strategic plan cornell university

Global Cornell

Strategic Direction

Today’s complex world demands a commitment to global engagement. Global engagement requires the appreciation of intercultural differences, an understanding of inequalities, and a spirit of collaboration for mutual benefit.

A just, sustainable, and connected world where differences are valued and exchange is encouraged.

To build opportunities for students and faculty to discover, think, and act in concert with the world.

• Educate | Promote and support Cornell's mission to educate the next generation of global citizens through access to diverse international opportunities.
• Collaborate | Inspire and seed faculty, staff, and student research on global challenges for the benefit of all.
• Engage | Foster meaningful connections for collaborative teaching, learning, and shared discoveries across campus and worldwide.
• Lead | Position Cornell as a leading institution for global thinking and action—to do the greatest good … everywhere.

Migrations  funds research  that highlights connections between human movement, racism, and dispossession.

The Einaudi Center's international relations minor  explores governments, languages, and cultures of the world.

The Office of Global Learning unites Cornell's global learners with study abroad and immigration services .

Our Strategic Plan

Mapping our future.

• View our Full Strategic Plan
• View our Executive Summary

With this plan, we aim to chart a course for success in the early years of the Cornell Jeb E. Brooks School of Public Policy. We are committed to:

We will advance these strategic priorities over the next five years in a manner that:.

Now, more than ever, forward-looking leadership in public policy is essential and the Brooks School is dedicated to responding to the challenges ahead. – Colleen L. Barry, Cornell Brooks School Dean

MSE Strategic Plan 2023

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The college is un-siloing engineering and unlocking innovation through the implementation of Cornell Engineering 2030. Our new strategic plan builds upon our established reputation for rigor and excellence — and our deeply ingrained culture of collaborating across disciplines — to forge new paradigms for engineering education, research, and technology translation.

Visit the Cornell Engineering 2030 website to learn more about the college’s plans for the future, including for the Department of Materials Science and Engineering.

MSE has identified three integrated strategic priorities, which leverage our existing strengths and include bold new ideas. These priorities will steer faculty hiring, infrastructure projects, curriculum development, diversity and inclusion programs, and industrial engagement strategies. When coupled with our core competencies, these priorities form a blueprint for returning our department to the top five MSE departments in the country within the next ten years. Visit the MSE strategic plan website for more information.

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Strategic plan to take Cornell to 2015 and beyond

By susan kelley.

What will Cornell look like in 2015? Edward Lawler and seven other faculty members of the Strategic Planning Advisory Council are drafting a document that will offer some answers.

A new Web site , has a draft of the plan's outline. Lawler, the Martin P. Catherwood Professor of Industrial and Labor Relations and former dean of the ILR School, co-chairs the planning initiative with Provost Kent Fuchs.

Here, Lawler shares some thoughts about the strategic plan that will guide the university into the future.

Strategic plans often end up forgotten in a dusty binder on a shelf. How do you plan to ensure that your work doesn't meet the same fate?

The president and provost are committed to operating with a strategic plan, and we are working to specify actions for each objective. We won't in all cases say exactly what should be done, but we will point in certain directions.

The plan will offer a roadmap for moving the university forward but also will require regular if not continual modifications and adjustments. A good strategic plan is going to be a living, working document, even after it's finished.

What themes are emerging from the planning process?

They include how to promote faculty and staff excellence given intense competition and limited resources; diversity and inclusion; a distinctive education; collaboration across disciplines and colleges; and effective assessments of teaching, research and outreach.

We're looking at the university as a whole, and thinking of Cornell as a singular unit, while recognizing and affirming the importance of strong and distinctive colleges and other academic units.

What is the difference between the strategic plan and "Reimagining Cornell"?

The strategic plan is a component of Reimagining Cornell. It contains the aspirational, future-oriented thinking about what goals or objectives we should work toward and how we should try to achieve them in the next five years, in the context of the university's longer-term challenges and opportunities.

Don't we already have a strategic plan?

There is a strategic plan, from 2008, on the president's Web page. It's one of several background documents for us. We will draw on elements from that plan, but the environment has changed enough that some parts of that plan are outdated.

The Strategic Planning Advisory Council is receiving input and ideas from four working groups, composed of 63 faculty, staff and students. What have they been working on?

In October the provost created the council and the working groups, each of which explored one of the university's broad goals: education; research, scholarship and creativity; public engagement; and organizational stewardship. The council gave each group initial issues to address, and the groups provided input on those and others they deemed important in December. Then the council created an initial draft of objectives and actions for each goal. After additional feedback from working groups and university leaders, we prepared the draft outline.

When will the strategic plan be released?

We will distribute a complete outline for comment in March. The final plan is scheduled for completion in May.

The council will hold a public forum Feb. 24 and brown bag lunch March 3. Will community input really effect significant change in the plan?

We will take comments and suggestions seriously and work to improve the plan on that basis. We have gotten a lot of feedback to date, but over the next month I bet we'll hear things that we haven't heard or thought of and get good ideas for what we need to work on or clarify.

The plan is about the university as a whole, and this is the chance for the university community to give us their input.

Media Contact

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Facilities and Campus Services

Strategic plan, about the strategy map:, the map has been updated for 2016 and includes strategic priorities highlighted in red..

• The FCS Leadership Team has adopted  new mission and vision statements  for Infrastructure Properties and Planning as well as a  strategy map.
• The strategy map plots out an overall course for FCS to advance its mission and vision over the next 3-5 years.
• With new leadership within FCS and a new org structure in place, as well as a new university president coming this year, FCS has new priorities and challenges.  Our strategy, mission and vision need to reflect these changes.
• The map is a guide to where we want to go and what we want to accomplish as an organization.
• The strategy map was   presented at the February 24, 2015 Facilities Leadership Council meeting by Kyu.  This presentation is also available as a printable  pdf file .

