Syllabus – COR 400G – Heroism and the Human Spirit, Fall, 2022  (as of 8/15/2022)

Zoom, Office Hours,  and contact information 

Class meetings at 2:30PM TH

Office hours via zoom (please email me for a zoom link) - 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).

My Le Moyne College website

Goals

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.

Student learning goals and objectives

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.

Core objectives at Le Moyne College for this course:

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]

Requirements and grading

Requirements

  1. SHORT WRITING ASSIGNMENTS: You are to select and complete three or four (the top 3 scores count for grading purposes) of the eight short writing assignments. A reading question is given along with each assignment. Unless otherwise indicated, please answer the reading question in less than one TYPED page (all assignments, except in-class writings, are to be typed). Make sure you are working with the current version of this syllabus.
  2. STUDENT PRESENTATIONS: For every presentation, you will be required to turn in an outline or abstract of your presentation [if you are using Google Slides or PowerPoint, a copy of your slides will take care of this requirement], complete with a list of all works used. Please submit this material on Canvas before your presentation.  Also, if you use any web pages, not only should these be listed on the outline with the rest of your bibliography, but you are also required to turn in a printout of all web pages used in preparing the presentation. If your group divides the work into separate parts, each member of the group will need to provide his or her own outline/abstract and printouts.
  3. Outlines/abstracts and printouts are to be given to me BEFORE the presentation. Failure to do so BEFORE the presentation will result in a 30% deduction from the relevant presenter’s presentation grade. If the outline and printouts are not turned in by the next class, there will be an additional 30% deduction. You may use up to but not more than 2 minutes of videotaped material for your presentation. In the event of a technical glitch, power failure, or delivery problem, make sure you can present without the computer/videotaped material.
  4. STUDENT PRESENTATIONS ON READINGS: All students are expected to do all readings and to share their understanding with one another in class discussions by leading their own and participating in other students’ presentations on the various readings. Student presentations on readings begin after the second week of class, and will be scheduled during the first week. The subtopics will be divided up into student groups whose size will be determined by the class size.

    For every reading presentation, you will be required to turn in an outline or abstract of your presentation [if you are using Google Slides or PowerPoint, a copy of your slides will take care of this requirement], complete with a list of all works used. Please submit this material on Canvas before your presentation.  Also, if you use any web pages, not only should these be listed on the outline with the rest of your bibliography, but you are also required to turn in a printout of all web pages used in preparing the presentation. If your group divides the work into separate parts, each member of the group will need to provide his or her own outline/abstract and printouts.
  5. Remember: You have less than an hour to present. Focus on the aspects your group finds most interesting and important. Do not try to cover everything. Your presentation will be improved if you make it easier for others to participate. (Please try to help others’ presentations by participating!) Please feel free to meet with me to discuss your presentations. If the posted office hours do not work with your schedule, please email me at kagan@lemoyne.edu. Although you can always leave a voice mail message at 314-445-4489, I tend to check email more often.
  6. THE PROJECT might involve further investigating the issue of human greatness and heroism, a philosophical essay concerning some related issue of philosophical interest in a work of literature, a creative literary work of the student’s own (e.g., a short story, 1st chapter of a novel, etc.), or a philosophical analysis of some related issue present in one of the works we studied, detailing the position(s) set forth in the work, and developing and defending one’s own philosophical response. Students are encouraged and expected to bring their own learning from other disciplines. Please make sure to cite all your sources. I expect the length of most written projects to be about 5-7 typed pages. If you’re interested in doing a project that will be significantly longer, please let me know in advance.

Grading

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.

Plagiarism will result in a failing grade.

Required Reading List (in approximate reading order)

  1. Walter Mosley, Always Outnumbered, Always Outgunned.
  2. Stephen King, Different Seasons (also published as Shawshank Redemption and as Apt Pupil).
  3. Ayn Rand, Anthem.
  4. Ernest Becker, Denial of Death.
  5. Octavia E. Butler, Bloodchild and Other Stories, 2nd edition.
  6. Orson Scott Card, Maps in a Mirror.
  7. Plato, Symposium.

