Category Archives: career / funding

jobs, funding, other career news

Professional Development for Cornell Archaeology Students

The departments of Classics and Anthropology at Cornell are both offering resources for helping graduate students with professional development and job applications.

Classics Job Market Workshops Fall 2015
Thursday, 4:30 p.m., GSH 122

The Classics Job Market Workshops are primarily geared toward graduate students in Classics seeking academic positions.

9/10: General Information (first draft cover letter & CV)
10/1: Different types of jobs (second draft cover letter & CV)
10/22: Interviews, etc.
further meeting info is TBD

For the first meeting, students are encouraged to read the relevant sections of Joy Connolly’s Job Market Handbook (https://sites.google.com/a/nyu.edu/jconnolly/home/job-market-handbook). The first part of the meeting will cover basic information, of relevance also to those who are not going on the job market. See the “Advice for Candidates” section on the SCS website (https://placement.apaclassics.org/advice-candidates). If some of you are ready to share a first draft of their cover letter and CV, that would be great. Please the material in advance to Eric Rebillard (er97@cornell.edu).

The Academic job Search: Local Knowledge and the View from the Search Committee
Friday, 8/28, 2:30-4:00 p.m., McGraw Hall 215

The Anthropology department job workshops are geared toward post-field graduate students seeking academic jobs in Anthropology departments, however graduate students at an earlier stage are welcome to attend.

These workshops, based on the series Erick White put together last academic year, will continue through the fall semester and into the spring. Details about the other sessions will be forthcoming.

For this session, an overview of how search committees work will be provided by faculty members who have recently served on departmental search committees: Profs. Lucinda Ramberg and Chris Garces. At the same time, much of the content of the workshop will be dependent on graduate-student questions.

The discussion will focus upon several key areas: 1) the stages of the job search and relevant hiring committee activities; 2) how hiring is influenced by committee dynamics, administrative rules and requirements, departmental cultures, and the constraints of scheduling/timing; and 3) how job candidates are evaluated and ranked at different stages of the search process.

While the workshop is designed with primarily post-field graduate students in mind, graduate students at an earlier stage in their career are welcome to attend.

Future meeting details T.B.D. For more information, contact Perri Gerard-Little (pag88@cornell.edu).

More Resources

Recommended Reading

The Chronicle of Higher Education
Articles with general advice about the academic job market. For a list of especially relevant articles, see Brown’s General Resources for the Academic Job Market.

The Academic Job Search Survival Handbook – Especially for Graduate Students
Produced by Career Services at UC San Diego

Berkeley Career Center – The Academic Job Search
Advice and resources from early in a graduate career through applying for jobs.

Job Postings

AIA Professional Resources
Primarily academic archaeology jobs.

Shovelbums Job Board
CRM listings, both temporary and full-time

Archaeology Fieldwork – Employment Opportunities
Similar to Shovelbums

The Chronicle of Higher Education Vitae Job Search
Search engine for academic job listings

American Library Association Job Listings
Geared toward library positions, but some digital humanities of relevance

Services

Cornell Career Services

Applying to Graduate School: An Archaeological Perspective

[Re-posted with permission from Adam Smith’s blog, Assemblages]:applying to grad school

Having just supervised my third year of admissions into the MA program in Cornell’s Institute of Archaeology and Material Studies, I’ve come to see the process as increasingly shaped by poor communication on both sides.  We, as an institution, do a pretty poor job of communicating what an ideal application dossier looks like.  And students, many of whom boast sterling credentials, nevertheless often seem to have neglected to fully consider what graduate school entails.  Inspired by my colleague Sturt Manning’s post last year on graduate admissions in Classics, I digest here a few points of advice that I seem to repeat often to applicants and prospective students.

The elements of a graduate school application are relatively standard across programs and universities.  Typically they include:

  • Your undergraduate transcript;
  • Letters of recommendation (3 seems to be the magic number);
  • A writing sample (usually a term paper written for an advanced seminar);
  • Test scores (usually GRE, but also TOEFL for international students);
  • A statement of purpose (sometimes misleadingly called a personal essay).

