Syllabus – COR 400G – Heroism and the Human Spirit, Fall, 2024
(as of 8/25/2024)
Zoom, Office Hours, and contact information
Class meetings at 2:30PM TH
- Please check for room changes at the beginning of the
semester!
Office hours via zoom - MW 10:35-11:20., 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).
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
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.
Required Reading List (in approximate reading order)
AI tools / Large Language Models
AI Writing tools such as ChatGPT are welcome in
this class,
provided that you cite when
and how you use the tool. You also need to verify and correct any
citations
in the generated material! You will be provided with
examples of how
to cite your use of
this tool in your writing.
Example of attribution language:
“The author generated this text in part with GPT-3, OpenAI’s large-scale
language-generation model. Upon generating draft language, the author
reviewed,
edited, and revised the language to their own liking and takes ultimate
responsibility for
the content of this publication.”
Statement from faculty member at Siena College:
https://www.depts.ttu.edu/tlpdc/JillHogan_AISyllabusStatement.pdf
Syllabus Statement - Jill Hogan jillian.a.hogan@gmail.com
Excerpted from "Working Document for Generative AI Syllabi Statements," emailed from the Dean Beth Mitchell on June 14, 2023.
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 Respiratory Virus 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.
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:
Thursday, Oct 3, Rosh Hashana
Oct. 14-15 Mon-Tues - Wellness Break
Nov. 27- Dec. 1 Wed-Sun - Thanksgiving Break
Due dates:
Project proposals due Thurs., Oct. 17.
Optional (for those who present their projects), written projects due
Thurs.,
Nov. 14, and
student project presentations (optional for those who wrote their final
projects) begin Thurs., Nov. 14
Other
Aug. 28, Wed., Mass of the Holy Spirit, 10:45 a.m. in the Panasci
Family
Chapel. Classes scheduled for 11 a.m. and noon will not be held.
Last day for our class is Thursday, Dec. 6
Last day of classes, Fri., Dec. 6
Link to Le Moyne College Academic Calendar
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
This semester (Fall 2024) the plan is to start meeting synchronously in person in the classroom [Please remember to check room numbers at the beginning of the semester!]].
When campus/dorms are closed due to flu or other circumstances, my intent is that the course continue. Assignments continue to be due electronically (if Canvas is down, email to kagan@lemoyne.edu may still work). Presentations will be replaced by papers, virtual presentations, or extended descriptions of presentations. In addition to notes and group work already available there on-line, I will post updates, lecture notes, etc., to Canvas and to my Le Moyne College website.
As at other times, if your situation results in your needing an extension, please let me know. Also, if internet service is down or there are other infrastructure problems, please complete the assignments and turn them in when services are restored.
TENTATIVE COURSE SCHEDULE AND SCHEDULE OF ASSIGNMENTS ['*' indicates student presentation]
#1 (Thurs., Aug. 29) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes.
#2 (Thurs., Sep. 5) Discussion of heroic scripting. Read Orson Scott Card’s “Middle Woman” (from Maps in a Mirror). Group work on “Middle Woman.”
*#3 (Thurs., Sep. 12) Students present on Walter Mosley's "Crimson Shadow" (in Always Outnumbered, Always Outgunned). SHORT WRITING ASSIGNMENT: What do characters in this story study or practice? 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., Sep. 19). SHORT WRITING ASSIGNMENT DUE: Students present on Stephen King's "The Body" (in Different Seasons). What do characters in this story expect from the future? Why? What can we learn from this? Instructor presents on Rand's philosophy.
*#5 (Thurs., Sep. 26) 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.
This class does not meet Thursday, Oct 3 (Rosh Hashana).
*#6 (Thurs., Oct. 10) Students present on Octavia Butler’s” The Evening and the Morning, and the Night" (in the Bloodchild anthology). SHORT WRITING ASSIGNMENT DUE: Compare someone in this story to someone you have encountered (in life or literature). What can we learn from this comparison? Lecture on "Becker, Childhood, and Scary Stories." Read Denial of Death, Introduction & Part I (Chapters 1-6).
PROJECT PROPOSALS DUE Thurs., Oct. 17 - (for presentation and/or optional project paper) .
#7 (Thurs., Oct. 17) SHORT WRITING ASSIGNMENT: How might you relate Becker's views to the experiences of two characters we have read about so far? Instructor presents one way of reading King (and others). Read Orson Scott Card's "Mortal Gods" (from Maps in a Mirror). Group work on "Mortal Gods."
*#8 (Thurs., Oct. 24) 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. 31) Students present on
"Last
Rites" in Walter Mosley’s Always Outnumbered, Always Outgunned. SHORT
WRITING ASSIGNMENT DUE: What do the characters in this
story
expect from their friends? 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. 7) 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. 14).
Buber's hasidut and Rebbe Nachman's "The Turkey Prince." (includes group work on Rebbe Nachman's story). In-class writing exercise on future autobiography. Lecture on "Possibilities and Practice: Heroic Tasks and Self Education."
