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PS 309 Human Sexuality
Turner, George W.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 309 Human Sexuality

Semester

F1J 2008 PV

Faculty

George Turner, LSCSW, LCSW

Title

Adjunct Faculty

Degrees/Certificates

BA, Psychology, University of Missouri-Kansas City
MSW, Social Work, University of Kansas
Board Certified Sex Therapist, American Association of Sexuality Educators,Counselors and Therapist (AASECT)

Office Location

In our classroom, by appointment.

Office Hours

Before class, by appointment

Daytime Phone

816.931.8255

E-Mail

george.turner@pirate.park.edu

george@turnerprofessionalgroup.com

Web Page

http://www.turnerprofessionalgroup.com

Semester Dates

08/20/08 - 10/08/08

Class Days

Wednesday

Class Time

5:30PM - 9:50PM

Credit Hours

3


Textbook:

Human Sexuality in a World of Diversity, Rathus, Nevid & Fichner-Rathus,
ISBN 2-205-40715-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Recommended Readings:
Publication Manual of the American Psychological Association, Fifth Edition, American Psychological Association
 
America's War on Sex: The Attack on Law, Lust and Liberty, Klein, Marty, Praeger Publishers; 1 edition (August 30, 2006), ISBN 027598785X   From Diapers to Dating: A Parent's Guide to Raising Sexually Healthy Children , 1st ed. Haffner, Debra, Newmarket Press, ISBN 155704385X   Coping With Erectile Dysfunction: How to Regain Confidence and Enjoy Great Sex, Metz, Michael, & McCarthy, Barry, New Harbinger Publications; 1 edition (November 2004), ISBN 978-1572243866   Coping With Premature Ejaculation: How to Overcome PE, Please Your Partner & Have Great Sex, Metz, Michael, & McCarthy, Barry, New Harbinger Publications (January 2004) ISBN 1572243406   Rekindling Desire: A Step by Step Program to Help Low-Sex and No-Sex Marriages, McCarthy, Barry & McCarthy, Emily, Routledge; 1 edition (January 15, 2003, ISBN 0415935512   Getting it Right the First Time: Creating a Healthy Marriage, McCarthy, Barry & McCarthy, Emily, Routledge; 1 edition (April 14, 2004), ISBN 0415935512   10 Smart Things Gay Men Can Do to Find Real Love, Kort, Joe, Alyson Books (March 1, 2006), ISBN 1555838987  

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://apastyle.apa.org
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.siecus.org
http://www.aasect.org/
http://www.advocatesforyouth.org/index.htm
http://www.turnerprofessionalgroup.com

Course Description:
Survey of topics relating to human sexuality.  The themes range from the  biology of human reproduction to the sociology and psychology of human  mating.  Many controversial subjects are discussed, to encourage students to  examine their own attitudes towards these subjects.  3:0:3

Educational Philosophy:
I will address a variety of learning styles through the use of visual media, discussions and group activities, writing, presentations, and hands on application of concepts. The facilitator encourages critical thinking, reading and writing skills. I believe that learning is fundamentally about exploring the boundaries of your own values, beliefs and ideas.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the biological foundations of human sexuality.
  2. Explain the social and cultural influences on human sexual behavior, beliefs, and experiences.
  3. Critically analyze issues related to sexual orientation and diversity in sexual expression.
  4. Address the development of human sexuality, gender identity and gender roles throughout the lifespan.
  5. Identify the etiology and treatment of sexually transmitted diseases, sexual. dysfunctions, and atypical sexual variations.
  6. List issues and experiences involved in reproductive sexuality.
  7. Identify issues related to sexual coercion.


Core Assessment:
Students will complete an integrative project that includes a background report, interview and theoretical analysis of a specific, target topic related to the development of human sexuality, gender identity, gender roles, sexually transmitted diseases, sexual dysfunctions or atypical sexual variations (for example, a target topic related to gender identity might be transsexualism; or a target topic related to gender roles might be women in the workforce or stay-at-home fathers). After selecting a target topic, students will complete a report that highlights key research, findings and information relevant to the topic. In addition, the student will interview 2 individuals on their attitudes, values and beliefs in relation to the target topic. Finally, the students will complete a theoretical analysis of the interview information in which they compare and contrast interview findings to address the biological foundations, social pressures, and cultural influences that may contribute to the attitudes, values or beliefs revealed through the interviews.

