Syllabus – COR 400G – Heroism and the Human Spirit, Fall, 2021
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.
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.
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.
SHORT WRITING ASSIGNMENTS: You are to select
and complete three or four (the top 3 scores count for grading
purposes) of the eight short writing assignments. A
reading question is given along with each assignment. Unless
otherwise indicated, please answer the reading question in less than
one TYPED page (all assignments, except
in-class writings, are to be typed). Make sure you are
working with the current version of this syllabus.
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 presentation. In
the event of a technical glitch, power failure, or delivery problem,
make sure you can present without the computer/videotaped material.
STUDENT PRESENTATIONS ON READINGS: All students are
expected to do all readings and to share their understanding with one
another in class discussions by leading their own and participating in
other students' presentations on the various readings. Student
presentations on readings begin after the second week of class, and
will be scheduled during the first week. The subtopics will be divided
up into student groups whose size will be determined by the class size.
Remember: You have less than an
hour to present. Focus on the aspects your group finds most interesting
and important. Do not try to cover everything. Your presentation will
be improved if you make it easier for others to participate. (Please
try to help others' presentations by participating!) Please feel free
to meet with me to discuss your presentations. If the posted office
hours do not work with your schedule, please email me at kagan@lemoyne.edu. Although you
can always leave a voice mail message at 314-445-4489, I tend to check
email more often.
THE PROJECT might involve further investigating the
issue of human greatness and heroism, a philosophical essay concerning
some related issue of philosophical interest in a work of literature, a
creative literary work of the student's own [e.g., a short story, 1st
chapter of a novel, & 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.
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:
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.
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.
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).
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
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 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. 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.
NOVEMBER 24 - 28: THANKSGIVING BREAK. THANKSGIVING DAY IS 11/25.
*#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).
Ajami, Fouad. The Dream Palace of the Arabs (Pantheon Books, 1998).
Albom, Mitch. Tuesdays with Morrie: An Old Man, a Young Man, and the Last Great Lesson.
Amdur, Ellis. Dueling with O-Sensei: Grappling with the Myth of the Warrior Sage, Old School: Essays on Japanese Martial Traditions.
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian, The Lone Ranger and Tonto Fistfight in Heaven. (The movie "Smoke Signals" is based on this.)
Arnold, Matthew, Freddie Wong, Will Campos, and Brian Firenzi. Video Game High School (VGHS). 2012-2015.
Becker, Ernest. The Birth and Death of Meaning, The Denial of Death, and other works.
Belenky, et al. Women's Ways of Knowing.
Benford, Gregory. Timescape.
Berne, Eric. Games People Play, What Do You Say After You Say Hello? - The Psychology of Human Destiny, and other works.
Brown, Claude. Manchild in the Promised Land.
Brown, Christy. My Left Foot.
Bujold, Lois McMaster. Cordelia's Honor, and other works.
Butler, Octavia E. Parable of the Sower, and other works.
Campbell, Joseph. The Hero with a Thousand Faces, second ed.
Card, Orson Maps in a Mirror: The Short Fiction of Orson Scott Card, Ender's Game, and other works.
Chandler, Raymond. The Simple Art of Murder and other works.
Chesbro, George. Shadow of a Broken Man.
Chesterton, Gilbert K. The Innocence of Father Brown, other Father Brown Mysteries, etc.
Cline, Ernest. Ready Player One.
Cohn, Rachel, and David Levithan. Nick and Norah’s Infinite Playlist.
Cross, Amanda. Death in a Tenured Position, and other works.
Davies, Robertson. The Deptford Trilogy: Fifth Business/the Manticore/World of Wonders, and other works.
Deonn, Tracy. Legendborn.
DeWitt, Helen. The Last Samurai.
Dostoevsky, Fyodor. Brothers Karamazov, The Idiot, Notes from the Underground, "The Crocodile,” and other works.
Effinger, George Alec. When Gravity Fails, Budayeen Nights, and other works.
Elgin, Suzette Haden. Native Tongue, The Judas Rose, The Gentle Art of Verbal Self Defense and other works.
Ellison, Ralph. Invisible Man.
Eugenides, Jeffrey. Middlesex.
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 Writers, On Becoming a Novelist.
Gibson, William. Neuromancer.
Gilligan, Carol. In a Different Voice: Psychological Theory and Women's Development.
Gilman, Dorothy The Amazing Mrs. Pollifax, Tightrope Walker, Incident at Badamya, and other works.
Goldman, William. The Princess Bride.
Goldstein, Lisa. Dream Years, The Red Magician, Travellers in Magic and other works.
Goodkind, Terry. Sword of Truth series, which begins with Wizard's First Rule.
Griffith, Nicola. The Blue Place.
Haley, Alex, and Malcolm X. The Autobiography of Malcolm X.
