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PS 309 Human Sexuality
Enloe, Joseph Mark


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

F1AA 2010 LC

Faculty

Enloe, Joseph Mark

Title

Senior Instructor

Degrees/Certificates

BSOE in Occupational Education
M.S. in School Psychology
Licensed Specialist in School Psychology

Office Location

Classroom

Office Hours

15 minutes prior to class.

Daytime Phone

210-289-7343

Other Phone

210-289-7343

E-Mail

Joseph.Enloe@park.edu

candm.enloe@yahoo.com

Semester Dates

16 August thru 10 October 2010

Class Days

----R--

Class Time

4:45 - 10:10 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:

Human Sexuality In a World of Diversity (2010), 8th Ed., Rathus
ISBN # 0205786065

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
The internet

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:
The instructor's educational philosophy is one of interactiveness based on readings, dialogues, examinations, internet, videos, special projects, and writings. The instructor will engage each learner in critical thinking situations to encourage the lively exploration of ideas, issues, and contradictions.

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:

1. Mid term and Final Exam (50%): Thursday of the 4th and 8th week respectively .

The 2 exams may be all of one of the following or a combination of each: multiple choice, matching, and essay questions. Each will count as 25% of your grade.

2. Weekly Log (20%): Each student must keep a weekly log (beginning with the first day of class). In this log, which must be typed when turned in, you must write your personal reactions to each night of class . Reactions will be recorded for those to the instructor, guest speaker, classmates' comments, and subject material. Your log will be kept confidential, and will not be seen by anyone other than yourself and the instructor (unless you show it to someone). Things you liked, disliked, agreed with, disagreed with, learned, and unlearned are all appropriate entries into your log. If a particular class brings up personal issues for you, you may share and react to that also. If you criticize a subject or point of view, offer a correction or reason for it, don't just make a negative comment. This will cause you to practice your critical thinking abilities.

           A comment (reaction) MUST be made for EVERY class meeting date. If you don't, Three (3) points per class date missing will be deducted from the final grade. If you miss a class, you must read the assigned chapters and react to them for your log entry. Reactions to the guest speakers must be done or you will lose 3 points per guest speaker missed. LENGTH IS VERY IMPORTANT! Each entry should be a minimum of 5 sentences! You must turn in both journals to receive any credit. The first journal is due the fourth week of class and the second on the last day of class.
 
3. Required Core Assessment (20%)

4. Participation and/or ABSENCES (10%): If you are absent you cannot participate and there are only 8 class meetings, therefore, you will lose 5 points (minus 10 maximum) for each class missed starting with the second absence even if it is an excused absence (excused absences require proper documentation). You may also lose points due to lack of participation in general (the instructor will let you know when your participation is lacking); this is a highly interactive class, please come ready to participate.

       

Grading:
 

Possible maximum score/points:
The final course grade will be determined using the following measurements.

100-92

 A (4.0 honor points)

Personal Logs (10 points each)

20%

91-82

 B (3.0 honor points)

Required Core Assessment

20%

81-72

 C (2.0 honor points)

Mid Term Examination

25%

71-62

 D (1.0 honor point)

Final Exam

25%

Below 62

 F (no honor points)

Participation 

10%

 

Late Submission of Course Materials:
Make-up and/or late submission of exams and assignments must be coordinated with the instructor. Make-ups are given only for excused absences only.

Classroom Rules of Conduct:
Regular attendance with on time arrival. Courtesy to listen to and respect others points of view. Demonstrate a desire to take an active part in the learning process by coming to class prepared to discuss material, ask questions, and share insights with the class. Students are expected to complete all assignments by the due dates and appear for scheduled examinations. It is the student's responsibility to inquire when something is unclear in the texts or lectures. Do Not expect the instructor to present all the assigned reading in class.  Reading is the student's responsibility: The instructor's responsibility is to clarify, emphasize, give examples, put the topics into context, lead class discussions, and bring in additional related material to support and supplement the assigned reading. Tests may include questions over material from the assigned reading that was not covered in class. A student who does not read and study the assigned readings will not be able to get a good grade in this class.

Course Topic/Dates/Assignments:

Week One                  Introductions & Chapters 1, 2, & 4

Week Two,                   Chapters 5 & 6

Week Three                 Chapters 7 & 8

Week Four                   Mid Term ExamJournal ONE Due  Turn in at the beginning of class; Chapters 9 & 10
 
Week Five                    Chapters 11 - 13

Week Six                      Chapters 14 - 16

Week Seven                Chapters 17 and 18 and Trip to Therapy Class

Week Eight                  FINAL EXAM        Journal TWO Due and Core Assessment Due

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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 .

Additional Information:
This is a highly interactive class and everyone is an "expert" on their own sexuality. Side conversations do occur and are allowed to a certain extent so that nervious energy and excitement can be released. The instructor will facilitate these events as they occur, but this classroom environment is a little more liberal than most of the classes you may be use to. Be assurred that the instructor will maintain a learning environment and that tolerance may be called for on your part.



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:7/22/2010 7:16:59 PM