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PS 309 Human Sexuality
Aspell, Denise D.


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

S1SS 2009 RA

Faculty

Aspell, Denise D.

Title

Adjunct Faculty

Degrees/Certificates

M.A. Clinical Psychology

Office Location

None

Office Hours

By Appointment

Daytime Phone

210-445-8425

E-Mail

Denise.Aspell@park.edu

deedeeaspell@gmail.com

Semester Dates

January 12, 2009 - March 8, 2009

Class Days

-M-W---

Class Time

4:55 - 7:35 PM

Credit Hours

3


Textbook:
 

Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2008). Human sexuality in world of diversity (7th ed.). Boston:   Pearson - A and B.

Additional Resources:
 

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.
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.officeport.com/edu/blooms.htm

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 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:
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:

 

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

  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:

Core Assessment - 60 Points

Contribution to class dialog - 35 Points
Final Exam - 5 Points

Grading:


Core Assessment - 60 Points
Contribution to class dialog - 35 Points
Final Exam - 5 Points
 
90-100 = A
80-89 = B
70-79 = C
60-69 = D
0-59 = F

A Note about Grades as Indicators of Performance: Remember that “C” represents average or typical performance and is achieved by “fulfilling” requirements. “B” represents above average performance and is achieved by “significantly exceeding” requirements. “A” indicates excellence in performance and is achieved by “far exceeding” requirements.

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.

Course Topic/Dates/Assignments:

Class

Week

Date

Chapter

Topic and Due Dates for Assignments

 

1.

 

1

 

1/12

 

Introduction, Course Overview

Chapter 11

 

 

 

 

Conception, Pregnancy, and Childbirth (DVD: Life’s Greatest Miracle)

 

2.

 

 

1/14

 

Chapter 1

 

What is Human Sexuality?

 

3.

 

2

 

1/19

 

Chapter 2

 

Research Methods in Human Sexuality

 

4.

 

 

1/21

 

Chapter 5

 

Sexual Arousal and Response

 

5.

 

3

 

1/26

 

Chapter 6

 

Gender Identity and Roles

 

6.

 

 

1/28

 

Chapter 7

 

Attraction and Love – Binding Forces

 

7.

 

4

 

2/2

 

Chapter 8

 

Relationships and Communication

 

8.

 

 

2/4

 

Chapter 9

 

Sexual Behavior and Fantasies

 

9.

 

5

 

2/9

 

Chapter 10

 

Sexual Orientation

 

10.

 

 

2/11

 

Chapter 13

 

Sexuality in Childhood and Adolescence

Core Assessment Due (First Draft – Feedback is provided. First Draft does not count against your grade.)

 

11.

 

6

 

2/16

 

Chapter 14

 

Sexuality in Adulthood

 

12.

 

 

2/18

 

Chapter 15

 

Sexual Dysfunctions

 

13.

 

7

 

2/23

 

Chapter 16

 

Sexually Transmitted Infections

 

14.

 

 

2/25

 

Chapter 17

 

Atypical Sexual Variations

Core Assessment Due – Final Draft)

 

15.

 

8

 

3/2

 

Chapter 18

Chapter 19

 

Sexual Coercion

The World of Commercial Sex

 

16.

 

 

3/4

 

Final Exam

 

 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.

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



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:12/13/2008 11:13:20 PM