PS309 Human Sexuality

for F1T 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


F1T 2009 DLA


McKellar, Kenneth A.,, Sr.


Adjunct Faculty


PhD, Counselor Education and Supervision, St. Marys
M.ED, Education, Counseling, Boston U
BS, Occupational  Education, Southern Ill. U

Office Location

On Line

Office Hours


Daytime Phone


Other Phone



Semester Dates

Fall I, 2009

Class Days


Class Time


Credit Hours


Rathus, S.A., Nevid, J.S., Fichner, Rathus, L. (2005).  Human Sexuality: In a World of Diversity, 7th Edition. Boston, MA, Allyn and Bacon.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional 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:
The facilitator's educational philosophy is one that promotes self-directed learning and intrinsic motivation by each student.  As Adult Learners, it is the facilitator's belief that each student is taking this course voluntarily and that they want to be in the class, thus, resulting in an elevated level of interest and involvement in the discussions, homework, quizes and core assessment.  The facilitator uses the Socratic Method of Teaching that emphasizes critical thinking skills, through questioning and challenging the students assumptions and statements.  As such, rather than answering a students' question outright, the facilitator may pose a question back to the student, to generate more thought.  The facilitator believes in lively debate and scholarly banter in the classroom, but does not tolerate discussing topics other than the course material in the classroom.  For this reason there is a separate "break area" set up for students to carry on conversations unrelated to the classroom discussion.   As always, proper netiquette is required in all on line posts. 

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:

Each student will be assessed based on her/his involvement in the weekly discussions, homework, quizzes, projects and core assessment, with a proctored final exam being the final measure of the students ability to master the topic of Human Sexuality. 



  • The discussion posts weekly are important and each student is able to earn up to 20 points for the discussion posts.  In order to earn 20 points each week, the student's post must be scholarly, must integrate the text, presentations or other research into his/her initial post.  Additionally, there is a requirement for a separate discussion point, that the student will pose to the class, to generate critical thinking within the classroom. These discussion points must be scholarly, but can cover any topic associated with Human Sexuality. It is easiest to make a discussion point regarding something associated with the Lecture or Reading materials for the week.  Finally, each student is required to interact with peers in the classroom, and the minimum requirement is to respond to at least ONE of your peer's post. Again, these posts must be scholarly and be written to generate more discussion. 
  • There will be 4 quizzes that students will take and attempt to increase their level of understanding.  Each quiz is worth up to 25 points.  These quizzes will be set up to all each student unlimited access to them, in order to help them as they study the materials.  The final grade of the week for each quiz will be recorded and will be the grade earned for that quiz.
  • The Core assessment is outlined above and is worth up to 100 points.  This is an integrative project that requires each student to choose a topic, and conduct research as well as interview at least two  individuals regarding the topic.  The students' topic will be approved by the professor.  The Core Assessment must be written in APA format, using 3rd person language and proper citing/referencing throughout the document.
  • The final exam is worth  up to 100 points and must be taken with an approved proctor.  The students can take the exam on line during week 8, or can take the exam from those that are sent directly to the proctors. 

Calculation of Final Grades. Grades will be determined using the following scale. The grade represents a percentage of the total points introduction (10 points), response to discussion questions (80 points), providing a weekly discussion topic and response to a classmates’ (80 points), quizzes (100 points), final exam (100 points) and the paper (100 points):

A       =             90-100%

B       =             80-89%

C      =             70-79%

D      =             60-69%

F       =             below 60%

Late Submission of Course Materials:

This topic seems to be one that is most misunderstood throughout the term.  Late work will ONLY be accepted for legitimate emergency situations, such as a sudden illness, death in the family or other emergency.  Communication with the facililtator is required PRIOR to the deadline for the particular assignment to be considered for credit.  Reasons/excuses that are NOT accepted are the following:  "I was out of town and couldn't get to it", "My computer crashed" (hint, libraries have computers you can use), "I worked overtime and didn't have time to do my homework", "I deployed at the last minute and couldn't get my homework finished"(hint, most deployments are known ahead of time, unless you are special forces, or in another elite unit).  For legitimate emergencies, the facilitator will require documentation from the doctor, police, supervisor,  or other authority that was involved, aware of the emergency or treated the student. 

Late work that has not been approved will generally NOT be accepted. The facilitator will most likely ask the student to simply focus on current and future work, rather than trying to make something up that was late for a non-emergency related reasons.

Classroom Rules of Conduct:

On line rules of classroom conduct is important to understand. This is a college course, and as such discussions will be presented in a scholarly manner.  Students will refrain from using text message language, such as LOL, LMAO, etc.  Proper netiquette is required, which requires students to respect fellow peer points of view and perspective. With that said, disgreement and debate is encouraged. This particular course includes many controversial topics, such as gay marriage,  sexual paraphilias, and other topics that may generate polarized points of view. These differing points of view are encouraged to generate discussion.  However, if a student makes a claim about a topic as fact, evidence should be provided to support that claim. Evidence includes scholarly research that has been conducted, or other such materials that substantiate that claim. Any references that are given must be cited per APA format. 

Course Topic/Dates/Assignments:

See the weekly schedule at the beginning of each week to see the specific requirements for that week. However as a rule, your discussion posts/points/responses, along with the quizzes will be your primary grades throughout the course. Additionally, you will complete a Core Assessment and a Proctored 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 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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:7/24/2009 9:32:37 AM