Transcripts can be read in a numerous ways.  A few attest to a goal oriented, highly motivated student who knew their chosen path from day 1.  Some tell a story of struggle and success as grades improve and courses sharpen focus over the 4 years.  Some tell of students who wander listlessly through the curriculum until they discover their passion (e.g., archaeology) and then commit themselves fully to achievement.  Some tell of students who were driven into narrow pre-professional courses by social, economic, or perhaps parental forces in their freshman and sophomore years, only to find themselves miserable until a stray course in archaeology opened a new door.  Other transcripts testify to students  who never really clicked with anything and look to graduate school as a place to kill some more time while searching for self and future.  What story does your transcript tell?  How would you want an admissions committee to narrate your intellectual development?

Often times, the story of your transcript comes out most clearly in the letters of recommendation.  Faculty who care deeply about their students will often tell us about the unique challenges applicants  have faced or opportunities they have seized.  Their testimonials can often be incredibly powerful since they have the kind of firsthand knowledge that admissions committees lack.  So it is important in choosing letter writers to have established relations with faculty who a) know you and b) care about you.  This means you cannot rely on the instructor in the 500 person intro class that you did well in but who you never saw again.  That said, it is relatively rare that all three letter writers have the same kind of familiarity with students, but if one or two can speak knowingly of you and are committed to you, then chances are, that will be an impactful letter.

The writing sample is a complicated element of the process.  Presumably by the time you graduate from College, if you were in the humanities or social sciences, you will have written 4-8 term papers, by which I mean extended writings on a single topic that muster evidence to an argument (I do not include more personal or reflective essays or fiction writing, neither of which are proper material for a writing sample in an archaeology application).  I have seen writing samples evaluated generally for just two qualities.  The first is the quality of composition; is it well written?  The second is its use of evidence; does it understand the bases of archaeological arguments.  Occasionally samples are highly original, provocative, or pioneering, but these are not the expectations for a college term paper or honors thesis and so tend not to be the expectations of admissions committees either.  Of our two expectations–composition and argumentation–my experience is that the quality of writing trumps all.  Hence when students ask for advice on which writing sample to submit, I always advise them to submit the one that is best written, most polished, and most edited, whether it is about archaeology or not.  I would be far more impressed by a well-written writing sample about Georgian polyphonic singing than a second rate essay on excavations at Ur or Abydos.

It is important for students to realize then that at the time of application 3 out of 5 of the elements in a dossier are essentially out of your hands.  Your transcript was compiled over your 4 years in college; ditto your relations with faculty who will provide letters of recommendation; and writing samples tend to be (quite wisely) recycled term papers or honors theses.

In addition, in my experience test scores tend to be a secondary data point in admissions.  They might reinforce a sense conveyed by transcripts or they might force a second look if not in keeping with the impression conveyed by a writing sample and essay.  But it is rare that I’ve seen test scores work as a determining force of any kind on an admissions decision when the preponderance of other evidence points in a different direction.

So that leaves just the statement of purpose as the critical contribution that an applicant can make to a dossier at the time they are considering graduate school.  As a result, it is to my mind the most consequential piece of the application.   And yet it is also the portion that students often seem to have the most trouble with.  So let me set out what I think a statement of purpose should do.

  1. It needs to  clearly define a research project.  Graduate schools is primarily about training you to do research–what will it be about? But this is tricky.  If your proposed research project is too narrow (level 3 courseware sherds from site X) then you run 2 risks: a) no one who reads the essay is all that interested in level 3 coarseware sherds from X (or alternatively, only one person is and that is not enough support) or b) faculty will see the project as so fully developed that they have nothing to contribute.  If a proposed research project is too vague (“I think I’m interested in ancient religion or maybe politics”) then admissions committees will immediately conclude that you are not sufficiently prepared fro graduate education.  So research projects need to thread the needle between being too vague and too narrow.
  2. It needs to answer the question: “Who cares?”. It is not enough to simply have a research interest of your own, you need to make an argument for why anyone else should be interested.  Such an argument might appeal to wider anthropological theory (e.g., this project will inform accounts of state formation), or to historical questions (e.g., the data collected will clarify the political economy of late Classic Maya polities), or to specifically archaeological concerns (e.g., innovations in method, practice, theory, etc).
  3. It needs to explain why you want to come to Cornell (or anywhere else). Applications are not just presentations of your work and interests, they are arguments.  You are making an argument as to why you should be admitted to a program.  Hence you must explain why that program can cultivate the research you plan on conducting.  This can and should involve key faculty (never cite just one potential interlocutor, you will need at least 2 and maybe 3).  It can also include material resources (e.g., collections, archives, etc.).  But it should also appeal to the curriculum since that will shape most of your experience as a graduate student.  You cannot take courses from just one or two faculty, hence you need to point to ways that the curriculum as a whole can advance the method, theory, data and conceptualization of your project.

