Class meetings at 2:30PM TH (RH340)
- Please check for room changes at the
beginning of the semester!
Office hours via zoom - TU
& TH– 1:10-1:55pm, and by appointment.
Tel:315-445-4489 - Campus voice mail - you should receive a reply within a few days.
Email:kagan@lemoyne.edu - You should receive a reply within a day or so (not including weekends).
In his 1907 address to the Alumnae Association at Radcliffe College, William James suggested that the aim of a successful college education is that those who have it will be able to recognize a good person when they are fortunate enough to encounter one. This course shares that aim. It will involve varied readings from world literature, augmented by some extra readings from philosophy and psychology in search of responses to the question, “What makes a person great?” Of central concern will be the issue of the nature of the heroic; we will also be concerned with some other philosophical problems which arise in connection with this question (such as: the problem of evil; personal identity; determinism, free will and fatalism; death; the mind-body problem and the problem of other minds; philosophical anthropology and philosophical psychology as well as some philosophy of psychology; philosophical analysis of religious experience). Students will be encouraged and expected to bring their own learning from other disciplines to this quest.
The main purpose of this course is to provide students with an opportunity to bring their disciplinary training and life experience to develop their own answers to the question, “What makes a person great?” It is hoped that giving students a chance to address this problem while seeing its inter-connections with fundamental philosophical issues will help them integrate their heroic visions into their own philosophies of human existence and/or philosophic religious faith.
Students in COR 400G are expected to develop their own approaches to the goals of this course, encounter new ways of approaching texts and problems, and to bring their own backgrounds and disciplinary training to bear on specific questions raised in the readings. Students are expected to develop, present, and demonstrate:
Students will also demonstrate critical speaking, listening, reading and writing skills as they present interdisciplinary reflections and arguments.
COR 400 sections include all of Le Moyne's
Core Learning Outcomes except Quantitative Reasoning. The
full list is appended below in the "Some of this page's links and other
important information" section. This semester, assignments
related to the following three core learning objectives may be read by
core evaluators in the Core 400 assessment process.
CLO 2 Interdisciplinary Inquiry: Students will synthesize knowledge
drawn from different fields of study (the arts, humanities, natural
sciences, and social sciences). [Reading presentations, Final Project]
CLO 7 Information Literacy: Using technologies integral to information
access, students will identify, locate, evaluate, and responsibly use
information that is relevant to a given problem.
[Reading presentations, Final Project]
CLO 9 Creating a More Just Society: Students will investigate complex
challenges involving cultural and social diversity, and the
individual's role in developing just solutions. [Short writing
assignments on readings as indicated in the schedule of assignments]
25% of the grade is based on participation, in-class writings, and the optional journal and other optional writing assignments. Since you are not participating when you don’t attend class, you will need to make up any absences with extra-credit assignments and journaling.
25% of the grade is based on the presentation on the readings.
25% for the top three short writing assignments (the grade will be the average of the best three out of four).
25% is determined by the project and its presentation (this can be done as a presentation, a paper, or both).
Grades are based on a 10 point scale as follows:
Failure to complete any of (1)-(4) above can result in a failing grade.
AI Writing tools such as ChatGPT are welcome
in this class, provided that you cite when
and how you use the tool. You will be
provided with examples of how to cite your use of
this tool in your writing.
Example of attribution language:
“The author generated this text in part
with GPT-3, OpenAI’s large-scale
language-generation model. Upon
generating draft language, the author reviewed,
edited, and revised the language to
their own liking and takes ultimate responsibility for
the content of this publication.”
Statement from faculty member at Siena
College:
https://www.depts.ttu.edu/tlpdc/JillHogan_AISyllabusStatement.pdf
Syllabus Statement - Jill Hogan
jillian.a.hogan@gmail.com
Excerpted from "Working Document for Generative AI Syllabi Statements," emailed from the Dean Beth Mitchell on June 14, 2023.
In coordination with the Academic Support Center (ASC) and Disability Support Services, reasonable accommodations are provided for qualified students with disabilities. Please register for disability verification and determination of reasonable accommodations. After receiving your accommodation form, you will need to make an appointment with me to review the form and discuss your needs. Please make every attempt to meet with me within the first week of class so your accommodations can be provided in a timely manner. You can either stop by the ASC, Library, 1st floor, or call (445-4118-voice or 445-4104-TDD) to make an appointment.