SPECIAL NEEDS

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 imprtant information section.

IMPORTANT DATES:

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).

No classes or office hours on the following dates:
Sep. 7., Wed., Mass of the Holy Spirit, 10:45 a.m. in the Panasci Family Chapel. Classes that run 9:30 to 10:45 a.m. or 10 a.m. to 10:50 a.m. will dismiss at 10:30 a.m. Classes scheduled for 11 a.m. and noon will not be held.
Sep. 26, Mon., Rosh Hashana
Oct. 5, Wed., Yom Kippur
Oct. 10-11 Mon-Tues - Fall break
Nov. 23-27 Wed-Sun - Thanksgiving Break

Due dates:
Project proposals due Thurs., Oct. 13.
Optional (for those who present their projects), written projects due Thurs, Nov. 17, and
student project presentations begin Thurs., Nov. 10.

Last day for our class is Thursday, December 8.
Last day of classes, Fri., Dec. 9.


CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE

This semester (Fall 2022) the plan is to start meeting synchronously in person in the classroom  [RH345].

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. 

TENTATIVE COURSE SCHEDULE AND SCHEDULE OF ASSIGNMENTS ['*' indicates student presentation]

#1 (Thurs., Sept. 1) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes.

#2 (Thurs., Sept. 8) Discussion of heroic scripting.  Read Orson Scott Card’s “Middle Woman” (from Maps in a Mirror). Group work on “Middle Woman.”

*#3 (Thurs., Sept. 15) Students present on Walter Mosley's "Crimson Shadow" (in Always Outnumbered, Always Outgunned).  SHORT WRITING ASSIGNMENT:  How do the characters in this story prepare for the future? 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., Sept. 21). SHORT WRITING ASSIGNMENT DUE:   Students present on Stephen King's "The Body" (in Different Seasons).   How do the characters in this story prepare for the future? Why? What can we learn from this? Instructor presents on Rand's philosophy.

*#5 (Thurs., Oct. 29)  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 (for presentation and/or optional project paper)  Thurs., Oct. 13.

*#6 (Thurs., Oct. 6) 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).

#7 (Thurs., Oct. 13)   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."
Project proposals due Thursday, October 13.

*#8(Thurs., Oct. 20)    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. 

*#9   (Thurs.,  Oct. 27) Students present on "Last Rites" in Walter Mosley’s Always Outnumbered, Always Outgunned. SHORT WRITING ASSIGNMENT DUE:  How do the characters in this story prepare for the future? 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.

*#10 (Thurs., Nov. 3) 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., Nov. 10). 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." Student presentations on projects begin. Optional (for those who present their projects) WRITTEN PROJECTS DUE.

*#12 (Thurs., Nov. 17)  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 continue.  

NOVEMBER 23 - 27: THANKSGIVING BREAK.

*#13 (Thurs., Dec. 1)  Student presentations on projects continue. 

*#14 (Thurs., Dec. 8) 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).

Last day of fall semester classes, Dec. 9.

Some Suggested Works for Final Projects

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.)
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.
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).
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.
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.

Some of this page’s links, Le Moyne College syllabus and support statements

Other materials for COR 400G, Heroism and the Human Spirit

Back to Kagan's Homepage

 

Core objectives at Le Moyne College for COR 400 sections include all of the following Core Learning Outcomes except CLO 6 (Quantitative Reasoning):

Broad Knowledge

        CLO 1            Disciplinary Inquiry

Students will explore meaningful questions, both practical and transcendent, through study in the arts, humanities, natural sciences, and social sciences.

        CLO 2            Interdisciplinary Inquiry

Students will synthesize knowledge drawn from different fields of study (the arts, humanities, natural sciences, and social sciences).

Intellectual Skills

        CLO 3            Critical Thinking

Students will comprehensively evaluate issues, ideas, events, and works before making informed conclusions.

        CLO 4             Written Communication

Students will produce coherent arguments in writing.

