[
Return to Contents ]
Academic AdvisingFrom the time students enter the college until they become affiliated with a Major, they are under the administration of Engineering Advising, which implements the academic policies of the College Curriculum Governing Board (CCGB). Engineering Advising provides a variety of advising services to help first- and second-year students with academic, career, and personal matters. Students can make an appointment by calling 255.7414 or may stop in to see an advisor on a walk-in basis.
Engineering Advising is responsible for a variety of programs and services that assist in the development of successful engineering students. These include publishing The Sundial, a weekly e-mail newsletter for students that provides information about upcoming deadlines and special programs; organizing the Major Information Fair and other events to help first- and second-semester students choose a Major; coordinating the Peer Advisor Program; sending early-intervention communications to students who may need additional support in specific courses; and providing information on tutoring and academic support services available on campus.
Faculty Advising
All students are assigned a faculty advisor when they begin their course of study in the College of Engineering. They usually keep that advisor until they affiliate with a Major, even though the advisor may not be in the Major in which they intend to specialize. Once students choose a Major, they are assigned a faculty advisor from that Major.
Faculty advisors help students translate their interests into an appropriate course of study, evaluate their curriculum and workload, monitor their progress toward a degree, and take advantage of the diverse opportunities available at Cornell. Students should consult their faculty advisor when they have questions about the academic requirements of the university, the college, or the schools and departments. Faculty advisors evaluate each semester’s program, approve course changes, and approve any course to be used as an approved elective. Students must see their faculty advisor whenever they consider adding or dropping a course. Students who wish to petition for an exception to college rules should discuss the matter first with their advisor, who must sign any petition before it can be considered.
To be effective, a faculty advisor must be aware of a student’s academic and personal goals. Students should make appointments to see their advisors as soon as they return to campus after intersession or summer vacation. This is an opportunity for the student and advisor to discuss the student’s goals, reevaluate academic plans, and make changes in course enrollment, if necessary. Students must also consult with their faculty advisors during the pre-registration period to receive approval of their course selections for the following semester.
Students are responsible for staying in contact with their faculty advisor and ensuring that the advisor is aware of the their goals and progress. Academic difficulties may be avoided if the advisor is able to recognize problems early. Students often form strong intellectual bonds with their faculty advisors, and this is more apt to happen if the student takes the initiative. Another benefit of developing a relationship with the faculty advisor (and faculty members in general) is that students may wish to ask the advisor for a letter of recommendation at some point in their career. Such letters are not particularly useful unless they come from people who know the student well enough to accurately assess their capabilities.
What Students Should Expect from Their Advisor
• Advice. Students should use their advisors as resources for planning their academic program and identifying academic and career goals. The advisor will be able to explain college degree requirements, scheduling/registration procedures, and other academic regulations. While it is not the function of advisors to help students find employment, they should be able to give broad advice on careers in engineering and science and the academic background necessary for such careers. Advisors can also provide information on postgraduate education and general requirements for admission to graduate programs. A faculty advisor may refer a student to other faculty members or offices that are better able to serve the student’s needs.
• Assistance. Advisors can help students explore special programs, such as cooperative education, international study, dual-degree, and double-Major programs. They may also be helpful in obtaining tutorial assistance or transfer/advanced placement credit, as appropriate. Students often ask their advisors to provide letters of recommendation for scholarships, employment, or graduate school.
• Availability. Students should expect to have ready access to their advisors. Most advisors set aside several hours each week for advising and will usually make appointments outside those hours if necessary. Advisors who are out of town for more than a week will usually designate an alternative advisor to handle urgent problems.
• Personal Contact. Students should expect to have personal relationships with their advisors, through which the advisors will become familiar with the students’ backgrounds, academic records, and career plans.
What Students Should Not Expect from Their Advisor
• Assessment of Effort Required for Specific Courses. Advisors can determine the appropriateness of a given course in a student’s program, but they cannot predict how difficult the course will be or how much effort it will require.
