PS309 Human Sexuality

for S1D 2007

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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.


PS 309 Human Sexuality


S1D 2007 DA


Brewster, Franklin R.


Senior Instructor/ Adjunct Faculty


M.A.Counseling- Career Counseling
B.S. Social Psychology

Office Location

Park University, DMAFB, Professional Development Center

Office Hours

Thursdays, 5:30pm- 6:30pm

Daytime Phone

Cell 241- 2959


Semester Dates

January 16, 2007- March 9, 2007

Class Days


Class Time

7:30 - 10:10 PM

Credit Hours


Byer, Curtis and Shainberg, Louis. (2002). Dimensions of Human Sexuality, (6th ed.). New York, N.Y.: McGraw Hill.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

King, Bruce. (2002). Human Sexuality Today, 4th edition.  Prentice Hall. Zopol, Felicia. (2002). The 10 Secrets to Great Sex. Running Press Publishing.

Penner, Clifford & Penner, Joyce.  (1981). The Gift of Sex. Tyndale House Publishers.
Greenberg, Bruess, & Mullen.  (1992). Sexuality, 3rd edition. Wm. C. Brown Communications.  
Leman, K. & Bell, Kathy.  (2004). A Chicken's Guide to Talking Turkey With Your Kids About Sex.  Zondervan.

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.
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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 believe in the "transformational" view of learning where the student interacts within their community as part of the learning process.  The student is an active participant, not a passive learner.  I believe in challenging students to consider new and different views.  The classroom is an excellent setting to challenge current paradigms by being introduced to new concepts.  I  challenge students to critically evaluate the new information and to reach their own conclusions.

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.

  Instructor Learning Outcomes
  1. Identify and analyze the biological foundations of human sexuality.
  2. Explain the social and cultural influences on human sexual behavior and experiences.
  3. Identify and explain the development of human sexuality, gender identity, and gender roles throughout the lifespan.
  4. Identify the etiology and treatment of sexually transmitted diseases, sexual dysfunctions, and atypical sexual variations.
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.

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

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).

Class Assessment:
Exams, presentations, core assessment (essay), videos, & class participation.


Exam I                                                      80 points
Exam II                                                   100 points
Sexual Attitudes Integrative Project            80 points
Presentation on project                              20 points
Class participation                                     20 points
Course Specific Requirements: Students are expected to read all assigned material prior to class and be prepared to discuss the material.
Students will be required to complete two exams covering all material covered in class to include lectures and handouts.
Core Assessment: Students will complete a Sexual Attitudes Integrative Project, which will be a minimum of 13 pages.  Papers must have a minimum of 5 references and two interviews.  The paper must be in APA format. The core grading rubric will be handed out the first night of class.
276- 300     A
246- 275     B
216- 245     C
186- 215     D
185 or below F

Late Submission of Course Materials:
Late assignments will be marked down 30 points for each class period they are late and a failing grade of (zero points), if not submitted before the final.

Classroom Rules of Conduct:
Students must be respectful to all view points, especially those which are different from their own.  Respect and courtesy must prevail in the classroom.  Students are responsible to ensure all work is submitted timely.  Students should plan ahead as to not be late with assignments due to equipment malfunctions.  

Jan. 16, 2007
Chapter 1

Review Syllabus
Lecture & Discussion


Jan. 18, 2007
Chapter 2

Lecture & Discussion


Jan. 23, 2007
Chapter 3

Lecture and Discussion

Video about attraction


Jan. 25, 2007
Chapters 4 & 5

Lecture & Discussion


Jan. 30, 2007
Chapters 6 & 7

Lecture & Discussion


Feb. 1, 2007
Chapter 8

Lecture & Discussion

Review for Exam I


Feb. 6, 2007
Chapters 9 & 10

Lecture and Discussion


Review for Exam I


Feb. 8, 2007
Exam I



Feb. 13, 2007
Chapters 11 & 12

Lecture and Discussion
Video 20 Tips

Exam I Returned

Feb. 15, 2007
Chapter 13

Lecture & Discussion



Feb. 20, 2007
Chapter 14

Lecture and Discussion


Feb. 22, 2007
Chapters 15 & 16

Lecture and Discussion


Feb. 27, 2007
Chapter 17

Lecture & Discussion


March 1, 2007
Chapter 18

Lecture & Discussion

Review for Final Exam II

Special Projects Due

March 6, 2007

Review for Final Exam II


March 8, 2007
Exam II









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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 87

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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90

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: .


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Last Updated:12/25/2006 8:25:50 PM