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THE COLLEGE OF HUMAN ECOLOGY Examining human life from a scientific, social, and aesthetic perspective

Do contemporary human problems challenge you? Are you passionate about improving the world around you? Do you want an education that will change your life and last a lifetime?

The College of Human Ecology Paths to inspire you THE COLLEGE OFFERS THESE MAJORS AND OPTIONS: Design and Environmental Analysis • Design strategy • Sustainable futures • Health and well-being Fashion Design and Management • Fashion design


• Fashion design management • Technical apparel design



Fiber Science





• Biomedical materials • Nanotechnology • Performance-enhancing fabrics Global and Public Health Sciences



• Disease prevention and health promotion


• Epidemiology and biostatistics









• Resource-poor environments Human Biology, Health, and Society • Biological and social aspects of growth and development • Biology and behavior • Metabolism, genetics, and health Human Development • Cognitive development • Developmental behavioral neuroscience • Social and personality development Nutritional Sciences • Human health and nutrition


24 inside back cover

• Nutritional biochemistry • Social influences on human nutrition Policy Analysis and Management • Economics, regulation, and public policy • Healthcare policy • Social welfare policy COVER :

Monica Holloway, a Policy Analysis and Management major from Maryland, has applied her course work through two study away opportunities—the Cornell Urban Scholars Program and the Cornell in Washington program. These experiences, along with her foundation in Policy Analysis and Management and her minors in Inequality Studies and Law and Society, have informed her goals of being active in the area of health care policy at the national level. She plans to work to eliminate health disparities in rural and urban communities through effective policy implementation. AT LEFT AND RIGHT :

Martha Van Rensselaer Hall


A great idea is timeless. A unique institution. A unique opportunity. Cornell has been described as the “first American

Cornell today is a comprehensive research

university,” broad in scope, open and accessible to

university that interweaves the main elements of an

all. From the beginning, Cornell developed a

Ivy League university with an unusually strong

curriculum that transcended the restrictions of a

public service mission, making it one of the most

classical education, just as it transcended social

distinguished institutions of higher education in the

barriers of the time.

nation and world.

Responding to human needs is no small feat. Being prepared to meet this challenge takes great imagination, personal fortitude, and a profound sense of hope.


At Cornell University’s College of Human Ecology,

The university land-grant mission expanded our

we view contemporary society with a wide-angle

work to consider the richly diverse and ever-

lens, attaching the exacting methods of a scientist to

changing environments that influence the lives of

the deep-rooted values of a humanist—always with

individuals and communities across the country

people at the center.

and around the world.

We accomplish this scholarly, active enterprise

Blending the critical thinking of the liberal arts with

through purposeful engagement with our

the practical application of our experiences, the

undergraduates and deep commitment to our

Human Ecology education facilitates learning in

college and university values.

and outside the classroom. By balancing research

Founded in 1900 to address the living challenges of

and encouraging hands-on opportunities, such as

families and communities in rural upstate New

internships, externships, and independent study, we

York, the College of Human Ecology has become a

will help you chart your course to a career at the

world-renowned institution devoted to the

forefront of change—in psychology, medicine, law,

comprehensive study of the human experience from

business, nutrition, health, social and public policy,

scientific, social, and aesthetic perspectives.

design, education, and beyond.

Why Human Ecology This collection of unique and adaptable programs is unmatched in quality, depth, and opportunity. Organized around themes and issues that profoundly affect individuals, communities, and the institutions that shape our lives, Human Ecology’s academic programs are interdisciplinary, contemporary, and exible. Meaningful classroom, research, outreach, and experiential opportunities help you appreciate the world as complex, multicultural, and dynamic. You develop deep analytical and creative problem-solving skills that will inform your learning and point of view. Relationships you build in this engaged community, where the college mission and values resonate, will serve you throughout life.


development and the life course Explore the forces that predict life chances and direct our everyday actions. How do we examine the physical, emotional, cognitive, economic, biological, and chemical changes that shape our lives? Issues of care delivery, education, earning power and social mobility; race, gender and ethnicity, relationships, and health and wellness, as well as access and opportunity, are all affected by stages of life and circumstance. Students and faculty members interested in the factors that influence life course development draw on a broad range of disciplines, including the natural and social sciences and design, employ management principles, and evaluate environmental impacts to inform their exploration of human issues. By examining the entire life course—prebirth, infancy, childhood, adolescence, adulthood, and advanced aging—and the experiences and environments that shape individuals, students gain a dynamic perspective on human life and understand the internal and external aspects that drive human motivations and behavior.

Scientifically charting changes over the life course

economic and social well-being Relevant change demands scholarship and action. By studying economics, sociology, government, statistics, ethics, and the use and meaning of data, Human Ecology students learn to evaluate our society’s values, laws, policies, and programs. Students and faculty members investigate how institutions and policies affect human populations and communities, taking a step back to critically consider these issues from long- and short-term perspectives. The applications of an education in economic and social well-being are infinite, as these areas play a critical role in all aspects of the human experience. Policies, regulations, and the ways government, businesses, and organizations interact are the undercurrents that influence the environments in which we find ourselves each day. Ensuring that the development and implementation of goods and services are done in an efficient and effective manner is also essential. Our students use unique perspectives to respond to human issues by learning to analyze and evaluate policies and programs.