Guidelines:
Background report - 3 to 5 pages utilizing scientific information found in books, journal articles, popular media and the Internet; provides an informational base from which the topic can be understood

Interview - 2 to 3 pages that summarizes findings for each of the 2 interviewees (you do not need to include a transcript of the actual interview; summarize comments of each person into a cohesive report)

Theoretical analysis - 3 to 5 pages that utilizes information learned in the class and research concerning biological foundations, social pressures and cultural influences of sexuality; in this section of the paper, students will apply what they have learned to interpret and analyze the interview findings from a scientific perspective

Requirements:
Information must be organized, presented and referenced using APA style. Paper must include 5 references in addition to the interviews. Paper should be a minimum of 10 pages (plus title and reference pages).

Link to Class Rubric

Class Assessment:

1. Core Project   DUE:    Class #7 ...Or can be mailed if postmarked by Monday Oct 06, 2008
 
Each student will pick a research topic of interest. The topic must be approved by the instructor and can NOT be replicated by a peer. Your topic can be a variation on a topic. For example: A) "Sexual abuse in the MRDD community" and B) "Sexual Education in the MRDD community" are two similar but unique topics that would be appropriate. (This is a first come approval basis. You will be given an opportunity to choose your topic on day one. You must find ten (10) references sources, copy the entire source and submit all sources with a one page APA style reference summarizing the articles. See sample attached below.
 
Your sources (the entire journal article) MUST be copied and turned in with your paper. 
    
You must find ten (10) references sources, a minimum of eight (8) scholarly journals and no more than two (2) web pages. Peer reviewed professional journal articles do NOT include Cosmo, Time, the KC Star. While these are acceptable, casual reading that may spark an interest in a topic that are not acceptable sources for this paper.

Potential topics may include: masturbation, erotica, coming out, gay marriages, geriatrics, therapy techniques, sex education, BDSM, sex play, infidelity, disability, chronic illness, politics of sex, cultural aspects of sex, sexual dysfunctions, the business of sex, health benefits of sex, prostitution, the debate on sexual addiction vs compulsivity, sex toys, the kink community, sex and religion.
This is not a comprehensive list, but some ideas to spark your thinking. Students are encouraged to select a topic that they personally find interesting or challenging. It is also suggested that students use this assignment to take a risk, expand their own comfort zones,  invest in their professional development and enhance their personal understanding..

2. Exam I        Class #4
Review of Lectures & Ch. 01, 03-08 & 10 consisting of multiple choice, matching and true/false

3. Exam II      Class #7
Review of Lectures & Chapters 09 & 11 -17 consisting of multiple choice, matching and true/false
 
4.
Exam III     Class #8
Comprehensive review of semester lectures and all chapters including Ch 2, 18, 19, consisting of multiple choice, matching and true/false

***At the end of the semester, only the top two grades from either Exam I, II, or III will be used. Your lowest grade will be dropped. Thus, if you are satisfied with exam grades I & II, you can opt out of exam III. On the other hand, if you do poorly on one of the first two exams, you have an opportunity to try again.

 5. Quizzes       Class #2, 3, 5, 6
There will be four mini reviews (quizzes - each totaling 10 points) for a grand quiz total of 40 Points. Quizzes will be of a specific topic (i.e. labeling genitalia) or chapters covered to that point consisting of short answer, multiple choice, matching and true/false. Anything discussed in class or a part of the assigned reading is fair game. This is an opportunity to fine tune learning and prepare for the larger exam. This gives students the advantage of using the quizzes as a study aid.

6.  Media Presentation:         Class # 6
An outline of project details and expectations will follow

7. Attendance
Participation/ Attendance is critical for this class; therefore it is heavily weighted. A student will earn 60 Points for attending all 8 classes. Missing a class forfeits these points. Lateness (either at the beginning of class or from breaks) will also jeopardize these points. Please note: you cannot earn an ‘A’ if you do not attend all classes.
 
Please review the below attendance policy for further explanation.

Grading:

Grading criteria is based upon students’ demonstration of significant self-assessment and reflection, their willingness to engage course material, their level of scholarship, and their demonstration of skill sets covered in class and their participation. It is understood that students’ participation manifests itself dependent upon learning, personality and interactive styles. For this reason, the class is structured to allow for participation on many different levels through alternative learning methodologies.

Assignments not collected in person must be sent via snail mail on or by the due date to:

George Turner, LSCSW/LCSW
4010 Washington, #405
Kansas City, MO. 64111
 
If you want an assignment back, you must provide a Self-Addressed Stamped Envelope (SASE) in order for me to send them back to you.  If you do not include a SASE, the paper(s) will be shredded after grading it in order to protect your confidentiality. Please do not call and ask me to mail your assignment back to you.You may be asked to revise assignments based upon feedback. 

