Class meetings at 2:30PM TH (Please remember to check schedule for room changes at the beginning of the semester!)
Office hours via zoom - TU & TH 1:10-1:55pm, and by appointment.
(Please see Canvas version of syllabus for link or email for more information.)
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 dont 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.
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, OpenAIs 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).
No classes or office hours on the following dates:
Aug. 30., 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.
Sept. 25, Mon., Yom Kippur
Oct. 9-10 Mon-Tues - Wellness break
Nov. 22-26 Wed-Sun - Thanksgiving Break
Due dates:
Project proposals due Thurs., Oct. 19.
Optional (for those who present their projects), written projects due Thurs, Nov. 16, and
student project presentations begin Thurs., Nov. 16.
Last day for our class is Thursday, December 7.
Last day of classes, Fri., Dec. 8.
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
This semester (Fall 2023) the plan is to start meeting synchronously in person in the classroom [RH339].
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., Aug. 31) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes. Many of these Canvas assignments can be found in the materials page of my website (here, for example is a link to the website version to the childhood heroes in-class writing assignment).
#2 (Thurs., Sept. 7) Discussion of heroic scripting. Read Orson Scott Card's "Middle Woman" (from Maps in a Mirror).. Group work on " Middle Woman".
*#3 (Thurs., Sept. 14) Class will start at 3pm. 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., Sep. 28) Class will start at 3:20. 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. 19.
*#6 (Thurs., Oct. 5) Students present on Octavia Butlers 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. 12) 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 19.
*#8 (Thurs., Oct. 19) 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. 26) Students present on "Last Rites" in Walter Mosleys 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?
OR How do two of the characters in this story respond to their experiences? 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. 2) 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. 9). 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."
*#12 (Thurs., Nov. 16) 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"
NOVEMBER 22 - 26: THANKSGIVING BREAK.
*#13 (Thurs., Nov. 30) 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., Dec. 7) 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.
Last day of fall semester classes, Dec. 8.
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.
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.)
Amdur, Ellis. Dueling with O-Sensei: Grappling with the Myth of the Warrior Sage, Old School: Essays on Japanese Martial Traditions.
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. Womens 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. Cordelias 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, Enders 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 Norahs 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. Mans 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 Womens 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 Wizards 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. Smillas Sense of Snow, Borderliners.
Hong Kingston, Maxine. The Woman Warrior: Memoirs of a Girlhood Among Ghosts.
Howie, Noelle. Dress Codes: Of Three GirlhoodsMy Mothers, My Fathers, 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 Poets Rediscovery of Jewish Identity in Buddhist India, and Stalking Elijah: Adventures with Todays 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 Mans 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. Eves 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 Grandfathers 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 Sorcerers 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 Valentines 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 Spiders 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. Fools 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 Moynes Bias-Related Incident Reporting. 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 Colleges Title IX coordinator to help ensure that the students 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 Resources. webpage for contact information and further details.
Le Moyne College
COVID-19 Syllabus Statement
Fall 2023
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:
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 countys hospital admission level and an individuals 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 fall approaches, transmission levels and hospital admission levels are relatively stable in our local community and on campus. Additionally, vaccination rates are high among members of the campus community. 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 Colleges 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 students instructors, advisor, and the appropriate academic dean. It is the students 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 Colleges 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.