Syllabus – COR 400G – Heroism and the Human Spirit, Fall, 2021

Syllabus – COR 400G – Heroism and the Human Spirit, Fall, 2021  (as of 8/24/2021)

Zoom, Office Hours,  and contact information 

Class meetings at 2:30PM TH

Office hours in RH428 or via zoom -  M TH F – 1:10-1:55pm, and by appointment.

Tel:315-445-4489 - Campus voice mail - you should receive a reply within a few days. - You should receive a reply within a day or so (not including weekends).

My Le Moyne College website


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 CLO 6 (Quantitative Reasoning).   The list is appended below in the "Some of this page's links and other important information" section.

Requirements and grading

 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.

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. 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 presentationIn the event of a technical glitch, power failure, or delivery problem, make sure you can present without the computer/videotaped material.

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.
       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  Although you can always leave a voice mail message at 314-445-4489, I tend to check email more often.

  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, & c.], 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.  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.


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:
90-100 - 'A' range (97-100 = A+; 94-96=A; 90-93=A-); 80-89  - 'B' range (87-89 = B+; 84-86=B; 80-83=B-);
70-79  - 'C' range (77-79 = C+; 74-76=C; 70-73=C-); 60-69  - 'D' range (67-69 = D+; 64-66=D; 60-63=D-).
Below 60 - 'F'.
Failure to complete any of (1)-(4) can result in a failing grade. Plagiarism will result in a failing grade.

Required Reading List: (in approximate reading order)

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


In coordination with the Academic Support Center (ASC) and Disability Support Services, reasonable accommodations are provided for qualified students with disabilities. Please register with the ASC Office for disability verification and determination of reasonable accommodations. After receiving your accommodation form from the ASC, 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 (8/19/21) Fall 2021 Le Moyne College COVID-19 Syllabus Statement and the Le Moyne College Student Support Statements (4/21/21) is found below the course schedule in the links and other imprtant 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:
Sep. 6,  Mon., Labor Day
Sep. 7, Tues., Rosh Hashana
Sep. 16, Thurs., Yom Kippur
Oct. 11-12, Mon-Tues - Fall break
Nov. 24-28 Wed-Sun - Thanksgiving Break

Due dates:
Project proposals due Thurs., Oct. 14.
Optional (for those who present their projects), written projects due Thurs, Nov. 11, and
student project presentations also begin Thurs, Nov. 11.

Last day for our class is Thursday, December 2.
Last day of classes, Dec. 6., Mon. Study day, Dec. 7, Tues.


This semester (Fall 2021) the plan is to start meeting synchronously in person.

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 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. 26) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes.

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

*#3 (Thurs., Sept. 9) Students present on Walter Mosley's "Crimson Shadow" (in Always Outnumbered, Always Outgunned).  SHORT WRITING ASSIGNMENT:  How do two of the characters in this story respond to their prior experiences?  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.

Thursday, Sep. 16, Yom Kippur (No classes or office hours)

*#4 (Thurs., Sept. 23). SHORT WRITING ASSIGNMENT DUE:   Students present on Stephen King's "The Body" (in Different Seasons).   How do two of the characters in this story respond to their prior experiences?  What can we learn from this? Instructor presents on Rand's philosophy.

*#5 (Thurs., Sept. 30)  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.

*#6 (Thurs., Oct. 7) 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. 14)   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 (for presentation and/or optional project paper)  Thurs., Oct. 14.

*#8(Thurs., Oct. 21)    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. 28) Students present on "Last Rites" in Walter Mosley’s Always Outnumbered, Always Outgunned. SHORT WRITING ASSIGNMENT DUE:  How do two of the characters in this story respond to their prior experiences?  What can we learn from this? Bring Bloodchild to class. Read Butler's "Positive Obsession"   and "Furor Scribendi." Group work. 

*#10 (Thurs., Nov. 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."  

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.  

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

*#12 (Thurs., Nov. 18) Read Card's "Bicicleta" (from Maps in a Mirror).  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. 


*#13 (Thurs., Dec. 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).

Last day of classes, Dec. 6., Mon. Study day, Dec. 7, Tues.