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Strategic Metrics

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Cornell University at its Sesquicentennial is the strategic plan for 2010-2015.   The Strategic Metrics dashboard supports the assessment of the plan’s major objectives.  To view the Strategic Metrics dashboard, click on the thumbnail to the right.

More information about the overall approach to measurement as well as definitions of specific metrics in the dashboard is available below.

Powered by Tableau

General Approach and Assumptions

The strategic plan sets forth a general approach and set of assumptions to guide the assessment of progress over this period.

General Approach

• Focus on university-wide (aggregated) metrics and qualitative indicators but include, where appropriate, unit-level ones.
• Organize metrics and qualitative indicators around goals and priorities.
• Include both quantitative and qualitative indicators.
• Have multiple indicators for each goal, given the complexity of the assessment, but as few as possible to enhance focus.
• Make the metrics flexible and adaptable to be useful across a wide range of academic areas or units.
• Consider the need to minimize the amount of staff time or additional staff to implement the metrics.
• Insofar as possible, use existing sources of data and information.

Assumptions

• It is exceedingly difficult to develop fully adequate measures of progress toward greater excellence in a research university.
• No particular metrics or qualitative indicators will be sufficient, but some sets or combinations of them will be significantly better for tracking progress than others or than having none.
• Metrics and qualitative indicators need to be developed in consultation with those people in the areas being measured (faculty, students, and staff). The metrics developed in this plan, therefore, must be considered a draft for further consultation and development.
• Metrics help to promote progress and improvement by holding the institution or units accountable for working toward goals or objectives, but they also can do harm if action is focused on moving particular numbers or indicators rather than the larger purposes for which they are created.
• Any set of metrics will have unintended consequences that are important to analyze and anticipate.
• Any set of metrics or indicators should be viewed as a whole and be part of an overall qualitative assessment and judgment.

Core Metrics

• Students, by Degree Objective.   Enrollment figures are routinely reported by Institutional Research & Planning .  Here, enrollments are presented by degree objective, where research degrees are defined as the MA, MS, PhD, MFA, DMA and JSD.  The professional degrees include the MBA, JD, DVM, MEng, MFS, MHA, MILR, MPS, MRP, MArch and MMH.  Headcounts are as of the sixth week of the semester.
• Employees .  Headcounts of active employees are reported in the University Factbook by Institutional Research & Planning .  Academic employees include ranked professors, instructors, lecturers, teaching associates, research and extension associates, librarians, and archivists. We exclude student employees, temporary employees, casual employees, and those on layoff or leave status. Because postdocs are temporary employees, they are not included here. Headcounts are as of November 1 of each year.

Endowment & Gifts

• Endowment: Cornell & Ivies .  These figures are made available by the National Association of College and University Business Officers ( NACUBO ).
• Gifts Received.  Cash gifts are as reported to the Council for Aid to Education for the Voluntary Support of Education Survey . “New Gifts and Commitments” include outright gifts, the full value of multi-year pledges, deferred gifts, and in kind gifts.  These figures are tracked by Alumni Affairs and Development .
• Faculty Holding Endowed Chairs.  As tracked in the Academic Personnel Database, and reported by Institutional Research & Planning .

Undergraduate Tuition & Financial Aid

• Tuition: Cornell and Peer Institutions .  These data are collected by Institutional Research & Planning .
• Financial Aid (CU Grant).   Calculated by Institutional Research & Planning .
• Student Debt at Graduation . Cornell figures are calculated by Institutional Research & Planning and reported annually in the Common Data Set .  Every four years, the National Center for Education Statistics asks institutions to participate in the National Postsecondary Student Aid Study (NPSAS) which in turn estimates the average student debt of college graduates nationwide.
• Net Cost of Attendance. Calculated by Institutional Research & Planning .

Selected Rankings

• US News Undergraduate Program rankings.  The data underlying these figures come from the annual US News & World Report’s “Best Colleges” guide.  The overall ranking takes into fifteen different measures grouped into the six sub-areas illustrated here: academic reputation (22.5% of overall ranking); faculty resources (20%), student retention (20%), student selectivity (15%), financial resources (10%), and alumni giving (5%).  One additional measure, not illustrated here, is “graduation rate performance”; this is the difference between the actual six-year graduation rate at Cornell and the rate that USN&WR predicts Cornell should have based on our admissions profile.  Cornell “over-performs” on this measure.
• Number of Fields in the Top Ten of Their Disciplines.  The data represented here are derived from the Faculty Scholarly Productivity Index (FSPI) created by Academic Analytics, LLC .  The FSPI is a weighted average of journal publications, books, citations, grants and honorary awards; weights vary by academic discipline.  This graphic was created using the 2010 database released in spring 2012.

Faculty Excellence

• Faculty Over and Under Age 55.  Faculty include assistant, associate and full professors.  Faculty age is reported by Institutional Research & Planning in the University Factbook .
• Faculty Salary.  These figures represent average salaries at various peer institutions as they are reported to the American Association of University Professors and published in Academ e .  Salaries are reported by rank; the data represented here weight these salary-by-rank averages to reflect the distribution by rank at Cornell.  More analyses of faculty salaries are available from The Chronicle of Higher Education .
• New Tenure-Track Appointments.  These numbers, tracked annually by Institutional Research & Planning, track new appointments to the tenure track.

Educational Excellence

• Learning Gains . The Senior Survey asks students in the spring of their senior year to estimate how much their experience at Cornell has contributed to their growth in a number of areas; a subset of areas is listed here.  A total of 1,519 seniors participated in the 2012 Senior Survey, yielding a response rate of 47%.  The Senior Survey is administered by Institutional Research & Planning; more information is available on their website .
• Undergraduate Applications, Cornell and Peers .  Figures are as reported in the National Center for Education Statistics Integrated Postsecondary Education Data System ( IPEDS ).
• Six-Year Graduation Rate .  Calculated by Institutional Research & Planning.  For additional detail, see IRP’s website .

