PS309 Human Sexuality

for SP 2009

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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


SP 2009 HO


Dr. Margo Fallon, Ph.D.


Ph.D. Counseling Psychology, Licensed Psychologist, Licensed Teacher - MO, M.A. Guidance & Counseling, B.S.E. Theatre/Speech

Office Hours

after class or by appointment

Daytime Phone

use email - it's faster!


Semester Dates

Spring 2009 - 1-12-09 to 5-7-09

Class Days

T & Th

Class Time

11:35AM - 12:50 PM   Room: SC 110



Credit Hours


Human Sexuality: Personality & Social Psychological Perspectives, by Craig A. Hill, Sage Publications, 2008 ISBN: 978-1-4129-0483-4

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Material not provided in the text but that is a goal of the course such as  exploitaion or others re sex will be addressed by outside research resources.

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:
PS 309 Human Sexuality (LL): 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:
My focus is on teaching the person as well as the subject matter. A major goal is to have students be fundamentally motivated by their interest in growing and learning, thereby gaining intrinsic value from the course rather than just having them be concerned with proving themselves relative to external criteria. I try to provide a variety of educational experiences to access the various learning styles of all students, including practical experiential learning opportunities. A practitioner of psychology myself, I try to relate course material to real world use of course content. Last, but certainly not least, I encourage academic excellence and try to mentor students relative to their special talents, abilities, and eventual contributions to the psychology field.

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.

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).

Link to Class Rubric

Class Assessment:
1.  Attendance/Participation.

2. Small Group projects/presentation; collaboration on assigned study questions.

3. Personal Reflection Journal - 1 page minimum (typed, double spaced, one inch margins on top, bottom, sides), on each chapter with personal reactions to text and class content re same.

4.  Midterm:  Chapters 1 - 7;  & Final Exam:  Chapters 8 -14;  50 multiple choice questions over study questions. 

5.  Research Project (Core Assessment Assignment): Interview Questionnaire on topic of interest in Human Sexuality.

5. Core Assessment Project & Paper - see details above


Grading Scale: 

90 - 100% (1350 - 1500 pts) = A
80 -  90%  (1200 - 1350 pts) = B
70 -  80%  (1050 - 1200 pts) = C
60 -  70%  (  900 - 1050 pts) = D
Below 60% (900 pts) = F

1.  Attendance/Participation - 300pts

2.  Small Group Projects, Study Questions- 300pts

3.  Journal on each chapter with personal reactions to subject matter - 300 pts

4. Core Assessment Project & Paper - 300pts

5. Midterm & Final Exam - (150 pts each) 300pts

Late Submission of Course Materials:

If you miss class, you must get the assignment from one of your small group members and do it by yourself if you have not collaborated on it with them; but obviously the experiential activities and participation grades cannot be made up. If your assignments are turned in late they will not receive the maximum number of points available. Points deducted will be per day and depend upon the assignment involved.

Classroom Rules of Conduct:

1. Courtesy and the "golden rule" -  treat others as you would like to be treated (unless you are a "personality disorder" and then we will have to refer you for treatment!).
2. Everyone has the right to their own opinions, feelings if expressed appropriately, ie assertively rather than aggressively.
3. Everyone has the right to be listened to without interruption, noise or other distractions, including the professor. (this includes eating - so don't bring food/drinks to class)
4. Stay on the topic at hand. If other group members get off track, tell them to get back on!
5. Arrive & leave, turn in assignments on time. (late arrival, assignments = less points per day)
6. Cellphones & phasors in the "off" position. No texting either.
7. Excused absences for school activities require signed permission in advance, otherwise contageous disease (running a fever, having a sore throat, coughing, broken out in a rash aka measles), and death are the primary excuses. Work is NOT an excuse - arrange work and medical appointments around class times. If you miss remember there is no way to make up participation points. If you have a valid excuse you can make up the assignments. You MUST notify your small group, send your part of the assignment so as not to leave them hanging, or you will NOT receive points for assignments. They don't have to include you if you have not done your part.
8. Diversity is celebrated in this class - no discrimination of any kind is permitted.
9. This is YOUR life/education. ASK if you have questions, a concern or need, rather than about it after the fact which is dysfunctional, very unpsychologically healthy, and greatly frowned upon by the A.P.A.(American Psychological Association) regarding the conduct of professionals.
10. "Practice" psychology on yourself ONLY - leave friends, relatives, loved ones, and other students to their own devices or refer to a licensed professional!

