Syllabus – COR 400G – Heroism and the Human Spirit, Spring, 2025
(as of 1/17/2025)
Class meetings at 2:30PM TH (RH244)
- Please check for room changes at the
beginning of the semester!
Office hours via zoom -
Wednesdays, 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).
In his 1907 address to the Alumnae Association at Radcliffe College, William James suggested that the aim of a successful college education is that those who have it will be able to recognize a good person when they are fortunate enough to encounter one. This course shares that aim. It will involve varied readings from world literature, augmented by some extra readings from philosophy and psychology in search of responses to the question, “What makes a person great?” Of central concern will be the issue of the nature of the heroic; we will also be concerned with some other philosophical problems which arise in connection with this question (such as: the problem of evil; personal identity; determinism, free will and fatalism; death; the mind-body problem and the problem of other minds; philosophical anthropology and philosophical psychology as well as some philosophy of psychology; philosophical analysis of religious experience). Students will be encouraged and expected to bring their own learning from other disciplines to this quest.
The main purpose of this course is to provide students with an opportunity to bring their disciplinary training and life experience to develop their own answers to the question, “What makes a person great?” It is hoped that giving students a chance to address this problem while seeing its inter-connections with fundamental philosophical issues will help them integrate their heroic visions into their own philosophies of human existence and/or philosophic religious faith.
Students in COR 400G are expected to develop their own approaches to the goals of this course, encounter new ways of approaching texts and problems, and to bring their own backgrounds and disciplinary training to bear on specific questions raised in the readings. Students are expected to develop, present, and demonstrate:
Students will also demonstrate critical speaking, listening, reading and writing skills as they present interdisciplinary reflections and arguments.
COR 400 sections include all of Le Moyne's Core Learning
Outcomes except Quantitative Reasoning. The full list is
appended below in the "Some of this page's links and other important
information" section. This semester, assignments related to the
following three core learning objectives may be read by core evaluators
in the Core 400 assessment process.
CLO 2
Interdisciplinary Inquiry: Students will synthesize knowledge drawn
from different fields of study (the arts, humanities, natural sciences,
and social sciences). [Reading presentations, Final Project]
CLO
7 Information Literacy: Using technologies integral to information
access, students will identify, locate, evaluate, and responsibly use
information that is relevant to a given problem.
[Reading presentations, Final Project]
CLO
9 Creating a More Just Society: Students will investigate complex
challenges involving cultural and social diversity, and the
individual's role in developing just solutions. [Short writing
assignments on readings as indicated in the schedule of assignments]
25% of the grade is based on participation, in-class writings, and the optional journal and other optional writing assignments. Since you are not participating when you 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). Although graded short writing assignments will not be regraded based on comments, these comments may be helpful for future writing assignments.
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.
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.
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:
Jan, 20, Monday - The College will be closed - Dr. Martin Luther King, Jr. Day.
Feb. 26, Wednesday - Wellness Day
Mar. 17- 21 Monday - Friday - Spring Break
Apr. 17-21 Thursday - Monday - Easter Break
Due dates:
Project proposals due Thurs., Mar. 13
Optional (for those who present their projects), written projects
due Thurs., Apr. 10, and
student project presentations (optional for those who wrote their
final projects) begin Thurs., Apr. 10
Other
Last day for our class is Thursday, May 1
Last day of classes, Monday, May 5
Link to Le Moyne College Academic Calendar
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
This semester (Spring 2025) the plan is to start meeting synchronously in person in the classroom [RH244 - 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.
#1 (Thurs., Jan. 16) Introduce course, choose groups and schedule presentations on readings. In-class writing on childhood heroes.
#2 (Thurs., Jan. 23) Discussion of heroic scripting. Read Orson Scott Card’s “Middle Woman” (from Maps in a Mirror). Group work on “Middle Woman.” If you have not yet scheduled a reading presentation, please do so by January 30.
*#3 (Thurs., Jan. 30) 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., Feb. 6). SHORT WRITING ASSIGNMENT DUE: Students present on Stephen King's "The Body" (in Different Seasons). What do characters in this story study or practice? Why? What can we learn from this? Instructor presents on Rand's philosophy.
*#5 (Thurs., Feb. 13) 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., Feb. 20) 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).