A copy of a recent Le Moyne College COVID-19
Syllabus Statement and the Le Moyne College Student Support Statements
can be found below the course schedule in the links and other important
information section.
If you
miss class for any obligation or religious observance throughout the
semester, please let me know (so it gets recorded as an excused
absence).
May 6, Mon., Last day of classes
No classes or office hours on the following dates:
Wed., Feb. 21, Wellness Day-No classes.
March 11-15, Mon.-Fri.- Spring break
March 28 - April 1, Thurs. - Mon. - Easter Weekend Break
Due dates:
Project proposals due Thurs., Feb. 22.
Optional (for those who present their projects) written projects due
Thurs., April 18 and
student project presentations (optional for those who submit written
projects) begin Thurs., April 18.
Last day for our class is Thursday, May 2.
Last day of classes, Mon., May 6.
Link to Le Moyne College Academic Calendar
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
This semester (Fall 2024) the plan is to start meeting synchronously in person in the classroom [RH345 - Please remember to check room numbers at the beginning of the semester!]].
When campus/dorms are closed due to flu or other circumstances, my intent is that the course continue. Assignments continue to be due electronically (if Canvas is down, email to kagan@lemoyne.edu may still work). Presentations will be replaced by papers, virtual presentations, or extended descriptions of presentations. In addition to notes and group work already available there on-line, I will post updates, lecture notes, etc., to Canvas and to my Le Moyne College website.
As at other times, if your situation results in your needing an extension, please let me know. Also, if internet service is down or there are other infrastructure problems, please complete the assignments and turn them in when services are restored.
#1 (Thurs., Jan. 18) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes.
#2 (Thurs., Jan. 25) Discussion of heroic scripting. Read Orson Scott Card’s “Middle Woman” (from Maps in a Mirror). Group work on “Middle Woman.”
*#3 (Thurs., Feb. 1) Students present on Walter Mosley's "Crimson Shadow" (in Always Outnumbered, Always Outgunned). SHORT WRITING ASSIGNMENT: How do the characters in this story respond to the past? Why? What can we learn from this?
Self-deception and bad faith. Read Card's "The Best Day" (from Maps in a Mirror). The temptation to deny the best and the worst. Group work on self-deception.
*#4 (Thurs., Feb. 8). SHORT WRITING ASSIGNMENT DUE: Students present on Stephen King's "The Body" (in Different Seasons). How do the characters in this story respond to the past? Why? What can we learn from this? Instructor presents on Rand's philosophy.
*#5 (Thurs., Feb. 15) Students present on Anthem. SHORT WRITING ASSIGNMENT DUE: In the world Rand describes, people's careers are chosen by others at an early age - how do two of the book's characters respond to this choice? Is our society like the one in Anthem? Why or why not? Lecture on problem of personal identity.
PROJECT PROPOSALS DUE Thurs., Feb. 22 - (for presentation and/or optional project paper) .
*#6 (Thurs., Feb. 22) Students present on Octavia Butler’s” The Evening and the Morning, and the Night" (in the Bloodchild anthology). SHORT WRITING ASSIGNMENT DUE: Compare someone in this story to someone you have encountered (in life or literature). What can we learn from this comparison? Lecture on "Becker, Childhood, and Scary Stories." Read Denial of Death, Introduction & Part I (Chapters 1-6).
Project proposals due Thurs., Feb. 22.
#7 (Thurs., Feb. 29) SHORT WRITING ASSIGNMENT: How might you relate Becker's views to the experiences of two characters we have read about so far? Instructor presents one way of reading King (and others). Read Orson Scott Card's "Mortal Gods" (from Maps in a Mirror). Group work on "Mortal Gods.
*#8 (Thurs., Mar. 7) Students
present on Stephen King's "The Breathing Method" (in Different Seasons). SHORT WRITING ASSIGNMENT DUE: Compare
someone in this story to someone you have encountered (in life or
literature). What can we learn from this
comparison? Instructor presents on Heroic Myths (Campbell
and Raffa) and the twice born.