A balanced perspective for decision-making


design and technology See things as they might be, not as they are. In Human Ecology, we design with aesthetics and purpose. We use technology to support human performance and to facilitate our interactions with and in response to environments. Students incorporate perspectives from psychology, engineering, economics, and health into their work while engaging their creative minds. As a result, students gain an understanding of the ways in which people utilize and are affected by design, and this, in turn, informs their design thinking, process, and problem-solving.

The science of art, the art of science

human nutrition, health, and genomics Place the mysteries of the human body and mind in the context of the world. Our comprehensive and collaborative approach to the study of human health allows students to gain unique perspectives in their field. Faculty and students are interested in preventative measures and work to find multidisciplinary solutions to contemporary health challenges affecting psychological, emotional, and physiological well-being. As a result, Human Ecology provides a robust education in the natural sciences, social sciences, and design. Students gain a deep understanding of the roles factors such as socioeconomics and policy play in an individual’s and a community’s well-being as research and experiential learning opportunities further enhance course work. This balance of disciplines is critical given the growing complexity of global and public health systems. Students comfortable with that complexity and uncertainty find our programs energizing as their interests evolve and deepen.

Practical applications of science, coupled with theoretical research 5

Health, law, business, design: a human perspective While the programs in the College of Human Ecology are focused on professional study, there is no established premed, business, or law major, or one way to be creative in the college or at Cornell University—any major allows students to take prerequisite courses for professional and graduate school. Students in Human Ecology preparing for health-related careers receive an education that focuses on prevention and wellness. Our students are confident in their preparation for medical school and for lives as health professionals because they are effective communicators who can incorporate multiple perspectives and critically consider the social, economic, and environmental factors that play a role in human health. Those considering law school will choose a major and curricular experiences that emphasize strong analytical thinking, logical reasoning, and effective communication. Human Ecology students understand the social aspects and human dimensions of the law and are motivated to use their legal education to effect positive change in the world. Understanding the role of business in a global society and the factors that influence consumer behavior and decisionmaking are essential in today’s markets. Along with traditional skills, Human Ecology students are taught to analyze problems, see possibilities, and develop solutions without losing sight of the human component. Human Ecology students interested in design careers understand the impact that design has on how we interact with materials and everyday objects and perform within spaces. Beyond problem-solving, our students use planning, resource management, changing technologies, and the strategic use of creativity to transform society.


In their own words Human Ecology students are outwardly focused and internally motivated, actively and intellectually engaged in communities, and appreciative of multiple perspectives and global experiences. They see society’s challenges and are unafraid to take a novel approach to create a better world through social and systemic change. You might be surprised by some of the paths our students and faculty pursue as they examine the human issues and themes that the college addresses. We hope you will be as creative as you consider how the college might inuence your interests and aspirations.


Kathleen Rasmussen

Nutritional Sciences, International Nutrition


With an interest in maternal and child nutrition, Kathleen Rasmussen incorporates her research into her teaching. One of the courses she teaches focuses on public health nutrition. This course deals with efforts to improve the nutritional status of populations by working at the community, state, and national levels. Students examine methods used to assess nutrition-related issues, policy development, and health, nutrition, and food-assistance programs. “I work in the best department of human nutrition in the country. It’s a large department with great breadth and outstanding colleagues and students. The Division of Nutritional Sciences fits well within the College of Human Ecology, as all the departments make contributions to improving human health and life. I am able to teach some of the best students in the world about my favorite subject, maternal and child nutrition, and do research that informs that teaching. Moreover, I am able to involve undergraduates in that research, which is conducted here and abroad. Right now, we are trying to help obese women in the United States be more successful at breastfeeding and also to help undernourished pregnant women in Bangladesh to have larger and healthier babies.”

Justine Lee

Fashion Design and Management


The Fashion Design and Management major offered Justine the opportunity to study fashion while being in the context of a traditional university. Justine has earned much success throughout her time in the College of Human Ecology. She was invited to the firstever White House Maker Faire as an Honored Maker and has been awarded the Geoffrey Beene National Scholarship, a YMA Fashion Scholarship Fund Scholar, and a Barbara L. Kuhlman Fiber Arts Scholar. “Professors Anita Racine and Van Dyk Lewis are incredibly supportive mentors who continually pushed me to become a better thinker, learner, and designer. None of the successes I have achieved at Cornell could have been accomplished without their mentorship and dedication to their students. I’m a designer for the Cornell Fashion Collective (CFC) and created a nine-look collection for the club’s 30th show. Designing for the CFC was a great way for me to find myself as a designer. Creating feasible fabric manipulations to use in my collection was the most challenging yet rewarding aspect of developing my collection. I really solidified my minimalist aesthetic in the Fashion Graphics class. It was very conceptual and helped me think broadly about design in general as opposed to just fashion. The classes here have taught me about myself as a worker and time manager. I studied abroad through the Hong Kong Polytechnic University exchange program, and it was incredible. It is such a rich country with a lot of vitality and culture. HKPU has truly remarkable facilities that allow its students to experience fashion from a highly industryfocused perspective.” 8