Feb. 26, Wednesday - Wellness Day - No classes or office hours
#7 (Thurs., Feb. 27) 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., Mar. 6) Students present on Stephen King's "The Breathing Method" (in Different Seasons). SHORT WRITING ASSIGNMENT DUE: What do characters in this story study or practice? Why? What can we learn from this? Instructor presents on Heroic Myths (Campbell and Raffa) and the twice born.
*#9 (Thurs., Mar. 13) Students
present on "Last Rites" in Walter Mosley’s Always Outnumbered,
Always Outgunned. SHORT WRITING ASSIGNMENT DUE:
What do the characters in this story do for their
friends? Why? What can we learn from this?
Bring Bloodchild to class. Read Butler's "Positive
Obsession" and "Furor Scribendi." Group work.
PROJECT PROPOSALS DUE Thurs., Mar. 13 - (for presentation and/or optional project paper) .
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.
Mar. 17- 21 Monday - Friday - Spring Break
*#10 (Thurs., Mar. 27) 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., Apr. 3).
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., Apr. 10, and
student project presentations (optional for those who wrote their final
projects) begin Thurs., Apr. 10.
*#12 (Thurs., Apr. 10) Read Card's
"Bicicleta" (from Maps in a Mirror).
Presentation/Group work on "Bicicleta." SHORT
WRITING ASSIGNMENT DUE: What do characters in this story study or
practice? Why? What can we learn from this?
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"
April 17-21 Thursday-Monday - Easter Break
*#13 (Thurs., April 24 and May 1 (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, Mon., May 5.
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).
Waitzkin, Joshua. The Art of Learning: An Inner Journey to
Optimal Performance.
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.
Other materials for COR 400G, Heroism and the Human Spirit
Broad Knowledge
Students will explore meaningful questions, both practical and transcendent, through study in the arts, humanities, natural sciences, and social sciences.
Students will synthesize knowledge drawn from different fields of study (the arts, humanities, natural sciences, and social sciences).
Intellectual Skills
Students will comprehensively evaluate issues, ideas, events, and works before making informed conclusions.
Students will produce coherent arguments in writing.
Students will prepare and present in a variety of contexts, as speaker and listener.
Students will analyze numerical or graphical information.
Using technologies integral to information access, students will identify, locate, evaluate, and responsibly use information that is relevant to a given problem.
Personal and Social Responsibility
Students will make reasoned ethical decisions by assessing their own moral values, recognizing different ethical perspectives, and thoughtfully analyzing ethical and moral dilemmas.
Students will investigate complex challenges involving cultural and social diversity, and the individual's role in developing just solutions.
Information about Covid policies follows
the student support statements.
Some Student Support Statements (from the Syllabus checklist of April, 2021)
Student Support Statements
Students are encouraged to speak up, be engaged, and participate in class. Classes will represent a diversity of individual beliefs, backgrounds, and experiences. We may not share the same views on some topics, but we converse in a respectful manner. Le College is a zero-tolerance campus.
Students who believe they have experienced bias or discrimination are encouraged to report the incident. Please refer to Le 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
Spring
2025
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:
No one
should attend class if feeling ill.
Individuals
who contract a respiratory virus are expected to follow CDC guidance on
“Preventing Spread of Respiratory Viruses When You're Sick” (https://www.cdc.gov/respiratory-viruses/prevention/precautions-when-sick.html).
All eligible
undergraduate
and graduate students together with faculty, staff, and
administrators are highly encouraged and recommended to stay up to date
with COVID-19, RSV, and flu vaccines.
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:
Fever or
chills
Cough
Chest
discomfort
Decrease
in appetite
Shortness
of breath or difficulty breathing
Fatigue
Muscle or
body aches
Headache
New loss
of taste or smell
Sore
throat
Congestion
or runny nose
Sneezing
Nausea or
vomiting
Diarrhea
Weakness
Wheezing
Respiratory
Virus Recovery Recommendations and Expectations.
Any individual who becomes ill with a
respiratory virus should adhere to the following CDC guidelines:
Stay home
and away from others.
Seek
treatment to lessen symptoms and lower the risk of severe illness.
Individuals
may return to normal activities when both of the following are true:
symptoms
have been improving overall for at least 24 hours, and,
if a
fever was present, it has been gone for at least 24 hours without
fever-reducing medication.
Upon
resuming
normal activities, take additional prevention strategies for
the next 5 days to curb disease spread, such as enhancing hygiene
practices, wearing a well-fitting and appropriate2 face
covering, keeping
a distance from others, and/or getting tested for respiratory
viruses.
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.
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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.