PS309 Human Sexuality

for S2T 2010

Printer Friendly

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


S2T 2010 DLC


Fleming, Latasha


Adjunct Faculty


B.S. Human Services/Criminal Justice
M.S. Psychology

Office Location


Office Hours

Anytime After 1pm (EST)

Daytime Phone

407 288 7155


Semester Dates

Spring 2

Class Days


Class Time


Credit Hours



Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2007). Human sexuality: In a world of diversity 7th editionBoston,  MA: Allyn & 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.
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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

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 passion is education. There is nothing average about my approach. As an educator I see myself as a facilitator of learning more than a dispenser of knowledge. I personally appreciate and like the role of facilitator. As a facilitator, I am not in control of the learners success, they are. However, I provide tools and information that will assist them in understanding their role and how they can apply what they learn. As a dispenser of knowledge I give learners new information and ways of handling that information for the purposes of life application. I also see myself as a motivator and a leader. As a motivator, I inspire learners to reach their goals, believe in themselves and critically think with the new information they acquire. As a leader, I set the example by being a life-long learner.

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:

This is an online course using the eCollege online classroom. Successfully completing this course will require weekly participation in the following activities and completion of:

            1. Week 1 Introduction                                                                                  10 points

            2. Weekly response to discussion question (10 points weekly)                     80 points

            3. Providing weekly discussion point and responding to a

    Classmates’ discussion point (10 points weekly)                                      80 points

4. Quiz in week 2, 4, 6, 7 (25 points each)                                                  100 points

5. Core Assignment                                                                                        100 points

6. Final exam                                                                                                  100 points


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:

Late Submission of Course Materials:

A) Due dates are firm! It is REQUIRED that your Unit classroom discussions, responses and replies to other learners be completed AND posted DURING THE WEEK THAT THE UNIT IS CURRENT. Although you may enter any of the Units at any time during the course, it is imperative that you stay up to date with the discussion for the current Unit each week. Most learners find it helpful to log into the course early in the week and then check back several times a week in order to participate in ongoing discussions in the Courseroom.

Because your responses may act as a catalyst for additional discussion, it's important that writers are reflective and constructive in each response. As in any form of communication, comments should be content relevant and appropriate in tone. Whenever possible, please try to relate the course content to your professional or personal experiences.

B) Once we all get on the same page after Drop/Add and textbooks, you should notify me prior to the due date in order to receive an extension. If you contact me prior to a due date, I will work with you to establish another deadline. To foster an interactive academic environment, learners are expected to communicate in a respective and constructive manner, and actively participate in assigned discussions (reference participation requirements outlined in student handbook). Make sure that your responses are clear and succinct to decrease misinterpretation and counterproductive communication in the learning environment. Although some discussions can get heated or conversational in nature, students are expected to maintain professionalism at all times in any and all correspondence. Basic respect must be maintained at all times. These discussions provide a lot of the information upon which the course learning is drawn. Ensure that your posts are reviewed to ensure that they don’t convey the wrong message (written words often don’t express tone or mood well).

Classroom Rules of Conduct:

How much to Post

A) For the Discussions: “construct 1 main post that answers all the parts of the questions. Each discussion post should be at least one paragraph which consist of five sentences. “The other points come from your responses to others. Just saying "I agree" or "good post is not a substantive post." When responding to weekly assignments, remember that it is important to thoroughly analyze questions to provide meaningful answers. Your main response to discussion questions and peer comments should be at least one paragraph, succinct and clearly written to inform and engage the reader.

The responses to others does not have to be a paragraph. It should at least be more than one sentence.


For the homework: “I am looking for a submission that provides evidence that you have truly contemplated the question. Your homework should be proofread of misspelled words, grammar, citations, and references. When using other's work, please cite and reference the work to avoid plagiarism. Plagiarism is the act of claiming credit for another's work, accomplishments, or ideas without appropriate acknowledgement of the source of the information by including in-text citations and references. Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation. Every act of plagiarism, no matter the severity, must be reported to Park University administration.

Course Topic/Dates/Assignments:

Each week you will have regular learning activities:

Readings – Textbook and supplemental

Websites - Visit specific weekly topical websites

Discussions - Respond at least once to a topic for that week, post a discussion point and post a response to someone else post.

Quizzes - Complete the quizzes in week 2, 4, 6 and 7.
Core Assessent - Complete in week 8

Exams - Complete the final exam in week 8.

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 2009-2010 Undergraduate Catalog Page 92

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: .

My name is Latasha Fleming. I have a Bachelor of Science from Springfield College in Human Service; specialization in Criminal Justice. I also have a Master of Science in Psychology from Capella University. I am currently working on my Ph. D in Psychology with an anticipation graduation date of September 2009. I am also in “ABD” status towards my Ph. D program. “ABD” stands for “All But Dissertation.” Meaning, I have completed everything in my Ph. D program, except for my Dissertation. I have been in school since 2001 non-stop. In the near future, I will be starting a Certificate program in Criminal Justice so I will be able to teach Criminal Justices courses at Universities and Community Colleges. I am currently teaching at several different universities online and I have my own businesses as a Notary Public, and Merchant Processor. After obtaining my Ph. D, I plan to continue teaching at Colleges and Universities and continue to maintain the businesses that I do have.

           My interest is in Psychology, Forensics, and Real Estate. I also would love to work with the deceased in a funeral home as a Mortician or as a Forensic Pathologist (Medical Examiner).

Professor Fleming


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 


This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:3/8/2010 11:54:04 AM