PSYCH 0818
Human Sexuality
Fall, 2013
Instructor: Keith Cetera, Ph.D.
Email:
Office: Please see me to schedule appt.
Phone/FAX: TBA
mailbox: TBA
When: OnlineWhere: Blackboard
Overview
Sex is a personal matter, and as such, it is all too easy to never ask a question, to never participate, to avoid expressing opinions, and even easier to skip classes. Whether the topic is oral sex or homosexuality, masturbation or AIDS, we all at some time must wrestle with our comfort zone feelings of ease and unease. You should be aware that an honest objective discussion of human sexuality necessitates candid discussion and candid use of language. At times we will be most explicit. Sometimes we will touch upon topics that will surely make you cringe, and surely make you uncomfortable. That is the price of learning to be objective. Sexuality is a topic of ease and unease, excitement and mystery. Whether the topic is orgasm, sexual coercion, sexual abuse, or sexual harassment, we at times must look at the dark side, the unpleasant side, and even sides we’ve never heard of, less ever dreamt of. Many of us have strong feelings and strong values and beliefs that are generated by our family, moral, and religious upbringing. Some of these values and beliefs may be challenged, while others may be strengthened during your study of human sexuality. If you have a strong discomfort around candid language, and discussing sexual variations and practices, then this course will most certainly challenge you, and in fact may not even be for you. You should consider this before enrolling in this course. The good news is coming to terms with your sexuality can lead to greater personal understanding and greater personal sexual growth and development. You can do a few things to make your experience in this course more meaningful to yourself and others.
Instructor's Goals for Students:
Our sexuality is a core part of being human. We often think about sexualities in terms of the physical and reproductive aspects of sex. However, our sexuality is complex and dynamic. This course will address this dynamic complexity as we explore the physical, psychological, relational, and cultural aspects of sexualities. The overall goal of this course is to broaden your perspective of human sexualities, and thereby deepen your understanding and awareness of your own sexuality and the many influences on this essential part of yourself.
1)To understand, and appreciate the complexity and diversity of human sexualities and the interdependent nature of biological, psychological and social aspects of human sexualities.
2)To learn and understand the basic theoretical issues and methodological challenges in studying human sexualities.
3)To ask intelligent questions and be a critical thinker about human sexualities.
4)To read and form educated opinions on contemporary issues about sexualities.
5)To become a critical consumer of research and literature about human sexualities.
6)To learn about local community and national resources addressing human sexualities.
7)To learn to talk about sexualities with greater openness and respect for oneself and others.
8)To gain insight and perspective about one’s own sexuality.
Warning: This course includes detailed information, readings, and videos about explicit topics. It covers not just consensual long-term heterosexual relationships, but also short-term affairs, infidelity, and jealousy; sexual harassment, stalking, coercion, and rape; sexual anatomy and physiology; masturbation, oral sex, and anal sex; conception, pregnancy, and birth; sex in other species with strange mating systems; sex in other cultures that practice polygyny, polyandry, or sexual slavery; sexually-transmitted infections; pornography and prostitution; gay and lesbian sex; and unusual sexual preferences. If you are not comfortable learning about these topics in an open-minded scientific way, this may not be the right course for you.
This course presents some striking new theories and data about sex, which is
one of the most emotionally-charged, controversial areas of human behavior, culture, and morality. Sometimes, the behaviors, data, or theories that we learn about may upset you in some way. This can mean a couple of things. Perhaps the course material is pushing your intellectual boundaries, leading you to question received wisdom, making you confront your biases and assumptions, clarifying conflicts between different ideological positions, or broadening your imagination. All of these are good things that I want to promote – they are the very purpose of a liberal arts education at a university. Or, perhaps I have presented the course material in an insensitive and upsetting way that needs to be acknowledged and changed. This is a bad thing that I want to avoid. To know when I am broadening your minds versus needlessly upsetting your emotions, I need your honest feedback, both positive and negative. If you are genuinely offended or upset by my presentation of any of the coursecontent, please talk to me in my office hours, call, or email me, and we’ll try to resolvethings positively. The suggested videos to watch and analyze are mostly rated R, because mostgood adult dramas that portray evolutionarily relevant behaviors usually include somesex, violence, and strong language. Please try to remember that the more emotionallyintense a human behavior is, the more important it is to understand scientifically –especially if we want to improve our lives and our society.
Textbook
The textbook for the course is by Roger R. Hock, Human Sexuality 3/e
You should be able to purchase the textbook at the TU bookstore or online. Do not buy or use the first edition, because you will miss out on the most current research updates and information. However, if you find a used 2nd edition, you should be fine. Look for:
Human Sexuality Hardcover, 3e Hock, Roger R.
ISBN-10: 0205208371
ISBN-13: 978-0205208371
Additional Readings
Additional assigned readings, videos and radio programs are noted in the syllabus. These will be the source of a number of individual and in-class assignments as well as class discussions. Your class participation grade will reflect your diligence in completing these assignments. All articles and rubrics will be posted on Blackboard.