Please note that I do not accept assignments via email. I also want you to receive the graded hard copy so that you can benefit from the constructive feedback.

 

500 - 450

A

449 – 400

B

399 – 350

C

349 – 300

D

Below 300

F

 
Core Project                100
Exam I                        100

Exam II                       100

Exam III                      (100)*  Only your highest two grades will be kept

Quizzes                        40
Media Presentation      100

Attendance                    60____

500 total

Late Submission of Course Materials:
I do not accept late materials. Anything not submitted at 5:30 on the night it is due will receive a zero.

Classroom Rules of Conduct:

Students are expected to:

  • Acknowledge that class content may be explicit, difficult or controversial to some and be sensitive to other's journey
  • Be open to academic dialogue and/or debate that may include differing opinions, experiences, beliefs, values and ideas
  • Listen to and respect others points of view
  • Be open for new gems of insight, while retaining your right to maintain your own opinions, beliefs, and values
  • Turn off all cell phones
  • Attend all classes and arrive on time
  • Demonstrate a desire to take an active part in the learning process by being prepared to discuss material, ask questions, and share insights with the class
  • Read all text assignments
  • Inquire when something is unclear in the texts or lectures.
  • Take responsibility for their own learning, including recognizing that the classroom experience, which will include guest lectures, videos, discussion, experiential learning will augment the learning. Class time will NOT be a regurgitation of the text.
  • Recognize that the instructor's responsibility is to clarify, emphasize, give examples, put the topics into context, lead class discussions, and bring in additional related material to support and supplement the assigned reading.
  • Be prepared for exams that WILL include questions over material from the assigned reading that was not covered in class.

 

  • Professional Demeanor:         Students are expected to conduct themselves in professional and appropriate ways at all times during their studies. This includes maintaining appropriate and respectful interactions with their professors, their peers and any guest speakers/lecturers who may join the classroom experience. It also includes the appropriate use of electronic support (laptops, cell phones, pagers, etc.) in ways that are not distracting.

Course Topic/Dates/Assignments:

  

Class #1:    Introductions

·         Definition of Sexuality

·         Sexual Continuum

·         Values Clarification

·         A New Conceptual Model of Sexuality

Read Ch 1, (Skip 2) 3, 4

Class #2     Guest Speaker: APA style and Park writing resources

Quiz 1

Read Ch. 5, 6, (Skip 7, 8, 9) 10

                  
Class #3    Guest Speaker:  LGBT panel

                  Quiz 2

Read Ch. 7 & 8

Class #4    Guest Speaker:  Disability Panel

                  Exam I

                  DUE:         Journal article Review

Read Ch 9, 11, 12,

Class #5    Guest Speaker: Birth Control Methods

      Quiz 3

      Read Ch 13, 14, 15


Class #6   Quiz 4

DUE:          Media Project

Guest Speaker:

                 Read Ch. 16, 17

Class #7    Guest Speaker: 

                        Exam II

                                   

Class #8    Exam III: Comprehensive Final

DUE:         Core Assignment*

* Your core assignment may be turned in early. You can hand deliver these on Class #7 or you have the option of mailing. If you mail this assignment, it MUST be postmarked by Mon Oct 06, 2008.

Please mail your assignment, to my office address provided above.

NOTE: The syllabus (i.e. guest speakers, discussion topics) is subject to change. The assignment due dates are as stated unless announced in class.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
If you are in doubt, please seek assistance from me or the learning center on campus. It is far better to ask questions than to risk the consequences of plagiarizing because you do not know.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90
ATTENDANCE:
           *** Please note that for this class, PS309, I will follow this very specific attendance policy outlined below.

This class is designed as an interactive, participatory, experiential learning course.  Students are expected to attend ALL classes (NO exceptions)and to participate, in their own individual styles, in the class experience.  Experiences missed in class cannot be made up through readings or borrowed notes.  

This is a condensed class semester and the classroom experience cannot be made up; therefore missing one class (for any reason) WILL result in forfeiting of 100 Points.

As a courtesy, please notify/discuss absences with your instructor, but note that the policy stands. Please do not ask for individual exceptions. Everyone has a 'good' excuse and I do not want to be put in the position to judge student's absences.

Any two absences will result in administrative withdrawal.

LATENESS: This is a highly interactive class and your participation is vital to it's overall success. Please note that lateness will also affect your grade. MISSING ANY PART OF THE COURSE WILL LOWER YOUR GRADE!
Please be on time!  