• Help with Personal Problems. Students should make their advisors aware of problems that interfere with academic progress, but advisors are not trained to provide counseling for personal problems, nor should they be expected to resolve housing or financial issues. They will, however, refer students to the appropriate university office or program.
• Job Placement. While students should be able to discuss career options with their advisors, it is not the advisor’s responsibility to provide assistance in a job search. Students should contact the University Career Center or the Engineering Cooperative Education and Career Services office for help in finding employment.
• Tutoring/Study Skills. Advisors are often able to identify the need for tutoring, remedial course work, or improved study skills, but should not be expected to provide the necessary assistance. Students in need of such assistance are generally referred to other resources, such as the Learning Strategies Center.
Student Responsibilities in the Student–Advisor Relationship
• Accept Referrals. Students should be willing to accept referrals from their advisors and should review the results of such referrals with their advisors after the fact.
• Initiate Contact. Students are expected to initiate contact with their advisors for scheduling, course changes, and other matters in a timely fashion. Because of teaching commitments, research, and travel obligations, advisors may not be available on short notice. Students are urged to plan ahead and initiate contact with their advisors well in advance of specific deadlines.
• Keep Advisors Informed. Advisors can provide better advice if they are kept informed of their advisees’ academic progress and career goals. Students should feel free to share this information with their advisors and can expect that their advisors will ask questions and provide appropriate guidance based on the dialogue.
• Work to Develop Rapport. The rapport necessary for good advising can occur only if both the advisor and the student make an active effort to develop it. Recognizing that individual advisors have their own styles and personalities, students should respond to the efforts of their advisors to get to know them and their academic interests.
ENGRG 150: The Engineering Seminar
ENGRG 150: The Engineering Seminar, a 1-credit fall course, provides an opportunity for first-year students to get to know their faculty advisors on a more personal and meaningful level. Students meet regularly (as a group) with their faculty advisor to discuss a range of engineering topics. Discussions may include the engineering curriculum, aspects of engineering careers, active research in the college and engineering in general, and study and examination skills useful to engineering students. Groups may also visit campus academic, engineering, and research facilities. All first-year students are preregistered in a section of ENGRG 150.
Peer Advising
Each ENGRG 150 section has one or two peer advisors—second-, third-, and fourth-year students who have volunteered to help new students understand the course selection process, meet other engineering students, and adjust to life at Cornell. Incoming first-year students meet their peer advisors during orientation week and as part of ENGRG 150. Subsequent meetings are arranged as needed. Students should feel free to call their peer advisors at home during reasonable hours whenever they have questions.
Preprofessional Advising
Advising networks have been established at the university level for students who intend to go on to graduate study in law, medicine, or business. The principal function of these networks is to disseminate information and coordinate visits by admissions personnel. Students considering any of these graduate fields should visit Engineering Advising for general guidance and more detailed information.
Premedical
Students interested in medicine or other health-related careers must plan their courses early to meet both the requirements of the Engineering Common Curriculum and the prerequisites of the intended professional course of study. Advice for first- and second-year premed students is provided by Engineering Advising, 167 Olin Hall, and by Judy Jensvold, the university pre-med advisor, in her annual pre-med meetings for engineers.
For third- and fourth-year students, pre-med advising is handled exclusively through the Office of Health Careers Programs. Students must declare their intentions through that office in the fall of their third year.
Important meetings and deadlines are advertised in The Sundial, the Cornell Daily Sun, and special bulletins published by the Office of Health Careers Programs in 103 Barnes Hall.
Prelaw
Preparation for law school does not require a special structured curriculum, but students are encouraged to take electives in history, economics, government, and other courses that emphasize reading, writing, and oral communication. Prelaw advising is provided by Cornell Career Services in Barnes Hall. During the academic year, this office conducts information sessions for students who want to learn more about the legal profession and admission to law school.