        CLO 5             Oral Communication

Students will prepare and present in a variety of contexts, as speaker and listener.

        CLO 6             Quantitative Reasoning

Students will analyze numerical or graphical information.

        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.

Personal and Social Responsibility

        CLO 8             Ethical Integrity

Students will make reasoned ethical decisions by assessing their own moral values, recognizing different ethical perspectives, and thoughtfully analyzing ethical and moral dilemmas.

        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.


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. 

 

  1. ACADEMIC STANDARDS:  Students are expected to observe at all times the highest ethical standards as members of the academic community.  Any form of dishonesty makes a student liable to severe sanctions, including expulsion from the College.  For details see the Community StandardsLinks to an external site. section of the Student Handbook.

 

  1. BIAS-RELATED INCIDENTS:  Le Moyne College defines a bias-related incident as behavior that constitutes an expression of hostility against the person or property of another because of the targeted person’s race, religion, sexual orientation, ethnicity, national origin, gender, age, or disability.  Bias-related incidents include, but are not limited to, non-threatening name calling and using degrading language or slurs that are directed toward a person because of his or her membership or perceived membership in a protected class and that create a hostile environment for that person.  

 

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.

 

  1. OBSERVANCE OF RELIGIOUS HOLIDAYS:  Students who are unable to attend class, participate in any examination, study or classwork requirements on a particular day because of his or her religious beliefs are eligible for an equivalent opportunity to make up any missed examination, study, or classwork requirement, without penalties or additional fees.  Students who require such an opportunity must contact their instructor at least two weeks in advance.  A full copy of the College’s policy on the observance of religious holidays can be found in the deans’ offices.  

 

  1. SPECIAL NEEDS: Your access in this course is important.  Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs.  You should also meet with someone from Disability Support Services (DSS) about your disability and accommodation needs.  The DSS office is located on the first floor of the library (315-445-4118; dss@lemoyne.edu).  This should take place within the first 2 weeks of the semester.

 

  1. TITLE IX:  Students who believe they have been harassed, discriminated against, or involved in sexual violence should contact the Title IX Coordinator (315-445-4278) for information about campus resources and support services, including confidential counseling services.

 

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.

 

  1. STUDENTS WITH PERSONAL/MENTAL HEALTH CONCERNS: Students who encounter personal problems of any kind, especially problems that might affect their academic performance, are encouraged to contact the Wellness Center for Health and Counseling (https://www.lemoyne.edu/Student-Life/Student-Services/Wellness-CenterLinks to an external site.). The Center is located on the 2nd floor of Seton Hall; appointments may be arranged by phone at 445-4195 or e-mail at counselingservices@lemoyne.edu. The Center provides both individual and group counseling on a strictly confidential basis. The Counseling staff is also available on an emergency basis.

 

  1. TUTORING:  Tutoring is located in the Student Success Center on the first floor of the library, to the right of the art gallery.  It is open M-Th 10am-9pm, F 10am-4pm, and Sun 3pm-9pm.  Peer tutors are available for most subjects.  To sign up, go to the Student Success Center (Links to an external site.) webpage to create an account and log in to select the current semester’s schedule.  If you need tutoring for a subject not listed, please email tutoring@lemoyne.edu.  Tutoring is free for all students and is available from the second week of classes through the last day of classes.

 

  1.   WRITING CENTER: Writing well is difficult. One of the best ways to become a better writer is to talk with other, smart writers about your work. Le Moyne’s Writing Center provides you with just such a resource. Whether you’re getting started, drafting paragraphs, revising ideas, or proofreading, you can make an appointment to meet face-to-face or online with a writing tutor to talk about any academic or professional writing assignment. More information, including the Writing Center’s hours, are available on the Writing Center’sLinks to an external site. webpage. You can sign up for an appointment through WCOnline (Links to an external site.) or email writingcenter@lemoyne.eduLinks to an external site. with any questions.