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 SageOld 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 MeaningThe Denial of Death, and other works.
Belenky, et al. Women's Ways of Knowing.
Benford, Gregory.  Timescape.
Berne, Eric. Games People PlayWhat 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 CardEnder'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 KaramazovThe IdiotNotes from the Underground, "The Crocodile,” and other works.
Effinger, George Alec.  When Gravity Fails, Budayeen Nights, and other works.
Elgin, Suzette Haden. Native TongueThe Judas RoseThe Gentle Art of Verbal Self Defense and other works.
Ellison, Ralph. Invisible Man.
Eugenides, Jeffrey.  Middlesex.
Frankl, Viktor. Man's Search for Meaning. Pocket Books Washington Square Press printing, 1985.
Friedman, C.S. This Alien Shore, and other works.
Feynman, Richard P. "What Do You Care What Other People Think?": Further Adventures of a Curious Character (Feynman Book 2)
Fuller, Brian, and Todd Holland.  Wonderfalls.  (2004)
Gaiman, Neil.  Graveyard Book,  Coraline, and other works.
Gardner, John. The Art of Fiction: Notes on Craft for Young WritersOn Becoming a Novelist.
Gibson, William.  Neuromancer.
Gilligan, Carol. In a Different Voice: Psychological Theory and Women's Development.
Gilman, Dorothy The Amazing Mrs. PollifaxTightrope WalkerIncident at Badamya, and other works.
Goldman, William. The Princess Bride.
Goldstein, Lisa.  Dream YearsThe Red MagicianTravellers 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 MistressStranger in a Strange LandCitizen of the GalaxyDouble Star and other works.
Henderson, Zenna.  Ingathering:  The Complete People Stories (NESFA Press, 1995).
Hesse, Hermann. SiddharthaThe Journey to the EastThe Glass Bead GameSteppenwolf, and other works.
Hitchens, Christopher.  Letters to a Young Contrarian.
Hoeg, Peter. Smilla's Sense of SnowBorderliners.
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 MeanyThe 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 TrialThe 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 GordonHearts in AtlantisBag of Bones, and other works.
Kiyosaki, Robert T., and Sharon Lechter.  Rich Dad, Poor Dad
Kress, Nancy. Beggars in SpainMaximum Light.
Kritzer, Naomi.  Catfishing on CatNet.
Kwan, Kevin.  Crazy Rich Asians.
Leonard, George.  Mastery (New York:  Penguin/Plume, 1992).
Lowry, Dave. Autumn LightningPersimmon Wind.
Le Guin, Ursula K. The TellingLeft Hand of DarknessThe Lathe of HeavenThe 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 AltruismThe 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).
Morrison, Toni. Song of Solomon, and other works.
Morrow, James. Towing JehovahBlameless in Abaddon, and other works.
Mosley, Walter.  47Always Outnumbered, Always Outgunned,  Devil in a Blue Dress,  Fearless Jones, and other works.
Noddings, Nel. Caring.
McBride, James. The Color of Water: A Black Man's Tribute to His White Mother.
Oates, J. C. On Boxing.
Parker, Robert B. Mortal Stakes, and other works.
Peters, Ellis (Edith Mary Pargeter).  A Morbid Taste for BonesOne 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 FountainheadAtlas ShruggedThe Virtue of Selfishness.
Remen, Rachel Naomi.  Kitchen Table WisdomMy 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 DayDocThe 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).
Schwab, V.E.
The Invisible Life of Addie LaRue.
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.  CryptonomiconDiamond AgeSnow 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 ClubThe Hundred Secret Senses.
Tremayne, Peter (Peter Berresford Ellis). The Spider's Web: A Celtic MysteryThe 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 NightSlaughterhouse 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. DawnThe Accident, and other works.
Willis, Connie. Blackout/All ClearPassagesDoomsday BookBellwether, and other works.
Yoshikawa. Musashi.
Zettel, Sarah. Fool's War.
Zuzak, Markus. The Book Thief.

 Some of this page's links and other important information:

COR 400G, Heroism and the Human Spirit, Fall 2021 syllabus

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.

Fall 2021 Le Moyne College COVID-19 Syllabus Statement

The following information describes the health and safety guidelines for classrooms, which are subject to change. The College may adjust health and safety protocols pending prevalence of the COVID-19 virus and its transmissibility on campus.

