27 courses with the subject HE, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
HE 1110College Achievement Seminar1.5
Improves the study and learning skills of incoming first-year students. Emphasis is placed on acquisition of skills necessary to achieve academic success. Topics include time management, note taking, mapping, textbook comprehension, exam preparation, and exam strategies. The application of theory to the demands of Cornell course work is stressed.
This course provides students with practical tools to reflect on and enhance their academic well-being. Students create a personalized academic success plan and enact it in a supportive, facilitated, community environment. Literature and theoretical underpinnings that inform academic well-being will be discussed. Students will use reflections to develop plans and demonstrate growth. Outside-of-class assignments include readings, weekly writing assignments, and the development of strategies to effectively use tutoring and office hours in all their classes.
In this course, students evaluate who they are as learners, explore different aspects of the science of learning, determine conditions that improve their well-being and learning, and identify strategies to recover from setbacks. Students will learn about evidence-based learning strategies, and will practice different approaches to time management, sleep and stress management, test preparation and study skills. Through self-reflection and teamwork, students will develop greater self-awareness and will be able to evaluate themselves and take positive steps in their academics and personal well-being.
Topics in the Health Equity First-Year Writing Seminar examine the biological, cultural, environmental, policy and societal factors that allow all humans to lead healthy lives, and the factors that create health inequity and equity. Students will engage with a variety of reading materials and writing styles to develop their communication skills and tools for achieving health equity for all humans. Topics vary by semester.
Topics in the Sustainability & Society First-Year Writing Seminar examine the dynamic and interconnected relationship between humans and the environment, with a focus on how humans shape, and are shaped by, the environment. Students will engage with a variety of reading materials and writing styles to explore diverse perspectives and possibilities for cultivating a resilient and sustainable society. Topics vary by semester.
HE 1152FWS: Topics in Technology and Human Flourishing3
Topics in the Technology & Human Flourishing; First-Year Writing Seminar focus on the role of technology in addressing societal challenges and enhancing the human condition, across various fields such as healthcare, design, or sustainability. Students will engage with a variety of reading materials and writing styles that analyze, inform and advocate for technology as a transformative tool for improving human well-being. Topics vary by semester.
The Human Ecology Peer Partnership Program provides mentorship through a network of faculty and upper-class students to incoming students during their first semester. Students receive 1 credit S/U for their participation in the program. Students meet weekly for 2-3 hours with their mentors and every other week, the faculty partner meets with the group.
This 1-credit, S/U course is an advising seminar that orients new students to Human Ecology and Cornell, including knowledge and strategies of how to be successful in college. The class prioritizes opportunities for students to explore identity and belonging and situate their academic and career pathways within their contexts of their values and goals. Through readings, written reflections, and in-class discussions, students will develop a four-year plan, foster skills to direct their own learning, gain familiarity with Cornell's code of academic integrity, and learn strategies to balance academic success, health and wellbeing. Students also practice skills to engage responsibly with others across diverse perspectives and to be able to learn with and from their communities, both on and off campus.
This course introduces students to the mission, history, values, and curricular and co-curricular programs of Human Ecology. The course will complement learning within majors by offering a broader perspective on the framing of social problems through a multidisciplinary lens. Students are introduced to equitable community partnership practices. Finally, the course offers the opportunity to forge connections with peers and faculty across the College.
HE 2000Social Justice, Thriving, and the Human Experience2
The historic and current mission of the College of Human Ecology is to improve human life. This course will introduce students to the social, historical, economic, and political structures that create barriers to people being able to live good lives. In an effort to seek positive solutions, this course takes an interdisciplinary approach to examine the impact of racism and other forms of injustice, and identifies factors that confer protection from the impact of these forces, as well as structures that facilitate justice and support human thriving. With a focus on health, nutrition, design, and human development, and within the framework of the social-ecological model, the course will explore how social systems influence how people interact with their environments in different contexts and across the lifespan.
HE 2210College in Context: The Sociology of Higher Education2
This course is designed for students who want to better understand elite higher education and how inequalities are both perpetuated and mediated by its structure and practices (focusing on gender, race, and first generation college students). Social scientists define “elite” as the high end of a distribution of resources, social influence, and prestige. This course will prepare students for their own undergraduate study at Cornell, using research and reflection. The course draws from research in education, sociology, and gender studies. While it is designed for undergraduates, with a notable utility for first-year students, anyone is welcome!
In recent years scholars have produced an abundance of research demonstrating the potential impact of having a sense of purpose in life. From increased psychological well-being and net worth to decreased risk of mortality, there is evidence that purpose is related to outcomes that matter to most people. Though these findings are well-documented in the empirical literature, there is a need for people to work with individuals and communities outside of academia to translate existing research into applications that are practical, relevant, and accessible. The primary aim of this course is to offer students an introduction to the science of purpose with the goal of being able to share this knowledge and co-create new knowledge with communities that might benefit from it. Students will be supported in developing skills for communicating about research with groups and individuals that might apply relevant findings in their own lives, organizations, and/or communities. Though our focus will be on translating the science of purpose in life in particular, we anticipate that these skills will be applicable for communicating about other types of research as well.
