This page was last updated:

January 14, 2023
PSY/BSC 340 Brain & Behavior
Syllabus  Spring 2022

“Neuroscience is by far the most exciting branch of science because the brain is the most fascinating object in the universe. Every human brain is different - the brain makes each human unique and defines who he or she is.” Stanley Prusiner (Nobel Prize Winner)

"Our kind of brain isn’t the biggest in the animal kingdom, and it’s not the best in any objective sense. But it’s ours. It’s the source of our strengths and our foibles. It gives us our capacity to build civilizations and our capacity to tear down each other. It makes us simply, imperfectly, gloriously human.” Lisa Feldman Barrett (2020)


Summary of Major Points in Syllabus

Course Format
The course will be conducted in person in Grewen Hall 207.
I do NOT use Canvas
and NO notes, tests, or grades for this course are found in Canvas.
Attendance and the Student's Job
My job as a psychology teacher is to provide you with the best understanding of how our whole nervous system (and some other body systems) and our behaviors as people are related. I will do so with lectures in class that both verbally and visually will help you to understand these relationships

YOUR JOB as a student is to learn what I (and the textbook) are teaching you. Only you can learn the material of the course and this will require real effort on your part. I can't do your job, only you can. I can try to help you, but, in the end, it is the student who learns.

Both research  and my experience over almost 4 decades of teaching come to a fundamental conclusion: STUDENTS NEED TO ATTEND CLASSES REGULARLY IN ORDER TO LEARN. I will expect that you will be in class on a regular basis. See details below for further guidelines on attendance.
Office Hours
My regular office hours in Reilly Hall 222 are Mon 3:45 to 4:50 pm and Tuesday, 2:30-4:00 pm, either in person or via Zoom. Students can also request to meet with me via Zoom at other times and days.
Required Textbook
Kalat, James W. (2019). Biological psychology (13th ed.). Belmont, CA: Wadsworth/CENGAGE. (This is not the 12th/2016 edition)
Course Webpage
Everything related to this course will be found on the PSY 340 webpage that can be accessed via my webpage at
Schedule & Assignments are all listed at
  • Chapter readings are listed in the right column and are due on the day of the assigned class
Lecture Notes

Components of Course (% of final grade)
  • Four 1-period tests (each worth 22.5% of final grade)
  • Class Participation (10%) Attendance without active participation is equal to a participation grade of B (80%). Participation involves actually attending class, making comments, asking questions, contributing examples in discussions or via email to me.

Class Attendance. 5 cut limit. However, see the limited exceptions I list below.

Personal and Mental Health Concerns. We know that a significant number of students both at Le Moyne and nationally have been experiencing increased levels of anxiety, stress, depression, and other personal and mental health concerns. There are many sources of support and help that you have as a Le Moyne student. Please be sure to make use of them (see listing below).

Electronic Devices. During the actual class period, no cellphone should be used or even visible to me. Cellphones should be stowed in your backpack or pocket. If I see your cellphone during class, I reserve the right to deduct 5 points from among the 500 points earned in the class for each violation.

Extra Credit

  • One book report can substitute for one weak/poor test (see below)

Now, read the rest of the syllabus below

Faculty Webpage

Email Address

Office Hours
Reilly Hall 222
My faculty webpage: http://www.hevern.com


Mon 3:45-4:50; Tue 2:30-4:00 pm & by appointment via Zoom or in person
or, even, via email.
Required Text Kalat, James W. (2019). Biological psychology (13th ed.). Belmont, CA: Wadsworth/CENGAGE. 
  • ISBN-10: 9781337408202 [ISBN-13: 978-1337408202]
  • Used copies of this book are widely available since it was actually first printed in 2018 and has been used for three years in schools.

Format of Course
Class lectures will be held in person in Grewen Hall 207 (unless at some point the college changes how we will respond to the pandemic).