What is not on this list to be included in a statement of purpose is a personal story of your budding interest in archaeology since you first found an old spoon in your grandparents’ back yard when you were 9.  Those almost never work.  Also to avoid: that time you saw a discovery channel show on dinosaurs, a general love of working outside, and, most of all, Indiana Jones. Such appeals appear with alarming regularity–at least twice each admissions season.  Students should know that these are not read as charming, but as vacuous platitudes that do nothing to help us understand what you want to study and why we should care.  The essay, regardless of what universities might call it, is not a personal essay.  It is a statement of purpose that defines a sphere of interest and describes the graduate training you seek that will help advance that work.

One element of your experience that does fit into a statement of purpose is field experience (if you have any).  Discussing the intellectual impact of field experiences is an excellent way to show the admissions committee that not only do you have a strong sense of archaeological practice, but you have also reflected on it in a way that suggests it was not simply a lark, but a transformational educational experience.

If you can avoid the pitfalls of the overly personal and make a clear case for a compelling research project that fits well with the faculty, then your essay will have made a pretty compelling case.

This is not to say that there is not a place for a personal essay in the graduate school application process.  It is a very good idea for you to write a brief essay entitled “Why I Want to Go to Graduate School”.  In it, you should be candid.  Are you motivated by a thirst for knowledge, a sense of fulfillment that comes from empirically engaged field research?  Or are you thinking of grad school because you can’t think of something else to do?  If you can’t come up with a reason that truly convinces you that research is a calling, then you can stop right there.  If you can, then graduate school probably is for you.  And you can now get to work on crafting a compelling statement of purpose.  And you can file away the personal essay for those times down the road once you are in graduate school when you find yourself wondering, “Now why did I do this?”

–author Adam Smith is the Chair of Cornell’s Anthropology Department and blogmaster of Assemblages

Society for the Humanities Fellowships for Graduate Students

TO:                  Humanities Graduate Students
FROM:            Timothy Murray, Director
RE:                  Call for applications for 2016/17 Andrew W. Mellon Foundation Graduate Fellowships at the Society for the Humanities

The Mellon Foundation has made available two fellowships for graduate students to become Fellows of the Society for the Humanities at Cornell University during the 2016/2017 academic year. Graduate Fellows will not teach courses. Graduate Fellows will be invited to all events at the Society for the Humanities.  The Fellowship includes a College of Arts & Sciences graduate tuition waiver, a $26,000 stipend, and health insurance. The two Graduate Fellows will share an office at the A.D. White House during the academic year.

Qualifications
Cornell University graduate students in the humanities who are working on topics related to the year’s theme (description below) are invited to apply. Applicants must have completed the A exam and all requirements for the degree other than the dissertation before the application deadline on November 1, 2015. Awards will be restricted to students entering their 4th, 5th or 6th year of study at the time the Fellowship begins.

Application Procedures
The following application materials must be emailed to humctr-mailbox@cornell.edu by November 1, 2015.  Please email materials in a single PDF in the order below with the subject line “GRADUATE FELLOWSHIP APPLICATION_Last Name”.

Order of Materials:

  1. A cover page with:
    – Full name and net ID
    – Home department
    – Proposed project title
    – Recommenders’ names and emails
  2. A curriculum vitae.
  3. A one-page dissertation abstract in addition to a more detailed statement of the research project the applicant will pursue during the fellowship year (1,000-3,000 words).
  4. A Cornell University etranscript (for instructions, visit http://transcript.cornell.edu/ ).
  5. One writing sample (published or unpublished) that is no more than 35 pages long.

Sent under separate cover:

6. Two letters of recommendation. Letters of recommendation should include an evaluation of the candidate’s research proposal. Please ask referees to send their letters directly to
humctr-mailbox@cornell.edu. Letters must be received on or before November 1, 2015.

For further information:

Phone: 607-255-9274 or 255-4086
Email: humctr-mailbox@cornell.edu

Awards will be announced by the end of December 2015.