Jayson Jones

Human Development

New York

Drawn to the history and interdisciplinary nature of the college, Jayson chose the Human Development major because of its versatility and applied nature. He has learned to think critically about our environments, the way we affect each other, and how the two go hand in hand. His broadened global view and ability to consider varied perspectives allows Jayson to approach issues with an open mind. “I chose the College of Human Ecology because it is different, and I really liked the history of the college and how it has evolved over the years. The most important reason that I chose this college is that no matter what major I pursued, it would be interdisciplinary. I came to the college with a variety of interests and did not want to be locked into anything too soon. I wanted a college that allowed me to explore, and I found just that. In addition to my interest in psychology and sociology, my course work and advisors have informed an interest in urban education and social work. I plan to combine those disciplines and help communities. I am especially passionate about the education gap among minority populations and advancing their education, especially at the college level. After Cornell, I want to start a nonproďŹ t organization focused on educational achievement. I am fortunate to have so many opportunities and would love to help others, the way that my friends, teachers, mentors, and family have done for me. I also plan to attend graduate school for education and psychology/social work.â€?


Amy McKlindon

Policy Analysis and Management


A summer internship helped Amy focus her interests in policy more specifically on family and social welfare. She further developed a sense of the practical applications of her Policy Analysis and Management foundation through dedicated service to the greater Ithaca community. Weekly visits to a local nursing home throughout her Cornell career, as well as tutoring opportunities and service projects with at-risk youth and a prison population helped Amy understand the complexity of issues and how policy can be used to address them. “Initially I was not sure how I wanted to focus my studies. Policy Analysis and Management appealed to me because it covered a wide range of disciplines. My summer internship with Breakthrough Collaborative after my freshman year convinced me that I wanted to work with children and families, so I found my niche in family and social welfare. My interests evolved through a number of experiences. In addition to Policy Analysis and Management courses such as Evolving Families: Challenges to Family Policy, which explored demographic trends within the United States and the government’s response to the decline in the traditional family, I gave my interests further context through complementary courses in different departments, for example, City and Regional Planning: The American City; Government: Prisons; and Education: Social and Political Context of American Education. As a research assistant on the Parenting in Context Project, I have been able to see the practical applications of my work and the real life impact policies and programming can have on families. My ultimate goal is to help children in the foster care system by creating and implementing effective policies. While I will accomplish much on the ground level, my time in Policy Analysis and Management has pushed me to pursue more long-term, wide-reaching solutions.


Melanie Gowen

Design and Environmental Analysis

Washington, D.C.

Melanie came to the College of Human Ecology with seemingly divergent interests in design and business. Exposure to entrepreneurship, course work outside of her major, extracurricular activities, and research helped her see the connection between the two and how they can be used to effect

positive change. “The College of Human Ecology has instilled in me a sense of possibility, determination, and obligation that whatever work I do should ultimately give back to society, for that is what makes the work rewarding. Cornell was unique in allowing me to study design in a multidisciplinary context. I pursued a technically specific interior design program, complemented by courses in the social sciences that helped me see the interrelationships between my major and other disciplines. My experience as a research assistant guided my pathway through Design and Environmental Analysis by giving me a chance to focus on the area of design that interests me most—that is, design as a tool for strategy and leadership. The research project, “Values-Led Entrepreneurship by Design,” explores how a new generation of leading for-profit and nonprofit entrepreneurs strategically use the role of design in their business planning as a way to be more socially responsible. I conducted interviews with CEOs and traveled to Austria to present this work, with Professor Danko, to graduate business students at the University of Innsbruck.

My long-term goals include pursuing my MBA and creating my own business that combines design and business in a way that makes a positive impact on society.”

Paul Macias

Nutritional Sciences


After entering Human Ecology with an open mind and exploratory nature, Paul’s path led him to the Nutritional Sciences major. He investigated his interests in biochemistry and research by participating in the Honors Research Program, which helped to further develop his goals. “I declared my major in Nutritional Sciences for three reasons: I was interested in studying human biological chemistry; the field stands at the forefront of preventive medicine and is an underdeveloped area of expertise; and I wanted to rely on my undergraduate education for establishing a rewarding career. I created a focus within my major by entering the Didactic Program in Dietetics and by participating in the Honors Research Program. After taking NS 3980: Research in Human Nutrition and Health, I joined Professor Robert Parker’s research team and began my own project studying vitamin E analogs. I have come to understand that the world is far more profound and intricate than I ever imagined. This is particularly true after studying humans; although we are considered biochemically generic, there are many characteristics about us that are nonetheless extraordinary. Learning such points is a humbling experience. In terms of future plans, my heart’s interest lies in pursuing a career in human-related research. I am contemplating obtaining a Ph.D. in genetics or nutritional science or a Pharm D/Ph.D. in pharmaceutical sciences.” 11

Kathryn Boyles

Human Development


In addition to serving the Cornell community through her involvement on the varsity cross-country and track and field teams, Kathryn’s interest in serving the Ithaca community led her to the Human Services Coalition. She has spent three years contributing to the efforts of this nonprofit organization, located in the Women’s Community Center in downtown Ithaca, and has come to call it her home. “I have been provided with an engaging, dynamic environment in which I have the freedom to pursue my academic endeavors and develop personally and intellectually. I chose to study Human Development at Cornell because I originally wanted to have a career in clinical psychology. My plans changed, though, and I found myself pursuing a completely different career path. Even though my direction changed, I found my Human Development courses to be some of the most useful and applicable, not to mention the most interesting and fun. After graduation, I plan to move to New York City and become an analyst in corporate real estate. After spending a few years working in finance, I would like to get an MBA and return to the business world in the nonprofit sector or as an entrepreneur. I highly recommend getting involved in some of the many groups and organizations in Human Ecology that deal directly with issues pertinent to students. You will find that you really can have a lasting impact on the Human Ecology community.”