Prebusiness
Students who want to prepare for business school should take electives in economics, personnel management, business management, law, behavioral science, investments, or accounting. Special programs offered by the Johnson Graduate School of Management make it possible to work toward degrees in both engineering and management at the same time (see page 138 for more information). Students interested in these options should visit the Office of Research and Graduate Studies (201 Carpenter Hall) or the admissions office of the Johnson Graduate School of Management.
Diversity Programs in Engineering
The Diversity Programs in Engineering (DPE) office operates programs at the undergraduate, graduate, and faculty levels to facilitate the outreach, recruitment, retention, and overall success of underrepresented minorities, women, and other underrepresented groups in Engineering. DPE is responsible for fostering a vision of diversity appreciation reflective of the College of Engineering’s strategic plan, which enables students from all backgrounds and cultures to thrive and succeed at Cornell. DPE provides an institutionalized approach to meeting the needs of students by coordinating and planning educational, professional development, and networking opportunities that enhance interaction and learning across groups. Through intentional programming and training, DPE assists the college in understanding, appreciating, and celebrating Cornell’s rich cultural diversity. For further information, please contact DPE at 255.6403 or stop by 146 Olin Hall. Some of the current programs are listed below.
Prefreshman Summer Program
The College of Engineering participates in a university-wide effort to promote academic achievement and involve students in the life of the university through this six-week residential program. The program is designed to acquaint students with the challenges associated with the Cornell Engineering curriculum that will begin in the fall.
Courses are provided in subjects such as mathematics, computer science, and English composition. Students may take regular or accelerated courses.
Trips and recreational activities provide opportunities for getting a better understanding of how to navigate and adapt to the college. Seminars and workshops cover a wide range of topics that are relevant to academic and extracurricular life in the university setting.
Professional Networking Events
Each year the Diversity Programs in Engineering office sponsors networking events that allow company representatives from all over the United States to meet with students historically underrepresented in the field of engineering. Summer internships and permanent jobs frequently result from these annual events.
CURIE Program
The CURIE Academy is a one-week summer residential program for high school girls who excel in mathematics and science. It offers classes, labs, and research experiences designed and taught by Cornell’s world-class faculty. Social events, panel discussions, and informal networking allow students to experience life on a university campus and to make new friends from all over the country.
CATALYST Program
The Cornell Association for the Technological Advancement of Learned Youth in Science and Technology (CATALYST) program is a one-week summer residential program for rising high school sophomores, juniors, and seniors from underrepresented backgrounds. Participants will be exposed to hands-on projects in engineering research fields and lab sessions led by world-renowned engineering faculty members. Academic and leadership skill development, panel discussions, social events, and other out-of-classroom activities will provide participants with opportunities to informally network with Cornell faculty and staff members and students.
Engineering Learning Initiatives
Engineering Learning Initiatives, 167 Olin Hall, facilitates academic opportunities for engineering students that enhance the learning environment, support teaching excellence, and cultivate professional development. The following programs are offered through Engineering Learning Initiatives: Academic Excellence Workshops (AEWs), Tutors-On-Call, Undergraduate Research, the Cornell LeaderShape® Institute, and Engineering TA Training.
For more information on these programs, call 607.255.9622, e-mail eng-learning@cornell.edu, or visit
www.engineering.cornell.edu/student-services/learning.
Academic Excellence Workshop (AEW)
Academic Excellence Workshops (AEWs) are 1-credit, small-group, cooperative-learning sessions that complement the core engineering courses, including MATH 191, 192, 293, and 294; CHEM 209 and 211; and CS 100 and 211. The weekly two-hour workshops are led by trained peer facilitators and offer a cooperative environment where students work together on concepts, problems, and projects to enhance understanding of course material. AEWs are based on research showing that cooperative methods promote higher grades, greater persistence, deeper comprehension, more enjoyment in learning, and more positive attitudes toward academic work. To register for an AEW, access the online add/drop instructions through Just The Facts under the ENGRG courses. For more information on AEW, visit
www.engineering.cornell.edu/student-services/learning/academic-excellence-workshops/.