In accordance with NYS Department of Health regulations and guidance from the Centers for Disease Control and Prevention (CDC), when viral transmission is low, 
fully vaccinated members of the Le Moyne Community who certify their vaccination status will not be required to wear a face covering or physically distance.  However, given new evidence gathered on the Delta variant, the CDC recommends that fully vaccinated people wear a face covering in public indoor settings in areas of substantial or high transmission.  Additionally, the CDC recommends that fully vaccinated people might 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.  Individuals are considered fully vaccinated two weeks after receiving their final dose schedule of an FDA-approved vaccine, i.e., two weeks after receiving the second dose in a two-dose series (e.g., Pfizer-BioNTech or Moderna) or two weeks after receiving a single-dose vaccine (e.g., Johnson & Johnson).

Within the context presented above, and given the prevalence and substantial transmission of the Delta variant in Onondaga County, face coverings are required in the academic buildings, which include all classrooms and public spaces, until further notice.

All undergraduate and graduate students (together with faculty, staff, and administrators) are required to have the COVID-19 vaccine by the opening of the fall 2021 semester.  Following approval, exemptions based on medical and religious reasons will be accommodated, but the majority of the College Community is expected to be vaccinated, greatly reducing the risk of infection for everyone.  Unless a student has a medical/religious exemption, unvaccinated students will not be allowed to check in to residence halls, use campus facilities, or attend classes.  Students wishing to request a medical/religious exemption must do so in writing here.  Proof of vaccination is to be submitted to the Student Health Center [, (315) 445-4440].  Students may also request an exemption or provide proof of vaccination by following the instructions on the “Vaccinations” link at

Please note, given the dynamic nature of the pandemic, all students, faculty, and staff are expected to carry a facial covering with them at all times and monitor campus email announcements for policy updates.

In accordance with NYS Department of Health regulations, 
students and other members of the college community who are not fully vaccinated MUST adhere to the following health and safety protocols, which are subject to change based on campus, county, and state disease prevalence.

·         Properly wear a face covering (i.e., covering both mouth and nose) in all campus buildings and classrooms.

·         Complete COVID-19 testing with the College testing program, at a minimum, two times a week on either Monday/Wednesday or Tuesday/Thursday or submit proof of negative PCR test results from an external official testing location once a week to the COVID Office at

·         Follow all New York State and CDC regulations pertaining to unvaccinated individuals.

For students, these requirements protect the student’s own health and safety as well as the health and safety of their classmates, their instructor, and the entire Le Moyne community.  Students granted an exemption and who are not fully vaccinated and who refuse to wear face coverings properly or to adhere to other stated requirements will be subject to disciplinary action for Community Standards violations.

If a student granted an exemption is unable to wear a face covering due to a disabling condition, they should contact the Office of Disability Support Services [Roger Purdy,, (315) 445-4118] to discuss accommodations.

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


·         Fever or chills

·         Cough

·         Shortness of breath or difficulty breathing

·         Fatigue

·         Muscle or body aches

·         Headache

·         New loss of taste or smell

·         Sore throat

·         Congestion or runny nose

·         Nausea or vomiting

·         Diarrhea


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.  A well-vaccinated and attentive community better protects the vulnerable amongst us and loved ones at home who cannot be vaccinated. 


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.


9.         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 Standards section of the Student Handbook.


10.       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 Reporting webpage to submit a report and for further information.


11.       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. 


12.       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;  This should take place within the first 2 weeks of the semester.


13.       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 Resources webpage for contact information and further details.


14.       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 ( The Center is located on the 2nd floor of Seton Hall; appointments may be arranged by phone at 445-4195 or e-mail at The Center provides both individual and group counseling on a strictly confidential basis. The Counseling staff is also available on an emergency basis.


15.       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 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 is free for all students and is available from the second week of classes through the last day of classes.


16.       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’s webpage. You can sign up for an appointment through WCOnline or email with any questions.


17.       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 or email with any questions.


18.       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.


19.       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 Online. You can ask a librarian a question at any time by visiting  Ask Us By Chat.