Lecture Notes, Schedule, Syllabus. My complete lecture notes for each class and an outline of each lecture (or a PowerPoint presentation) will be posted online via my faculty webpage [ =]. The class schedule and assigned readings are also found there. Finally I also include a copy of this syllabus in pdf form. Lecture notes will be available by the morning of the assigned class.
  • A student's Le Moyne e-mail account is considered to be an official mechanism of communication between the school and a student. I will usually communicate to the class or to individual students outside of class time by means of e-mail messages. Hence, you should check your e-mail regularly (at least once a day).
  • I will try to respond to all student email messages within 24 hours. Occasionally, over weekends or during holidays, it may take me up to 48 hours to do so.
  • As I note above, I will regularly post outlines of my class lectures and more detailed lecture notes online at this link. Students do not have to download copies of these, but many students find that access to these notes helps them study for class and for examinations.
College COVID-19 Guidelines At the end of this syllabus, I have provided a copy of the two-page official college policy statement about dealing with COVID-19 for the Spring, 2023 semester. Please read through those guidelines.

NOTE: Our best hope to avoid unsafe health will be for all of us jointly to follow the guidelines. I will ask any student in class who is not properly wearing his or her mask to adjust it.


Catalog Course
A study of the relationship of the brain and body to behavior. Emphasis is on the central nervous system. Topics include neuroanatomy, neural cell processes, hemispheric functions, hormonal regulation of behavior, physiological mechanisms involved in attention, arousal and sleep, and the neural bases of emotions learning and memory and psychological disorders. Prerequisites: PSY 101 or permission of the instructor.

 Learning Objectives

This upper-level course is designed primarily for psychology majors as a general survey of psychology from the neuroscientific, physiological or biological perspective. It has been designed under the conviction that no psychologist can think of serving productively within the many specialties of the discipline over the next decades without a competent and broad understanding of the functioning of the central nervous system.

At the end of this course, students are expected to be able to demonstrate

  • a general understanding of the basic physiological structures and processes involving the human central nervous system;
  • a general understanding of several key topics and issues which currently serve to direct the research efforts of physiological psychologists including evolutionary psychology, brain plasticity, and the effect of damage to the nervous system in altering behavior; and
  • a general knowledge of the ways in which biological psychology offers explanations for or causal models of a range of human behaviors including receptive and expressive language functions, everyday activities such as sleep and eating, sexual development and sexual orientation, and mental disorders such as depression and schizophrenia.


 Requirements & Guidelines
Class Attendance
and Absences

Your job as a student in this course is to attend classes regularly. As noted earlier, both research  and my experience over almost 4 decades of teaching come to a fundamental conclusion: STUDENTS NEED TO ATTEND CLASSES REGULARLY IN ORDER TO LEARN. I will expect that you will be in class on a regular basis.

Your are expected to participate in class by joining in each of the three weekly class lectures.

What about absences, that is, your not participating in the class lecture?  Normally I require students to miss no more than 5 classes (5 "cuts") without a serious or compelling reason. Examples of a serious & compelling reason for additional absences must be a documented visit to a physician's office or participation at a funeral. If you are absent from school to attend a funeral, you must file a notice with either the Dean's Office or the Campus Ministry Office.

If you become sick and expect to be out of class for 3 or more days or if you are required to quarantine yourself, you are supposed to contact the Student Health Services office: (315) 445-4440  Email: Note, because of HIPPA rules, the college will notify your professors if you are absent BUT THEY ARE NOT ALLOWED TO TELL YOUR INSTRUCTORS WHY YOU ARE ABSENT.

If you are absent from my class for more than one day, you need to send me (and your other teachers) an email to explain why you were missing, particularly if your reason relates to sickness.

I will try to be understanding about absences. The pandemic has been a difficult experience for many of us. However, if you feel some mild symptoms of an illness in the morning, come to class wearing a mask.

For absences above the 5 cuts that have not been documented, I reserve the right to lower your final grade. Out of the total of 500 points across the semester that students are evaluated on, I reserve the right to deduct up to 5 points for each excessive absence.