Excellence in Scholarship

• Number of Fields in the Top Ten of Their Disciplines.  The data represented here are derived from the Faculty Scholarly Productivity Index (FSPI) created by Academic Analytics, LLC .  The FSPI is a weighted average of 1) journal publications, 2) books, 3) citations, 4) grants and 5) honorary awards; weights vary by academic discipline.  This graphic was created using the 2010 database released in spring 2012.
• Research Expenditures .  Research expenditures are reported by the Office for the Vice Provost for Research .

Excellence in Public Engagement

• Cornell Center for Technology Enterprise and Commercialization (CCTEC).   “Disclosures” are the first step in the technology transfer process; these short documents describe and disclose new technologies and works of authorship. “Patents” represent a set of rights of an inventor as protected by a sovereign state.  To ensure eligibility for U.S. patent rights covering an invention, the patent application must be filed within one year of public disclosure. “Agreements”: When partners from industry are interested in licensing a patented invention, they sign Confidentiality Disclosure Agreements with CCTEC so that they can gather necessary details about the invention.  “Patents” represent a set of rights of an inventor as protected by a sovereign state.  “Licenses” are granted by Cornell to industry partners to commercialize the results of Cornell research to benefit the public.  Licenses may be issued for technological inventions or for new varieties of plants produced by traditional breeding methods.  CCTEC summarizes these figures in an annual report available on the web .
• Seniors’ Involvement in Community Service and Community Based Research .  The Senior Survey asks students in the spring of their senior year to estimate how much their experience at Cornell has contributed to their growth in a number of areas; a subset of areas is listed here.  A total of 1,519 seniors participated in the 2012 Senior Survey, yielding a response rate of 47%.  The Senior Survey is administered by Institutional Research & Planning; more information is available on their website .
• Tenured and Tenure-Track Faculty Involvement in Public Engagement .  One section of the 2010 Faculty Work Life Survey focused explicitly on public engagement.  This section began by defining public engagement as “work with Cornell’s external communities, defined broadly from local to global, which involves the transfer and application of university-based research or scholarship to address issues or problems of interest to those communities.” Of the 1,514 tenured and tenure-track faculty invited to participate in this survey, a total of 989 participated for a 65% response rate.  The Faculty Work Life Survey is administered by Institutional Research & Planning; more information is available on their website.

Staff Excellence

• Training through Organizational Development .  These figures are tracked by the Office of Human Resources .
• Median Age, Age at Retirement of Staff and Faculty .  These figures were calculated by Institutional Research & Planning .
• Succession Planning . These figures are tracked by the Office of Human Resources .
• Employer Awards .  Awards are reported on an HR website .

The Diversity Dashboard project was created as part of the work of the University Diversity Council and the Diversity Data Committee.  The data were compiled by Institutional Research & Planning, and are drawn from fall semester “snapshots” of Cornell populations.  Student numbers exclude: students not seeking degrees, students enrolled  in absentia , and students who are in the Employee Degree Program. Ranked faculty include faculty titles (assistant, associate, and full professor) including those that are also part-time, clinical, and/or acting.  “Other academic employees” include postdoctoral fellows, instructors, lecturers, teaching associates, research and extension associates, librarians, and archivists. “Staff” figures exclude all temporary, casual, and student titles.

More on the Diversity Dashboard is available on IRP’s website .

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Accessibility Information

Strategic plan.

The disability strategic planning effort is designed to:

• continue the university’s efforts to incorporate disability access into the university diversity and inclusion initiatives;
• establish shared accountability and responsibility for addressing program and physical accessibility for individuals with disabilities;
• provide educational opportunities to improve the university community’s understanding of disability issues and the university’s obligations in disability compliance; and
• expand the university’s commitment to community relations with organizations that advocate for individuals with disabilities.

These efforts are accomplished by addressing disability access in six priority areas: physical accessibility of the campus, educational programs and services for students and employees, technology, communication, employment, and emergency preparedness and evacuation.

The disability access management strategic plan is the university’s road map for disability access that will enhance the university’s compliance with disability laws and regulations, and provide best practice recommendations for creating a climate that embraces individuals with disabilities.

Disability Strategic Access Plan FY 2020 – 2022 (pdf)

• 2016-19 (pdf)
• 2015-16 (pdf)
• 2014-15 (pdf)
• 2013-14 (pdf)
• 2012-13 (pdf)

Home » Research

Priority Research Directions

• Climate, Energy, and Environmental Systems
• Data-Driven Decisions, AI and Machine Learning
• Molecular Engineering
• Quantum Information Science and Technology
• Robotics and Autonomous Systems
• Space Technology and Systems
• Translational Biotechnology and Precision Medicine

Impactful Initiatives

• Institute for Quantum Information Science and Technology
• Product Manufacturing Institute
• Data Science in Engineering
• Energy Systems
• Engineering Innovations in Medicine

Photo by Kevin Stearns, Cornell University.

Where We Are

News & publications, undergraduate program, graduate programs, professional education, student success, beyond the classroom, academic resources, our faculty, our research & publications, conducting research, leadership & professional training, research & insights, student engagement, make an impact, learn more about alumni, strategic planning, john august.

Samuel Bacharach

M. Diane Burton

Christopher Collins

Sally Klingel

Edward J. Lawler

Lowell Turner

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In this section

• Introductory Information

DFA's Internal Control Plan

• Unit-Specific Internal Control Plans
• Technology and Analytics Integration
• Center of Excellence for Training
• Procurement Reimagining
• One Cornell
• DFA Department Strategic Plans

Each department in the Division of Financial Affairs (DFA) will complete internal control plans that will inform DFA’s overall internal control plan. These plans are based on risk and materiality assessments and will apply the principles of LSS methodology to streamline processes. 

The process of developing a DFA internal control plan is the first phase in implementing internal control plans for all campus units using DFA’s framework. The framework will help DFA and campus units to allocate resources in a manner that allows more efficient and accurate financial reporting as well as increased compliance with applicable rules and regulations. 