Course Topic/Dates/Assignments:

1-13-09 Wk 1: Introduction: Rapport Exercises - Small Group Assignments.               Chapter 1
1-15-09            What is Human Sexuality?  Interview people not in our class about their definition of sensuality and
                         sexuality. Discuss and present your small group's assigned study questions with the class.
1-20-09 Wk 2: Reseach & Research Methods Regarding Sex.                                      Chapter 4
1-22-09            Design a study with your small group based on the criteria in textbook. Write up your study
                         proposal and share it with the class. Discuss the difference between a PERSONAL opinion, an
                         EDUCATED opinion, and an EXPERT opinion.
1-27-09 Wk 3: Sexuality in a Historical, Religious & Philosophical Context                Chapter 2
1-29-09            Each small group picks a different religion from our textboook and present's it's point of view
                         regarding sex.
2-03-09 Wk 4: The Historical Course of Sexuality                                                          Chapter 3
2-05-09            Each small group picks a different era and shares info from our text and other sources about sex during
                         that time.
2-10-09 Wk 5: The Person: Individuality & Sexuality                                                    Chapter 5
2-12-09            Each small group picks a different  model and shares info about it with the class. Note, how do your
                         personality traits relate to your own sexuality - be ready to respond in your journal.
2-17-09 Wk 6: Gender & Sexuality                                                                                   Chapter 6
2-19-09            Each small group chooses a category: genetic sexual characteristics, gender, gender role identity,
                         transgenderism, researched female/male tendencies, and leads class discussion re their area. Gals
                         & guys identify stereotypes vs. characteristics they want in their own partners.
2-24-09 Wk 7: Sexual Self & Sexual Identity                                                                    Chapter 7
2-26-09            Each small group chooses a different topic re sexual identity and shares with class.
3-03-09 Wk 8:  Midterm Exam over Chapters 1 - 7;  Turn in Journals for Chapters 1 - 7.
3-09-09 to 3-13-09   Wk 9:  SPRING MID SEMESTER BREAK - NO CLASS!
3-17-09  Wk 10: Sexual Motivation, Arousal, & Attraction                                             Chapter 8
3-19-09               Each small group chooses a different topic/study question and shares with the class.
                           Visitor re arousal & attraction fields.
3-24-09 Wk 11: Love, Intimacy, & Sexuality                                                                     Chapter 9
3-26-09              Each small group chooses a different theory and shares with the class.
                           Evaluate yourself on Fallon's Date & Mate Checklist. Visitors from 
                           Nursing Dept present the STD Awareness Game!
3-31-09 Wk 12:  Relationships & Sexuality                                                                        Chapter 10
4-02-09               Each small group chooses a different relationship issue and shares infor about it with the class.
                            Find an "Expert" resource, such as Dr. John Gottman's website online and relate helping info
                            presented there.
4-07-09 Wk 13:  Ethnicity, Race, Culture, & Sexuality                                                    Chapter 11
4-09-09               Each small group chooses a different ethnic concern and shares about that with the class 
                            and invites a member of their chosen ethnic group to come to class and share about their topic.
4-14-09 Wk 14: The Biopsychology of Sexuality - how our Bology Affects Sexuality    Chapter 12
4-16-09              Visiting expert, Dr. Williams,  Professor from the Biology Dept.

4-21-09 Wk 15: Sexuality Throughout the Lifespan & the Misuse of Sex                       Chapter 13,14
4-23-09              Each small group chooses a developmental stage and shares info with the class.
                           Speaker from MOSCA on sex abuse issues and help.
                           Journals including study questions and personal reflections re text & class assignments are                                    due over Chapters 8 - 14.  
4-28-08 Wk 16:  The Misuse of Sex - Material Provided From Another Textbook
                            Speaker from MOSCA - Organization that deals with sex abuse prevention, treatment,
                            therapy groups, support groups.                   
5-07-09  Final Exam 50 multiple choice questions over Chapters 8 - 14. Personal Reflection Journals over
5-09-09  Chapters 8 - 14 are due.

                                                SEMESTER ENDS!  HAPPY VACATION! 

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 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

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

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: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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 
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 
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 
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                                                                                                                                                                                                                                   
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                                                                                                                                                                                                                           
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                                                                                                                                                                                                                                             
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                                                                                                                                                                                                                                            
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:1/12/2009 10:26:46 PM