in the field of your interest about the proper preparation, about your choice of graduate school, and about the joys and trials of earning a Ph.D. Notice also that several departments, under the description of their major, list additional courses to be taken for students interested in graduate work. Education Advisor: Jill Heinrich


Engineering


If you are interested in working as an engineer after graduation, we encourage you to complete Cornell College’s B.S.E. in Engineering. If you would like to work in an engineering specialty area that Cornell does not offer, you could consider pursuing a Master’s degree in that area after completing a four-year degree at Cornell, or completing a dual degree engineering program.

Cornell offers a combined (dual degree) engineering program with most engineering schools on an individual basis. In the dual degree program, you can earn a bachelor of arts (B.A.) from Cornell and a bachelor of science in engineering (B.S.E.) from a partnering engineering school. Typically you will spend three years at Cornell and two to three years at the partner school. Alternatively, you may choose to complete your degree at Cornell in four years and then spend two years at an engineering school to obtain the B.S.E.

The path you choose depends on your intended field of engineering and on whether or not you plan to obtain a professional engineering license. To help set your course, we encourage you to consult with the engineering advisor, Brian Johns, before or during your first year at Cornell.


Law


According to the Law School Admission Council,

A college education should stand on its own merits as preparation for a lifetime of active involvement in a diverse and changing society. Admission committees are usually impressed by applicants who can convincingly demonstrate that they’ve challenged their thinking and reasoning skills in a diverse course of undergraduate study. While no single curricular path is the ideal preparation for law school, you should choose courses that sharpen analytical reasoning and writing skills. Law schools prefer students who can think, read, and write well, and who have some understanding of what shapes human experience. You can acquire these attributes in any number of college courses, whether in humanities, the social sciences, philosophy, or the natural sciences. It’s not so much a matter of what you study as it is a matter of selecting courses that interest you, challenge you, and require you to use researching and writing skills. Because a lawyer’s work involves most aspects of our complex society, a broad liberal arts curriculum is the preferred preparation for law school.

High academic standards are important when selecting your undergraduate courses. The range of acceptable majors is broad; the quality of the education you receive is most important. You should acquire skills that enable you to think critically, reason logically, and speak and write effectively. Undergraduate programs should reveal your capacity to perform well at an academically rigorous level. An undergraduate career that is narrow, unchallenging, or vocationally-oriented is not the best preparation for law school.

Additional information about Cornell’s Center for Law and Society, Mock Trial, Phi Alpha Delta and preparation for law school may be found on the Cornell College Law and Society website.

Consistent with the best advice of law schools themselves, Cornell College has no formal “pre-law major” and no specific list of recommended courses. Rather we have pre-law advisors who can help you plan a curriculum to meet your personal needs while maximizing your chances of admission to law school. If you are considering a legal career, you should consult regularly with a pre-law advisor about your course of study.

Note:


Prospective law students are encouraged to take the Law School Admission Test (LSAT) no later than October of the year preceding their anticipated matriculation in law school. The LSAT contains sections on reading comprehension, analytical reasoning (structure of relationships), and logical reasoning (verbal arguments). Application materials and advice on preparation are available from the pre-law advisors: Craig Allin, M. Philip Lucas, Genevieve Migely, Mary Olson, and Rob Sutherland.


Medicine


The requirements for admission to medical school (including osteopathy, podiatry, and veterinary medicine) and the courses which are prerequisites for the Medical College Admission Test (MCAT) are more or less the same. The MCAT is based upon a core of work in the sciences which should be completed before attempting the test. Consult the Dimensions web site located at http://cornellcollege.edu/dimensions/, or consult the pre-med advisors (Barbara Christie-Pope and Craig Tepper) for further information.


Physical Therapy


Cornell offers a pre-professional advising program to assist students who want to enjoy the benefits of a liberal arts curriculum while preparing for admission to graduate school in the field of Physical Therapy. After receiving a degree from Cornell, students may enter a Doctor of Physical Therapy (DPT) program. Cornell can help you to be a competitive candidate and succeed in PT school. The general coursework prerequisites for physical therapy programs are similar to other pre-health programs with a greater emphasis in human anatomy and physiology. The GRE (Graduate Record Examination), as well as clinical experience are both required for acceptance into these programs. Many Cornell students interested in physical therapy double major in Kinesiology and Psychology or Biology and Psychology.

Note:


Some graduate programs may require math and social science courses not listed above. The Physical Therapy Centralized Application Service (PTCAS) is a resource for identifying these possible requirements.

Additional information regarding preparation for entrance into a Physical Therapy program can be found on the Dimensions website or by consulting Pre-Physical Therapy advisor, Kristi Meyer, DPT.

 


Social Work/Human Services


Although graduate programs in Social Work/Human Services generally accept any major, students preparing for direct entry into these fields should consider majoring in one or more of the following: Sociology, Psychology, or an individualized major designed around some particular area (childhood, family, delinquency, etc.).

Requirements


Students preparing for either graduate training or direct employment should include in their programs these core courses:

Note:


Students are strongly urged to acquire experience in social work or human services as volunteers or interns. It is possible to earn credit for this kind of experience during the academic year through PSY or SOC 280 /SOC 380 , and in the summer through PSY or POL 280  /POL 380  .


Theology/Ordained Ministry


Most religious groups and denominations require a graduate professional degree from an accredited seminary or divinity school for entrance into the ordained ministry. The American Association of Theological Schools encourages prospective candidates to present a wide variety of courses in humanities, social sciences, language, and natural sciences which reflects a broad appreciation for the human community. There is no prescribed pre-theological curriculum, but students moving toward ordained ministry will find that courses in English, History, Philosophy, Psychology, Religion, and Sociology provide solid background for graduate courses related to ministry. Some students create their own individualized majors combining work in several departments, capped by an internship. Students considering ordained ministry should contact the offices of their tradition to secure any special recommendations for their course of study, and the steps to follow in order to be recognized as a candidate for ordination.

Most seminaries and divinity schools expect that applicants for the Master of Divinity degree are connected with a specific denomination. It is the candidate’s religious tradition, not a school’s affiliation, that confers ordination after completion of the degree. Therefore, students are encouraged to maintain their religious life while attending Cornell and may do so by volunteer service in area congregations, campus religious programs, summer opportunities for service and/or credit internships arranged by the Chaplain and the Department of Religion. The Chaplain of the College maintains active relationships with many theological schools and arranges for students to speak with representatives who come to campus. The Chaplain is available for discussions concerning the many dimensions of ministry and to assist students seeking admission to graduate theological schools. The Department of Religion also supports and advises students preparing for theological education.