 

  1. QUANTITATIVE REASONING CENTER:  The QRC supports students taking courses that require numerical manipulation and/or analysis.  We offer collaborative tutoring (clinics) with trained peer tutors for course content and we can help you develop learning strategies for these subjects as well.  You can find our schedule at lemoyne.edu/qrcLinks to an external site. or email qrc@lemoyne.eduLinks to an external site. with any questions.

 

  1. CAREER ADVISING AND DEVELOPMENT: It’s never too early to think about your career path. Your future is worth the investment of time and effort! We understand that each Dolphin is unique, and we work to develop a personalized plan that encompasses one's passions, skills and opportunities. Whether it’s choosing a major, deciding what to do with the major you’ve got, finding an internship, or landing a job, we have resources and expertise to help.  www.lemoyne.edu/careersLinks to an external site.

  2. NOREEN REALE FALCONE LIBRARY: The Library offers the space, the valuable resources and the people to support you in your research here at Le Moyne, both in person and online. For more information about Library resources, or to find your Subject Librarian visit the Le Moyne Library OnlineLinks to an external site.. You can ask a librarian a question at any time by visiting  Ask Us By ChatLinks to an external site..

 



Le Moyne College Face Covering Policy and Protocols

Updated August 8, 2022

 

Effective Monday August 15th, 2022 the College face covering policy will be updated as follows. 

 

Throughout
the pandemic, the College has been closely monitoring transmission
levels and disease activity on campus, in Onondaga County and across
the state, and has been adjusting health and safety protocols
accordingly. With transmission levels and hospitalizations stabilizing
at a low level in our local community and on campus, the following
adjustments, which are subject to change1, have been made to the College’s face covering policy.

Regardless
of the following changes, individuals may choose and are encouraged to
wear a face covering at any time based on personal preference and as
informed by one’s personal risk level. Individuals are encouraged to
follow CDC guidelines and consult with their healthcare provider,
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. Wearing a face covering based on personal
preference is fully supported by the College. 

 

As
a caring community, the College respects and supports both an
individual’s choice to wear a face covering as well as the request of
any College office, recreational, and residential spaces that request
face coverings be worn. Individuals can print and display the sign available at this linkLinks to an external site. to express your preference.

 

Within
the context presented above, the following adjustments have been made
to the face covering requirement. With the exception of the following
spaces and circumstances, face coverings are no longer required to be worn in most areas of the 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 spaces: 

  1. In the Wellness Center for Health and Counseling;
  2. In College vans;
  3. In all College office, recreational, and residential spaces that request face coverings be worn; 
  4. In all instructional spaces (including classrooms and labs) where an instructor requests that face coverings be worn; 
  5. When holding meetings in tight spaces; and,   
  6. When required by event organizers for specific talks, lectures, performances, services, and similar events.

 

Therefore,
instructors may require that face coverings be worn properly by all
persons in their classrooms or labs. At this time, face coverings are
optional in classes and labs if not explicitly required by the
instructor.

 

In the following circumstances: 

  1. Any individual who is experiencing new or different symptoms.
  2. Any individual who was exposed to someone with COVID-19 in the last 10 days should wear an appropriate1 and well-fitting mask around others on campus, at home and in public for 10 days (where day 0 is the last day of exposure).
  3. Any

    individual who has tested positive for COVID-19, who has completed five

    days of isolation and has been fever-free for at least 24 hours should

    wear an appropriate1
    and well-fitting mask around others on campus, at home and in public
    for 10 days (where day 0 is the day symptoms started or the day when
    tested positive if asymptomatic).

 

Despite
these changes, members of the campus community should continue to carry
their face covering with them should they need to put it on. 

 

The
College will continue to monitor transmission levels in the local
community. If campus, county, or state public health conditions
warrant, we will adjust our face covering policy accordingly. We offer
our thanks to all members of the College who take the necessary steps
to ensure that ours is a safe and healthy community. 



_______________________________________________________________

 For example, should the CDC determine that Onondaga County’s COVID-19 community level is medium, and the medium community level is sustained, then the College at a minimum may require face coverings in all academic and event spaces. Additionally, should the CDC determine that Onondaga County’s COVID-19 community level is high, and the high community level is sustained, then the College at a minimum may require face coverings in all public indoor settings. 