Tutors-on-Call
The goal of the Tutors-on-Call program is to promote students’ development of critical-thinking and problem-solving skills through peer guidance and support. Peer tutors are available free of charge for many first- and second-year core courses for engineering students, including mathematics, chemistry, physics, computer science, and distribution courses. Peer tutors earn an hourly wage and are trained to help their peers master course content and improve learning skills. Tutors must have a 3.0 grade point average and have earned an A or a B in the course(s) they tutor. Tutors can help students better understand key concepts, apply concepts to problems and projects, and review and prepare for examinations. One-on-one tutoring is intensive and gives each student individualized assistance. To schedule a tutoring appointment, e-mail a tutor listed under the appropriate course on the Available Tutor List. Find the list on the web at
www.engineering.cornell.edu/student-services/learning/peer-tutoring/ or visit the Engineering Learning Initiatives office in 167 Olin Hall to pick up a paper copy.
Cornell LeaderShape® Institute
The Cornell LeaderShape® Institute is a dynamic, interactive, six-day residential retreat, emphasizing vision planning and leadership development. The curriculum is provided by LeaderShape®, Inc., a not-for-profit organization that has been helping young adults learn to “lead with integrity” since 1988. It begins with participants engaging in self-reflection and learning about the power of visions and goals, and results in participants creating powerful visions for themselves and for their student organizations. Overall, student participants will explore personal characteristics; expand their understanding about leadership; meet and work with peers; and talk to current leaders of the college, university, and surrounding community. For more information, visit
www.engineering.cornell.edu/student-services/learning/leadershape/.
Engineering TA Training
New teaching assistants (TAs) in the College of Engineering become certified by completing the TA Development Program, which includes training in classroom management, diversity, grading, cooperative learning, and presentation skills. While the majority of TAs are graduate students, some undergraduates have the opportunity to be trained and serve as teaching assistants in their fourth year. By giving TAs a sophisticated understanding of how human learning occurs, as well as rigorous training in course management responsibilities, we are creating a pool of talent that enriches the pedagogical life of the college. In addition, TAs may also receive credit for their successful participation in the 1-credit course, ENGRG 678: Teaching Seminar. This course, offered by Engineering Learning Initiatives as an enhancement to the TA Development Program, aims to upgrade teachers’ skills, increase teaching standards, and improve student-learning outcomes through formative discussion and reflective writing.
Engineering Registrar
The Engineering Registrar’s office, located in 158 Olin Hall, is the main repository of all engineering student records. This office is distinct from the University Registrar’s office located in B7 Day Hall.
The Engineering Registrar’s office oversees course enrollment, grading, course scheduling, room assignments, and examination scheduling for the College of Engineering. It is responsible for maintaining the Student Information System, and processes all grade and course updates. Any official documents relating to academic matters are filed as part of each student’s permanent record and held there. It also produces reports regarding course, enrollment, and student data. Students who need an official transcript or certification of enrollment should go through the University Registrar’s office.
University Student Records Policy
The university regards a student’s enrollment status (e.g., registered, on leave, withdrawn, etc.) as directory information that may be released unless a student submits a “no-release” request to the University Registrar. Additionally, where the university believes that it is in a dependent student’s best interest, information from the student’s educational records may, at the university’s discretion, be released to the parents or legal guardians of such a dependent student. Such disclosure will generally be limited to information about a student’s official status at the university, but parents or legal guardians of a dependent student may also be notified when a student has voluntarily withdrawn from the university or has been required by the university to withdraw; when a student has been placed on academic warning; when the student’s academic good standing or promotion is at issue; when a student has been placed on disciplinary probation or restriction; or when a student otherwise engages in behavior calling into question the appropriateness of the student’s continued enrollment in the university. Unless otherwise indicated in writing by the student at the time of registration, or thereafter, the university will presume that a full-time undergraduate student is a dependent as that term is defined in the Internal Revenue Code.
[
Return to Contents ]