Richard Burkhauser

Policy Analysis and Management


Richard Burkhauser’s research and teaching career has focused on how public policies affect the economic behavior and well-being of vulnerable populations, such as people with disabilities, older populations, and lowincome households. Professor Burkhauser has implemented an extensive program of technical assistance and presentations to government agencies, policy makers, and consumers on the employment and economic well-being of people with disabilities. He also applies his research through teaching and his involvement in Cornell Cooperative Extension activities. “My research focuses on how social policy affects the behavior and economic well-being of people. I teach a course in the economics of Social Security and have just co-authored a textbook on the economics of aging based on my own lectures in that course. The lectures are in large part based on the research I have done on how Social Security retirement and disability programs work. What makes Policy Analysis and Management a most intellectually interesting place for students, and differentiates us from other, nonresearch-centered undergraduate programs, is that our faculty do the research and write the books that are used to teach undergraduates at those other schools. Our teaching is based on our own research. I became an economist because I believe that economic principles provide the way to understand how the world works and how public policies can make it work better. The faculty members in our college want to use their disciplinary skills to make the world better and to teach our students how to do that, too. The faculty are excited about what they do and are anxious to share that excitement with their students.”

Ying Hua

Design and Environmental Analysis

Assistant Professor

By conducting research in the areas of sustainable built environments, stakeholder buy-in, workplace strategy and design, performance and technology, and the impact of user motivation, Assistant Professor Ying Hua addresses sustainability challenges to support economic and social prosperity. Using a performance- and results-based approach, Assistant Professor Hua addresses significant nontechnological barriers to sustainability. The implications of her work will enable businesses and communities to deliver better and more sustainable buildings. “My deep interest in the interaction between humans and the built environment informs my research. I focus on workplace spatial design’s impact on occupants’ environmental satisfaction, interaction and collaboration behavior, walking/sitting behavior, and the human dimensions of sustainable buildings. Design and Environmental Analysis’s human centered perspective, the emphasis on design thinking and design approaches, the close link between research and design, and the sense of support and trust in the department make this an ideal place. What has been most compelling about teaching and conducting research is that I am helping students to connect the dots and synthesize information of critical issues to sustainability.”


Valerie Reyna

Human Development


As co-director of Martha Van Rensselaer Hall’s functional magnetic resonance facility, Valerie Renya explores medical decision making— how people can make more informed decisions to increase the quality of their lives—with undergraduates in her diverse research lab teams. To augment her persepctive and approach to research questions, Professor Renya also draws on collaborations with faculty across disciplines. “I enjoy thinking about big questions—such as what makes decisions rational or healthy—in ways that cut across disciplines and feel encouraged to pursue those questions, wherever they might take me. Many mechanisms exist to support research, which have allowed me to take risks in my research and venture into new fields. For example, Extension Fellowships have supported student participation in researchcommunity partnerships that simultaneously test basic theory and deliver programs to reduce unhealthy risk-taking in teens. I use functional magnetic resonance imaging (fMRI) as an indirect measure of neural activation associated with emotion, inhibition, reward processing, and other cognitive processes. My students and I have also used voxel-based morphometry, psychophysiological interactions, and diffusion tensor imaging. By combining these techniques, we aim to better understand the mechanisms of decision-making at different stages of development and to use this understanding to improve well-being. I have been part of the ISS Judgment, Decision Making, and Social Judgment Project that brought together faculty from human development, economics, law, psychology, and political science. That collaboration has changed the course of my research, extending my theoretical ideas to explain interactions among motivation, impulsivity, and affective forecasting.

Elle Glenny

Human Biology, Health, and Society


With interests in human biology and the desire to maintain the liberal arts in her education, Elle was drawn to the College of Human Ecology’s Human Biology, Health, and Society major. The Introduction to Global Health course made Elle aware of the factors that determine health disparities and is driving her into deeper exploration of those issues through course work, research, and a study abroad experience. “Coming to Cornell, my interest was in human biology, but I enjoyed the liberal arts too much to give up those classes for science. While the Human Biology, Health, and Society major has allowed me the flexibility to take classes in other colleges, my favorite courses have been the core classes of my major such as Global Health; Nutrition, Health, and Society; and Human Development. These courses integrate liberal arts into science to show how the combination of our environment and biological background determines our health.


After taking the Introduction to Global Health course, I saw how luck is the only reason I am so much healthier than so many other 20-yearold girls around the world. I firmly believe that luck should not be a determinant in health. When thinking about how to bring health to a resource-poor area it can become overwhelming and that feeling causes many to become paralyzed. The class not only showed why the problem persists but offered feasible solutions to addressing these massive issues.”