March 11-15, Mon.-Fri.- Spring break
*#9 (Thurs., Mar. 21) Students present
on "Last Rites" in Walter Mosley’s Always Outnumbered,
Always Outgunned. SHORT
WRITING ASSIGNMENT DUE: How do the characters in
this story respond to the past? Why? What can we learn from
this?
Bring Bloodchild to
class. Read Butler's "Positive Obsession" and "Furor
Scribendi." Group work.
SCHEDULE PROJECT PRESENTATIONS. These presentations are to be about 10 minutes in length per student, depending on the size of the class, and the number of students presenting. A solo presenter will have 10 minutes; a group of 2-3 students will have 15 minutes; groups of 3-5 students will have 20 minutes). Presentations will continue until the end of semester. Students who are unable to do their individual presentations at the scheduled time will need to schedule a make-up presentation. If re-scheduling is not possible, the student will need to turn in a written version of their presentation if they have not yet done so.
Thurs., March 28 - April 1, Thurs. - Mon. - Easter Weekend Break
*#10 (Thurs., Apr. 4) TWO PART SHORT WRITING ASSIGNMENT DUE: Write a brief description of a friend or a brief story in which the sex of at least one major character is neither stated nor implied. THEN explain how one or two characters presented in the Symposium share beliefs about love that contradict or affirm the way they live their own life/lives. Explain why. Note: You are welcome to do this within one page if you can, but, for this assignment, the page limit is 3 TYPED pages. Students present on Symposium. Lecture on "Time and Chance & Sex and Gender."
*#11 (Thurs., Apr. 11).
Buber's hasidut and Rebbe Nachman's "The Turkey Prince." (includes group work on Rebbe Nachman's story). In-class writing exercise on future autobiography. Lecture on "Possibilities and Practice: Heroic Tasks and Self Education."
Optional
(for those who present their projects) written projects due Thurs.,
April 18 and
student project presentations
(optional for those who submit written projects) begin Thurs., April 18.
*#12 (Thurs., Apr. 18) Read Card's
"Bicicleta" (from Maps
in a Mirror). Presentation/Group work on "Bicicleta." SHORT WRITING ASSIGNMENT DUE: Compare
someone in this story to someone you have encountered (in life or
literature). What can we learn from this comparison? Student presentations on projects begin. Optional (for those who present their
projects) WRITTEN PROJECTS DUE. TBA (Philosophy of Hair). Optional individual or group work
on Orson Scott Card's "The Porcelain Salamander"
*#13 (Thurs., Apr. 25) Student presentations on projects continue. TBA. Cassandra and Jonah - Optional Individual/Group work. Optional group work on Kurt Vonnegut, Jr.'s "Who am I this Time?"
*#14 (Thurs., May 2) LAST DAY OF CLASS.
Student presentations on
projects continue. Make-up
presentations and final evaluations (if not done, and depending on the
implementation of the new evaluation system). TBA. Philosophy of the last day.
Ajami, Fouad. The Dream Palace of the Arabs (Pantheon
Books, 1998).
Albom, Mitch. Tuesdays
with Morrie: An Old Man, a Young Man, and the Last Great Lesson.
Amdur, Ellis. Dueling
with O-Sensei: Grappling with the Myth of the Warrior Sage, Old School: Essays on Japanese Martial
Traditions.
Alexie, Sherman. The
Absolutely True Diary of a Part-Time Indian, The Lone Ranger and Tonto Fistfight in Heaven.
(The movie Smoke
Signals is based on this.)
Anders, Charlie Jane. All
the Birds in the Sky (Tor Books, 2016), Even Greater Mistakes: Stories (Tor
Books, 2021), and other works.
Arnold, Matthew,
Freddie Wong, Will Campos, and Brian Firenzi. Video Game High School (VGHS).
2012-2015.
Becker, Ernest. The
Birth and Death of Meaning, The Denial of Death, and other works.
Belenky, et al. Women’s
Ways of Knowing.
Benford, Gregory. Timescape.