Actionable Items

The following items are tasks performed during the plan development process:

• Map all existing processes.
• Apply LSS methodology to streamline each process. 
• Calculate materiality and tolerable misstatement thresholds. 
• Prepare a risk assessment. 
• Develop responses to identified material risks. 
• Document a formal corrective actions plan. 
• Develop tools and templates to assist units in implementing unit-specific plans.

Expected Outcomes

• LSS principles are integrated into DFA’s culture. 
• Gains in efficiency and cost effectiveness positively influences DFA’s policies and procedures. 
• Collaboration is improved between DFA’s units as they work together to leverage their knowledge and expertise to develop efficient and effective control plans.  
• Efficiently allocated resources allows for greater focus on accomplishing mission-directed initiatives and improves morale within DFA.  
• Timelier responses and a more proactive approach to customer service results from streamlined processes and increases customer satisfaction.

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Strategic Healthcare Leadership Cornell Certificate Program

Overview and courses.

A smartly designed, well-executed strategic plan is indispensable not only to an organization’s long-term success, but to its very survival. Today’s healthcare leaders need to lead their organizations and be able to strategically drive initiatives that interact with multiple affiliated entities. Whether you are a senior leader looking to refine your strategic skills or an early to mid-level healthcare professional aspiring to a strategic position, leading strategic initiatives will be key your growth and success as a leader.

The Strategic Healthcare Leadership Certificate provides you with the critical skills you need to lead strategic initiatives in your organization to success through a series of six courses. Ultimately, leaders will increase their effectiveness in leading healthcare organizations through improved knowledge, skills, and practice implementing strategic plans.

For the best experience in this program it is recommended to take these courses in the order that they appear.

This program includes a year of free access to Symposium! These events feature several days of live, highly participatory virtual Zoom sessions with Cornell faculty and experts to explore the most pressing leadership topics. Symposium events are held several times throughout the year. Once enrolled in your program, you will receive information about upcoming events.

Throughout the year, you may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete the certificate program.

Course list

Aligning healthcare products, services, and strategies.

Healthcare organizations and the physicians who run them often approach the task of management in much the same way as they approach a patient: they quickly identify symptoms or problems, make a diagnosis or analysis, and develop a treatment plan or solution. While this technique may work when making decisions about day-to-day operations, it's inadequate for evaluating the overall health of an organization and for making long-term survival plans. Effective strategic planning requires healthcare managers to shift their perspective from being a service organization to being a business.

This course teaches you several models to help you lay the foundations of a strategic plan based on the existing strengths, weaknesses, opportunities, and threats facing your organization. Ultimately, you will learn how to collect the right data to help you evaluate whether to invest in, discontinue, or develop certain products and services to ensure any strategic plan you devize will be profitable and in alignment with your organization's mission and vision.

How to Build A Strategic Plan for your Healthcare Organization

Many medical groups develop strategic plans that are never implemented because the plans did not articulate how to measure progress, did not assign resources to do the work, and did not consider how to report on the goals.

This course asks you to apply organizational information you've gathered using analysis tools such as SWOT, BCG, and Porter's Five Forces to develop a strategic plan that includes specific details about who, what, when, where, and how to work on each of the agreed-upon strategic goals.

Ultimately, this course will equip you with the tools to be able to develop a comprehensive strategic plan that involves the right stakeholders and that aligns with your organization's core mission and values.

Strategic Decision Making

The ability to make effective and timely decisions is an essential skill for successful executives. Mastery of this skill influences all aspects of day-to-day operations as well as strategic planning. In this course, developed by Professor Robert Bloomfield, Ph.D. of Cornell University's Johnson Graduate School of Management, you will hone your decision-making skills by following a methodology based on tested actions and sound organizational approaches. You will leave this course better equipped to confidently tackle any decision large or small, and you'll do so in a way that creates the optimal conditions for success.

Leading Organizational Change

All leadership is change leadership. Good leadership isn't about stagnation; it's about moving ahead. In this course, Cornell University's Professor Samuel Bacharach, Ph.D., explores the fundamental, practical skills that effective leaders have mastered.

Effective change leaders do three things; they anticipate where things are moving, they facilitate the implementation of change, and they sustain momentum by taking charge and moving things ahead. Great change leaders know how to be both proactive and reactive, as Professor Bacharach explains. Students in this course will examine their own leadership styles and practice skills that will help them translate ideas into organizational results, find ways to overcome organizational inertia, and examine strategies for overcoming individual resistance to change.

Effective Process Management in Healthcare

What is process thinking? How can it help you improve your healthcare organization?

In this course, you'll explore the concept of process thinking and access several reusable tools to help you develop and improve processes at your organization. You'll examine how to spot what's wrong in a process and determine solutions to those problems.

Quality and Process Improvement Metrics and Strategies for Healthcare

How can you ensure your organization is providing a service that meets the expectations of both patients and guests? Are there ways your organization could improve customer satisfaction while reducing costs?

In this course, you'll explore how to measure quality and diagnose what's causing issues with quality in your organization. You'll also explore methods for improving processes while maintaining quality at your organization.

Leadership Symposium   LIVE

Symposium sessions feature three days of live, highly interactive virtual Zoom sessions that will explore today’s most pressing topics. The Leadership Symposium offers you a unique opportunity to engage in real-time conversations with peers and experts from the Cornell community and beyond. Using the context of your own experiences, you will take part in reflections and small-group discussions to build on the skills and knowledge you have gained from your courses.

Join us for the next Symposium in which we’ll discuss the ways that leaders across industries have continued engaging their teams over the past two years while pivoting in strategic ways. You will support your coursework by applying your knowledge and experiences to relevant topics for leaders. Throughout this Symposium, you will examine different areas of leadership, including innovation, strategy, and engagement. By participating in relevant and engaging discussions, you will discover a variety of perspectives and build connections with your fellow participants from various industries.