Kelton R. Minor

Design and Environmental Analysis


The Design and Environmental Analysis major resonated with Kelton given his interest in the impact of the built environment on well-being. Interdisciplinary research, starting his freshman year, allowed Kelton to refine his interests in the role environmental factors play in human cognition, development, and interaction. “I yearned for a human-centered, functionalist design education with a robust liberal arts foundation that could provide me with the insight needed to design products and spaces that harmonize with human form and function. Design and Environmental Analysis provides a unique educational experience amid the general spread of traditional design educations, and I was able to specialize in the extensive study of biomechanics, anthropometry, and human cognition as applicable to the design of products, spaces, and workplaces.

I am fascinated by the integration of sustainable materials research and building technology to transform the built environment. I have become increasingly involved in the subfields of applied optics and daylighting design, identifying the potential implications of new building technology on the retrofit of education, retail, office, and health-care settings. My research, conducted in Design and Environmental Analysis and Fiber Science, centers primarily on the development of innovative lighting, heating, and architectural products that harness ambient solar assets to improve the built environment, reduce building energy consumption, and boost worker productivity. During my study abroad experience in Copenhagen, Denmark, I was able to advance my grasp of information design, architectural design, and sustainable policy. I also conducted research for my honors thesis in Stockholm, Sweden, analyzing fiber optic hybrid lighting case-study installations. I hope to explore how ambient daylighting design and artificial lighting design affects our circadian rhythm, productivity, and satisfaction.”


Tasha Lewis

Fiber Science and Apparel Design

Assistant Professor

T e im Th i pl plic icat a io at ions n of soci soci so cial cial a l res espo espo pons nsib nsib ibil ilit ityy an and d su sust st ai stai st a na nabi b li lity ty through hout t e gl th g ob bal app pp p paarrel suppl ply ly ch chain, t he d is i ru upti pt iivve pt ve im impa pact c of te t ch c no n logy in the appa ap pare rell in ndu dustt ry ry, th thee be b haviorr of the fa fash s io ion o conscious, a nd d g lo l ba b l and dome do mestic apparel production issues aree a mo mongg Pro mong ofe fess ssor ss o Tas or asha ha L ew w is’s rese re sear arch ch int nter erests t .

sttuden uden ud ents ts a nd d hel elps ps me to o mai aint ntai ain n cu curr r en ency a nd d rel elev evan ancy cy w it i h to topi piccs a nd d learningg mat lear ater eria ials ls. The co The comb m ination of studio o an and d la l boratory spacee in n thee cco oll lleg egee faaci eg cili lita tate tes e plloratio ex ion n an nd experimentt ation. The resourc rcess for con ndu duct ctt in ingg reese searrch ch are superb and d off ffer er uni niquee oppo porr tunit itie iess fo forr coll llab abo oratio ion n acro acro osss t he he different departments.

“The college’s emphasis on improving the human experience is very important to how I relate to my research and teaching. Fashion is a very powerful part of our lives, and d I appreciiate th he opportunity i to view i it through the Human Ecology lens.

I am currently working on a sustainable design pro oject jeect w it it h th ith thee Environmental Protections Agency, and my student team of researchers is able ab le to ac acce cess ss thee adv dvanced testingg eq quipm p ent and design g technologg y that we have in Fiber Science and Apparel Design.

I aspire to teach all my stude d nts to be constantlly engaged d wiith h the h larger context of the fashion industry. This includes classroom learning that I p ovide and initiate, but I also encourage them to bring in their pr experiences and observations. This makes for interesting dialogue with

I am a ls lso o co coll llab abor orat atingg wi w th a colleaggue in Human Developm p ent to collect cognitive data and examine the neural architecture of fashion-conscious consumers. This is very exciting since we are using the college’s new func fu ncti tion onal al MRI tec echn hnol olog ogyy to exp xplo lore re t hi hiss in influ fluen enti tial al con onsu sume merr se segm gmen ent. t.”


Petrica Rouse

Human Biology, Health, and Society

New York

Petrica knew that she wanted to work in the health field and that she was interested in working in developing countries, but she wasn’t sure what shape that work might take. Her experiences in the college—especially spending a semester in Kenya—helped that interest gel; now she is pursuing a career with agencies conducting health research and delivering health services in developing countries. “I wanted to learn ways to promote health and reduce the risk of disease in the United States and in other countries, and I wanted to do so from not only the biological perspective, but also from other dimensions of health, such as political, economic, cultural, and psychological. I created a focus within my major by conducting research in the Cornell Early Childhood Program and the Division of Nutritional Sciences. Both of these independent research projects allowed me to work with professors and mentors who are knowledgeable in areas that parallel my interests. During my college career, I knew I wanted to work in developing countries; however, I did not know what my niche would be. Taking part in different programs in the College of Human Ecology, speaking with faculty and staff, and most importantly, spending a semester abroad conducting research in a developing country [Kenya] helped me realize that I want to work with international and national agencies dealing with health research and health service delivery in developing countries.”