Berne, Eric. Games
People Play, What
Do You Say After You Say Hello? - The Psychology of Human Destiny,
and other works.
Brown, Claude. Manchild
in the Promised Land.
Brown, Christy. My
Left Foot.
Bujold, Lois McMaster. Cordelia’s
Honor, and other works.
Butler, Octavia E. Parable
of the Sower, and other works.
Campbell, Joseph. The
Hero with a Thousand Faces, second ed.
Card, Orson Maps in a
Mirror: The Short Fiction of Orson Scott Card, Ender’s Game, and other works.
Chandler, Raymond. The
Simple Art of Murder and other works.
Chesbro, George. Shadow
of a Broken Man.
Chesterton, Gilbert K. The
Innocence of Father Brown, other Father Brown Mysteries, etc.
Cline, Ernest. Ready
Player One.
Cohn, Rachel, and David Levithan. Nick and Norah’s Infinite Playlist.
Cross, Amanda. Death
in a Tenured Position, and other works.
Davies, Robertson. The
Deptford Trilogy: Fifth Business/the Manticore/World of Wonders,
and other works.
Deonn, Tracy. Legendborn.
DeWitt, Helen. The
Last Samurai.
Dostoevsky, Fyodor. Brothers
Karamazov, The
Idiot, Notes
from the Underground, “The Crocodile,” and other works.
Effinger, George Alec. When
Gravity Fails, Budayeen
Nights, and other works.
Elgin, Suzette Haden. Native
Tongue, The
Judas Rose, The
Gentle Art of Verbal Self Defense and other
works.
Ellison, Ralph. Invisible
Man.
Eugenides, Jeffrey. Middlesex.
Fagone, Jason. The
Woman Who Smashed Codes: A True Story of Love, Spies, and the Unlikely
Heroine Who Outwitted America's Enemies. (Dey Street Books;
Illustrated edition, 2018)
Feynman, Richard P. "What
Do You Care What Other People Think?": Further Adventures of a Curious
Character (Feynman Book 2)
Frankl, Viktor. Man’s
Search for Meaning. Pocket Books Washington Square Press printing,
1985.
Friedman, C.S. This
Alien Shore, and other works.
Fuller, Brian, and Todd Holland. Wonderfalls. (2004)
Gaiman, Neil. The
Graveyard Book, Coraline,
and other works.
Gardner, John. The
Art of Fiction: Notes on Craft for Young Writers, On Becoming a Novelist.
Gibson, William. Neuromancer.
Gilligan, Carol. In a
Different Voice: Psychological Theory and Women’s Development.
Gilman, Dorothy The
Amazing Mrs. Pollifax, Tightrope Walker, Incident at Badamya, and other works.
Goldman, William. The
Princess Bride.
Goldstein, Lisa. Dream
Years, The Red
Magician, Travellers
in Magic, and other works.
Goodkind, Terry. Sword of Truth series, which begins with Wizard’s First Rule.
Griffith, Nicola. The
Blue Place.
Haley, Alex, and Malcolm X. The Autobiography of Malcolm X.
Hammett, Dashiel. The
Maltese Falcon (the book and the movie). You
should look at his other novels as well.
Hargrove, Anne C. Getting
Better: Conversations with myself and other friends while healing from
breast cancer.
Heinlein, R. The Moon
is a Harsh Mistress, Stranger in a Strange Land, Citizen of the Galaxy, Double Star, and other works.
Henderson, Zenna. Ingathering:
The Complete People Stories (NESFA Press, 1995).
Hesse, Hermann. Siddhartha, The Journey to the East, The Glass Bead Game, Steppenwolf, and other works.
Hitchens, Christopher. Letters
to a Young Contrarian.
Hoeg, Peter. Smilla’s
Sense of Snow, Borderliners.
Hong Kingston, Maxine. The
Woman Warrior: Memoirs of a Girlhood Among Ghosts.
Howie, Noelle. Dress
Codes: Of Three Girlhoods—My Mother’s, My Father’s, and Mine.
Howatch, Susan. Glamorous
Powers, and other works.
Hunt, Lynda Mullaly. Fish
in a Tree (2015).
Irving, John. In One
Person (2012), A Prayer for Owen Meany, The World According to Garp.