I understand that emergencies happen and we all have lives outside of this class with a multitude of responsibilities. However, this class is purposefully organzied with HIGH/ heavy class participation, which makes it impossible to repeat when missed. (Reading about a relationship is not the same as being a part of that experience.) The class misses out when you are not present.

You must be prepared to make a committment to this class! If you are not able to do this, I will not be upset if you decide to make arrangements that better suit your schedule. If you anticipate having issues with this policy, you may want to reconsider this class.

While participation looks different depending upon learning style, every student is expected to be an active participant in their own learning, and to contribute to the class process.  Failure to meet these expectations will significantly lower this portion of your grade.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
Lit Search Sample

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1. Critical evaluation of research material in relation to theoretical interpretation of interview data                                                                                                                                                                                                                                                                                                                                                                                                              
Goes beyond a basic analysis to effectively integrate research, theory and practice; provides insightful view of the relevance of research and theory to understanding human nature Demonstrates clear relationship between research literature, theoretical perspectives and interview data Tangential relationship of information; connection between research, theory and interview data implied or unclear No relationship between research, theory and interview data; components distinct and unrelated 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1. Integration of key research, findings and information relevant to the topic                                                                                                                                                                                                                                                                                                                                                                                                                                       
Identifies and incorporates 6 or more empirical, peer-reviewed research articles that directly address the target research question

 
Identifies and incorporates 5 empirical, peer-reviewed research articles that are appropriate and relevant for addressing the target research question Utilizes 4 or fewer research articles OR fails to utilize empirical, peer-reviewed research articles OR research articles are inappropriate for addressing the target research question No references or empirical basis for paper 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2. Theoretical analysis of the interview information that compares and contrasts interview findings to address the biological foundations, social pressures, and cultural influences                                                                                                                                                                                                                                                                                                                                 
Goes beyond a basic application of information to provide novel insight into the relevance of theoretical information to the analysis and interpretation of personal viewpoints revealed through the interview Applies knowledge of biological foundations, social pressures and cultural influences of sexuality to interpret and analyze the interview findings from a scientific perspective Applies only 2 of the three knowledge areas (biological foundations, social pressures, and cultural influences) to analyze interview findings OR shows only tangential application of theory to interview information Applies less than 2 of the knowledge areas (biological foundations, social pressures, and cultural influences) to analyze interview findings OR fails to relate the theoretical information to the interview data 
Application                                                                                                                                                                                                                                                
Outcomes
3. Interviews targeting attitudes, values and beliefs in relation to the target topic                                                                                                                                                                                                                                                                                                                                                                                                                                
Effectively integrates the viewpoints obtained from the 2 interviews to show themes, trends, or points of disagreement; provides a cohesive comparison of viewpoints on target topic Summarizes the results of 2 interviews concerning target topic of human sexuality into a cohesive report Provides transcripts of interview rather than a cohesive report OR interviews only one person Fails to complete an interview concerning target sexuality topic 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4. 10 pages (plus title and reference pages)                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
Body of paper is 13 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) Body of paper is 10-12 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) Body of paper is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) OR missing title/reference page Body of paper is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
5. Information organized, presented and referenced using APA style                                                                                                                                                                                                                                                                                                                                                                                                                                                   
Student utilizes APA style throughout paper with fewer than 3 errors Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style Student utilizes APA style but has 7 or more errors Student fails to use APA style 
First Literacy                                                                                                                                                                                                                                             
Outcomes
6. Interdisciplinary and contemporary topics                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
Target topic clearly and insightfully addresses one of the target topics in relation to current trends, developments and social change Target topic focuses on development of human sexuality, gender identity, gender roles, sexually transmitted diseases, sexual dysfunctions OR atypical sexual variations Target topic tangentially related to appropriate topics in human sexuality OR selects a relevant topic that is too broad to effectively gather attitudinal data Fails to select a target topic relating to relevant issues of human sexuality 
Second Literacy                                                                                                                                                                                                                                            
Outcomes
7. Multicultural component                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Analysis effectively highlights cultural and social differences that contribute to the varied, multicultural society in which attitudes on sexuality are shaped Analysis of the interview data shows an understanding of the biological, social and cultural differences that contribute to variations in human sexuality Analysis of the interview data fails to clearly recognize the social and cultural influences that shape attitudes toward human sexuality Fails to address the multicultural aspects of attitudes toward human sexuality 

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Last Updated:8/21/2008 10:10:23 AM