Optional (for those who present their projects)
written
projects due Thurs., Nov. 14, and
student project presentations (optional for those who submit written
projects) begin Thurs., Nov. 14.
*#12 (Thurs., Nov. 21) 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"
Nov. 27- Dec. 1 Wed-Sun - Thanksgiving Break
*#13 (Thurs., Dec. 5) LAST DAY OF CLASS. Student presentations on projects continue/Make-up presentations. TBA. Philosophy of the last day. Cassandra and Jonah - Optional Individual/Group work. Optional group work on Kurt Vonnegut, Jr.'s "Who am I this Time?"
Last day of classes, Fri., Dec 6.
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.)
Anders, Charlie Jane. All the Birds in the Sky (Tor
Books, 2016), Even Greater Mistakes: Stories (Tor
Books,
2021), and other works.
Arnold, Matthew, Freddie Wong, Will Campos, and Brian Firenzi. Video
Game High School (VGHS). 2012-2015.
Becker, Ernest. The Birth and Death of Meaning, The
Denial
of Death, and other works.
Belenky, et al. Women’s Ways of Knowing.
Benford, Gregory. Timescape.
Berne, Eric. Games People Play, What Do You Say
After You
Say Hello? - The Psychology of Human Destiny, and other works.
Brown, Claude. Manchild in the Promised Land.
Brown, Christy. My Left Foot.
Bujold, Lois McMaster. Cordelia’s Honor, and other works.
Butler, Octavia E. Parable of the Sower, and other works.
Campbell, Joseph. The Hero with a Thousand Faces, second ed.
Card, Orson Maps in a Mirror: The Short Fiction of Orson Scott
Card, Ender’s
Game, and other works.
Chandler, Raymond. The Simple Art of Murder and other
works.
Chesbro, George. Shadow of a Broken Man.
Chesterton, Gilbert K. The Innocence of Father Brown, other
Father
Brown Mysteries, etc.
Cline, Ernest. Ready Player One.
Cohn, Rachel, and David Levithan. Nick and Norah’s Infinite
Playlist.
Cross, Amanda. Death in a Tenured Position, and other works.
Davies, Robertson. The Deptford Trilogy: Fifth Business/the
Manticore/World of Wonders, and other works.
Deonn, Tracy. Legendborn.
DeWitt, Helen. The Last Samurai.
Dostoevsky, Fyodor. Brothers Karamazov, The Idiot, Notes
from the Underground, “The Crocodile,” and other works.
Effinger, George Alec. When Gravity Fails, Budayeen
Nights,
and other works.
Elgin, Suzette Haden. Native Tongue, The Judas Rose, The
Gentle Art of Verbal Self Defense and other works.
Ellison, Ralph. Invisible Man.
Eugenides, Jeffrey. Middlesex.
Fagone, Jason. The Woman Who Smashed Codes: A True Story
of Love,
Spies, and the Unlikely Heroine Who Outwitted America's Enemies.
(Dey
Street Books; Illustrated edition, 2018)
Feynman, Richard P. "What Do You Care What Other People
Think?": Further Adventures of a Curious Character (Feynman
Book
2)
Frankl, Viktor. Man’s Search for Meaning. Pocket Books
Washington
Square Press printing, 1985.
Friedman, C.S. This Alien Shore, and other works.
Fuller, Brian, and Todd Holland. Wonderfalls. (2004)
Gaiman, Neil. The Graveyard Book, Coraline, and
other
works.
Gardner, John. The Art of Fiction: Notes on Craft for Young
Writers, On
Becoming a Novelist.
Gibson, William. Neuromancer.
Gilligan, Carol. In a Different Voice: Psychological Theory and
Women’s
Development.
Gilman, Dorothy The Amazing Mrs. Pollifax, Tightrope
Walker, Incident
at Badamya, and other works.
Goldman, William. The Princess Bride.
Goldstein, Lisa. Dream Years, The Red Magician, Travellers
in Magic, and other works.
Goodkind, Terry. Sword of Truth series, which begins with Wizard’s
First Rule.
Griffith, Nicola. The Blue Place.
Haley, Alex, and Malcolm X. The Autobiography of Malcolm X.
Hammett, Dashiel. The Maltese Falcon (the book and the
movie). You should look at his other novels as well.
Hargrove, Anne C. Getting Better: Conversations with myself and
other
friends while healing from breast cancer.
Heinlein, R. The Moon is a Harsh Mistress, Stranger
in a
Strange Land, Citizen of the Galaxy, Double Star,
and other works.
Henderson, Zenna. Ingathering: The Complete People Stories (NESFA
Press, 1995).
Hesse, Hermann. Siddhartha, The Journey to the East, The
Glass Bead Game, Steppenwolf, and other works.
Hitchens, Christopher. Letters to a Young Contrarian.