Thomas Wei

Policy Analysis and Management

New York

Thomas’s path brought him to Policy Analysis and Management after initially joining the Human Biology, Health, and Society program. His interest in economic theory and its application to current public policy issues has driven him to take courses in law, consumer policy, and labor economics. Thomas participated in the Capital Semester in Albany, N.Y., as a capstone experience and found new ways of considering policy issues, which, in addition to conducting research and being a teaching assistant, helped to mold his plan of pursuing Ph.D. studies in public policy. “Being a student in the College of Human Ecology, I am confident that I have the skills needed to succeed in the real world. This school embodies such an ideal academic environment, ripe for learning and discovery. After taking a variety of classes freshman year, I fell in love with the study of economics. Policy Analysis and Management was appealing because it applies economics to the study of public policy. It’s great because it is so logical and can make powerful and accurate predictions, plus you can make the world a better place by looking for better solutions to issues that affect the public. I also have a particular interest in regulation, antitrust, and the interplay of labor markets, businesses, and government, so I took elective courses in law and economics, consumer policy, and labor economics. The flexibility of the Policy Analysis and Management major also allowed me to get some practical experience through the Capital Semester in Albany, N.Y., which gave me a different perspective on public policy issues, solidifying my interest in these areas and helping shape my current goal of getting a Ph.D. and becoming a professor who teaches and does research on public policy issues.”


John Cawley

Policy Analysis and Management

Associate Professor

With a national presence in economics, health policy, and a broad range of social issues, John Cawley provides a unique contribution to the discussion of human health. He is investigating the medical care costs of obesity and its effect on labor markets. Obesity treatments and the effectiveness of methods of preventing obesity, such as physical education in schools and workplace wellness incentives, are other focus areas for Professor Cawley. “My focus is on health economics, and in particular the economics of obesity, as it has doubled over the last 30 years in the United States. I am interested in knowing why obesity has increased and what are and will be its impacts. I am particularly involved in looking at the policy implications of obesity and its social and labor market effects. The study of obesity is inherently an interdisciplinary area and requires an open-minded approach in collaborating with others. The process revolves around learning about each other and understanding other perspectives, and that is the spirit of Human Ecology. While I knew that I would be able to draw upon the research, information, and colleagues in Nutritional Sciences, I was surprised by how important their help has been to my work. When meeting with nutritionists, policy makers, and psychologists to discuss the issue of obesity, my role, as an economist, is to assess policies to ensure that this issue is being addressed in an effective and costefďŹ cient manner. This economic perspective of obesity is relatively new and is becoming more important as this nation determines ways in which it will respond to the variety of concerns that surround the issue.â€?


Learning Goals Our learning goals provide a sound foundation for an education that grows informed citizens, scholars, and practitioners.

Comprehend disciplines and fields Explain principles and methods; identify emerging issues; describe practice expectations; communicate effectively within disciplines and ďŹ elds

Display commitment to ethical principles Identify ethical and moral issues; know and adhere to ethical principles in academics, research, design, and practice; recognize conicts of interest; attribute source materials

Think critically Critique and evaluate information, design, and claims; interpret visual information; demonstrate quantitative reasoning and statistical inference; explain scientiďŹ c method; distinguish between objectivity and subjectivity

Direct own learning Demonstrate curiosity, skepticism, objectivity; access information in a changing technological and social environment; work independently; make decisions; manage a project through to completion; use resources to address problems

Apply multidisciplinary perspectives Identify complex interactions between individuals and their environments; explain interactions within and between the natural, physical, and social sciences, and design; manage diverse and changing social, technological, and material environments; collaborate across disciplines to understand and analyze issues

Innovate in research, design, or practice Synthesize ideas; use research methods to generate knowledge; develop new practices; solve problems

Write, speak, and use visual communications effectively Speak and write logically, clearly, and persuasively; use effective visual communications; adapt communications to audience and goals

Work effectively with others Display effective leadership and teamwork; appreciate diverse perspectives; cooperate within and across diverse groups; engage effectively with communities


Majors and Programs Students take many paths toward a particular career goal, managing their requirements and electives around their personal interests. Below you will find the majors and programs offered by the College of Human Ecology.

science influence the design and fabrication of traditional and

Design and Environmental Analysis combines innovative design

Global and Public Health Sciences focuses on the health challenges

thinking with insightful design research to understand how the

that communities of varying sizes encounter, with an emphasis on

built environment impacts our daily lives. Students learn to tackle

prevention. Students learn how the biomedical, social, behavioral,

problems from a systems view—people, process, and place—

cultural, ethical, and environmental contexts inform and influence

using multidisciplinary work in human-centered design,

interventions and their effectiveness. Interdisciplinary course work:

environmental psychology, ergonomics, and facility strategy and

biology, chemistry, anthropology, economics, psychology, sociology,

management. Interdisciplinary course work: studio, psychology,

physiology, epidemiology, global and public health, policy

economics, design strategies, research methods, sustainable design, ergonomics

innovative products. Interdisciplinary course work: chemistry, physics, calculus, materials science engineering, psychology, economics, ethics, sustainability

Human Development provides a strong foundation in the behavioral sciences while exploring the social, cultural, biological, and

Fashion Design and Management, a major unique within the Ivy

psychological development of people through all of life’s stages.