Final grades will be determined as follows:
93.00% to 100% / A / 73.00% to 76.99% / C90.00% to 92.99% / A- / 70.00% to 72.99% / C-
87.00% to 89.99% / B+ / 67.00% to 69.99% / D+
83.00% to 86.99% / B / 63.00% to 66.99% / D
80.00% to 82.99% / B- / 60.00% to 62.99% / D-
77.00% to 79.99% / C+ / Below 60.00% / F
How does the course work?
1)Blackboard Threads:Each week I will compose an original post/thread on the discussion board in Blackboard typically referring to the chapter, video, or reading that is assigned each week. During the week, you will have the opportunity to reply directly to my post or to another classmate’s post. While there is no length requirement or restriction, I’m more interested in quality and that you follow the grading rubric below. Blackboard threads will be worth up to a total of 25% of your total grade.
- Approximate 20 point post includes posts that have: thoughtful commentary that specifically includes references and/or discussion to the reading, video, and module material; personal connections when relevant; introduces new ideas and questions; and/or thoroughly addresses the topic. Post was on-time, includes at least the minimum word count, and is spelling/grammatically correct.
- Approximate 10 point post includes posts that have: reference to some type of course material, some personal reference but maybe not clearly connected to course material or topic, and/or thoroughly addresses the topic. Post was on-time, includes the minimum word count, and contains a minimal number of spelling/grammar errors.
- 0 point post includes incorrect or partial posts, no reference to relevant material, irrelevant ideas, frequent spelling/grammar errors, was not posted on-time, and/or no post.
ONLINE ETIQUETTE:
A few words about communication and online discussion are in order. As you can imagine, some conversations easily become emotional, especially if we touch on people's deeply held beliefs. Unfortunately, online posting can mislead one into thinking that cyberspace is an "anything goes" kind of forum. This isn't the case. Civil interaction is as much expected here as in the "traditional" classroom. Do not copy and paste any of the comments on the message board to any social media websites (Facebook, twitter, etc.). Below I provide some guidelines for communicating more effectively online. I will deduct points from posts that violate the spirit of these suggestions. IF I DEEM THE COMMENTS ESPECIALLY OFFENSIVE YOU WILL RECEIVE A FAILING GRADE AND DROPPED FROM THE COURSE.
Keep in mind:
· There will be disagreement and this is good, otherwise we will be bored.
· Disagreement can be very constructive; it encourages us to reconsider our own positions and either recommit, expand, or discard them.
· I must at all times hear/see you debating the IDEA and not making a personal attack on an individual. Note that this is a skill to learn like any other – how to debate and get your point heard.
· Personal insults and attacks impede the development of critical thought. Avoid "you" statements, which can be more easily interpreted as accusations ("you don't know what you're talking about", "the problem is people like you," etc., etc.). Try, instead, to use "I" statements ("I disagree with your position on "X" or "I find that Durkheim was actually saying blah…").
· In addition, people have to be given the benefit of the doubt on occasion. Because this is an online class and we cannot see each other's facial expressions or hear the tone in our voices, it is important to clarify issues that are confusing. Before jumping to a conclusion and putting words in someone's mouth, ask them to clarify their point. And if someone asks you to restate your opinion, do not be afraid to restate it.
· Finally, I will be most impressed with individuals who can incorporate course materials into their posts. A key skill you should leave college with is the ability to support your positions; this online forum is an appropriate place to hone this skill. Refer to readings and module material to support your points.
2.Reaction Papers: Each week by 11:00pm Sunday night, you will be expected to email me a one-page reaction paper to an assigned chapter, video, or reading. Each week I may post a link to a video on YouTube, a link to a website, article, or topic covered in the chapter. I will tell you each week what the reaction paper topic is on. The one-page reaction paper incorporates my understanding that you read or viewed the assigned material and also can provide a comprehensive, personal reaction to the material. Assignments will not be accepted after Sunday night 11:00pm. You will receive a 0 if no paper is emailed to me. The paper does not need to have a cover, abstract, or bibliography. Simply put your name, date, and topic at the top of the paper and email it to Each reaction paper will be worth a total of 100 points. 13 Reaction Papers will be worth up to a total of 35% of your final grade.
3.2 tests: Throughout the semester I will post 2 tests. These tests are open-book and I expect you to use the textbook to find the answers. You will need to open the test that is posted and complete it with your name/date and email it to me by the due date. Each test will be worth a total of 10% of your final grade.
4.Research Paper: One research paper will be due by Nov.12th . This research paper will be 5-7 pages and will be on a topic in human sexuality of your choice. A minimum of 3 journal articles from the last 5 years will be required. The paper will be need to be in APA format and will not need an abstract. If you have any questions in regards to the topics or need any advice or suggestions, please let me know in advance. This research paper is designed to allow you to have absolute freedom on the topic of your choice (as long as it pertains to human sexuality). If you are unsure, please check with me first prior to turning in your final paper. However, think outside the box and hopefully you will find something new in the field of human sexuality! The grading rubric for this assignment is listed on this syllabus. The research paper will be worth a total of 20% of your final grade.
Please note: This schedule is approximate and may be changed to accommodate new learning opportunities or other circumstances as the semester progresses. Watch the class Bb site for updates.