 

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.

 

 

Le Moyne College

COVID-19 Syllabus Statement

Fall 2022

 

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 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:

  1. All eligible
    undergraduate and graduate students are required to have received a

    COVID-19 vaccination by the start of fall classes. Boosters are highly

    encouraged and recommended. 
  2. No one should attend class if feeling ill.
  3. Members of the campus community should continue to carry their face covering with them should they need to put it on. 

 

Viral Transmission Levels. The NYS Department of Health has adopted and implemented guidelines
provided by the Centers for Disease Control and Prevention (CDC). The
CDC monitors levels of community viral transmission of the coronavirus
by tracking case numbers for each county and state as well as measures
the impact of COVID-19 illness on health and healthcare systems.
Community levels are classified as low, medium, or high. The CDC
provides guidance for the implementation of COVID-19 prevention
strategies for each community level and within the context of each
community’s vaccination coverage. For example, when the COVID-19 community level is low, members of the Le Moyne community may not be required to wear a face covering indoors. However, when the COVID-19 community level is high,
the CDC indicates that individuals wear a face covering in public
indoor settings regardless of vaccination status. Additionally, the CDC
recommends that fully vaccinated individuals may choose to wear a face
covering 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 fall approaches, transmission levels and hospitalizations are relatively stable in our local community and on campus. And vaccination rates are high among members of the campus community. Within
the aforementioned context presented above, the following adjustments
have been made to the face covering requirement. At this time, with the
exception of the following spaces and circumstances, face coverings are no longer required to be worn in most areas of the 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 spaces: 

  1. In the Wellness Center for Health and Counseling;
  2. In College vans;
  3. In all College office, recreational, and residential spaces that request face coverings be worn; 
  4. In all instructional spaces (including classrooms and labs) where an instructor requests that face coverings be worn; 
  5. When holding meetings in tight spaces; and,   
  6. When required by event organizers for specific talks, lectures, performances, services, and similar events.

 

Therefore,
instructors may require that face coverings be worn properly by all
persons in their classrooms or labs. At this time, face coverings are
optional in classes and labs if not explicitly required by the
instructor.

 

In the following circumstances: 

    1. Any individual who is experiencing new or different symptoms.
    2. Any individual who was exposed to someone with COVID-19 in the last 10 days should wear an appropriate1 and well-fitting mask around others on campus, at home and in public for 10 days (where day 0 is the last day of exposure).

 

Despite
these changes, members of the campus community should continue to carry
their face covering with them should they need to put it on. 

 

Covid-19 Vaccine and Boosters. All undergraduate and graduate students (together with faculty, staff,
and administrators) are required to have the COVID-19 vaccine by the
start of fall semester classes. As part of the College’s strategy to
reduce the risk of transmission and serious illness, Le Moyne
highly recommends that all eligible undergraduate and graduate students remain up to date on their COVID-19 booster vaccinations as well. 

 

Medical or Religious Exemption. Students may request a medical or religious exemption from vaccination. Please contact the Office of Student Development at studentdevelopment@lemoyne.eduLinks to an external site. for an application.

 

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 of AccidentLinks to an external site., which stipulates that, “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.” 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. 

 

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.eduLinks to an external site.,
(315) 445-4440] or their primary medical provider. COVID-19-related
symptoms may include one or some combination of the following: 

 

 

Finally,
in keeping with our values as a Jesuit college, each member of the
community is expected to act honestly and ethically regarding both
their vaccination status and 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-vaccinated and attentive
community better protects the vulnerable amongst us and loved ones
at home. 

_______________________________________________________________

 For example, should the CDC determine that Onondaga County’s COVID-19 community level is medium, and the medium community level is sustained, then the College at a minimum may require face coverings in all academic and event spaces. Additionally, should the CDC determine that Onondaga County’s COVID-19 community level is high, and the high community level is sustained, then the College at a minimum may require face coverings in all public indoor settings. Additionally,
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.