League, provides an in-depth study of the aesthetics,

Students apply psychology and sociology to the understanding of how

functionality, and international business of fashion. Students

people grow and change throughout their lives and how their

develop aesthetic sensibilities, technical skills, and an

experiences affect their development. The curriculum is organized

understanding of fashion and the creative process of this

into five areas: Aging and Health; Cognitive Development; Human

specialized industry in the context of a university education.

Developmental and Behavioral Neuroscience; Law, Psychology, and

There are two options within the major: Fashion Design prepares

Human Development; and Social and Personality Development.

students for careers in the fashion industry through studio

Interdisciplinary course work: psychology, sociology, biology, statistics,

courses exploring concepts and techniques of making fashion;

anthropology, scientific research methods

Fashion Design Management applies management and marketing principles to broadly defined fashion industry. Interdisciplinary course work: Fashion Design—studio, psychology, anthropology or sociology, economics, philosophy or ethics; Fashion Design Management—design principles, psychology, economics, business and global management, calculus, statistics, communication

Nutritional Sciences, found within Cornell’s Division of Nutritional Sciences, is one of the world’s premier academic programs dedicated to the study of human nutrition. With a foundation in biology and chemistry, complemented by the social sciences, students learn how nutrition affects the well-being of individuals, families, communities, and nations and examine the

Fiber Science concentrates on the scientific study and application

complex relationships among human health, nutrition, food and

of the physical, chemical, biomedical, and engineering properties

lifestyle patterns, and social and institutional environments.

of fibrous materials. Students learn how fibers are made, how

Interdisciplinary course work: chemistry, biochemistry, economics,

their properties can be controlled, and how the principles of fiber

sociology, psychology


Human Biology, Health, and Society, through its multidisciplinary approach, provides students with a strong background in human biology, while preparing them to explore health issues from a social science perspective. Health and illness are considered within the context of the social, psychological, economic, cultural, and policy dimensions surrounding individuals, communities, and populations. Interdisciplinary course work: biology, chemistry, anthropology, economics, psychology, sociology, health-related courses offered in the college Note: Nutritional Sciences and Human Biology, Health, and Society majors may also fulfill the course requirements for membership in the American Dietetics Association or can pursue a concentration in exercise science, physical therapy, or sports training.

Policy Analysis and Management students apply theories and methods from economics, sociology, government, and psychology to strategically and critically examine our society’s values, laws, policies, and programs. By studying the relationship between the public and private sectors and their interaction with neighborhoods, consumers, product developers, and regulatory agencies, our students learn to understand the impact of business, government, and public policy on individuals, families, and communities. Upper-level electives allow for flexibility and customization based on an individual’s interests. Interdisciplinary course work: economics, statistics, sociology, philosophy/ethics, government, psychology Visit for course descriptions and more information.


Opportunities to Explore Putting your ideas into practice in the community,

and communities, often fostered through our Cornell

the workplace, and the world is a fundamental part of

Cooperative Extension presence, bridge scientific

your undergraduate education. You will work closely

research and community practice. These relationships

with faculty and staff mentors who will advise you as

lead to more vigorous inquiries and a speedier

you shape your opportunities, academic interests, and

implementation of programs and policies.

career goals.

Our Community

Research in this environment is a dynamic and active pursuit, taking shape through various avenues including course work and community engagement, in addition to

With 1,250 undergraduates, our community provides

more traditional methods. Approximately 75 percent of

students with the feel of a smaller college, while they take

Human Ecology undergraduates participate in research

advantage of all of the resources, support, and

as part of their baccalaureate studies. Participation on

opportunities within the context of Cornell University.

faculty research teams and independent senior honors

Our programs are world class and our college represents

thesis opportunities are available.

the world. You’ll meet classmates and faculty from all 50

In addition, a number of centers, institutes, and

states and from scores of foreign countries. Students

programs administered by the College of Human

enter the college as freshmen and as transfers, bringing

Ecology and individual departments promote

with them a variety of backgrounds and experiences that

collaborative work and support the mission of the

richly enhance the environments in and out of the

college. A partial list includes: Human Neuroscience


Institute; Cornell Language Acquisition Lab; Cornell

Students become deeply connected to the Human Ecology mission, experience, and education by involvement in student organizations such as the Association for Students of Color, Human Ecology Ambassadors, Cornell Fashion Collective, HealthNutS, the Pre-Professional Association Toward Careers in

Population Center; Cornell Office for Research on Evaluation; Institute on Health Economics, Health Behaviors, and Disparities; Ecotecture; Cornell Institute of Fashion and Fiber Innovation; Bronfenbrenner Center for Translational Research; and Cornell Institute for Nutritional Genomics.

Health, and many more.

Study Away Opportunities

Outreach and Engagement

Our study away and exchange programs allow students

Active outreach efforts have been a long-standing tradition and focus in the College of Human Ecology. Our students have a demonstrated commitment to their greater communities before they arrive and continue their involvement in meaningful ways.

to gain a global perspective while taking classes, participating in internships, conducting research, and pursuing community development roles. Students travel the globe with the help of our study abroad advisor and return to campus with fresh perspectives that influence their educational and career goals and impact their lives.

Students engage in the Cornell community through more than 800 student organizations and contribute to the Ithaca and Tompkins County area through various service-based organizations and opportunities, including the Cornell Public Service Center.