Upcoming Symposium: June 4-6, 2024 from 11am – 1pm ET

• Building a Culture of Collaboration
• Identifying Common Barriers to Performance
• Setting Yourself Up For Successful Buy-in

All sessions are held on Zoom.

Future dates are subject to change. You may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete any certificate program. Once enrolled in your courses, you will receive information about upcoming events. Accessibility accommodations will be available upon request.

How It Works

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Faculty Authors

• Certificates Authored

Nick Fabrizio is the Capstone Director for both the MHA and eMHA programs. In addition to teaching in the Sloan Program, Professor Fabrizio developed the Healthcare Change Management certificate program for eCornell and designs custom programs for eCornell.

Professor Fabrizio’s expertise spans both the public and private sectors. He advises companies, government agencies, and prominent healthcare institutions on a variety of issues, including strategic decisions, public policy, mergers and acquisitions, turnaround/crisis management, and integrating technology.

A frequent presenter at state and national conferences and a regular contributor to news and media outlets, Professor Fabrizio has published over 25 journal articles on corporate governance, strategy, and organizational change.

• Healthcare Change Management

Strategic Healthcare Leadership

• Executive Healthcare Leadership
• Healthcare Facilities Planning and Design

Since coming to the Johnson Graduate School of Management in 1991, Robert J. Bloomfield has used laboratory experiments to study financial markets and investor behavior. He has also published in all major business disciplines, including finance, accounting, marketing, organizational behavior, and operations research. Professor Bloomfield served as director of the Financial Accounting Standards Research Initiative (FASRI), an activity of the Financial Accounting Standards Board, and is an editor of a special issue of Journal of Accounting Research dedicated to Registered Reports of empirical research. Professor Bloomfield has recently taken on editorship of Journal of Financial Reporting, which is pioneering an innovative editorial process intended to broaden the range of research methods used in accounting, improve the quality of research execution, and encourage the honest reporting of findings.

• Management Accounting for Leaders
• Management 360
• Critical Thinking
• Performance Leadership
• Executive Leadership
• Change Management
• Management Accounting

Samuel Bacharach is the McKelvey-Grant Professor Emeritus and Director of the Smithers Institute at the Cornell ILR School. He received his B.S. in economics from NYU., and his M.S. and Ph.D. from the University of Wisconsin.

Upon joining the Cornell faculty in 1974, Dr. Bacharach spent most of his time working on negotiation and organizational politics, publishing numerous articles and two volumes (“Power and Politics in Organizations” and “Bargaining: Power, Tactics, and Outcome,” both with Edward J. Lawler). In the 1980s he continued working on negotiation but shifted emphasis to the study of complex organizations, with the empirical referent being schools. Besides his academic articles, Dr. Bacharach has published a number of books on school management and leadership, such as “Tangled Hierarchies” (with Joseph Shedd) and “Education Reform: Making Sense of It All.”

• Intellectual Property Law Essentials

Glen Dowell is an Associate Professor of Management and Organizations at the Johnson Graduate School of Management, Cornell University. He researches in the area of corporate sustainability, with a focus on firm environmental performance. Recent projects have investigated the effect of local demographic factors on changes in pollution levels, the role of corporate merger and acquisition in facilitating changes in facility environmental performance, and the relative influence of financial return and disruption on the commercial adoption of energy savings initiatives.

Professor Dowell’s research has been published in Management Science, Organization Studies, Advances in Strategic Management, Strategic Management Journal, Organization Science, Journal of Management, Industrial and Corporate Change, Journal of Business Ethics, and Administrative Science Quarterly. He is senior editor at Organization Science and co-editor of Strategic Organization, is on the editorial boards of Strategic Management Journal and Administrative Science Quarterly, and represents Cornell on the board of the Alliance for Research in Corporate Sustainability (ARCS). He is also the Division Chair for the Organizations and Natural Environment Division of the Academy of Management.

Professor Dowell teaches Sustainable Global Enterprise and Critical and Strategic Thinking. He is a faculty affiliate for the Center for Sustainable Global Enterprise and a faculty fellow at the Atkinson Center for a Sustainable Future.

• Sustainable Business
• Hotel Management and Owner Relations
• Corporate Communication

Rohit Verma (Professor, Operations, Technology, and Information Management area; School of Hotel Administration; Cornell SC Johnson College of Business) is currently on leave from Cornell University and serving as the Founding Provost/Rector (Chief Academic Officer) of VinUniversity, Hanoi, Vietnam. Prior to his current appointment, Dr. Verma was the Dean of External Relations for Cornell SC Johnson College of Business (May 2016 – June 2019), Singapore Tourism Board Distinguished Professor (January 2014 – June 2019), Executive Director of Cornell Institute for Healthy Futures (July 2015 – June 2018), and Executive Director of Cornell Center for Hospitality Research (July 2009 – June 2012).

• Senior Living Management
• Adaptive Healthcare Strategy

Key Course Takeaways

• Recognize and compensate for psychological factors in yourself and in others that affect decision quality
• Establish responsibilities and accountabilities to ensure effective follow-through on decisions made
• Find ways to develop an effective agenda for change
• Identify strategies for dealing with inertia and resistance
• Evaluate initiatives for their applicability in reaching targets
• Create a strategic vision for your organization
• Identify areas for improvement and potential growth
• Develop a strategic plan that includes a set of strategic goals and an action plan for each goal
• Monitor progress and refine the strategic plan based on results
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CROP ALERT – May 22, 2024

Start Scouting for Cutworm Injury in Corn

Many counties will hit the 300-degree day mark today, (5/22), and that means the first wave of BCW are big enough to start cutting corn plants. I was able to scout some corn this week and found cutworm feeding on leaves and a couple that the leaves were chewed off and lying next to the plant. This week, five of the six BCW traps had significant catches. With the multiple weeks of BCW significant flights after 4/24, the corn will need to be scouted the rest of the season until plants reach the V6 growth stage (6 collars visible). After this, the plants will be too big to cut. If 3 to 5% of the plants are missing or cut, spraying with an insecticide is warranted.