This introductory course is designed for students interested in community-engaged research that improves human lives. Specifically, this course will instruct on translational research in the social and behavioral sciences. Translational research (TR) is the systematic movement of research findings into the development of interventions, practices and policies to improve human health and well-being, and also the use of knowledge derived from community/government interventions, practices and policies to inform research. TR is conducted in bi-directional stages, which include 1) basic discoveries, 2) feasibility studies, 3) efficacy studies, 4) effectiveness studies, and 5) population impact & policy. TR is utilized in careers in STEM and medicine, public health, social sciences, public policy, and beyond. The class will move through the 5 TR stages. Students will learn about each stage plus innovative research being done at each stage by the instructor and guest lecturers. Ethical considerations of working in communities will be discussed. Along the way, students will complete hands-on assignments that will help them become translational researchers in their own fields of study.
This course focuses on skills, planning, and preparation to support students for experiential learning opportunities in diverse settings and disciplines. Students will hone their professional development skills, public speaking, and work-related critical thinking/problem solving skills. In addition, students will explore how to manage challenges at work and apply an ethical lens to work across differences. Students will also get to know other students in similar internships and function as a cohort of students preparing for experiential learning opportunities.
HE 2700Pathways to Purpose - Civic Leadership in Law, Health, Tech, and Business1
How can your Cornell education help you lead a life of purpose and impact while on campus and in your future career? How can we engage with complex social, political, and scientific challenges, and contribute to thriving communities and resilient democracies? What knowledge, skills, and competencies are essential for future leaders, and how can we communicate effectively across differences to foster collaboration and progress? This one-credit course - held in person over a day and a half - invites students to reflect on these questions while exploring how their academic journey can serve as a foundation for civic leadership and professional purpose. You will learn alongside students from across Cornell’s colleges and disciplines, gaining exposure to diverse perspectives, fields, and approaches. You will also connect with Cornell faculty, staff, and alumni with a range of professional expertise to explore how research, education, and intentional practices can drive meaningful change. In addition to broad exposure, you’ll choose a focus area - law, health, technology, or business - and examine its role in advancing democratic principles and practices. Through this lens, you’ll engage with varied perspectives, challenges, and solutions, while practicing communication skills and participating in small group dialogues with peers.
The primary objective of the mentoring course is to encourage high standards of scholarship and leadership in the College of Human Ecology through peer mentorship. The program provides peer mentors with the opportunity to reflect on their practice while encouraging high quality achievement, professional ethics and devotion to services in this area of the sciences.
HE 3300Proseminar for Introduction to Clinical and Translational Science1
This proseminar will include a small group of students participating in the BCTR Scholars Program (BSP) to meet regularly to discuss the connection between course materials and their experiences in the BSP program. This seminar will be semi-structured around the weekly discussion questions posted by BSP student to be responsive to their interests and the direction that they would like the discussion to move toward. Students will be expected to discuss how the course material may connect with their upcoming experiences in community agencies (BSP students are placed in agencies during the summer), and how the course and the BSP connect to their educational and career aspirations. Guest faculty and project leaders working with community partners will be invited to join these proseminars, and specific individuals will be recruited based on availability and BSP student's expressed topical interests.
This course is designed for students that have completed an experiential learning opportunity and are looking to learn how to leverage it moving forward in terms of skills, resumes, interviews, and career opportunities. In this course, students will critically reflect on their experiences, practice communicating their experiences to various audiences, apply their experiences to their professional portfolios, and receive 1:1 and group career mentorship from faculty and others in relevant fields.
HE 3400Community-Engaged Translational Research Methods3
This multidisciplinary course provides students with methodological training in community-engaged translational research. Students will learn how to build equitable partnerships with communities to move research from early-stage question development through intervention design, pilot testing, real-world implementation, and population-level impact. They will do this by learning fundamental methods that can be used throughout the translational research process, such as how to conduct interviews, focus groups, needs assessment surveys, photovoice projects, and other participatory data collection methods. Students will also learn how to design effective interventions in regard to study design, evaluation methods, and ethical community collaboration.
Human Ecology students may extend their experience off-campus with exchange programs. Students should meet with their academic advisors or student development counselors to discuss their options.
This course provides academic credit to students working with a community partner, working in an unpaid position, on an engaged learning project. Students are required to complete pre-engagement preparation, regular reflections, and to document the culmination of their experience.
Translational research involves the bidirectional transfer of knowledge between research and practice. In this course, students will learn and apply research on a special topic within translational research and learn with and from community partners. Each section has a unique topical and partnership focus.
This asynchronous course, which is hosted primarily on Canvas, is a capstone course for the Translational Research minor. This course provides students with a structured opportunity to reflect on and synthesize their recent translational research field experience. Through guided discussion posts, students will critically examine how their work aligns with stages of the translational research spectrum, consider how community perspectives shaped (or could have shaped) research and implementation processes, and analyze ethical considerations that emerged in real-world practice. Emphasis is placed on making explicit connections between experiential learning and core principles of community-engaged translational research.
This independent study course offers international students in the College of Human Ecology an opportunity to reflect on professional and personal growth, challenges, and opportunities resulting from a recent internship or training experience (Curricular Practical Training, CPT). Typically, these internships/experiences take place in the summer and students, in the semester they return to campus, write a paper describing their work experience and how it connects to their personal educational and career goals as well as the learning objectives of the College of Human Ecology. The value of the course is in the deep reflection on expectations, successes, challenges and skills and knowledge gained during the internship.