Jarmusch, Jim. Ghost
Dog: The Way of the Samurai.
Jewell, Lisa. One-Hit
Wonder.
Junger, Sebastian. War.
Kafka, Franz. “Penal Colony,” “Hunger Artist,” The Trial, The Castle, and other works.
Kagan, Michael. Educating
Heroes (Durango, Colorado: Hollowbrook, 1994).
Kamenetz, Rodger. The
Jew in the Lotus: A Poet’s Rediscovery of Jewish Identity in Buddhist
India, and Stalking
Elijah: Adventures with Today’s Jewish Mystical Masters.
Kaye, Ronnie. Spinning
Straw into Gold.
King, Stephen. The
Girl Who Loved Tom Gordon, Hearts in Atlantis, Bag of Bones, and other works.
Kiyosaki, Robert T., and Sharon Lechter. Rich Dad, Poor Dad.
Kress, Nancy. Beggars
in Spain, Maximum
Light.
Kritzer, Naomi. Catfishing on CatNet.
Kwan, Kevin. Crazy Rich Asians.
Leonard, George. Mastery (New
York: Penguin/Plume, 1992).
Lowry, Dave. Autumn
Lightning, Persimmon
Wind.
Le Guin, Ursula K. The
Telling, Left
Hand of Darkness, The
Lathe of Heaven, The
Dispossessed, and other works.
Levine, Gail Carson. Ella
Enchanted.
Martinez, Guillermo. The
Oxford Murders (New York: Penguin Books, 2006).
Monroe, Kristen Renwick. The Heart of Altruism, The Hand of Compassion: Portraits of Moral
Choice during the Holocaust, and other works (recommended by
Lowell A. Dunlap, Ph.D.).
Maktub (2017,
directed by Oded Raz).
McBride, James. The
Color of Water: A Black Man’s Tribute to His White Mother.
Morrison, Toni. Song
of Solomon, and other works.
Morrow, James. Towing
Jehovah, Blameless
in Abaddon, and other works.
Mosley, Walter. 47, Always Outnumbered, Always Outgunned, Devil in a Blue Dress, Fearless Jones, and other works.
Noddings, Nel. Caring.
Oates, J. C. On Boxing.
Parker, Robert B. Mortal
Stakes, and other works.
Peters, Ellis (Edith Mary Pargeter). A Morbid Taste for Bones, One Corpse too Many, other Brother
Cadfael mysteries, and other works.
Plato. The Republic,
and other works.
Pohl, Frederik. Gateway.
Polster, Miriam F. Eve’s
Daughters: The Forbidden Heroism of Women.
Pullman, Philip. The
Golden Compass (New York: Alfred A. Knopf, 1996).
Raffa, Jean Benedict. The
Bridge to Wholeness: A Feminine Alternative to the Hero Myth.
Rand, Ayn. The
Fountainhead, Atlas
Shrugged, The
Virtue of Selfishness.
Remen, Rachel Naomi. Kitchen
Table Wisdom, My
Grandfather’s Blessings, and other works.
Rollin, B. First, You
Cry.
Rosenbaum, Lisa Pearl. A
Day of Small Beginnings.
Rothfuss, Patrick. The
Name of the Wind (DAW Books, 2007), and other
works.
Rowling, J. K. Harry
Potter and the Sorcerer’s Stone.
Rubin, Henry Alex, and Dana Adam Shapiro (directors). Murderball.
Russell, Mary Doria. Dreamers
of the Day, Doc, The Sparrow, and Children of God.
Sacks, Oliver. Musicophila:
Tales of Music and the Brain.
Salmonson, Jessica Amanda. A Silver Thread of Madness, and other
works.
Sanderson, Brandon. The
Way of Kings (Tor Books, 2010), and other works.
Sapphire. Push: A
Novel.
Sawyer, Robert J. Quantum
Night (Penguin/ACE, 2016).
Scriptures, religious tales and teachings of interest to the student,
from a variety of traditions (including, but not limited to, African,
Buddhist, Christian, Islamic, Jewish, Native American, Taoist, Vedic).
Silverberg, Robert. Lord
Valentine’s Castle.
