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PS 309 Human Sexuality
Brammer, Sara K.


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

SP 2007 HO

Faculty

Sara Brammer, Ph.D.

Title

Adjunct

Office Location

Synergy Services

Daytime Phone

816-587-4100 ext 255

E-Mail

sara.brammer@pirate.park.edu

sbrammer@synerrgyservices.org

Semester Dates

January 16 - May 11, 2007

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Credit Hours

3


Textbook:

Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2005). Human sexuality: In a world of diversity 6th edition
   Boston
 MA
: Allyn & Bacon. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Additional readings my be assigned so be in class!

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/.


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 that this course should have interactive lectures and frequent dialog about the topics discussed in this class.  That means that students will be responsible for the information presented in the textbook but also come to class prepared to discuss the sometime controversial topics covered in this course. 

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).

Class Assessment:

In addition to the Core Assessment described above students will also have two quizzes during the course of the semester.  The goal of these quizzes is to test students some of the material in the course prior to the mid-term and final exam.  See class schedule below for quiz dates.  Each quiz will be worth 50 points. 

Grading:

Your final grade will be based on your grade on each of the 2 quizzes, 2 exams (see schedule below), and the core assessment. The 2 exams will be cumulative, each contributing equally to a student's grade for the course. In addition, there will be opportunities to earn extra points by correctly answering extra credit questions. Each exam will consist of true false, multiple-choice, and/or short-answer questions that total to 100 points.  A. Calculation of Final Grades. Grades will be determined using the following scale. The grade represents a percentage of the total points available from quizzes (100 points), exams (200 points) and the core writing assessment (100 points):

A       =             90-100%

B       =             80-89.9%

C      =             70-79.9%

D      =             60-69.9%

F       =             below 60%

Late Submission of Course Materials:

It is in your best interest to keep up with the class. Note that ANY material in the textbook may be on an exam, even that material not reviewed in class. Therefore, if you have questions about the material in the text, it is your responsibility to ask the instructor your questions about the textbook material prior to the exam. It is unfair to other students to allow some individuals to take a test after the scheduled test date. I will be happy to give any test prior to the scheduled test time if the student arranges to take the test at least 1 week prior to the new test date. 
 
Please plan to be in class of all scheduled exams or quizes.  Unfortunately, I have had to become very specific about valid reasons for taking make up tests. There are five reasons for which I will consider giving a make-up exam after the scheduled test date:
·         A medical emergency or a serious acute illness. All medical emergencies and illnesses must be verified by a
         note on letterhead by an M.D., D.O., P.A., or R.N. I will not normally accept a note from other health professionals
         (e.g., Ph.D., MSW, D.C., Physical Therapist) because their professional functions rarely involve medical
         emergencies or acute illnesses. I will provide a make-up exam for a student for a verified medical emergency (but
         not acute illness) involving a child, spouse, parent, sibling, or grandparent. I will also provide a make-up exam to a
         student for an acute illness of a child of whom they have legal custody.
 
·         An Accident or Police Emergency. I will require an accident report or note on letterhead from an appropriate 
         law enforcement officer to schedule a make-up exam due to accidents or police emergencies (e.g., assault on
         student, student taken hostage, detained witness of a crime).
 
·         Unforeseen Jury or Witness Duty. I will require a note on letterhead from a judge or attorney to schedule a 
         make-up exam due to jury or witness duty. If you learn about your jury or witness duty at least 1 week prior to the
         scheduled exam, you must take the exam early.
 
·         Unforeseen Military Deployment or Activation. I will require a note on official letterhead from your 
          commanding officer. If you learn about the military deployment or activation at least 1 week prior to the exam, you
          must take the exam early.
 
·        Funerals for Immediate Family Member (e.g., parents, siblings, grandparents, aunts/uncles, first 
         cousins)
. I will require a copy of the obituary or a note from a minister or funeral director.

NOTE: All make-up exams must be taken by the beginning (i.e., 2:25 pm) of the next scheduled class period. You will be required to provide written verification of the incidents listed above for each class period on which you fail to take the exam.

Classroom Rules of Conduct:

Classroom Rules of Conduct:  In order to maintain a positive learning environment the following ground rules will be followed:
  1. Personal perspectives will be valued. Degrading or discriminatory remarks or behaviors are not acceptable.
  2. Discussion will reflect an exchange of information, experiences, ideas, and opinions that have an educational value.
  3. If you work in groups, it is the responsibility of the group members to delegate work. All members of a group must present on the project and all will receive the same grade.
  4. Because of our sensitive subject matter, courtesy needs to be maintained in the classroom at all times. Students need to arrive on time. Students will not hold private conversations when another person is speaking. Students will speak one at a time.
  5. If student’s behavior in the classroom is disruptive, the instructor will allow the student an opportunity to correct the behavior without consequences. If the student’s behavior continues to be disruptive, that student may be asked to leave the classroom and will be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:

IV. Tentative Class Schedule
 

 

Date Assignment/Exam
16 January - Introduction to course/ Syllabus review
 

 

18 January - Chapter 1 - Human Sexuality
 

 

23 January - Film: Sex in the 20th century: Part one
 

 

25 January - Chapter 2 – Research Methods in Human Sexuality
 

 

30 January - Chapter 3 - Female Sexual Anatomy and Physiology
 

 

1 February - Chapter 4 – Male Sexual Anatomy and Physiology
 

 

6 February - Chapter 5 – Sexual Arousal and Response
 

 

8 February - Quiz / Catch up date / video of interest
 

 

13 February - Chapter 6 – Gender Identity and Gender Roles
 

 

15 February - Chapter 7 – Attraction and Love-Binding Forces
 

 

20 February - Chapter 8 – Relationship and Communication
 

 

22 February - Chapter 9 – Sexual Techniques and Behavior Patterns
 

 

27 February - Chapter 12 – Contraception and Abortion
 

 

1 March - Chapter 11 - Conception, Pregnancy, and Childbirth
 

 

6 March - Guest Speaker: Cheryl Bleier, BA Labor & Delivery Nurse
 

 

8 March - Mid Term (Text Chapters 1 - 12 plus lectures)
 

 

13 March - Spring Break: Have a good time
 

 

20 March - Spring Break: BE CAREFUL
 

 

22 March - Film: Science of the sexes: Growing up
 

 

27 March - Guest Speaker: Jim Wanser, M.A. Ed Spec.
 

 

29 March - Chapter 10 – Sexual Orientation
 

 

3 April - Guest Speaker: Donna Ross
 

 

5 April - Chapter 13 - Sexuality in Childhood and Adolescence
 

 

10 April - Film: Sex in the 20th century: Part two
 

 

12 April - Chapter 14 – Sexuality in Adulthood
 

 

17 April - Quiz / Chapter 15 – Sexual Dysfunctions
 

 

19 April - Film: The Science of the sexes: Different by design
 

 

24 April - Chapter 16 – Sexually Transmitted Infections
 

 

26 April - Chapter 17 – Atypical Sexual Variations
 

 

1 May - Chapter 18 – Sexual Coercion
 

 

Guest Speaker: Kansas City Anti-Violence Project
 

 

3 May - Chapter 19 – The World of Commercial Sex
***Core Assignment Due****
10 May - Final Exam
 

 

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:
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: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/16/2007 9:16:26 PM