Note: Extensions for applications will not be granted. The Society will consider only fully completed, emailed, applications. It is the responsibility of each applicant to ensure that ALL documentation is complete, and that referees submit their letters of recommendation to the Society before the closing date.

FOCAL THEME 2016-2017: SKIN

The Society for the Humanities at Cornell University seeks interdisciplinary research projects that reflect on philosophical, aesthetic, political, ecological, religious, psychoanalytical, and cultural understandings of skin.  Thinking skin calls upon cultural horizons, religious traditions, flesh, haptics, signs, texts, images, biopolitics, screens, sounds, and surfaces.  From the earliest writings on medicine and religion to more recent theories of race, sexuality, gender, class, and ethnicity, how might thinking or making skin inform the global cultural experience from North to South, East to West, South to South.  We invite research projects across historical periods, disciplinary boundaries, geographic territories, and social contexts.

For classical traditions, skin plays a role in representing the breadth of mythological empowerment, from the Occidental classics and Ancient Egypt to Navajo culture. Theoretical and philosophical approaches might dwell on the contrasts between tactility and opticality or as the membrane of intersubjective and global connectivity.  Psychoanalysis theorizes skin as the figure of touch, desire, trauma, and “the skin-ego,” while theorists of affect and haptics might study configurations of aging, sexuality, gender, queer and transgender studies.

Also welcome are biopolitical considerations ranging from torture and subjugation to race, eugenics, and genomics whose representations have been central to the arts.  Scholars of the arts and technology might emphasize tattooing, surface architecture, technoskins, prostheses, nanotechnologies, and the touch of mobile devices, connectivity, gaming, and mobile media.

Scholars of “medical humanities” might study questions of the complex place of skin in disease, contamination, and contagion, just as these problematics are important in the history of travel literature, geopolitical tensions, and literary and artistic fascinations with the viral.

Congratulations to Cornell’s 2015 Archaeology Graduates!

Image result for cornell commencement capThe CIAMS faculty and staff wish all the best to Cornell students being graduated with Archaeology Majors and Master’s degrees in Spring 2015
The Undergraduate Majors are Morgan Michel-Schottman, Alexander Morgan, Eliizabeth Napper, and Zachary Peterson.
And the Master’s in Archaeology are William Breitweiser, Cynthia Kocik, Nicholas Lashway, and Katherine Seufer.

Congratulations, and good luck to all of you!

New archaeology journal focused on publishing student research

From Gonzalo Linares, Oxford
The International Journal of Student Research in Archaeology-IJSRA (link to flyer) is an open-access, peer-reviewed journal, edited by a team of students from more than 30 top institutions in 13 countries. The aim of this publication is to be a global reference point in archaeology, as well as to serve as an international forum for the exchange of excellent scholarship in an atmosphere of constructive dialogue and inclusivity. Ultimately, we aim to enhance the academic experience, scholarly presence, and recognition of students worldwide. This Journal accepts papers addressing any topic and time period of archaeological interest. Research may be based in any geographical area, engage with any methodological and theoretical framework, and include integrative insights and evidence from any discipline.

This Journal aims to foster global participation and to attract the submission of the best student research in archaeology, regardless of academic institution, nationality, gender, ethnicity or religion, in order to enhance international cooperation and mutual understanding. Therefore, this Journal does not charge submission or publication fees. Assistance with academic English of those publishable articles written by non-native speakers will be provided.

The intellectual property of anything published in the Journal remains the respective authors’, who are free to reproduce it in whatever way, upon acknowledging this Journal as the first place of publication.The publication of previously unpublished data should be authorised by the relevant academic tutor/supervisor.

The deadline for submissions for the first issue is September 1st 2015. E-mail for submissions:editor.ijsra@gmail.com

Call for Papers available here: https://www.academia.edu/12218246/I_Call_for_Papers_-_International_Journal_of_Student_Research_in_Archaeology

More information is available in our Facebook page: https://www.facebook.com/ijsra

Kind regards,

Gonzalo Linares
Executive Editor of the International Journal of Student Research in Archaeology
BA Archaeology & Anthropology, University of Oxford (UK) https://oxford.academia.edu/GonzaloLinaresMatás

Strong reaction needed to avoid deep NSF funding cuts

Dear Colleagues,
As many of you will know via messages from various societies, next week Congress will debate a bill – America Competes Act of 2015 (H.R. 1806) – which if it were to become law will cut NSF social sciences funding – i.e. including archaeology – by 45%, i.e. destroy its support from its already rather pathetic level. This is back to the issue of the past 18 months and is again led by Lamar Smith (R, Texas).

