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This page includes some main points taken from the course syllabus for PY 310. A printed copy of the complete syllabus is distributed during the first class period. If you need an extra copy, contact your instructor.
You should also receive a copy of the Schedule of Classes and Assignments, that explains all of the reading assignments.
Course Materials
TEXTBOOK: Gary F. Kelly (2008), Sexuality Today (9th edition-2008), published by McGraw-Hill.
The text is accompanied by SexSource Online that has been developed for use with the text. You will find a number in the Preface that you may use to register for this material. It includes video clips for each chapter, some interactivities, and sample quizzes for each each chapter. Some of these materials will be assigned as an integral part of the course, and will be included in testing. The sample quizzes are for your own use.
Course Goals
To offer a broad view of human sexuality from multidisciplinary perspectives: the psychological, biological, sociological, and anthropological.
To survey the history of sexuality research and the development of western social attitudes toward sexuality from the mid-nineteenth century to the present.
To introduce fundamental techniques for the study of human sexual attitudes and behaviors.
To understand human sexual anatomy, response, motivations, variations, reproduction, and basic sexological vocabulary.
To explore gender differences and similarities from a variety of perspectives, with attention given to both biological and social-environmental theories concerning the origins of these differences.
To understand the role of sexuality in society and culture, as well as in the context of various human relationships, including the confusion and misunderstanding that may develop cross-culturally because of differing value codes and mores.
To analyze contemporary issues surrounding the politicization of sex and sexuality, and their impact on society and individuals.
To explore current and emerging theories and controversies regarding gender identity, sexual orientation, and the treatment approaches for sexual dysfunctions and other sexual problems.
To introduce some of the complex political, media-related, and ethical issues relating to human sexuality.
To evaluate the role of the entertainment media and advertising in promulgating certain attitudes and values about sexuality in order to maintain social codes and influence consumers.
To provide opportunities to understand and clarify one’s own personal values and expectations regarding sexuality.
Course Policies
GRADING:
3 Hourly Examinations = 45% of final grade
Final examination (40% cumulative, 60% on Chapters 15-18) = 20%
Quizzes (lowest grade dropped), participation = 20%
Written assignments (see below) = 15%
Note: Excessive absences will result in a lowered grade in the course.
WRITTEN ASSIGNMENTS will be of 2 types:
1. Pass-Fail Exercises: You will be given several P/F written assignments that do not lend themselves to actual grading. The P or F will be based largely on whether the assignment is taken seriously and turned in on schedule. The number passed will be added at the end to produce a score. (See printed syllabus for details).
2. A Critical Review: During the semester, opportunities will be mentioned for students to view a film, performance, or lecture with some sex-related theme. These will be outside the regular class meeting times. Guest lecturers sometimes visit one of the local campuses to speak on some sex-related issue. I will inform you of such opportunities on a regular basis. Please let me know if you become aware of potentially appropriate events of this sort. You should plan to write a review of one film, performance, or lecture during the semester, of not more than two single-spaced pages. The final deadline for handing in the review without penalty will be March 10. It will be appreciated if they are received earlier than this final date, and it is suggested that you write the review as soon as possible after attending the film or lecture, so that your ideas and impressions will be fresh and cogent. Using a video of a favorite movie will generally not be considered acceptable, although you may discuss potential alternatives with me.
SELF-EVALUATIONS/ SURVEYS/ PRIVACY: Some self-evaluative questionnaires and activities in the text, along with survey questionnaires, may occasionally be used and discussed in class. You will determine your willingness to participate in any activity, and any personal information would only be gathered anonymously. You should never divulge any information that might make you uncomfortable or violate your privacy. In discussions or written material, you should also be cautious not to violate the privacy of others who might be able to be identified.
ATTENDANCE in class is expected on a regular basis. Attendance is recorded from a seating chart, and considered in final grade determination. You should discuss making up of missed work or tests as early as possible with me. There is no guarantee that missed work can be made up, but I attempt to make reasonable decisions in these matters.
NOTE ON CLASSROOM RESPECTFULNESS
I endeavor to be respectful and caring toward my students in every way I can, by being well prepared for my classes, listening carefully to your comments and questions in class, giving you my full attention when we are talking, and trying to be careful not to embarrass you. I expect that respectful attitude to go both ways, and almost always it does. However, I want you to understant that I find it distracting, annoying, and disrespectful when students carry on conversations during class, whether verbally between people (except for occasional words in passing), or through text messaging. If you are expecting an important message about an interview, family emergency, or other event, please let me know before class begins, and I will understand if you must leave the room or watch your phone. Otherwise, please put your electronic communications devices away! Thank you--much appreciated.
RECORDS OF PARTICIPATION IN ONLINE DISCUSSIONS will also be kept and considered in grading. Refer to the Discussion Area on this website for more information. You are expected to have a minimum of 4 postings during the semester on the website discussion area.
ACCOMMODATIVE NEEDS: Students with a disability that requires any sort of accommodation should contact me within the first two weeks of classes. Accommodations are generally made available only to those who have documentation for a disability on file in the Office of Accommodative Services. For more information, contact the Office of Accommodative Services, in the Student Development Center, telephone: 268-7643
VIOLATIONS OF ACADEMIC INTEGRITY, in the form of cheating on quizzes or examinations, plagiarism of published materials, representing someone else’s work as one’s own, or other forms of academic dishonesty will be referred to the University’s Academic Integrity Committee for a hearing and action, unless I decide to handle the situation one-to-one with the student(s) involved. Any action taken will be reported to the Academic Integrity Committee, and may be appealed to that committee.
Course Term
From January 8, 2009 To May 1, 2009
Sessions:
Introductory Session
From January 07, 2010 To January 07, 2010
What attitude changes have led to our "Culture Wars" about sexuality? How does culture affect sexuality?
From January 12, 2010 To January 12, 2010
Significant landmarks in the history of sex research; forms and methodologies of sex research; procedural problems and ethical issues
From January 14, 2010 To January 14, 2010
Sexual anatomy and physiology of females; the menstrual cycle; menopause & HRT
From January 19, 2010 To January 19, 2010
Sexual anatomy and physiology of males. Is there a male menopause? How are male and female sexuality viewed differently?
From January 21, 2010 To January 21, 2010
Models of Sexual Arousal & Response: What turns us on? How does the body respond when it is turned on? Do women ejaculate? How does aging affect sexual response?
From January 26, 2010 To January 26, 2010
Sexual Differentiation and Gender: What separates the males from the females? Are there more than 2 sexes? What is learned about gender identity from transsexualism? What models explain masculinity and femininity?
From January 28, 2010 To January 28, 2010
What theories have attempted to explain the development of gender roles? How do females and males fare in schools and the workplace, and what is feminism?
From February 02, 2010 To February 02, 2010
Examination on Chapters 1 - 5
From February 04, 2010 To February 04, 2010
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