eCornell Policies
eCornell collaborates with faculty and academic units to develop and deliver programs that support non-traditional students. We aim to provide consistent, simple,and mutually beneficial collaborations that support Cornell’s mission and individual goals. This page provides access to some important guidelines and standards for working together.
Microcredentials And Certificate Guidelines
Ever wonder when we offer a student a certificate vs. a letter of completion? This document outlines Cornell’s guidelines and requirements for microcredentials earned in programs that are not under the purview of the academic accreditation process used for degrees and credit-bearing courses.
Individuals often highlight their alternative, non-degree credentials on their resumes and LinkedIn profiles, which signal achievement to prospective employers. For alternative credentials to signal value to both individuals and organizations, they must consistently reflect a meaningful accomplishment. While an industry standard does not exist, consistency for what it means to earn various non-credit credentials from Cornell University provides a meaningful benchmark for employers and protects the value of the credential earned from Cornell University. This document outlines the definitions and requirements of each non-credit credential that Cornell University offers.
Standard Financial Model
This document defines the financial frameworks for collaboration between eCornell and Cornell’s academic units.
Asset Reuse Policy
eCornell collaborates with academic units to create digital assets that are used to support certificate programs and credit-bearing courses. The Asset Reuse Policy defines when and how these assets can be used to support programs in other Cornell academic units. This policy is limited to online and blended programs targeting non-traditional students and does not apply to asset reuse to traditional residential student programs.
This eCornell asset reuse policy seeks to achieve the following goals:
- Enable Cornell to more broadly enhance a students’ experience and learning outcomes. Well designed digital assets can provide high-quality resources, provide access to multiple faculty perspectives, and can be used to promote active and engaged learning (e.g. in flipped classrooms).
- Reduce redundant expenses across Cornell, such as the creation of redundant video assets or lecture preparation.
- Establish a streamlined process that simplifies reuse, respects the contribution of faculty and academic units who author assets, and provides an exception process where such reuse may not be in the best interest of Cornell students.
Coaching Policies For Staff
On occasion, client’s are requesting coaching as part of their Executive Education solution; at times they are looking for qualifications that are outside what our faculty can offer. As a faculty member you are in part responsible for helping to support the execution of this policy. These guidelines are meant to complement Cornell policy 6.13.1 Conflict of Commitment: Dual Appointment and applies to nonacademic staff.
Executive Education Supplemental Travel Policy And Process
This document is a supplement to the standard Cornell University Travel Policy 3.2 and is designed to facilitate timely and professional billing to the client.
Executive Education Faculty Rate Card
eCornell collaborates with Cornell Faculty and their Academic Unit leadership to offer live executive education programs.
This document outlines the key expectations for executive education roles and the associated compensation rates. Please note this document is only available to those currently participating in executive education. Please contact Liz Tarshis, Executive Education Product Lead, at liz.tarshis@cornell.edu to request access.