Please voice your opposition by calling or writing your representative; you can also send a message to Congress here: http://www.cossa.org/advocacy/take-action/.
[You will know this worked when you receive a form-letter response from your Congressman]

Some information via the Consortium of Social Sciences (COSSA) is available at: http://www.cossa.org/wp-content/uploads/2015/04/House-COMPETES-Analysis-April-2015-2.pdf?utm_source=Need+for+Immediate+Action%3A+Potential+NSF+Cuts&utm_campaign=NSF+eBlast&utm_medium=email

As last time (late 2013-2014) we should all look to find ways to oppose and to ARGUE why this is bad thing – versus just be against or say ‘bad Republicans’. In particular we should advocate ‘why Archaeology’ as our part of this campaign.

Please write to your Representative.
Last year this worked for our local Republican. Doing nothing will only assist in the destruction of what little federal support there is for archaeology – so please react.

Thanks,
Sturt Manning

CIAMS Awards Over $30,000 in Student Funding for Research and Travel

bresto headerWith the generous support of the Hirsch family, this Spring CIAMS awarded over $15,000 for archaeology-related travel to Cornell undergraduates and graduates, and over $15,000 to graduate students for archaeological research projects.  These funds will help Cornell archaeology students work around the globe, in New York, Belize, Italy, Georgia, Israel, Tunisia, and Cyprus. Congratulations and good luck to all awardees.

INTERDISCIPLINARY MELLON WRITING GROUPS

CALL FOR PROPOSALS:  BRETT DE BARY INTERDISCIPLINARY MELLON WRITING GROUPS

         The Society for the Humanities administers the Brett de Bary Interdisciplinary Mellon Writing Groups, generously funded by the Andrew W. Mellon Foundation. Faculty and graduate students are encouraged to submit applications for this program. Funds for Interdisciplinary Writing Groups are intended to encourage activities related to writing and publication, to be carried out throughout one academic year by groups of faculty and graduate students in the humanities.
        Two grants of up to $5,000 per year will be made available to groups of 5-7 participants, working in at least two different humanities departments, who can demonstrate that their research interests productively converge.  Applications should present a schedule of meetings to be held in the course of the academic year, which would necessarily include presentation to the group of a work-in-progress by each member. Such sessions should offer substantive response and discussion, by the group, of each individual paper. Groups may schedule other, optional activities, as desired.
        Each group application should include a budget.   Funds may be used to provide dinner and/or refreshments on the occasions of paper presentations, as well as to provide research support for each group member.  Alternatively, funds could be pooled to bring a visiting scholar to Cornell for a workshop or retreat focused on writing projects of participants, or to support manuscript preparation or other costs associated with publication of work of participants in the group.
 

Brett de Bary Interdisciplinary Mellon Writing Group Application Guidelines

 Applications for de Bary Interdisciplinary Mellon Writing Groups should be submitted by two co-organizers (faculty only) representing different departments or fields within the humanities. Each writing group should consist of 5-7 members, including faculty and graduate students.Applications should be submitted electronically (preferably in one pdf file) to Mary Ahl (mea4@cornell.edu) at the Society for the Humanities by April 17, 2015
 
Applicants should submit the following materials:
 
1.      A statement of no more than 1,000 words describing a rationale for linking the work of participants from different disciplines. The statement should show how each participant’s perspective would contribute to elaborating and enriching a common context for research.  Priority will be given to groups who demonstrate how their activities might benefit from the presence of visiting scholars at the Society for the Humanities during the year of the grant.  The Society’s focal theme for 2015-16 is “Time.”
 
2.      A one-paragraph description of a writing project from each participant, including plans (imminent or long-term) for publication.
 
3.      A CV for each member of the group.
 
4.      A schedule of meetings and activities for the coming year. (A series of meetings organized around the circulation, presentation, and discussion of a work in progress by each member is the basic requirement. Other activities are optional.)
 
5.      A brief budget. Funds may be used for the following four categories: a.) dinner and refreshments at the time of paper presentations,  b.) up to $1,000 in research funds per member of the group (to be reimbursed, not transferred to research accounts),  c.) bringing a visiting scholar to Cornell to conduct a workshop or retreat for the group,  d.) supporting manuscript preparation costs for a collaboratively produced volume.
 