Students who have more than 10 absences in the semester (that is, more than 25% of all classes) put themselves in danger of failing.

Observance of Religious Holidays
As provided in New York State Education Law Section 224-a, any student who is unable to register for class, attend class, or participate in any examination, study or classwork requirements on a particular day because of his or her religious beliefs is eligible for an equivalent opportunity to register for classes or make up any missed examination, study, or classwork requirements, without penalties or additional fees. Students who require such an opportunity must contact the registrar (for registration) or their instructor (for examination, study or classwork requirements) at least two weeks in advance. A full copy of the College's policy on the observance of religious holidays can be found at either dean's office.

 Reading Assignments When you come to class, I expect that you will be prepared. This means that you will have completed the readings assigned for the class. Assignments are due on the first date indicated for each topic on the accompanying "Schedule of Classes and Assignments".

 Course Tests Four (4) summary examinations will be given in this course as noted on the accompanying "Schedule of Classes and Assignments". Each test will be worth 22.5% of your final grade. Absence from any exam without proof that attendance at that exam was extremely difficult or impossible will result in a grade of F for that examination. Ordinarily such proof would require authorization from the Dean of Students, a signed explanation by a physician, or the like. A "made-up" exam may include both a written and an oral section. Tests are only given on scheduled dates; there are no "early" tests.

Note that Test #4 is given during "Finals Week." However, it is not a final exam. Rather it is just the fourth of the class period tests and, thus, the time limit for this test will be 60 minutes rather than 2 1/2 hours if it were an actual final exam.


The Le Moyne College Student Handbook describes a broad range of behavioral expectations and guidelines for students. You should be aware of the importance of ethical behavior as you begin the study of psychology.

Psychologists are expected to follow the guidelines of the American Psychological Association in regard to their professional conduct. These norms can be found online at <>.

 (1) Dealing with Personal Issues arising from class

This is an undergraduate course in biological psychology; you are not finishing a postdoctoral fellowship at Upstate Hospital's Neurology Service. Even though we will discuss many issues involving the relationship between the brain and behavior, you will not be in a position to "diagnose" the problems of another person (including yourself). Beware of the "Harvard Medical School Syndrome" which involves 1st year medical students who become convinced that they "have" any number of illnesses covered in their Introductory Pathology class.

If any material in this course evokes difficulties or unease in you, please feel free to consult me confidentially. It is conceivable that we may discuss medical or other materials which mirror what you may be experiencing in your own family. Perhaps, some family member faced an illness or problem in the past and you are still upset about this. Perhaps you yourself have faced the issue. I would like to be able to help you find ways of coping with such matters.

(2) Students with Personal Problems
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 in Romero Hall; appointments may be arranged by phone at 445-4195. The Center provides both individual and group counseling on a strictly confidential basis. The professional staff is also available on an emergency basis. When the Wellness Center is closed, for example, at night, the Le Moyne Security office (315-445-4444 or ext. 4444 on campus) can contact the professional staff for an emergency. 

Le Moyne subscribes to the My SSP online 24/7 service. You can contact My SSP at this link, or download the My SSP app, or call 1-866-743-7732. As their site explains: "Call. Chat. Anytime. Anywhere. My SSP connects students with free, confidential emotional health and wellbeing support conveniently available 24/7 via the app, telephone and web."
(3) Disabilities or 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.
(4) Issues of Cheating and Plagiarism 

Cheating and lying are unacceptable at Le Moyne as stated clearly under "Academic Standards" in the Student Handbook. Plagiarism or cheating in any form is simply wrong. Please reread the section on "Academic Standards" in the Student Handbook to review what is meant by these terms.

