PS309 Human Sexuality

for FA 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


FA 2009 HO


Tamara Tucker


Adjunct Faculty



Office Hours

Will arrange a mutually convenient time and place to meet.

Other Phone



Semester Dates

August 17, 2009 - December 11, 2009

Class Days


Class Time

2:25 - 4:55 PM

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 MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Topics and materials not provided in the text but considered critical to class learning,  such as sexual exploitation will be addressed by utilizing outside 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:
Just as in the helping process, teaching should be a collaborative, mutually enriching experience. I believe that learning is best achieved in an environment that is respectful, safe, affirming, challenging, and highly interactive.
I understand that every person has wisdom in their lived experience and a unique world view and perspective. I recognize that each of us learns in different ways and I will strive to present concepts in a manner that promotes your learning. If you are having difficulty with any aspect of the class I hope that you will make this known to me. I truly want this class to be enjoyable as well as educational.

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:
Your learning in this course will be assessed via the following:

Reflection Journal (14)
Fourteen Journal entries.  One entry per chapter.  Personal reaction/responses to text material and class content.  1 page minimum (typed, double spaced, one inch margins on top, bottom, sides).

Core Assessment Research Project & Paper

  • Background Report
  • Interviews (2)
  • Theoretical Analysis
       (please see more details above, titled Core Assessment)

Multiple choice and essay questions over Chapters 1 - 7

Final Exam 
Multiple choice and essay questions over Chapters 8 -14

Class Engagement/Participation
You are expected to fully engage in all aspects of our classroom learning experience. Points will be lost for tardiness, leaving early and absences. I will use the following additional criteria to assess and allocate points in this area:
  • actively listening to the instructor and classmates
  • answering questions posed by the instructor that relate directly to the assigned reading
  • asking questions and sharing your thoughts, feelings, and potential implications related to material being presented by instructor or as generated through your reading
  • participating genuinely and enthusiastically in classroom activities, exercises and small group learning projects

It is very important to me that you understand the criteria for grading and that you perceive this process as fair and reasonable. I do not “give” grades... students earn grades through their work and performance. 

Reflection Journal                                         210
Core Asses. Project & Paper                         355
Midterm                                                         175
Final Exam                                                    175
Attendance/Participation                                 85

Total points possible =                                 1,000              

A = 900-1000    B = 800-899    C= 700-799    D = 600 – 699   F= below 600     

Late Submission of Course Materials:
Assignments are due at the beginning of class on the date indicated on the course schedule. In the event of absence you may submit the assignment electronically. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. In extenuating circumstances (as determined by the instructor) and with timely notification an exception may or may not be granted. Assignments not submitted on time will receive a deduction of 10% of the possible score, per day. Please be aware that there is no “extra credit” work in this course.

The course exams will only be given on the dates specified.  Make-up exams will only be scheduled at the instructor's prerogative under extreme circumstances.  Students or an agent of the student must notify the instructor prior to the exam and must be prepared to submit documentation of the circumstances.

Classroom Rules of Conduct:
In order to maintain a positive learning environment the following ground rules will be the norm for our interactions. Personal perspectives will be valued. Degrading or discriminatory remarks or behaviors are not acceptable. Discussion will reflect an exchange of information, experiences, ideas, and opinions which foster critical thinking, analysis, and synthesis. If you work in groups, it is the responsibility of the group members to delegate work. All members of the group must present on the project and all will receive the same grade. Because of the sensitivity of the subject matter, respect, sensitivity, and confidentiality must be maintained. Please turn off your cell phones during class.

Students need to arrive on time. Students will not hold private conversations when a colleague is speaking. Private conversations include those with others within class, on cell phones and any other form of wireless media.  If a student’s behavior is considered to be disruptive, the instructor will give that person the opportunity to modify the behavior without point penalty. If the student’s behavior continues to be disruptive they will lose all class participation points and be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:
Week One
- August 18

Welcome & Introductions
The Study of Sexuality                                                                           Chapter 1
            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.
Week Two - August 25 
The Scientific Study of Sexuality                                                           Chapter 4
          Design a study with your small group based on the criteria in the 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.
Week Three - September 1 
Sexuality in a Historical, Religious & Philosophical Context                Chapter 2
           Each small group picks a different religion from our textboook and present's it's point of view
                         regarding sex.
Week Four - September 8
The Historical Course of Sexuality                                                          Chapter 3
            Each small group picks a different era and shares info from our text and other sources about sex during
                         that time.
Week Five - September 15
The Person: Individuality & Sexuality                                                    Chapter 5
            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.
 Week Six - September 22
Gender & Sexuality                                                                                   Chapter 6
            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.
 Week Seven - September 29
The Sexual Self & Sexual Identity                                                            Chapter 7
            Each small group chooses a different topic re sexual identity and shares with class.
Week Eight - October 6
Midterm Exam over Chapters 1 - 7;  Turn in Journals for Chapters 1 - 7.

Week Nine - October 13
Sexual Motivation, Arousal, and Attraction                                                 Chapter 8
               Each small group chooses a different topic/study question and shares with the class.
Week Ten - October 20
Love, Intimacy, and Sexuality                                                                     Chapter 9
              Each small group chooses a different theory and shares with the class.
                           Evaluate yourself on Fallon's Date & Mate Checklist.
Week Eleven - October 27
Relationships and Sexuality                                                                        Chapter 10
               Each small group chooses a different relationship issue and shares info about it with the class.  Find an "Expert" resource, such as Dr. John Gottman's website online and relate helping info presented there.
Week Twelve - November 3
Ethnicity, Race, Culture, and Sexuality                                                    Chapter 11
               Each small group chooses a different ethnic concern and shares their findings with the class. 
Week Thirteen - November 10
The Biopsychology of Sexuality                                                                 Chapter 12
              Visiting expert, to be announced.

Week Fourteen - November 17
Sexuality in the Early Years and Adolescence                                           Chapter 13
              Each small group chooses a developmental stage and shares info with the class.

Week Fifteen - November 24
Adulthood: Challenges and Decisions                                                        Chapter 14
Week Sixteen - December 1
The Misuse of Sex - Material Provided From Another Textbook
              Sexual abuse prevention, treatment, therapy groups, support groups: where to find help.     
              Turn in Journals for Chapters 8 - 14. Personal Reflection Journals over  Chapters 8 - 14 are due.

Week Seventeen - December 8
Final Exam over Chapters 8 - 14.


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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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:8/6/2009 11:30:44 AM