Hoeg, Peter. Smilla’s Sense of Snow, Borderliners.
Hong Kingston, Maxine. The Woman Warrior: Memoirs of a Girlhood
Among
Ghosts.
Howie, Noelle. Dress Codes: Of Three Girlhoods—My Mother’s, My
Father’s, and Mine.
Howatch, Susan. Glamorous Powers, and other works.
Hunt, Lynda Mullaly. Fish in a Tree (2015).
Irving, John. In One Person (2012), A Prayer
for Owen
Meany, The World According to Garp.
Jarmusch, Jim. Ghost Dog: The Way of the Samurai (1999
film)
Inosanto, Diana Lee. The Sensei. (2008 film)
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).
Lavie Tidhar, Unholy Land (Tachyon Publications , 2018).
Tremayne, Peter (Peter Berresford Ellis). The Spider’s Web: A
Celtic
Mystery, The Chalice of Blood, other Sister Fidelma
mysteries,
and other works.
Tolstoy, Leo. The Death of Ivan Ilyich, and other works.
Their Finest (2017, directed by Lone Scherfig).
Ushpizin (2004, directed by Giddi Dar).
Vinge, Vernor. Rainbows End, and other works.
Vonnegut, Jr., Kurt. Mother Night, Slaughterhouse
Five,
and other works.
Wachowski, Lana and Lilly. The Matrix and its sequels
(including The Animatrix).
Walker, Alice. The Color Purple.
Walton, Jo. Among Others.
Westover, Tara. EducatedLinks to an external site.. (2018)
Wiesel, Elie. Dawn, The Accident, and other
works.
Willis, Connie. Blackout/All Clear, Passages, Doomsday
Book, Bellwether, and other works.
Yoshikawa. Musashi.
Zettel, Sarah. Fool’s War.
Zuzak, Markus. The Book Thief.
Some of this page’s links, Le Moyne College syllabus and support statements
Other materials for COR 400G, Heroism and the Human Spirit
Core objectives for COR 400 sections include all 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.
Students who believe they have experienced bias or discrimination are encouraged to report the incident. Please refer to Le Moyne’s Bias-Related Incident ReportingLinks to an external site. webpage to submit a report and for further information.
Le Moyne faculty are concerned about the well-being and development of our students and we are available to discuss your concerns. As faculty, we are obligated to share information with the College’s Title IX coordinator to help ensure that the student’s safety and welfare are being addressed, consistent with the requirements of the law. These disclosures include, but are not limited to, reports of sexual assault, dating violence, domestic violence, and stalking.
Please refer to Le Moyne's Sexual Misconduct ResourcesLinks to an external site. webpage for contact information and further details.
Le Moyne College
Respiratory Virus Syllabus Statement
Fall 2024
Overview. The following information describes the health and safety guidelines for in-person classes and classrooms, which are subject to change1. The College may adjust health and safety protocols pending prevalence of respiratory viruses and their transmissibility on campus, in Onondaga County, and/or the State of New York. Major respiratory viruses include COVID-19 and its variants, RSV, and the flu. Please note, given the continuing dynamic and evolving nature of the coronavirus as well as other respiratory viruses, all students, faculty, and staff are expected to monitor campus email announcements for policy updates.
Summary of Key Classroom Health and Safety Protocols:
Respiratory Virus-Related Symptoms. Regardless of vaccination status, students who are experiencing respiratory virus-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. Respiratory virus-related symptoms may include one or some combination of the following:
Respiratory Virus Recovery Recommendations and Expectations. Any individual who becomes ill with a respiratory virus should adhere to the following CDC guidelines:
Recovery expectations are especially important to protect those most at risk for severe illness.
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 accidents or illness such as colds or respiratory viruses, e.g., COVID-19, RSV, and the flu. Students who must miss class for illness should follow the Policy on Student Absenteeism in the Event of Illness or Accident which stipulates the following: If illness or injury requires more than three consecutive days of hospital or home care, Health Services needs to be informed [(315) 445-4440]. If the student has been treated by a doctor off campus, some documentation from that office will be expected. Health Services will then notify the Registrar who will inform the student’s instructors, advisor, and the appropriate academic dean. It is the student’s responsibility to contact his or her instructors, as soon as possible, to explain the absence and make arrangements for the completion of missed work or tests.
Vaccine and Boosters. As part of the College’s strategy to reduce the risk of transmission and serious illness, Le Moyne highly encourages and recommends that all eligible undergraduate and graduate students (together with faculty, staff, and administrators) remain up to date on their COVID-19 and flu vaccines (https://www.cdc.gov/media/releases/2024/s-t0627-vaccine-recommendations.html).
College Face Covering Recommendation. 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 viral transmission, particularly if they are immunocompromised or at increased risk for severe disease from respiratory viruses such as 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. At this time face coverings are optional on campus.
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 respiratory virus-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.
_______________________________________________________________
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.