Recall that plagiarism involves the submission of any thoughts or formulations of other people without their being cited or given credit for those thoughts/formulations. For this reason, in any written materials submitted to me:

  • You must put quote marks (" ") around any direct quotation of another person's writings and you must cite the source and page number (in APA format).
  • You must cite the source (in APA format) for any thoughts or, even, for ways of expression which you have changed "into your own words".
(5) Confidentiality and Sensitive Matters  It is possible that we may discuss materials in class that elicit autobiographical statements of some depth and sensitivity from a class member. You are responsible for maintaining the confidentiality of classroom matters that involve another student who speaks about any personal experience or difficulty (unless that student openly gives you permission to break the confidence). Similarly, I should tell you that, to illustrate a point, I will make statements in class from time to time which involve my past contact with clients in my professional work. In all instances, such statements will disguise or otherwise alter the identity of that client so that, while the educational point of the statement will be true, some essential personal fact(s) about the client will be false. I will regularly distort descriptions of any past clients.

(6) Privacy, Copyright, & In Class Recordings
Both other students and I have an expectation that classroom discussions and presentations are meant only for class participants. We also have a reasonable expectation that students and the instructor will respect each others' privacy including, as noted earlier, maintaining confidentiality about personal matters discussed in class.

The college's policy is that students must receive written permission from an instructor before sharing or posting in any other location any recording of class lectures or distributing comments or discussion materials involving the instructor or any students in the class. The penalties for unauthorized recording, sharing, distribution or retention of materials may range up to expulsion from the college. Note that this policy is college-wide, that all my own class lectures and presentations are Copyright © 2023 by me, and that violation of this policy allows me to penalize an offender with a failing mark in the course.

Components of Final Grade

Your grade in this course will be determined as a weighted average calculated from your performance on the following five evaluative components which add up to a total of 500 points.

  • Four hourly exams (each test's weight = 112.5 points, i.e., 22.5% of your grade)
  • Class Participation (= 50 points, i.e., 10% of your grade; see further below for grading criteria)
Because the actual work of a course sometimes changes or deviates from an original plan, I reserve the right to change, add, or drop, within reasonable bounds, any weight or grading component listed above. Such a change, addition, or elimination will apply to all members of a class section, not just to an individual.

 Conversion Criteria in Grading Your final grade will be based upon the following conversion criteria (as the sum of all of your work):

A  = 450-500 points
A- = 440-449 points
B+ = 415-449 points
B  = 400-414 points
B- = 390-399 points
C+= 365-389 points
C  = 350-364 points
C- = 340-349 points
D  = 315-339 points
F  = below 315 points

Class Participation and Discussions

What do I mean by participation? You demonstrate participation in ways such as the following:

  • regular attending class as described above (which, by itself, is only equal to a participation grade of B)
  • making comments, raising objections, or giving observations about topics in the course, particularly those which tie in the classroom material to "real world" problems, link current with past topics, or otherwise try to integrate the content of the course
  • providing examples to support or challenge the issues talked about in class
  • dealing with other students and/or me in a respectful fashion
  • Sometimes students feel uncomfortable making comments or asking questions in the classroom. So, I will also count as participation your submitting questions or comments to me via email. Note that all email sent to me should have a Subject: line which begins with the number of the class, namely, "SUBJECT: PSY 340 xxxxx" where "xxxxx" tells me the content of the message.
  • I am serious when I also say to students that there are NO "stupid" questions. So, please do not hesitate to ask something for fear that you might appear in some negative way.

In general, a participation grade of A- or A is given to students who make contributions (asking questions, making observations, etc.) in at least half the classes. A participation grade of B or B+ is given to students who make contributions at least once in every 5 to 6 classes. 