Week of Aug.26th
Syllabus Review
Please review this syllabus in its entirety and ask me if you have any questions regarding the assignments or expectations.
Human Sexuality Assessment/Sex IQ
As an introduction to the topics covered in the textbook and during the semester, please answer True/False to the document “Human Sexuality Assessment”. I will attach the document “Test your Sex IQ” in blackboard. Please complete on your own during week 1. This document does not need to be emailed to me, this is for your own knowledge.
One-Page Assignment (Reaction Paper #0)
Due Date: Emailed by Sunday Sept.1st 11:00pm
Please answer the following questions. Times New Roman, 12-pt font, Name at top etc.
- What do you hope to learn from completing this course?
- How would you describe your own view of human sexuality?
- Do you have any concerns or fears in discussing topics in human sexuality?
Week of Sept 2nd
Chapter 1 – Studying Human Sexuality
Reaction Paper #1
Blackboard Thread
Week of Sept 9th
Chapter 2 – Sexual Anatomy
Reaction Paper #2
Blackboard Thread
Week of Sept 16th
Chapter 3 – The Physiology of Human Sexual Responding
Reaction Paper #3
Blackboard Thread
Week of Sept 23th
Chapter 4 – Love, Intimacy, and Sexual Communication
Reaction Paper #4
Blackboard Thread
Week of Sept 30th
Chapter 5 – Contraception
Reaction Paper #5
Blackboard Thread
Week of Oct 7th
Chapter 6 –Sexual Behaviors
Reaction Paper #6
Blackboard Thread
Exam 1
Week of Oct 14th
Chapter 7 – Sexual Problems & Solutions
Reaction Paper #7
Blackboard Thread
Week of Oct 21st
Chapter 8 – STD/STI
Reaction Paper #8
Blackboard Thread
Week of Oct 28th
Chapter 10 – Gender: Expectations, Roles, and Behaviors
Reaction Paper #9
Blackboard Thread
Week of Nov 4th
Chapter 11 – Sexual Orientation
Reaction Paper #10
Blackboard Thread
Week of Nov 11th
Chapter 13 – Sexual Aggression and Violence
Reaction Paper #11
Blackboard Thread
Week of Nov 18th
Chapter 14 – Paraphilias: Atypical Sexual Behaviors
Chapter 15 – The Sexual Marketplace: Prostitution & Pornography
Reaction Paper #12
Blackboard Thread
Week of Nov 25th Thanksgiving Break
No Assignments!
Thursday Dec 4th > Study Days
Final Exam TBD.
Grading Breakdown: The grading breakdown is listed as:
Assignment / GradeBlackboard Threads / 25%
Test 1 / 10%
Test 2 / 10%
Reaction Papers / 35%
Final/Research Paper / 20%
100%
Student Psychological Services:
While participating in this course, it is not uncommon for students to find that certain topics have personal relevance, either for themselves or for others close to them. It is important for all regularly enrolled students to know that they are eligible for confidential services at no charge from Tuttleman Counseling Services:
Tuttleman Counseling Services for Main Campus
1810 Liacouras Walk (5th floor)
Philadelphia, PA 19122
Telephone: (215) 204-7276
Hours:
Mon thru Fri, 8:30 AM TO 5:00 PM
Walk-In Clinic, Mon - Fri, 10 AM to 2 PM
Other Important Considerations:
- Plagiarism and Cheating: It is very important to be aware that all assignments are expected to be entirely your own work. The instructor reserves the right to refer any cases of cheating or plagiarism to the University Disciplinary committee, as well as to assign a grade of zero to any such assignment or exam. Please refer to your University Bulletin for Temple’s policies on Academic Honesty and Integrity.
- Electronics: Please turn off all cell phones, Blackberries, iPods, and other electronics while you are in class or you will be asked to leave the class.
- PowerPoint slides: The purpose of sharing slides is to allow students to print them out (as handouts) and make extra notes on them during class. The slides are not the definitive guide to the lecture content – there are many extra details that will be covered in class. Students should not consider emailing the instructor with questions about these slides as a substitute for actually coming to class. The instructor is not going to respond to such e-mails. If you miss a class, you are responsible for getting the lecture notes from your classmates. Slides also are not to be shared with individuals outside of the course or used for personal presentation. Any such use will be considered an act of plagiarism and referred for disciplinary action.
Class Policies & Etiquette (italicized text is official TU policy language)
Disabilities Statement:Any student who has a need for accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.
Statement on Academic Freedom:Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has adopted a policy on Student and Faculty Academic Rights and Responsibilities (Policy # 03.70.02) which can be accessed through the following link:
Policy on Academic Honesty:Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. Essential to intellectual growth is the development of independent thought and a respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect.
Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, and another person's assistance. Normally, all work done for courses -- papers, examinations, homework exercises, laboratory reports, oral presentations -- is expected to be the individual effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources -- journals, books, or other media -- these resources must be cited in a manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of citation. Everything used from other sources -- suggestions for organization of ideas, ideas themselves, or actual language -- must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism.