Syllabi serve as a formal communication tool, covering essential course elements such as modality, learning objectives, materials, expectations, policies, and student support services. The u003ca href=u0022https://docs.google.com/document/d/1QuDYXwhNfS-8Ut4QrfvbVRO8HOVzXG4X-trVhnWiYqE/edit#heading=h.flh011763dzhu0022u003eNew York State Education Departmentu003c/au003e and the u003ca href=u0022https://canvas.cornell.edu/courses/8720/u0022u003eCenter for Teaching Innovationu003c/au003e offer best practices for creating effective syllabi. Instructors are encouraged to u003ca href=u0022https://classes.cornell.edu/u0022u003eattach their syllabi to the Cornell Class Rosteru003c/au003e, even in draft form, to provide students with the prospective course experience and make informed registration decisions. Additionally, the university-wide u003ca href=u0022https://academicmaterials.cornell.edu/u0022u003eCornell Academic Materials Programu003c/au003e (CAMP) provides undergraduates with access to required textbooks and coursepacks for a flat fee, regardless of their field of study.

The university bylaws define the academic year as a roughly nine-month period, starting two working days before fall term registration and ending with final examinations in the spring term. Summer spans from the last day of one academic year to the first day of the subsequent academic year. Faculty members, regardless of appointment length, are expected to be present throughout the academic year, except for leaves of absence, holidays, and professional travel. Faculty members must remain on campus until they submit grades for spring term courses. The provost, in consultation with the u003ca href=u0022https://assembly.cornell.edu/shared-governance/student-assemblyu0022u003eStudent Assemblyu003c/au003e and u003ca href=u0022https://assembly.cornell.edu/shared-governance/faculty-senateu0022u003eFaculty Senateu003c/au003e, determines the academic calendar details, occasionally introducing small variations announced in advance to the university community.

The Office of the University Registrar oversees the u003ca href=u0022https://courses.cornell.edu/u0022u003eCourses of Studyu003c/au003e catalog, which lists the current standard class meeting patterns. Class meeting patterns are listed by duration and the number of times the class meets per week: u003ca href=u0022https://courses.cornell.edu/content.php?catoid=55u0026amp;navoid=22439#50_minutesu0022u003e50 Minutesu003c/au003e, u003ca href=u0022https://courses.cornell.edu/content.php?catoid=55u0026amp;navoid=22439#75_minutesu0022u003e75 Minutesu003c/au003e, u003ca href=u0022https://courses.cornell.edu/content.php?catoid=55u0026amp;navoid=22439#115_minute_periodsu0022u003e115 Minutesu003c/au003e, u003ca href=u0022https://courses.cornell.edu/content.php?catoid=55u0026amp;navoid=22439#150_minutesu0022u003e150 Minutesu003c/au003e, and u003ca href=u0022https://courses.cornell.edu/content.php?catoid=55u0026amp;navoid=22439#180_minutesu0022u003e180 minutesu003c/au003e.rnrnOffering a course during a nonstandard meeting time requires approval (see Exceptions guidance below) if the course is numbered 4999 or less or it is cross-listed with a course that is numbered 4999 or less or co-meets with a course that is numbered 4999 or less. Approval is also required for Law School, Johnson Graduate School of Management, or Veterinary College classes numbered 5000 or above that meet between 7:30 am and 4:25 pm in buildings that are not part of their space. The granting of exceptions partly depends upon the specific u003ca href=u0022https://courses.cornell.edu/mime/media/45/17029/Credit+Hour+Policy_12.13.21.pdfu0022u003etype of classu003c/au003e and the u003ca href=u0022https://vpe.enrollment.cornell.edu/credit-hours/u0022u003ecredit hour policyu003c/au003e.

Exceptions

Instructors must work with their unit chairperson to make every effort within the academic unit to comply with the above standard class meeting times. Only when local resolution proves impossible may the faculty member request, in writing, an exception. The exception request must first be approved by the unit associate dean, or an equivalent individual designated by the unit dean, who must then seek final approval from the vice provost for undergraduate education.

The Free-Time Zone

The ‘free-time zone’ is a designated time that provides a reliable time for relaxation and extracurricular activities. According to faculty legislation, the free-time zone spans Mondays through Thursdays from 4:25pm to 7:30pm, Fridays after 4:25pm, Saturdays after 12:05pm, and all-day Sunday. It is important that the intent of the free-time-zone policy be respected during the process of course scheduling. For that reason, the scope of teaching in the free-time zone will be reviewed annually by the Vice-Provost for Undergraduate Education, the Dean of Faculty, and the University Registrar.rnrnCourses numbered 4999 or lower are considered ‘undergraduate-level,’ even if cross-listed with higher-numbered courses. All other courses fall under the ‘graduate-level’ category. Graduate-level courses can meet during the free-time zone unless they are cross-listed with or co-meet with undergraduate-level courses.

u003ch3u003eStudent Attendance Responsibilityu003c/h3u003ernStudents are expected to attend all course meetings throughout the term. While some courses enforce penalties for absences, others focus on students’ responsibility for class material rather than physical presence. Attendance rules are set by the unit or the instructor In cases of missed work, cooperation with the instructor is essential for makeup opportunities because only the course instructor can grant an exemption to a student. However, it may be particularly challenging to make up missed work for tests, laboratory sessions, or field trips, as the instructor’s discretion plays a significant role.rnu003ch3u003eInstructor Attendance Responsibilityu003c/h3u003ernAcademic employees bear essential responsibilities, including teaching, advising, and research mentorship, and scholarship. In cases of unforeseen absence (due to illness, transportation issues, or emergencies), course instructors should arrange for substitutes or inform students and others dependent on their presence. For planned absences, provisions must be made to fulfill academic obligations, with communication to affected parties. When makeup classes are scheduled outside regular hours, instructors should consider potential conflicts for students. If, in attempting to avoid such conflicts, the instructor arranges to have the class taken by a substitute, that person must maintain continuity and coherence in their presentations as well as the level of presentation provided by the regular instructor. For these and other reasons, the missing of classes should be held to a minimum, and assignments of makeup classes and coaching of a substitute should be done with care. Having such plans approved by the unit chairperson is advised.

u003ca href=u0022https://live-deanoffaculty.pantheonsite.io/faculty-governance/archives/resolutions/resolution-191-graded-academic-coursework-during-breaks/u0022u003eIn 2023, the Faculty Senate enacted a policyu003c/au003e prohibiting faculty from assigning graded academic coursework during scheduled breaks. Consequently, faculty cannot administer graded exams or quizzes, conduct in-class graded assignments, or set due dates for graded assignments immediately after a break. This measure aims to reduce the demand on students’ time during their breaks.

If a course is offered for credit, then the instructor of record is the individual who assigns the final course grade. The instructor of record must be an academic titleholder if the course is numbered 4999 or lower.rnrnAn individual  who is not an academic titleholder can serve as the instructor of record if the course is numbered 5000 or higher and is not a requirement for any degree program affiliated with the sponsoring unit. Co-teaching with an academic titleholder is always allowed provided the academic titleholder serves as the instructor of record.

No member of the instructional staff, including assistants, may engage for profit or gain in tutoring a student in a university course taught by himself or herself or by colleagues in the same unit. University buildings or equipment are not to be used by any member of the instructional staff for tutoring for profit.

Cornell University places a strong emphasis on u003ca href=u0022https://live-deanoffaculty.pantheonsite.io/faculty-and-academic-affairs/academic-integrity/u0022u003eacademic integrityu003c/au003e, expecting unwavering honesty from its students. It is a shared responsibility where both students and faculty play a role in maintaining these values. Whether in formal coursework or any other educational context, students must: acknowledge any outside assistance received for all academic endeavors; respect the intellectual efforts of themselves and others, which is undermined by plagiarism and cheating; respect the fact that academic integrity extends beyond the classroom to all interactions related to the educational process. By submitting work for academic credit, students truthfully affirm that it is their own.

Use of Plagiarism-Detection Software

Plagiarism-detection software, like u003ca href=u0022https://teaching.cornell.edu/learning-technologies/assessment-tools/turnitinu0022u003eTurnitinu003c/au003e, is activated by default in all Canvas courses. It scans student submissions for matched text by comparing the work to a large database of other student submissions, publications, and materials on the internet. Instructors who use or anticipate using plagiarism-detection software must provide notice to students. This notice should be included in the course syllabus.u003cstrongu003e u003c/strongu003eIf plagiarism-detection software is instituted after the syllabus is distributed, faculty should provide written notice at that time. For example:rnu003cp style=u0022padding-left: 40px;u0022u003e“Students agree that by taking this course, all required papers may be subject to submission for textual similarity review to plagiarism-detection software. All submitted papers will be submitted as source documents solely for the purpose of detecting plagiarism of such papers. Use of such services is subject to their Usage Policy.”u003c/pu003e

Tech Use in Classrooms

The course instructor has the authority to decide the technology use policy, which should be included in the syllabus and communicate it to students on the first day of class. However, accommodations must be provided for students with disabilities.

Course Material Protections

Some students buy and sell course materials online, including exams and exam answers, lecture notes, problem sets and answers, and student papers. Commercial vendors have been known to falsely tell students that instructors have approved the sale of course materials and then post them online for resale. Some Cornell students have engaged in ‘contract cheating,’ subscribing to study sites like Chegg, CourseHero, and Slader to obtain answers for exams and assignments and then submitted them as their own work. Such behavior constitutes u0022Unauthorized Assistanceu0022 under the u003ca href=u0022https://live-deanoffaculty.pantheonsite.io/faculty-and-academic-affairs/academic-integrity/code-of-academic-integrity/u0022u003eCode of Academic Integrityu003c/au003e.rnrnOnline learning management systems, like Blackboard and Canvas, emphasize that course materials posted there are intellectual property belonging to the author, and students are not allowed to buy or sell them without the instructor’s express permission. To discourage such behavior, course instructors are encouraged to explicitly prohibit buying and selling course materials in their syllabi. Additionally, including a copyright notice on any course materials that you author, including class notes and exams, helps protect against unauthorized distribution. If students were to remove a copyright notice, that behavior would create a higher level of culpability. Such a notice would also make it easier for you to take down materials from commercial sites. Under the Digital Millennium Copyright Act (DMCA), to have materials removed from a web site, the copyright holder must personally request the removal. Although student-produced course materials, like lecture notes, are owned by the student, course instructors can still set conditions on their use. For instance, they may prohibit distributing notes derived from their lectures on internet sites, such as recommended above. Original course materials are copyrighted intellectual property of the creator of the content and are not a student’s property to share, distribute, or sell; sharing or selling course materials or lecture content, even a student’s own class notes, without authorization, is subject to a charge of “Classroom Misconductu0022 and possibly copyright infringement.rnu003cp style=u0022text-align: center;u0022u003eu003ca class=u0022link-buttonu0022 href=u0022https://copyright.cornell.edu/course_materialu0022u003eInstructions on how to locate and request removal of copyrighted course materials sold on Internet sites.u003c/au003eu003c/pu003e

Instructors play a crucial role in ensuring equal opportunities for students with disabilities. Under Federal law, disabilities such as learning disabilities, certain physical and mental health conditions, vision and hearing impairments, and traumatic brain injuries qualify for accommodations. Students with documented needs are entitled to appropriate access accommodations. u003ca href=u0022https://sds.cornell.edu/u0022u003eStudent Disability Servicesu003c/au003e collaborates closely with students to determine eligibility and provide necessary accommodations for each course. Faculty should provide the accommodations specified in the accommodation notification letter prepared by Student Disability Services. Student Disability Services also supports faculty. Instructors should promptly discuss modifications with Student Disability Services if an approved accommodation would significantly alter the course’s structure or essential requirements. Additional accommodation resources are provided by other entities on campus, such as the u003ca href=u0022https://teaching.cornell.edu/teaching-resources/accessibility-accommodationu0022u003ecenter for teaching innovationu003c/au003e, u003ca href=u0022https://officeofcivilrights.cornell.edu/u0022u003eCornell Office of Civil Rightsu003c/au003e, u003ca href=u0022https://scl.cornell.edu/religiousaccommodationsu0022u003estudent campus lifeu003c/au003e, and the u003ca href=u0022https://cornellbigred.com/sports/2018/3/22/student-athlete-handbook.aspxu0022u003estudent-athlete handbooku003c/au003e.rnu003ch3u003eRole of Student Disability Servicesu003c/h3u003ernu003culu003ern tu003cliu003eReview disability documentation, determines eligibility, and ensures equal opportunity.u003c/liu003ern tu003cliu003eCollaborate with students and instructors to address unique course accommodations.u003c/liu003ern tu003cliu003eProvide adaptive equipment, exam laptops, lab assistants, and other necessary support.u003c/liu003ernu003c/ulu003ernu003ch3u003eKey Points for Studentsu003c/h3u003ernu003culu003ern tu003cliu003eSelf-identify to Student Disability Services.u003c/liu003ern tu003cliu003eProvide disability documentation.u003c/liu003ern tu003cliu003eStudent Disability Services issues accommodation notification letters to registered students.u003c/liu003ern tu003cliu003eNotify faculty promptly to facilitate necessary arrangements.u003c/liu003ern tu003cliu003eDiscuss specific needs with instructors.u003c/liu003ernu003c/ulu003ernu003ch3u003eRole of Faculty Maintaining Confidentialityu003c/h3u003ernu003culu003ern tu003cliu003eStudents’ disability status is confidential.u003c/liu003ern tu003cliu003eInstructors may share accommodation information with academic support staff.u003c/liu003ern tu003cliu003eDisability documentation is maintained by SDS and reviewed only by SDS staff.u003c/liu003ernu003c/ulu003ernu003ch3u003eKey Points for Instructorsu003c/h3u003ernu003culu003ern tu003cliu003eu003cstrongu003eCreate an Open Climateu003c/strongu003e – Encourage students to communicate their needs. Use the first week of class or the syllabus to express appreciation for the accommodation process. Remember that new students may feel hesitant to request accommodations.u003c/liu003ern tu003cliu003eu003cstrongu003eTimely Requestsu003c/strongu003e – Emphasize that accommodation requests should be submitted promptly to allow for logistical planning.u003c/liu003ern tu003cliu003eu003cstrongu003eAvoid Last-Minute Requestsu003c/strongu003e – Clearly state that last-minute accommodation requests made are problematic due to procrastination.u003c/liu003ern tu003cliu003eu003cstrongu003eTimeliness Mattersu003c/strongu003e – Instructors should act promptly to accommodate students, as delays could impact a student’s ability to remain in the course.u003c/liu003ern tu003cliu003eu003cstrongu003eConfidentialityu003c/strongu003e – Ensure that students can submit accommodation requests confidentially.u003c/liu003ern tu003cliu003eu003cstrongu003eConsistent Accommodationsu003c/strongu003e – If the same accommodation applies throughout the term, set this up from the start to avoid reminders.u003c/liu003ern tu003cliu003eu003cstrongu003eFlexible Arrangementsu003c/strongu003e – While two weeks’ notice is reasonable, faculty should accommodate requests with shorter notice if possible.u003c/liu003ern tu003cliu003eu003cstrongu003eEpisodic Health Conditionsu003c/strongu003e – Some students with episodic health conditions may need flexibility (e.g., makeup exams) due to unexpected episodes.u003c/liu003ern tu003cliu003eu003cstrongu003eSyllabus Statementu003c/strongu003e – Instructors are encouraged to include an accommodation statement in the syllabus, informing students of their rights and minimizing last-minute accommodation requests.u003c/liu003ernu003c/ulu003ernu003cstrongu003eSample language for accommodations syllabus statement:u003c/strongu003e If you have a disability-related need for reasonable academic adjustments in this course, provide the (Instructor, TA, Course Coordinator) with an accommodation letter from Student Disability Services. Students are expected to give two weeks’ notice of the need for accommodations. If you need immediate accommodations, please arrange to meet with your (Instructor, TA, Course Coordinator) within the first two class meetings. Students have the right to confidentiality of their disability status. Instructors may share accommodation information with academic support staff for the purpose of the provision of accommodations. Instructors should refrain from making any disability related comments in front of the class or in presence of other students, faculty or staff who are not directly involved in the accommodation process. Disability documentation in maintained in the SDS office and should only be reviewed by the Student Disability Services staff.

In May 1965, the University Faculty adopted the Cornell u003ca href=u0022https://live-deanoffaculty.pantheonsite.io/wp-content/uploads/CUgrading-1qbumf0.pdfu0022u003eUniversity Grading System u003c/au003e. The official University grading system is composed of letter grades with pluses and minuses. Passing grades range from A+ to D–; F is failing. INC denotes a grade of incomplete, NG denotes a non-graded course, NGR signifies no grade reported, and R is the grade given a for an in-progress multi-semester course.rnrnLetter grade values are combined with course credit hours to produce an average based on a 4.3 scale. Grade point average is calculated by multiplying the credit hour and quality point equivalent for each course and then dividing by the total number of credits taken. The cumulative average is the sum of the products of all the grades at Cornell divided by the total number of credits taken.rnrnAlongside the letter grade system stands an SU System, in which S means satisfactory, as defined by performance that would be graded C- or higher, and U means unsatisfactory, as defined by performance that would be graded below C-. Grades of S and U are not given grade point values or taken into account in computing grade point averages. The purpose of the S‐U System is to encourage students to venture into courses outside their main areas of familiarity without great risk to their academic record.  Credits toward the fulfillment of graduation requirements are earned for courses evaluated S but not for those graded U. The various schools and colleges differ in the restrictions they place on the election of S/U grading over letter grading. But where college rules and course procedures allow it, the election is a student option that must be exercised within the drop period for the course. Students may not defer the decision in the hope of first seeing the letter grade they are likely to earn.

Preliminary examinations (u0022prelimsu0022) are mid-semester exams typically held during regularly scheduled class meeting times, in regularly scheduled classrooms. Evening prelim examinations may be given on Tuesday and Thursday evenings after 7:30 p.m. Large courses (over 30) may schedule evening exams only with prior permission from the Office of the Dean of Faculty. No permission is required for examinations or make-up examinations involving small numbers of students (under 30) if given on Tuesday and Thursday.rnrnExceptions. Permission from the Office of the Dean of Faculty to schedule examinations on evenings other than Tuesdays or Thursdays or at a time prior to 7:30 p.m. will be granted only on the following conditions:rnrnConditions such as the nature of the examination, room availability, large number of conflicts, etc. justify such scheduling. An alternate time to take the exam must be provided for those students who have academic, extracurricular or employment conflicts at the time scheduled.rnrnIf there is a conflict between an examination listed on the schedule developed at the annual evening prelim scheduling meeting and an examination not on the schedule, the examination on the schedule shall have priority. The course not on the schedule provide an alternate time to take the examination for those students faced with the conflict. If a student has conflicting examination schedules, both of which are on the schedule developed at the annual evening prelim scheduling meeting or both of which are not on the schedule, the instructors of the courses involved must consult and agree on how to resolve the conflict. Both instructors must approach this resolution process with a willingness to provide an alternative or early examination.rnrnCourses utilizing evening examinations should indicate this in the course description listed in Courses of Study, The Course and Time Roster, and The Course and Room Roster and must notify students of the dates of such examinations as early as possible in the semester, preferably when the course outline is distributed.

u003ca href=u0022https://live-deanoffaculty.pantheonsite.io/faculty-and-academic-affairs/academic-integrity/code-of-academic-integrity/u0022u003eThe Code of Academic Integrityu003c/au003e specifies that no student may use, give, or receive any assistance or information not given in the examination or by the proctor. Access to technology poses new challenges in this regard making it necessary to clarify the authority of proctors and instructors:rnu003culu003ern tu003cliu003eUnless the instructor or Student Disability Services grants an explicit exception, students may not handle or access technology at any time during an exam.u003c/liu003ern tu003cliu003eDuring an exam all such technology shall be turned off or disabled and placed out of sight if so requested by the proctor.u003c/liu003ernu003c/ulu003ernu003culu003ern tu003cliu003eAll watches provided by the student shall be placed out of sight if so requested by the proctor and the time is publicly posted or announced.u003c/liu003ernu003c/ulu003ernu003culu003ern tu003cliu003eAll writing instruments provided by the student can be disallowed if alternative writing instruments are supplied by the proctor.u003c/liu003ernu003c/ulu003e

u003cp style=u0022text-align: center;u0022u003eu003ca class=u0022link-buttonu0022 href=u0022https://live-deanoffaculty.pantheonsite.io/faculty-governance/archives/resolutions/resolution-65-final-examinations-and-other-end-of-semester-exercises/u0022u003eu003cstrongu003eFinal Exam Policyu003c/strongu003eu003c/au003eu003c/pu003ernAdvances in pedagogy and variations in practice across fields have broadened the range of commonly used end‐of‐semester evaluative exercises beyond traditional sit‐down final examinations. The rules and guidelines that follow aim to protect students from unreasonable demands on their time while simultaneously providing instructors the flexibility necessary to design evaluative exercises appropriate to their courses.rnrnThe Academic Calendar sets aside, after the last week of classes, a brief study period followed by a period for final examinations. The Registrar’s Office assigns to every course a specific day and time during final‐examination period at which time the course’s final exam, if any, will take place. The designated final exam days and times are scheduled carefully to minimize conflicts and spread students’ workloads as evenly as possible over the exam period.rnrnIt is university policy to discourage more than two examinations for a student in one twenty‐four hour time period. Members of the faculty are urged to grant student requests for a make‐up examination, particularly if their course is the largest of the three involved and thus has the strongest likelihood of offering a makeup for other valid reasons, e.g. a student’s illness or a death in a student’s family. (See also Disability Accommodation Procedure for Students in this section.)

u003culu003ern tu003cliu003eu003ca href=u0022https://undergrad.cornell.edu/students/advisingu0022u003eu003cstrongu003eFor advising undergraduate studentsu003c/strongu003eu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://gradschool.cornell.edu/academic-progress/faculty-guide-to-advising-research-degree-students/u0022u003eu003cstrongu003eFor advising graduate and professional studentsu003c/strongu003eu003c/au003eu003c/liu003ern tu003cliu003eu003cstrongu003eTo share with your advisees and menteesu003c/strongu003ernu003culu003ern tu003cliu003eu003cstrongu003eWell-Beingu003c/strongu003ernu003culu003ern tu003cliu003eu003ca href=u0022https://health.cornell.edu/about/contact-usu0022u003eCornell Healthu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://diversity.cornell.edu/our-commitments/bias-reporting-cornellu0022u003eHarassment, Discrimination, Bias Reportingu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://dos.cornell.edu/care-crisis-servicesu0022u003eStudent Support and Advocacy Servicesu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://caringcommunity.cornell.edu/report-concerns/u0022u003eMental Health at Cornellu003c/au003eu003c/liu003ernu003c/ulu003ernu003c/liu003ern tu003cliu003eu003cstrongu003eEmergencyu003c/strongu003ernu003culu003ern tu003cliu003eu003ca href=u0022https://emergency.cornell.edu/academicprep/u0022u003eEmergency Preparedness Informationu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://policy.cornell.edu/policy-library/inclement-weatheru0022u003eInclement Weatheru003c/au003e – Inclement weather may occasionally cause delay or cancellation of activities at the university. Times for making up missed activities in a coordinated way are publicly announced on such occasions. (u003ca href=u0022https://emergency.cornell.edu/wxfaq/u0022u003eFAQu003c/au003e)u003c/liu003ern tu003cliu003eu003ca href=u0022https://emergency.cornell.edu/active-threat/u0022u003eActive Threat To Life Protocolsu003c/au003eu003c/liu003ernu003c/ulu003ernu003c/liu003ern tu003cliu003eu003cstrongu003eSupportu003c/strongu003ernu003culu003ern tu003cliu003eu003ca href=u0022https://studentessentials.cornell.edu/u0022u003eStudent Essentialsu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022http://www.career.cornell.edu/u0022u003eCareer Servicesu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://www.library.cornell.edu/u0022u003eCornell University Libraryu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022http://knight.as.cornell.edu/wcu0022u003eCornell Writing Centersu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://international.globallearning.cornell.edu/maintaining-your-statusu0022u003eInternational Servicesu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022https://teaching.cornell.edu/graduate-students/ITAPu0022u003eInternational Teaching Assistant Programu003c/au003eu003c/liu003ern tu003cliu003eu003ca href=u0022http://lsc.cornell.edu/u0022u003eLearning Strategies Centeru003c/au003eu003c/liu003ernu003c/ulu003ernu003c/liu003ernu003c/ulu003ernu003c/liu003ernu003c/ul