Big flights of armyworms continue to be caught in the Penn Yan trap. Growers in this area and Wyoming County should be scouting winter grains, grass fields and grass alfalfa seedlings. I have not had any reports of armyworm infestations yet. Look for signs of blackbirds flying into winter grain fields and sitting in trees and on power lines along the field. Guaranteed they are diving in there to feed on armyworms!

Wheat Beginning to Flower

I saw the first anthers emerged in a wheat field on Tuesday. Flowering will move quickly with the warmer weather. If you are unsure about what wheat flowering looks like, see this archived video we have on our YouTube page, https://www.youtube.com/watch?v=51xthmslywo&list=PLBMGyzTr13dsj4Ufdu6Dle2AJtGJbyo6z&index=6 . See last week’s Crop Alert for an updated fungicide list.

Many fields will continue to head out and flower all week. There is an application window of approximately 7 days from the beginning of flowering in which reasonable Fusarium head blight (FHB) suppression can be expected. The Fusarium Risk Assessment Tool ( http://www.wheatscab.psu.edu/  ) shows our region at high risk of infection the next four days and at medium risk at six days out.

Stripe Rust in Wheat is Here!

It has been many years since we have had an outbreak of stripe rust in NWNY. I was called to a field in Seneca County yesterday and unfortunately, it has a terrible rust infection. The field looked yellow-orange from a distance. Stripe rust usually starts out as small yellow areas but rapidly spreads and can take over the whole field rather quickly. Wheat fields are just starting to flower and it is so important to protect that flag leaf. I also talked with Gary Bergstrom and he had confirmed another case in Livingston County. The warmer weather should slow it down a little. It would be great if we could wait to spray our fungicide at flowering and take care of the stripe rust too.

• Egg hatch around 90 Degree Days
• Plant cutting around 300 Degree Days
• Degree Day data from Network for Environment and Weather Applications, NEWA

Summary of Alfalfa Height and Prediction of % NDF- May 22, 2024

1 st Cutting Forage Quality Update

This is the fourth week of monitoring 1 st cutting for quality this year. Our procedure consists of using alfalfa height to predict Neutral Detergent Fiber (NDF) for alfalfa, alfalfa/grass mixed, and grass stands. Alfalfa height has proven to be a reliable indicator of NDF values in the field.

Height indicators alfalfa and grass for NDF content are below:

• In general, we say 100% grass stands should be cut when nearby alfalfa is 14 inches tall to achieve the desired 50% NDF.
• Begin cutting 50/50 mixed alfalfa and grass stands when nearby alfalfa is 22 inches tall for the desired 44% NDF.
• Begin cutting 100% alfalfa stands when alfalfa is 28 inches tall for desired 40% NDF.

Predicted days to cut are based on daily NDF increases for grasses of 1% point, 50/50 mixed stands of 0.8% points and alfalfa of 0.5% point. NDF usually increases about 0.8 to 1.2/day for grasses expecting the lower end of that range in cooler weather and the higher end in warmer. Alfalfa NDF increases about 0.4 to 0.7/ day again depending on temperatures. Predictions are adjusted for the coming week’s weather and right now assuming normal growth.

In the attached spreadsheet locations around the region are listed where we have measured alfalfa height. You can use the location and elevation as a guide to conditions that may be like your farm.

As of today, May 22nd, 2024, alfalfa heights averaged 24 inches across all locations. An average growth of 6 inches. Grass stands are heading out and should be harvested. If you have not harvested, you should be thinking about which fields are going to be taken for quality forage or tonnage. Mixed stands should have been harvested last weekend. Pure alfalfa stands are read to harvest now!

It is important that you get first cutting off in a timely manner for quality purposes, so please communicate in advance with your team on how you are going to plant corn and successfully harvest 1 st cutting.

This concludes our first cut monitoring program. We will be out scouting second cut regrowth and keep you informed of any insect pressure. See you in the field!

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Next report will be May 29.

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News / May 17 2024

Cornell Tech Announces Winners of its 2024 Startup Awards

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At the 2024 Startup Awards, the four companies that won each received awards worth $100,000. The award includes $80,000 in pre-seed funding as well as co-working space in the Tata Innovation Center and mentorship by the Cornell Tech team valued together at $20,000. A fifth runner-up received working space and mentorship. Pictured above: Chief Practice Officer of Cornell Tech Josh Hartmann (middle, back row), with the startup companies Cipher, Compose AI, Mindsight, RapidReview, and MercuryVote.

Cornell Tech awarded four student startup companies with investments worth $100,000 each in its eleventh annual Startup Awards competition. The award includes $80,000 in pre-seed funding as well as co-working space in the Tata Innovation Center and mentorship by the Cornell Tech team valued together at $20,000. The awards were announced at Cornell Tech’s Open Studio, the campus’ end-of-year celebration of startups and presentation of cutting-edge research, projects, and companies founded at Cornell Tech.

A panel of tech industry leaders and executives, along with members of the Cornell and Cornell Tech faculty and staff, selected the winning student teams. This year’s panel of judges included Greg Morrisett , Jack and Rilla Neafsey Dean and Vice Provost of Cornell Tech; Fernando Gómez-Baquero, Director of Runway and Spinouts at Cornell Tech; Josh Hartmann, Chief Practice Officer of Cornell Tech; Jenny Fielding , Co-Head of Startup Studio at Cornell Tech; Alberto Escarlate, Co-Head of Startup Studio at Cornell Tech​; Sam Dix​, Co-Head of Startup Studio at Cornell Tech; Amanda Eilian, Partner of _able Partners; Tanzeem Choudhury , Roger and Joelle Burnell Professor in Integrated Health and Technology at Cornell Tech; Howard Morgan, Chairman of B Capital Group; and Momo Bi, Partner of Watershed Ventures.

