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COURSE NAME: "Human Sexuality"
SEMESTER & YEAR: Summer Session II 2019

EMAIL: [email protected]
HOURS: MTWTH 1:30-3:20 PM

This course provides an overview of human sexual behavior from birth through adulthood. Sexuality is explored from historical, cultural, psychological, physiological, sociological and legal viewpoints. Some of the topics covered will include: Research methods in human sexuality, female/male anatomy, sexual behavior, gender, sexual orientation, love/marriage/mating, sexual disorders.

One of the best parts of my career is teaching and I have thoroughly enjoyed teaching Human Sexuality. This is one of my research areas and so I like sharing my expertise with students and learning from them about the many topics we cover. The idea of getting to do this at John Cabot this summer has really energized me. The overall topic of this course and the specific issues we will discuss are fascinating.  The lens through which we view these topics will be one of Psychological Science but there are also plenty of value-based opinions that we each have about some of these issues.  My goal is to establish a classroom climate where we can all have engaging discussions, each articulating her/his views on these matters, while maintaining respect for the diversity of opinions that exists.  Such open dialogue will help each of us evaluate and sharpen our own understanding of human sexuality.  


1) Student will achieve mastery of the methods, terms, and theories employed to investigate and explain the psychology of human sexuality.

2) Student will think critically and from several perspectives about sexuality.

3) Student will be a discerning consumer of information provided by media and by scholarship that pertains to human sexuality.

Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Our Sexuality (thirteenth Edition). Robert Crooks and Karla Baur Wadsworth/Cengage Learning.**  

Tests 2) Tests 40% There are five tests administered in this class: 1 = July 11 4 = August 1 Each will consist of 40 multiple-choice questions (worth 2 points each) covering material from class discussions and the text chapters. The professor will randomly choose one of the chapter review questions and the response to it (which had been previously collected) will be worth a potential 20 points. This makes for a possible 100 points on each test. Points will be deducted for tardiness on any of the chapter review questions. Each of your best 4 test performances will count as 10% of your final grade for a total of 40%. 2 = July 18 5 = August 9 3 = July 25 40%
Course Project/DebateEach student is assigned on day one to a group that will take a side (regardless of your own beliefs) to argue whether a particular statement is True or False. These are statements that could be supported or refuted, such as: A > Friends with benefits are healthy and should be encouraged. B > Children who identify as Transgender should be allowed to take puberty-blocking drugs. C > Pornography has a positive impact on human sexuality. The BEST evidence here is quality science (empirical socio-behavioral studies). You will want to address the strengths (methods, quality of scholars/institutions) of studies you find. I realize that the amount of research you find will depend, in part, on which debate you are assigned. You are allowed to address values perspectives as well but only do this once you have exhausted your use of science. You will NOT want to have group members simply read from a card for this is not an effective form of public speaking. No tech is allowed other than hand-held objects (numbers, photos, etc…). Time is a major resource here so make sure you use it wisely. Please think about presentation style as well. Each student will complete a confidential (only Ed sees it) evaluation of other group members’ contribution. Based on the patterns evidenced here, members of the same group may receive different grades. 30%
Immersion into Material It is important that we engage with this material in various creative ways. This is not difficult since issues of human sexuality are ubiquitous for those living in this time and place. You must complete one in each category to receive the full 20 points. You submit these in the order you wish but you must turn in one before each test date. Community Activity (6 points) = Attend one of several relevant campus or community activities. Think broadly here for these could be visits to museums that have relevant exhibits, presentations, films, plays, etc.. Attend the event and then write a brief (1-2 page) reflection of the experience - making any relevant connections to class material and including your reactions and insights. Video (4 points) = Send me appropriate brief (no more than 5 minutes) videos to be shown (possibly) in class. Should relate to specific material covered. Include in the body of your email your thoughts about the video and why you chose to send it. Keep a copy/link until you get an acknowledgment from me in case there are technical difficulties encountered. Please do not just send a talking head video (like a TED Talk) that we could easily recreate in class ourselves. Best if it is more creative (snippet from a movie) or involves something we could not replicate (distant cultures, children, elders, etc..). Song (4 points) = Email me a recoding (link) to a song that addresses a topic we will discuss. Could even be just a phrase from the song. Include in the body of your email your thoughts about the song and why you chose to send it. News Item (6 points) = Email me a copy of a news item from 2018/19 and your reflections (1-2 pages) on the topic. Include reference to course material. Venue may be any media source - paper, blog, etc. - that covers current events. 20%
Class Participation It is imperative that students come to class ready to engage in discussion for it is student energy that drives this course.10%

AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.


Monday, July 8

            Orientation to Class


Tuesday, July 9

            Perspectives on Sexuality.  Please read chapter 1 of the text.

            Sex Research:  Methods and Problems.  Please read chapter 2 of the text.

                        Chapter question response for either chapter 1 or 2 (not both; you choose)

Wednesday, July 10

            Female and Male Sexual Anatomy/Physiology.  Please read chapters 3 and 4.

                        Chapter question response for either chapter 3 or 4 (not both; you choose)

Thursday, July 10

            Test 1 (1:30-2:30) then class discussion.

Monday, July 15 

            Sexual Arousal and Response. Please read chapter 6 of the text.

Tuesday, July 16                                   

            Gender Issues. Please read chapter 5 of the text.                                  

Wednesday, July 17

            Love and Communication in Intimate Relationships. Please read chapter 7.                

Thursday, July 18

            Test 2 (1:30-2:30) then First Debate.

Monday, July 22

            Sexual Behaviors. Please read chapter 8 of the text.                                                      

Tuesday, July 23

            Sexual Orientations. Please read chapter 9 of the text.                                    

Wednesday, July 24

            Contraception. Please read chapter 10 of the text.

            Conceiving Children:  Process and Choice. Please read chapter 11 of text.

                        Chapter question response for either chapter 10 or 11 (not both; you choose)

Thursday, July 25                                                                                                                

            Test 3 (1:30-2:30) then Second Debate.

Monday, July 29

            Sexuality During Childhood and Adolescence. Please read chapter 12.              

Tuesday, July 30                                                                                         

            Sexuality and the Adult Years. Please read chapter 13 of the text.

Wednesday, July 31

             Sexually Transmitted Infections. Please read chapter 15 of the text.

Thursday, August 1

            Test 4 (1:30-2:30) then Third Debate.

Monday, August 5

            Atypical Sexual Behavior. Please read chapter 16 of the text.                

Tuesday, August 6

            Sexual Difficulties and Solutions. Please read chapter 14.                               


Wednesday, August 7

            Sexual Coercion.  Please read chapter 17 of the text.

Thursday, August 8

            Fourth Debate and then discuss Sex for Sale.  Please read chapter 18.                                                   

Friday, August 9

            Test 5