Smith, Dominic. The
Beautiful Miscellaneous (New York: Atria Books,
2007).
Stead, Rebecca. When
you Reach Me.
Steiner, Claude M. Scripts
People Live: Transactional Analysis of Life Scripts.
Suzuki, D.T. Zen and
Japanese Culture.
Sturgeon, Theodore. More
than Human, and other works.
Stephenson, Neal. Cryptonomicon, Diamond Age, Snow Crash, and other works.
Stout, Martha. The
Myth of Sanity: Divided Consciousness and the Promise of Awareness.
Taleb, Nassim Nicholas. Antifragile: Things that Gain from Disorder (2012),
The Black Swan: The
Impact of the Highly Improbable (2007), Fooled by Randomness: The Hidden Role of
Chance in Life and in the Markets (2001), and
other works.
Tan, Amy. The Joy
Luck Club, The
Hundred Secret Senses.
The Venerable Tenzin Priyadarshi and Zara Houshmand. Running
Toward Mystery: The Adventure of an Unconventional Life (New
York: Random House, 2020).
Tidhar, Lavie. Unholy Land (Tachyon Publications, 2018)
Tremayne, Peter (Peter Berresford Ellis). The Spider’s Web: A Celtic Mystery, The Chalice of Blood, other Sister
Fidelma mysteries, and other works.
Tolstoy, Leo. The
Death of Ivan Ilyich, and other works.
Their Finest (2017,
directed by Lone Scherfig).
Ushpizin (2004,
directed by Giddi Dar).
Vinge, Vernor. Rainbows
End, and other works.
Vonnegut, Jr., Kurt. Mother
Night, Slaughterhouse
Five, and other works.
Wachowski, Lana and Lilly. The Matrix and its
sequels (including The
Animatrix).
Walker, Alice. The
Color Purple.
Walton, Jo. Among
Others.
Westover, Tara. Educated. (2018)
Wiesel, Elie. Dawn, The Accident, and other works.
Willis, Connie. Blackout/All
Clear, Passages, Doomsday Book, Bellwether, and other works.
Yoshikawa. Musashi.
Zettel, Sarah. Fool’s
War.
Zuzak, Markus. The
Book Thief.
Other materials for COR 400G, Heroism and the Human Spirit
Broad Knowledge
Students will explore meaningful questions, both practical and transcendent, through study in the arts, humanities, natural sciences, and social sciences.
Students will synthesize knowledge drawn from different fields of study (the arts, humanities, natural sciences, and social sciences).
Intellectual Skills
Students will comprehensively evaluate issues, ideas, events, and works before making informed conclusions.
Students will produce coherent arguments in writing.
Students will prepare and present in a variety of contexts, as speaker and listener.
Students will analyze numerical or graphical information.
Using technologies integral to information access, students will identify, locate, evaluate, and responsibly use information that is relevant to a given problem.
Personal and Social Responsibility
Students will make reasoned ethical decisions by assessing their own moral values, recognizing different ethical perspectives, and thoughtfully analyzing ethical and moral dilemmas.
Students will investigate complex challenges involving cultural and social diversity, and the individual's role in developing just solutions.
Information about Covid policies follows the
student support statements.
Some Student Support Statements (from the Syllabus checklist of April, 2021)
Student Support Statements
Students are encouraged to speak up, be engaged, and participate in class. Classes will represent a diversity of individual beliefs, backgrounds, and experiences. We may not share the same views on some topics, but we converse in a respectful manner. Le College is a zero-tolerance campus.
Students who believe they have experienced bias or discrimination are encouraged to report the incident. Please refer to Le Moyne’s Bias-Related Incident ReportingLinks to an external site. webpage to submit a report and for further information.
Le Moyne faculty are concerned about the well-being and development of our students and we are available to discuss your concerns. As faculty, we are obligated to share information with the College’s Title IX coordinator to help ensure that the student’s safety and welfare are being addressed, consistent with the requirements of the law. These disclosures include, but are not limited to, reports of sexual assault, dating violence, domestic violence, and stalking.
Please refer to Le Moyne's Sexual Misconduct ResourcesLinks to an external site. webpage for contact information and further details.