“This year’s cohort of Startup Award finalists impressed me with their ingenuity and problem-solving,” said Josh Hartmann, Chief Practice Officer of Cornell Tech . “By seeing real-world issues, addressing their roots, and tackling them head-on, these students have come up with innovative solutions that build upon the skills they gained through their Cornell Tech education and Studio experience. I am proud of all they have accomplished and am excited to see where the future takes them.”

The 2024 Startup Award Winners are:

• Cipher , an end-to-end marketplace that connects businesses to music professionals, tracks negotiations, and automates payments and licensing agreements. “By facilitating music licensing deals, Cipher will unlock the true value of music,” the founders said.
• Compose AI, a marketplace to scale product placement ads using generative AI. According to the company, the product placement industry is highly manual with deal-times that take months. “We automatically insert brand assets in influencer videos, reducing deal-times to days,” the founders said.
• Mindsight , which offers an end-to-end care management platform that leverages AI to deliver personalized outpatient mental health treatment recommendations.
• RapidReview , which enables researchers to navigate through thousands of papers by converting documents into structured tables.

MercuryVote , which enables shareholders to sell their votes so that changemakers can mobilize previously unused proxy votes, was a runner-up. Although MercuryVote will not receive the Cornell Tech cash award, the team will receive office space and mentorship through Cornell Tech’s Runway Program.

Since the inception of Startup Studio, 11 alumni companies have been acquired: Enroute , acquired by Ichilov Tech; LitOS , acquired by Navana Tech India; Pilota , acquired by Hopper;  Otari , acquired by Peloton;  Datalogue , acquired by Nike;  Auggi , acquired by Seed Health;  Uru , acquired by Adobe;  Trigger Finance , acquired by Circle;  Gitlinks , acquired by Infor;  Bowtie , acquired by MINDBODY; and  Thread   Learning , acquired by CentralReach. In total, startups that have been founded and spun out on campus — including Startup Studio and the Runway Startup Postdocs at the Jacobs Technion-Cornell Institute — have raised more than $330 million in funding and employ nearly 500 people in NYC.

This year’s Open Studio also included a presentation of select BigCo Studio teams, which showcased the challenges they worked on with Studio’s partner organizations throughout the semester. In BigCo Studio, students learn how to navigate working within big companies (BigCos) by being matched with a C-suite or VP advisor from a real BigCo to research, prototype, and present a new product that helps the company achieve its mission. This year’s BigCo Studio partner organizations included Capital One, Google, JP Morgan Chase, Merck, Microsoft, Verizon, and Wayfair.

This year, the Startup Studio program was led by Jenny Fielding, Sam Dix, and Alberto Escarlate, along with Cornell Tech’s Chief Practice Officer Josh Hartmann and Studio Directors Naomi Cervantes and Tyler Rhorick. The Startup Awards are a capstone of the Studio curriculum, a critical component of the master’s experience at Cornell Tech, which brings together multi-disciplinary teams to solve real-world problems. In their final semester, students can choose to form teams and enroll in Startup Studio, where they combine their diverse program disciplines — computer science, operations research and information engineering, business, health tech, urban tech, connective media, electrical and computer engineering, and law — to develop ideas and prototypes for their startup in an academic setting.

Students who don’t enroll in Startup Studio could choose to take the BigCo Studio or PiTech Studio tracks. In PiTech Studio, or Public Interest Tech Studio, students focus specifically on product development and business models that accelerate positive change in public, non-profit, for-profit, and hybrid sectors.

About Cornell Tech

Cornell Tech is Cornell University’s groundbreaking campus for technology research and education on Roosevelt Island in New York City. Our faculty, students, and industry partners work together in an ultra-collaborative environment, pushing inquiry further and developing meaningful technologies for a digital society. Founded in partnership with the Technion-Israel Institute of Technology and the City of New York, Cornell Tech achieves global reach and local impact, extending Cornell University’s long history of leading innovation in computer science and engineering.

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U.C.L.A. Removes Police Chief in the Wake of a Protest Melee

University of California, Los Angeles, officials have been widely criticized for their failure to stop attacks on pro-Palestinian protesters at a campus demonstration.

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By Corina Knoll

Reporting from Los Angeles

The campus police chief for the University of California, Los Angeles, has been removed from his post in the aftermath of a violent, hourslong attack on a pro-Palestinian encampment at the school, during which security officers did not intervene.

The chief, John Thomas, has been reassigned temporarily while the university examines its security processes, according to U.C.L.A. officials.

Mr. Thomas had been under intense criticism over the university’s delayed response to the melee on the night of April 30 in which people were beaten with poles or kicked, objects were thrown and chemicals were sprayed into the air. The attack was instigated by dozens of counterprotesters, many of whom did not appear to be students, based on videos of the incident.

Even after officers from the Los Angeles Police Department arrived on the scene, no arrests were made that night.

The university canceled in-person classes the next day, pushed back midterm exams and scrambled to address the overnight eruption of bloody violence.

Gawin Gibson has been named the acting police chief for the campus, Mary Osako, vice chancellor for strategic communications, said in a statement. Mr. Gibson was the captain of the university’s operations bureau, according to the school’s website.

“U.C.L.A. created a new Office of Campus Safety that is leading a thorough examination of our security processes aimed at enhancing the well-being and safety of our community,” Ms. Osako said.

Mr. Thomas, who was once an L.A.P.D. officer, was appointed the university’s chief of police in January after serving as its interim police chief for a little more than a year.

Previously, he had worked at the University of Southern California for about 16 years in various roles in the Department of Public Safety, including as its executive director and chief. He had also been the deputy chief of police and emergency management at the University of the District of Columbia.

Mr. Thomas has defended his actions on the night of the attack, telling The Los Angeles Times that he quickly called L.A.P.D. But when officers arrived, they did not immediately intervene. A lieutenant said he had been directed to wait, according to Mr. Thomas. There have yet to be arrests in the incident.