In addition to experiences abroad, Human Ecology offers the Urban Semester in New York City, in which students study multicultural issues while immersed in a professional field of their choice. Internships and community participation are the cornerstones that

Undergraduate Research The work of the college is further defined through our

encourage the exploration of a student’s interests in the context of a dynamic environment.

unique emphasis on translational research, a broader

Cornell’s Capital Semester in Albany, N.Y., and the

approach to research that includes the development of

Cornell in Washington program allows students

intervention and evaluation plans as part of the

interested in government, law, or public policy to

investigation process. Partnerships between researchers


Our Commons (pictured) provides meeting and study space for our community and connects the original Martha Van Rensselaer Hall with the Human Ecology Building, a space that furthers cross-department collaborations.

combine a full semester of Cornell courses with a paid internship with the state or federal legislatures.

Career Development With an excellent foundation in the liberal arts, skills in communication and human relations, and training in critical thinking and problem solving, Human Ecology students are well prepared to enter the global job market or pursue graduate study. Human Ecology alumni are found in healthcare, medicine, law, business, design, government, and education, as well as a variety of other professions. Students graduate with a conďŹ dence in their education and experiences. In recent years, 34 percent of graduates pursued immediate employment in business, science and health, education, design, public service/government, and law/ policy; 30 percent attended graduate school primarily in medicine/health, law, and psychology. The remaining 36 percent pursued other endeavors, such as professional internships and volunteer service experiences or were waiting for graduate and professional school acceptances at the time of the survey. Our Career Exploration Center focuses on teaching students how to thoughtfully plan for and pursue careers by conducting rĂŠsumĂŠ critiques, job and internship search workshops, and mock interviews. The center maintains a full library and an array of resources targeted toward the Human Ecology education. Students develop skills that serve them through the life of their careers. Interests and goals evolve with new experiences, and our goal is to ensure that students and alumni are equipped to adapt to those inevitable changes and to affect that change in their lives.


Next Steps Human Ecology offers students the room to grow academically, personally, and professionally, and we hope that you are beginning to see the possibilities of a Human Ecology experience. We invite you to consider your own pathway through our college. ✧ Go to to get to know us better. ✧ Send in the reply card to receive more information. ✧ Visit campus and attend a Human Ecology information

session. ✧ Contact us (607.255.5471; humec_admissions @cornell. edu) with questions. ✧ Ready to apply? Visit for application materials and more information.


This book is printed on 100% postconsumer waste fiber. The paper is certified by the Green Seal and the Forest Stewardship Council, which promotes environmentally appropriate, socially beneficial, and economically viable management of the world’s forests. The paper was also manufactured using non-polluting, wind-generated energy. This project used 7,276 pounds of 100% postconsumer waste paper. The savings derived from using this paper in lieu of virgin fiber paper is equivalent to: 70 trees preserved for the future 202 lb. waterborne waste not created 29,672 gal. wastewater flow saved 3,283 lb. solid waste not generated 6,464 lb. of greenhouse gases prevented 49,476,800 BTUs of energy not consumed

Diversity and inclusion are a part of Cornell University’s heritage. We are a recognized employer and educator valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.Written by Bernadette Soto Parr and Darryl Scott Produced by University Communications Glass dress by Mira Veikley Photography by Dede Hatch Photography Additional photos by Cornell University Photography; Charles Harrington; Corbis; Shai Eynav,; Jon Reis Photo; and Mark Vorreuter 11/2014 6K EL


For more information about visiting and staying in Ithaca,

regions in the United States.

trails, which provide access to one of the great wine-making

Wine connoisseurs will appreciate the Finger Lakes wine

skiing, snowboarding, and tubing on nearby mountains.

trails, bike the hilly terrain, sail or paddle on the lake, and go

Outdoor enthusiasts can hike miles of state and local park

on the downtown commons, and the malls in the northeast.

weekend farmers market on the waterfront, specialty stores

occasion, and budget. Shoppers can choose from among the

leisure activities. There are restaurants to suit every taste,

Ithaca has much to offer in the form of entertainment and

tree-lined residential neighborhoods and a lively downtown.

contrasts between pastoral countryside and urban living,

beauty of its environment, Ithaca offers a pleasing study in

its commitment to the arts and civic life, and the natural

Remarkable for the diversity and erudition of its population,

What’s going on in Ithaca

Cornell University’s Public Service Center

Student Leadership, Engagement, and Campus Activities

Student Life

Office of Financial Aid and Student Employment

Visiting Cornell University

Red Carpet Society (for overnight hosting)

Undergraduate Admissions Office

College of Human Ecology 607.255.5471

Please affix postage

Ithaca, New York, is a small city with a big-city outlook.

Please refer to the following resources as you consider the College of Human Ecology and Cornell University. In addition, we encourage you and your family to visit campus, attend a Human Ecology information session, sit in on a class in session, and take a campus tour. Please be sure to review the schedules for tours, classes, and information sessions in advance.

College of Human Ecology Office of Admissions, Student, and Career Development Cornell University 170 Martha Van Rensselaer Hall Ithaca, NY 14853-4401

College of Human Ecology at Cornell University  
College of Human Ecology at Cornell University  

Undergraduate Admissions Viewbook