We invite humanities faculty and graduate students at Cornell to collaborate on applications for these grants. Applications by groups involving faculty and graduate students should be authored by two faculty co-organizers representing different departments or disciplines.  Co-organizers will be responsible for administering funds transferred to their departmental accounts.

Please note:  applicants should not propose dissertation writing groups for which the Society hosts a separate funding competition.
 
Applications should be delivered in electronic form to Mary Ahl (mea4@cornell.edu ).

Historic Preservation Project Grants Available Through Van Alen

Van Alen Institute is pleased to offer an opportunity for architecture, design, and historic preservation professionals to apply for fiscal sponsorship by New York State Council on the Arts Independent Project grants. Van Alen will sponsor 20 Indepependent Projects through this program.

NYSCA’s 2016 program in Architecture + Design makes grants of up to $10,000 available for individuals (or a team) to creatively explore, or to research an issue or problem in thefields of architecture, landscape architecture, historic preservation, fashion, graphic, industrial and/or interior design that advances that field and contributes to a broader understanding of design. The category seeks projects that are innovative in nature and emphasize artistry and design excellence. Projects may lead to the creation of design prototypes, explore new technology which impacts design, research a topic in design or architectural history, or engage in critical or theoretical analyses.

NYSCA Independent Project Grants: What You Need to Know

Design fields which are supported include architecture, landscape architecture, and graphic, fashion, industrial, furniture, and interior design.
Independent Projects originate with the individual (or team). Applications may only be submitted through a sponsoring organization.
Your project dates must fall within Van Alen’s 12-month NYSCA grant period of1/1/2016 – 12/31/2016.
Previously funded projects have included the development of design prototypes, historical studies of building types, critical and theoretical analyses, and explorations of new technology for the design fields.
Funds awarded for Independent Projects are individual artist awards, but are not fellowships. All funded projects are awarded the full amount requested up to $10,000. Requests must include the artist’s fee and may include related project expenses.
Key Guidelines

The individual (or team) must be professionals in their related architecture, design and/or historic preservation field. Architectural and design historians qualify. Visual artists whose work references the built environment are not eligible for support.
The project must emphasize design and reflect one (or more) of the fields supported in the category: architecture, landscape architecture, fashion, graphic, industrial and/or interior design.
This category cannot support past work or current client work. It is intended to support new ideas and explorations which further the evolution of relevant design fields.
Individuals may be associated with only one project request per year. If individuals appear on more than one request, both requests will be deemed ineligible for support.
Faculty in architecture or design schools are welcome to apply. However, their proposed projects must not be part of a course curriculum.
Student projects are ineligible for support. Currently matriculated students must document that their projects are not related to the completion of a degree.
The individual (or team) must provide evidence that they are current New York State residents.
Proof of New York State residency requires two of the documents per individual.
NYSCA funds cannot be used for out-of-state travel expenses.
How to Apply

To apply through Van Alen Institute, please download the registration form (Word document) AND the application form (PDF) and return both completed forms along with all support materials to NYSCAIP@vanalen.org by midnight on March 23, 2015. All applications should be submitted with the subject line “NYSCA Independent Project Application Request.”

Please note that only complete applications will be reviewed for sponsorship by Van Alen. The Institute will select a maximum of 20 Independent Projects for submission to NYSCA based on their completeness, eligibility, and alignment with Van Alen Institute’s mission. Selected individuals may be asked to submit additional application information betweenMarch 24 and the final NYSCA deadline of April 10, 2015.

All questions regarding this grant opportunity should be directed to NYSCAIP@vanalen.org.

For further information about this funding opportunity and application instructions, see NYSCA’s Architecture + Design Program’s guidelines for the Independent Projects Category at www.arts.ny.gov.

Paid Internships at the Johnson Museum

Fall 2015 (and beyond) paid internships at the Johnson Museum have just been posted. These positions are open to all majors, and applications are due April 6. Form here: HFJ-Internships2015

 

Alana Ryder | Andrew W. Mellon Curatorial Coordinator for Academic Programs
Herbert F. Johnson Museum of Art | Cornell University
114 Central Avenue | Ithaca, NY  14853-4001
t: 607.255.2541 | e: ahr76@cornell.edu