Examines sexuality as a component of our personalities, an aspect of our behavior, and an element in our environment. Considers how elements of sexuality interact with other aspects of our thought and behavior, and the role of sexuality in normal and abnormal development across the lifespan.
To fulfill the catalog description. Specific objectives are outlined in the course calendar.
1. Answer all reasonable questions about the birds and the bees.
2. Discuss psychological, social, and theological issues relating to sexuality from an accurate and broad information base.
3. Make decisions about sexual expression which demonstrate sensitivity to the human experience.
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| Readings
Chapters 1-2 |
Academic sex: Know the contributions of the key researchers
in sexuality
Assess the ethical character of research methods in sexuality Compare representative cross-cultural views of sexuality Evaluate selection and use of research results |
1/13, 18 |
| Readings
Chapters 4-5 |
Parts is parts: Know the structure and functions of the
sexual organs of men and women
Understand the health benefits of various forms of self-examination Assess the controversies about male and female circumcision Evaluate the conflicting claims about PMS |
1/20, 25, 27 |
| Chapter 7 | Parts in action: Compare two models of human sexual response
Compare the sexual response cycles and dysfunctions of men and women Predict the effects of hormones and of aging on sexual response Explain what is disordered in the response cycle of so-called sexual addicts. |
2/1, 3 |
| Chapter 6 | Us and them: Know the causes and effects of various forms
of intersexuality
Explain the development of sexual differentiation Compare different theories of gender role development Evaluate the role of the brain in gender differences |
2/8, 10 |
| Chapter 12-13 | All my life: Identify the typical characteristics of sexuality at each stage of life | 2/15 |
| Chapter 3 | Star wars: Develop a script connecting love, communication,
and sexuality
Evaluate the predicted effects of infidelity in a marriage |
2/17, 22 |
| Chapters 1-7, 12-13 | First Examination | 2/24 |
| Reading handout
Chapter 18 |
What's love got to do with it? Explain the sources of
sexual values in individuals and societies
Know the sexual interests and expression of people with disabilities Identify the key components of successful sex education |
3/7, 9 |
| Chapter 9 | Havin' my baby: Assess the ethical issues surrounding fertility, infertility, and pregnancy | 3/14 |
| Chapter 8 | Can't we all just get along? Develop a thorough understanding
of the abortion controversy
Assess the advantages and disadvantages of the various forms of birth control |
3/16, 21 |
| Chapter 10 | ...about the 50 ways? Understand the range of typical
heterosexual behaviors
Evaluate attitudes toward various sexual behaviors |
3/23, 28 |
| Chapter 11
Stott |
Is the homosexual my neighbor? Know the terminology of
gender orientation
Evaluate various attitudes toward causes and effects of same-sex gender orientation |
3/30, 4/4 |
| Chapter 15 | Different strokes? Know about sexual variations, gender identity disorders, and paraphilias | 4/6, 11 |
| Chapter 17 | "...but I know it when I see it." Define pornography and distinguish it from art | 4/13 |
| Chapter 16 | "It depends on what the meaning of the word is is." Compare the legal, social, and popular definitions of rape and sexual harrassment | 4/18 |
| Chapter 14 | Ouch! Outline the causes, preventions, and treatments of STDs and disorders of the sex organs | 4/20 |
| Chapters 8-11, 14-18 | Second examination | 4/25 |
| All | Class discussion | 5/3 |
1. Read the books and Web materials as assigned in the calendar, keeping ahead of the class topics. That is, read the assignments before the class meeting. Once a quiz is given on a reading assignment, the reading credit may not be made up.
Use your reading to contribute to class discussion. Expect in-class writing assignments and quizzes and electronically-posed questions to draw on your reading much more than on class material. You may expect a quiz or in-class writing assignment weekly. .................15%
2. Two examinations:
Examination 2, April 25.....................................20%
3. Term project ........................20%
Research the topic thoroughly, finding and using at least 20 relevant scholarly sources. Present your findings in a scholarly fashion:
Due: 18 April
I intend for the class to have ongoing discussion through electronic means during the semester. The main channel is to be the shared folder set up in Groupwise. Alternatively, you may use direct e-mail on occasion. I prefer the folder, since that permits everyone to benefit from your wisdom and experience.
Electronic discussion is designed to continue class discussions after meeting times, to raise issues that have come up in your readings, conversations, or thinking, and to give a voice to people who do not have the opportunity to speak in class.
For each substantive contribution you make in electronic discussion, I will record 1/2 point toward your final grade, up to a maximum of five points. Check the discussion folder at least twice per week.
5. Class projects will be assigned several times throughout the semester. Sometimes they will be assigned in class, and sometimes by e-mail or in the course newsletter. These will involve additional research and reading, small group discussions, interviews, and conversational reports. You will not be required to compromise your values or your confidences. Your participation and reports on these projects will be worth 20%.
Student Projects
Child Abuse, a PowerPoint presentation by Jodi Stiegelmeyer, investigates the causes of child abuse and the effects on both the victims and the perpetrators. A sensitive and balanced treatment.
Endometriosis, a PowerPoint presentation by Allissa Barnett, covers the various ways this disorder is manifested and the disruption it produces in people's lives. Includes case study material.
Etiology of homosexuality, a PowerPoint presentation by Bethany McIntyre, presents and evaluates the different theories for the sources of homosexual orientations. Like the published research, her presentation focuses on the etiology of male homosexuality.
Transsexualism, a PowerPoint presentation by Kari Whitaker. It deals with the reasons people consider sex-change surgery, the research about the outcomes of a sex change, and the reactions of family and friends of people who undergo a change in gender.
Narcolepsy, a sleeping disorder, is explained in this Website by course students Gregory Bayse and Lori Scott. This is a good sample of a Web page developed for a course project.
SIECUS is the Sexuality Information and Education Council of the United States. This site has a great deal of useful information, but offers a particular bias. Discern.
AASECT is the American Association of Sex Educators, Counselors, and Therapists. If the direct link to the left is blocked, try this intermediate link: Braveman.
Internet Mental Health website. This site does not have information on sexual disorders, but it does provide helpful models of sound website design in the field of psychology.
Human genetics of sexual differentiation are surveyed in this NIH site, with links to the latest information in this rapidly-developing field.
When you get to the Discussion group icon, it chould have a receiving hand over a folder icon. If it doesn't, please let me know.
To post a message to the Discussion group, click on the icon, then click File...New...Discussion. That will open a dialog box, and you can send an e-mail as usual.
Remember that items you post to the discussion group may be read by any member of the class, including the teacher. However, nobody else has access to your musings.
| 1/13 | 1/18 | 1/20 | 1/25 | 1/27 | 2/1 |
| 2/3 | 2/8 | 2/10 | 2/15 | 2/17 | 2/22 |
| 2/24 | 3/7 | 3/9 | 3/14 | 3/16 | 3/21 |
| 3/23 | 3/28 | 3/30 | 4/4 | 4/6 | 4/11 |
| 4/13 | 4/18 | 4/20 | 4/25 | 5/2 |
First posted 8 January, 1998. Last update 7 January, 2000. Copyright Paul D. Young