 "Extra Credit"

Students can receive "extra credit" according to the following two options

Option A: Substituting for One Low Exam Grade

Students may read one non-fiction book directly related to the issue of brain and behavior. Preference is given for the books of Dr. Oliver Sacks, Dr. Temple Grandin, or Dr. Alexander Luria. Until his death in 2015 Dr. Sacks was a famous neurologist who has worked with people with brain injury. He has written a number of books which are excellent adjunct readings to the materials of this course. In order to gain extra credit, you would be expected to read the book and write a 5 to 10 page book review (typed with according to APA standards as described here). S See me if you elect to take this option. The grade on this option can then substitute for the lowest grade on any of the exams. The titles of suggested books are:

  • The Man Who Mistook His Wife for a Hat (Sacks)
  • Musicophilia: Tales of Music and the Brain (Sacks)
  • An Anthropologist on Mars (Sacks)
  • The Island of the Colorblind (Sacks)
  • Seeing Voices: A Journey into the World of the Deaf (Sacks)
  • Awakenings (Sacks)
  • Migraine (Sacks)
  • The Mind's Eye (Sacks)
  • Hallucinations (Sacks)
  • Thinking in Pictures and Other Reports from My Life with Autism (Grandin)
  • Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior (Grandin)
  • The Mind of a Mnemonist (Luria)
  • The Man with a Shattered World (Luria)
  • The Boy Who Was Raised as a Dog [focuses on childhood trauma & abuse, loss, love, and brain development] (Bruce Perry & Maia Szalavitz)

Note, though, that I am open to your reading books by other authors which are primarily focused upon issues of biological psychology/psychiatry and its application to understanding human behavior.

For a more detailed description of what I want you to do for Option A, please go to this webpage/link

Option B: Participation in Other Extra Credit Opportunities

When psychology students and/or faculty members conduct research and call for participation, I will announce such an opportunity and will grant participants in such an experience 5 points of extra credit (up to a total of 10 points in all for the semester).

A parallel opportunity may arise if there is a lecture that is particularly relevant for this course. In such a case, I will announce the opportunity to attend and gain extra credit.

"Early Tests"  A test is never given before or in anticipation of its scheduled date.

Please Note... Students have the right to voice opinions contrary to those offered by the instructor and/or other students. Equally, a faculty member has the right - and the responsibility - to ensure that all academic discourse occurs in a context characterized by respect and civility. The accepted level of civility would not include attacks of a personal nature or statements denigrating another on the basis of race, sex, religion, sexual orientation, age, national/regional origin or other such factors. Students who are not respectful, not civil, or disruptive in any way may be asked to leave the class.

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.

Students who believe they have been harassed, discrimination 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.

Official College
COVID-19 Guidelines
for the Spring 2023

Overview. The following information describes the health and safety guidelines for in-person classes and classrooms, which are subject to change1. The College may adjust health and safety protocols pending prevalence of the COVID-19 virus and its transmissibility on campus, in Onondaga County, and/or the State of New York. Please note, given the dynamic nature of the coronavirus, all students, faculty, and staff are expected to monitor campus email announcements for policy updates.

Summary of Key Classroom Health and Safety Protocols:

1.     Instructors may require that appropriate face coverings (defined below) be worn properly by all persons in their classrooms or labs. Face coverings are optional in classes and labs if not explicitly required by the instructor.

2.     All eligible undergraduate and graduate students were required to have received a COVID-19 vaccination by the start of fall classes. Boosters are highly encouraged and recommended.

3.     No one should attend class if feeling ill.

4.     Members of the campus community should continue to carry their face covering with them should they need to put it on.

Viral Transmission Levels. The NYS Department of Health has adopted and implemented guidelines provided by the Centers for Disease Control and Prevention (CDC). The CDC monitors levels of community viral transmission of the coronavirus by tracking case numbers for each county and state as well as measures the impact of COVID-19 illness on health and healthcare systems. Community levels are classified as low, medium, or high. The CDC provides guidance for the implementation of COVID-19 prevention strategies for each community level and within the context of each community’s vaccination coverage. For example, when the COVID-19 community level is low, members of the Le Moyne community may not be required to wear a face covering indoors. However, when the COVID-19 community level is high, CDC guidance prevention steps indicate that individuals wear a face covering in public indoor settings regardless of vaccination status. Additionally, the CDC recommends that fully vaccinated individuals may choose to wear a face covering regardless of the level of transmission, particularly if they are immunocompromised or at increased risk for severe disease from COVID-19, or if they have someone in their household who is immunocompromised, at increased risk of severe disease or not fully vaccinated. As a caring community, the College respects and supports individuals who choose to wear face coverings.

