PS 309 Human Sexuality
S1SS 2009 RA
Aspell, Denise D.
M.A. Clinical Psychology
January 12, 2009 - March 8, 2009
4:55 - 7:35 PM
Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2008). Human sexuality in world of diversity (7th ed.). Boston: Pearson - A and B.
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC.: American Psychological Association.
A Note about Academic Writing and Dialogue: Quality professional writing and scholarly dialogue calls for demonstrating an ability to compare, contrast, analyze, synthesize, and integrate information. Use Bloom's Taxonomy and the elements of thought to develop higher level thinking skills. Conduct an internet search on Bloom's Taxonomy, elements of thought, and universal intellectual standards for further information.
Links for Bloom’s Taxonomy.
Links for the Elements of Thought and the Universal Intellectual Standards.
Go to www.criticalthinking.org
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
I use an andragogical approach to learning. In this approach to learning is an inherent assumption that adults have the ability, need, and desire to take responsibility for their learning. High functioning adult learners demonstrate: (a) critical thinking; (b) effective communication; and (c) an ability to reflect on and use life experience to facilitate their lifelong learning.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
Core Assessment - 60 Points
Contribution to class dialog - 35 Points
Final Exam - 5 Points
A Note about Presence, Participation, & Grades: Your contribution to the class dialog necessitates your prompt and regular attendance. Receiving a call or electronic communication while in class constitutes an absence. If you need to be present to communiqué during the class time frame, you are deemed unable to participate in class. An accelerated degree program often consists of approximately 15 (or 7 – one per week) class sessions instead of the traditional 30 class sessions. Therefore, arriving late to class late and/or leaving class early two times constitutes one absence. More than two absences of any kind results in a reduction of at least one letter grade for each absence after the first two absences.
Late Submission of Course Materials: No late work is accepted. Assignments are due by class time. Assignments may be turned in face-to-face or emailed. Save your emailed assignment in your sent items as verification that your assignment was emailed on time. If you are unable to verify that your assignment was emailed on time, your assignment will not be accepted.
Classroom Rules of Conduct:
Guidelines for Scholarly Discussion and Behavior: I am committed to open, frank, and insightful dialogue. Diversity has many manifestations, including diversity of thought, opinions, and values. I expect all learners to be respectful of that diversity and to refrain from malicious commentary. Class dialogue and behavior is expected to conform to basic social etiquette and civility and not to distract from the learning environment. Anything that is found to distract from the learning environment will be addressed. Please abide by the following guidelines for class dialogue and behavior:
(1) If you disagree with someone, respond to the subject, not the person.
(2) Be respectful of the diversity of thought, opinion, personality and values.
(3) Maintain confidentiality. Although this instructor cannot guarantee or enforce that confidentiality be maintained, you are asked to respect the privacy and dignity of each person in class.
(4) Treat fellow classmates and what fellow classmates share with the honor and respect that you would like to receive in return.
(5) Turn off cell phones while in class. No electronic communication is allowed during class (except for assigned class presentations). Receiving a call or electronic communication while in class constitutes an absence. If you need to be present to communiqué during the class time-frame, you are deemed unable to be present in class. (Prior abuse has forfeited wise-use.)
(6) Please conduct research on incivility in the classroom if you need to learn about behavior that is considered socially appropriate and behavior that is conducive to a learning environment. According to the University of California, Santa Cruz (2008) (http://teaching.ucsc.edu/tips-civility.html#what ) a few examples of behaviors of incivility are:
Annoyances, minor disruptions—Arriving late and leaving early, talking or texting on a cell phone, reading newspaper, side conversations, packing up noisily before end of class. Together, these offenses can add up to more than just an annoyance.
Dominating discussion—The student who won’t let anyone else talk.
Aggressive challenges of teacher—The student who takes up class time questioning the authority of the professor, expressing anger about grading, or generally undermining your ability to teach.
Disputes between students; demeaning comments—When classroom discussion gets out of hand, or a student uses demeaning or stereotyping language.
While I encourage an atmosphere of reverence and respect as we talk about personalities, cultures, and many aspects of groups of people and how we are socialized, I invite you to cultivate and nourish a healthy sense of humor. It has been proven that humor enables us to release endorphins that facilitate physiological healing and psychological well being. Inviting you to laugh is meant to enhance the experience of processing the intricacies of our social skills, or lack thereof, in a manner that will foster personal and professional development. No offense to an individual, group, occupation, or to any situation is intended.
Your enrollment at Park University implies that you agree to its terms and policies as outlined in the Undergraduate Catalog. Your enrollment in this class implies that you agree to its terms and policies as outlined in this syllabus.
Best wishes and thank you for being in my class.
Sincerely, Dee Dee Aspell
References for my Educational Philosophy:
Brookfield, S., & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.
Cranton, P. (1992). Working with adult learners. Dayton, OH: Wall & Emerson, Inc.
Cross, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55, 5-22.
Dominice, P. (2000). Learning from our lives: Using educational biographies with adults. San Francisco: Jossey-Bass.
English, L. M. (2001). Reclaiming our roots: Spirituality as an integral part of adult learning. Adult learning, 12(3), 2-3.
Knowles, M. S., Holton, E. F., III., & Swanson, R. A. (1998). The adult learner (5th ed.). Woburn, MA: Butterworth – Heinemann.
Lauzon, A. (2001). The challenges of spirituality in the everyday practice of the adult educator: Blurring the boundaries of the personal and professional. Adult learning, 12(3), 4-6.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: John Wiley & Sons.
Mezirow, J., & Associates. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers.
Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass Publishers.
Topic and Due Dates for Assignments
Introduction, Course Overview
Conception, Pregnancy, and Childbirth (DVD: Life’s Greatest Miracle)
What is Human Sexuality?
Research Methods in Human Sexuality
Sexual Arousal and Response
Gender Identity and Roles
Attraction and Love – Binding Forces
Relationships and Communication
Sexual Behavior and Fantasies
Sexuality in Childhood and Adolescence
Core Assessment Due (First Draft – Feedback is provided. First Draft does not count against your grade.)
Sexuality in Adulthood
Sexually Transmitted Infections
Atypical Sexual Variations
Core Assessment Due – Final Draft)
The World of Commercial Sex
Comprehensive - Over the Chapters Covered
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
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
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: http://www.park.edu/disability .
Last Updated:12/13/2008 11:13:20 PM