For many students and faculty, outrage over the incident intensified when university officials decided to take an aggressive approach the next night and had law enforcement officers take down the pro-Palestinian encampment.

In that encounter, police officers arrived on campus in riot gear and faced off with hundreds of protesters. More than 200 people were arrested , and most of them were charged with misdemeanors such as unlawful assembly, according to the Los Angeles County Sheriff’s Department.

The university soon after announced that it had created a new campus safety position to oversee the school Police Department, and that it had appointed Rick Braziel, a former chief of the Sacramento Police Department, to the role.

“To best protect our community moving forward, urgent changes are needed in how we administer safety operations,” the university’s chancellor, Gene Block, said in a statement at the time.

Dr. Block has been under fire himself , and he is expected to speak at a House committee hearing on Thursday about his response to antisemitism on campus.

In testimony already submitted to the committee, Dr. Block said the university had given protesters written notice that the encampment was an unlawful assembly and that it would be removed.

“But before the necessary police resources could be assembled to remove the encampment, which had become a focal point of conflict, assailants attacked the encampment that evening,” he wrote. “Tragically, it took several hours before law enforcement could quell the violence.”

Dr. Block said he understood the pain of antisemitism, having lived with it himself “a s a Jewish kid growing up in the Catskills region of New York, in a family with relatives who were Holocaust victims and survivors.”

He added that an independent police consultant had initiated a review of the confrontation, including the university’s planning and security protocols. “We will hold accountable those who engaged in violence and violated our policies,” he wrote.

Last week, the Academic Senate at U.C.L.A. voted against two resolutions that would have rebuked Mr. Block, who has led the school since 2007 and is set to retire in July.

Corina Knoll is the Los Angeles bureau chief. She writes features about California and covers breaking news. Previously, she spent more than a decade with The Los Angeles Times, where she contributed to two Pulitzer Prizes. More about Corina Knoll

The Campus Protests Over the Gaza War

News and Analysis

​​Hundreds of students walked out of Harvard’s commencement ceremony , while hundreds of others chanted “Let them walk!”, a reference to 13 student protesters who were not allowed to graduate.

​​Students at the University of California, Los Angeles, formed a new pro-Palestinian encampment  while the university’s chancellor was being grilled by lawmakers in Washington .

​​City University of New York School of Law is known for its activism, and, lately, for pro-Palestinian commencement addresses. This year, the student speech was canceled .

A New Litmus Test:  Some Jewish students say their views on Zionism — which are sometimes assumed — have affected their social life on campus .

College President Openings:  Presidential posts are available at U.C.L.A., Yale, Harvard, Cornell, Penn and many others. But the job is not what it used to be .

A Protest Symbol:  Handala, a cartoon character created over 50 years ago that represents the resilience of Palestinians, has become an inspiration for protesters .

Scenes From the Protests:  As tensions escalated over pro-Palestinian student encampments at campuses nationwide, this is what our photographers saw .

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Ohio State appoints new dean and director of Ohio State Mansfield

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The Ohio State University has selected Jason Opal as its next dean and director of The Ohio State University at Mansfield , effective Aug. 15. Opal currently serves as associate dean of graduate studies in the Faculty of Arts at McGill University , one of Canada’s leading public research institutions. A scholar and historian of early America and infectious diseases, he is a professor in McGill’s Department of History and Classics with 20 years of academic experience.  

At Ohio State Mansfield, Opal will lead efforts to extend and amplify the university’s commitment to student success, innovation in teaching and learning, research opportunities and community engagement. 

“Jason is an experienced leader who is passionate about improving the student experience,” said Ryan J. Schmiesing, senior vice provost for external engagement. “I look forward to collaborating with him as our regional campuses continue to engage with stakeholders across the state to identify opportunities, enhance student outcomes and fulfill workforce needs.” 

In addition to his scholarship, Opal will bring extensive administrative experience to the Mansfield campus. In his role as associate dean at McGill, he is responsible for overseeing graduate programs and improving the student experience for McGill’s largest academic unit. Before joining the dean’s office, Opal served as chair of the Department of History and Classics, the largest department in the Faculty of Arts. Before joining McGill in 2009, he was an assistant professor at Colby College in Waterville, Maine.  

“The Mansfield campus combines all the good things of a small campus with all the benefits and resources of a powerhouse university,” said Opal. “That’s a rare combination, and I wanted to be a part of it.” 

Ohio State Mansfield is a thriving model for sustainability, experiential education, and hands-on research. The campus has a 20-acre sugar bush for maple syrup production; vernal pools, pine plantations, wetlands and stream heads; and an EcoLab in collaboration with the School of Environment and Natural Resources .  

More than 1,500 first-year Ohio State students start their academic journeys on a regional campus. Students can complete the first one to three years of any of Ohio State’s 200-plus majors on the Mansfield campus before transitioning to the Columbus campus to complete their degree. Twelve majors can be completed at Ohio State Mansfield. 

Opal also looks forward to being part of the Mansfield community and serving in Ohio State Mansfield’s smaller-campus environment, known for its strong faculty-student connections and holistic student support. 

“My first teaching job was at such a campus, and I love the creative interactions and supportive feel that those kinds of schools can provide,” said Opal. “The faculty and staff at Mansfield are passionate about their students, their writing and their projects. My goal will be to share that enthusiasm and to enable the faculty, staff and students to flourish.” 

Opal earned his bachelor’s degree from Cornell University and his master’s and doctoral degrees from Brandeis University. He has published or edited three books, written numerous scholarly articles and chapters, and been tapped by American, Canadian and French radio and TV networks to provide historical clarity to pressing issues.  

“We are grateful for all who supported the search, including the search advisory committee, chaired by David Horn, dean of the College of Arts and Sciences,” said Karla Zadnik, interim executive vice president and provost. “We are also especially appreciative of Eric Anderman and his dedicated service as interim dean and director of Ohio State Mansfield over the past two years.”