College Face Covering Requirement. As we enter deeper into the winter months, transmission levels and hospitalizations are relatively stable in our local community and on campus. And, vaccination rates are high among members of the campus community. Within the aforementioned context, the face covering requirement for the college community is as follows. At this time, with the exception of the following spaces and circumstances, face coverings will continue to not be required to be worn in most areas of the campus. However, appropriate2 face coverings are required to be properly worn (i.e., covering both mouth and nose) by all persons, regardless of vaccination status, until further notice,

In the following spaces:

a.     In the Wellness Center for Health and Counseling;

b.     In all College office, recreational, and residential spaces that request face coverings be worn;

c.     In all instructional spaces (including classrooms and labs) where an instructor requests that face coverings be worn;

d.     When holding meetings in tight spaces; and,  

e.     When required by event organizers for specific talks, lectures, performances, services, and similar events.

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

In the following circumstances:

a.     Any individual who is experiencing new or different symptoms.

b.     Any individual who was exposed to someone with COVID-19 in the last 10 days should wear an appropriate2 and well-fitting mask around others on campus, at home and in public for 10 days (where day 0 is the last day of exposure).

c.     Any individual who has tested positive for COVID-19, who has completed five days of isolation and has been fever-free for at least 24 hours should wear an appropriate2 and well-fitting mask around others on campus, at home and in public for 10 days (where day 0 is the day symptoms started or the day when tested positive if asymptomatic).

Additionally, members of the campus community should continue to carry their face covering with them should they need to put one on.

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

Medical or Religious Exemption. Students may request a medical or religious exemption from vaccination. Please contact the Office of Student Development at for an application.

Approved Student Absences from Class. Students are expected to attend classes in-person as scheduled and require appropriate approval to be excused from in-person classes. Students may be excused from attending in-person classes for short-term absences due to illness such as colds or the flu, accidents, or quarantine/isolation from a confirmed COVID infection. Students who must miss class for illness should follow the Policy on Student Absenteeism in the Event of Illness or Accident, which stipulates that, “It is the student’s responsibility to contact his or her instructors, as soon as possible, to explain the absence and make arrangements for the completion of missed work or tests.” If illness or injury requires more than three consecutive days of hospital or home care, Health Services needs to be informed [(315) 445-4440]. If the student has been treated by a doctor off campus, some documentation from that office will be expected. Health Services will then notify the Registrar who will inform the student’s instructors, advisor, and the appropriate academic dean.

COVID-19 Symptoms. Regardless of vaccination status, students who are experiencing COVID-19-related symptoms must not attend class and are encouraged to contact the Student Health Center [, (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. Further, each member of the community is expected to take care of not only their own health, but to be mindful of the health of others and to avoid actions that may jeopardize the health and welfare of those we learn, work and live with at the College. A well-vaccinated and attentive community better protects the vulnerable among us and loved ones at home. 


[1] For example, should the CDC determine that Onondaga County’s COVID-19 community level is medium, and the medium community level is sustained, then the College at a minimum may require face coverings in all academic and event spaces. Additionally, should the CDC determine that Onondaga County’s COVID-19 community level is high, and the high community level is sustained, then the College at a minimum may require face coverings in all public indoor settings and/or require screening testing. Additionally, the College’s policies remain subject to public health orders issued by the Onondaga County Health Department and New York State Department of Health, and will be adjusted if directed by public health authorities.

[2] Appropriate and recommended face coverings include N95, KN95 or KF94 respirators, surgical masks, and face coverings made of at least two layers of cloth. Above all else, a snug fit (no gaps, wired nose bridge, adjustable ear loops), offers the best protection to the user and the community. Most importantly, face coverings with an exhalation/release valve, single-layer gaiter-style neck fleeces, and bandanas should NOT be worn on campus.