Le Moyne College
COVID-19 Syllabus Statement
Spring 2024
Overview. The following information describes the health and safety guidelines for in-person classes and classrooms, which are subject to change1. The College may adjust health and safety protocols pending prevalence of the COVID-19 virus and its transmissibility on campus, in Onondaga County, and/or the State of New York. Please note, given the continuing dynamic nature of the coronavirus, all students, faculty, and staff are expected to monitor campus email announcements for policy updates.
Summary of Key Classroom Health and Safety Protocols:
Hospital Admission Levels. Since many people are believed to have some protection, or immunity, against COVID-19 due to vaccination, previous infection, or both, the CDC now monitors levels of viral transmission of the coronavirus by tracking hospital admission levels for each county and state. Hospital admission levels are classified as low, medium, or high. For each hospital admission level, the CDC further provides prevention steps that each individual can take based on a county’s hospital admission level and an individual’s personal risk factors. Additionally, the CDC continues to recommend that individuals regardless of vaccination status may choose to wear a face covering at any time regardless of the level of transmission, particularly if they are immunocompromised or at increased risk for severe disease from COVID-19, or if they have someone in their household who is immunocompromised, at increased risk of severe disease or not fully vaccinated. As a caring community, the College respects and supports individuals who choose to wear face coverings.
College Face Covering Requirement. As we enter the winter months, the CDC COVID-19 hospital admission level is high in Onondaga County with cases of the flu and RSV on the rise. Within the aforementioned context, the face covering requirement for the college community is as follows. At this time, with the exception of the following circumstances, face coverings are optional on campus. However, appropriate2 face coverings are required to be properly worn (i.e., covering both mouth and nose) by all persons, regardless of vaccination status, until further notice,
In the following circumstances:
COVID-19 Vaccine and Boosters. As part of the College’s strategy to reduce the risk of transmission and serious illness, Le Moyne highly encourages and recommends that all eligible undergraduate and graduate students (together with faculty, staff, and administrators) remain up to date on their COVID-19 vaccines.
Approved Student Absences from Class. Students are expected to attend classes in-person as scheduled and require appropriate approval to be excused from in-person classes. Students may be excused from attending in-person classes for short-term absences due to illness such as colds or the flu, accidents, or quarantine/isolation from a confirmed COVID infection. Students who must miss class for illness should follow the Policy on Student Absenteeism in the Event of Illness or Accident, which stipulates the following. If illness or injury requires more than three consecutive days of hospital or home care, Health Services needs to be informed [(315) 445-4440]. If the student has been treated by a doctor off campus, some documentation from that office will be expected. Health Services will then notify the Registrar who will inform the student’s instructors, advisor, and the appropriate academic dean. “It is the student’s responsibility to contact his or her instructors, as soon as possible, to explain the absence and make arrangements for the completion of missed work or tests.”
COVID-19 Symptoms. Regardless of vaccination status, students who are experiencing COVID-19-related symptoms must not attend class and are encouraged to contact the Student Health Center [healthservices@lemoyne.edu, (315) 445-4440] or their primary medical provider. COVID-19-related symptoms may include one or some combination of the following:
Responsibility to the Le Moyne Community. Finally, in keeping with our values as a Jesuit college, each member of the community is expected to act honestly and ethically regarding any experienced COVID-19-related symptoms. Further, each member of the community is expected to take care of not only their own health, but to be mindful of the health of others and to avoid actions that may jeopardize the health and welfare of those we learn, work, and live with at the College. A well-informed and attentive community better protects the vulnerable amongst us and loved ones at home.
_______________________________________________________________
[1] The College’s policies remain subject to public health orders issued by the Onondaga County Health Department and New York State Department of Health, and will be adjusted if directed by public health authorities.
2 Appropriate and recommended face coverings include N95, KN95 or KF94 respirators, surgical masks, and face coverings made of at least two layers of cloth. Above all else, a snug fit (no gaps, wired nose bridge, adjustable ear loops), offers the best protection to the user and the community. Most importantly, face coverings with an exhalation/release valve, single-layer gaiter-style neck fleeces, and bandanas should NOT be worn on campus.