Hammett, Dashiel. The Maltese Falcon (the book and the movie). You should look at his other novels as well.
Hargrove, Anne C. Getting Better: Conversations with myself and other friends while healing from breast cancer.
Heinlein, R. The Moon is a Harsh Mistress, Stranger in a Strange Land, Citizen of the Galaxy, Double Star and other works.
Henderson, Zenna. Ingathering: The Complete People Stories (NESFA Press, 1995).
Hesse, Hermann. Siddhartha, The Journey to the East, The Glass Bead Game, Steppenwolf, and other works.
Hitchens, Christopher. Letters to a Young Contrarian.
Hoeg, Peter. Smilla's Sense of Snow, Borderliners.
Hong Kingston, Maxine. The Woman Warrior: Memoirs of a Girlhood Among Ghosts.
Howie, Noelle. Dress Codes: Of Three Girlhoods--My Mother's, My Father's, and Mine.
Howatch, Susan. Glamorous Powers, and other works.
Hunt, Lynda Mullaly. Fish in a Tree (2015).
Irving, John. In One Person (2012), A Prayer for Owen Meany, The World According to Garp.
Jarmusch, Jim. Ghost Dog: The Way of the Samurai.
Jewell, Lisa. One-Hit Wonder.
Junger, Sebastian. War.
Kafka, Franz. "Penal Colony, " "Hunger Artist, " The Trial, The Castle, and other works.
Kagan, Michael . Educating Heroes (Durango, Colorado: Hollowbrook, 1994).
Kamenetz, Rodger. The Jew in the Lotus : A Poet's Rediscovery of Jewish Identity in Buddhist India, and Stalking Elijah: Adventures with Today's Jewish Mystical Masters.
Kaye, Ronnie. Spinning Straw into Gold.
King, Stephen. The Girl Who Loved Tom Gordon, Hearts in Atlantis, Bag of Bones, and other works.
Kiyosaki, Robert T., and Sharon Lechter. Rich Dad, Poor Dad.
Kress, Nancy. Beggars in Spain, Maximum Light.
Kritzer, Naomi. Catfishing on CatNet.
Kwan, Kevin. Crazy Rich Asians.
Leonard, George. Mastery (New York: Penguin/Plume, 1992).
Lowry, Dave. Autumn Lightning, Persimmon Wind.
Le Guin, Ursula K. The Telling, Left Hand of Darkness, The Lathe of Heaven, The Dispossessed, and other works.
Levine, Gail Carson. Ella Enchanted.
Martinez, Guillermo. The Oxford Murders (New York: Penguin Books, 2006).
Monroe, Kristen Renwick. The Heart of Altruism, The Hand of Compassion: Portraits of Moral Choice during the Holocaust, and other works (recommended by Lowell A. Dunlap, Ph.D.).
Maktub (2017, directed by Oded Raz).
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.
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 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).
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.
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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.
Tremayne, Peter (Peter Berresford Ellis). The Spider's Web: A Celtic Mystery, The Chalice of Blood, other Sister Fidelma mysteries, and other works.
Tolstoy, Leo. The Death of Ivan Ilyich, and other works.
Their Finest (2017, directed by Lone Scherfig).
Ushpizin (2004, directed by Giddi Dar).
Vinge, Vernor. Rainbows End, and other works.
Vonnegut, Jr., Kurt. Mother Night, Slaughterhouse Five, and other works.
Wachowski, Lana and Lilly. The Matrix and its sequels (including The Animatrix).
Walker, Alice. The Color Purple.
Walton, Jo. Among Others.
Wiesel, Elie. Dawn, The Accident, and other works.
Willis, Connie. Blackout/All Clear, Passages, Doomsday Book, Bellwether, and other works.
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Zettel, Sarah. Fool's War.
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COR 400G, Heroism and the Human Spirit, Fall 2021 syllabus
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.
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 [healthservices@lemoyne.edu, (315) 445-4440]. Students
may also request an exemption or provide proof of vaccination by
following the instructions on the “Vaccinations” link at https://lemoyne.edu/COVID-19.
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 coronavirus@lemoyne.edu.
· 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.
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:
· 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.
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; dss@lemoyne.edu). 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 (https://www.lemoyne.edu/Student-Life/Student-Services/Wellness-Center).
The Center is located on the 2nd floor of Seton Hall; appointments may
be arranged by phone at 445-4195 or e-mail at
counselingservices@lemoyne.edu. The Center provides both individual and
group counseling on a strictly confidential basis. The Counseling staff
is also available on an emergency basis.
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@lemoyne.edu. 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 writingcenter@lemoyne.edu 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 lemoyne.edu/qrc or email qrc@lemoyne.edu 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. www.lemoyne.edu/careers
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.