Human Sexuality
Syllabus
Required Readings:

Hyde, J. & DeLamater, J. (2000). Understanding Human Sexuality (7th Edition). New York: McGraw Hill.
Please note: I strongly recommend that you use the 7th edition of this textbook. Study from a previous edition at your own risk.

Course Objectives:

This course is structured to help students think about material and issues related to human sexuality. The major objectives of the course are:

1. To provide practical information about human sexuality, including biological, sociological, and psychological material, research methods, and current issues. By the end of the course students should be able to identify and analyze common myths and misconceptions about sexuality. They should be able to analyze and discuss alternative life styles of sexual behavior, and be able to identify and interpret current factual information concerning physical, social, and psychological aspects of human sexuality.

2. To provide an opportunity to take the material learned and apply it to everyday situations, particularly those of a psychological nature (e.g., dealing with impotence or a friend who has been raped).

3. To help students feel more comfortable with thinking and talking about human sexuality. By the end of the course students should be able to recognize their own emotional and attitudinal responses to issues of sexuality. They also should be able to identify value judgements concerning issues of human sexuality.

4. To acquaint students with methods of sex research. By the end of the course students should be able to read and analyze sex research.

Course Ground Rules:

1. Human Sexuality is a fun topic. However, this course will focus on human sexuality research. This is not the Jerry Springer show.

2. Some of the topics in this course will be uncomfortable. Students are encouraged to contact the following resources if they need help with personal problems: Domestic Violence Helpline (1-800-764-2420), Sexual Assault Crisis Center of Pierce County (1-800-756-7273).

If you would like to request academic accommodations due to a permanent or temporary physical, sensory, psychological/emotional or learning disability, please contact Lisa Tice, counselor for Disability Support Services (DSS). An appointment can be made through the front desk of Student Affairs (692-4400), by phoning Lisa directly at 692-4493 (voice), 692-4413 (TDD), or by e-mail (ltice@u.washington.edu). Appropriate accommodations are arranged after you've presented the required documentation of your disability to DSS, and you've conferred with the DSS counselor.

3. Confidentiality. In a Human Sexuality course it is important that students feel comfortable sharing their opinions about the research. Please do not discuss the experiences of other students outside class.

4. We cannot all agree. However, it is important that you acknowledge and respect the different experiences, values, and beliefs of other classmates.

5. To the extent that you feel comfortable you may ask appropriate questions anytime.

6. Class will start and stop on time.

7. This is not a hostage situation. You are free to drop the course if you are dissatisfied.

Instructional Methods/Materials/Student Activities:

Students should be warned that controversial topics will be discussed. Also, there will be sexually explicit films shown in this course. This is done to expose students to different life styles and sexual activities. Only enrolled students are allowed to view films. Attendance is not required. However, students who have strong objections to sexually explicit material should consider dropping this course.

Course Assignments:

1. Attendance and Participation: Your success in the course depends upon regular attendance and active participation in discussion of readings and films. Therefore, students are expected to come to class regularly and be prepared to raise and respond to questions concerning assigned readings. Each class meeting is designed as a flexible combination of lecture and discussion.

2. Weekly Discussion Papers: (worth 30 possible points). A one-page discussion paper is required at the START of class each Thursday, starting March 30, 2000 and ending June 1, 2000. The paper should be typed and double-spaced. See page 7 of the syllabus for each discussion and due dates.

When you respond to the discussion question, remember to use the research to support your answer. Merely paraphrasing or copying from the book will result in a lower grade.

Important Note: The following types of papers will not be accepted:

a. No handwritten papers

b. No LATE papers (this includes papers stuffed underneath my door or in my mailbox after class), regardless of the reason (e.g., "My dog ate it," "I forgot," "My computer crashed,")

c. No emailed papers.

d. No papers printed in colored ink. Please use black ink.

3. In-Class Exams: (worth 100 possible points each). Make up exams are NOT given without prior permission. Please be prepared to provide documentation if you have an emergency. In the case of make-up exams, they will be given on the next exam day and will be essay. This means that you will have to take the make-up exam and the exam scheduled for that day.

Study Tips:

Avoid these common mistakes:

1. Assuming this is going to be my "easy" class.

2. Cramming/waiting until the last minute to study for exams or write discussion papers.

3. Not making good use of study questions.

4. Thinking my personal beliefs, attitudes, and opinions will compensate for knowing the literature. In other words, this course is not just "common sense".

Grading:

There are 330 possible points for the course. Final grades will be calculated as follows:

330 - 290 = A
289 - 250 = B
249 - 210 = C
209 - 170 = D
169- = F

If a grade is in question, you must submit a formal, typewritten request for a grade change. There is a seven day time limit on requesting a grade change. This request must include the following information:

Name
Course Section
Date of Grade Change Request
Title of Assignment
Assigned Grade
Justification for a Grade Change

I will then schedule a conference to discuss the request. No grade change will be considered without a formal request.

Reading and Discussion Schedule

Introduction
Sexuality in Perspective Ch 1

Theoretical Perspectives/Sex Research Ch 2,3
Discussion Paper Due

Sexual Anatomy/Sex Hormones Ch 4,5

Menstruation & Menopause Ch 6

Discussion Paper Due

Conception, Pregnancy, & Childbirth Ch 7

Contraception & Abortion Ch 8

Discussion Paper Due

EXAM 1

Sexual Response/Techniques of Arousal Ch 9, 10

Discussion Paper Due

Childhood & Adolescence/Sex Education Ch 11, 23>

Adulthood/Attraction Ch 12, 13

Discussion Paper Due

Gender Roles Ch 14

Sexual Orientation Ch 15

Discussion Paper Due

EXAM 2

Variations in Sexual Behavior Ch 16

Discussion Paper Due

Variations in Sexual Behavior Ch 16

Sexual Coercion Ch 17

Discussion Paper Due

Sex for Sale Ch 18

Sexual Disorders Ch 19

Discussion Paper Due

Sexually Transmitted Diseases Ch 20

Sex & Law Ch 22

Discussion Paper Due

FINAL EXAM
(Remember to bring a self-addressed, stamped envelope if you want me to return your exam).

Discussion Questions
Human Sexuality
Spring, 2000

Instructions: Please answer each question. Each paper is worth 3 points. Your paper is due at the beginning of class. Late papers will not be accepted.

1. Define what a sexual script is. Then give an example (not a first date) of a sexual script that you believe is widely accepted.

2. Discuss at least two theories related to women and menstruation. Explain why they exist.

3. Which method of birth control would you recommend for a sexually active college women in today's world? Provide a rationale based on your consideration of effectiveness, side effects, and social issues.

4. Should we castrate sexual offenders? Explain your answer in the light of what is known about the effects of castration.

5. How frequent is extramarital sex? Do you think the frequency will decline or increase in the next 25 years? Explain your answer based on the research.

6. Discuss how homosexuality is conceptualized in terms of a dichotomy, a continuum and a two-dimensional scheme. Which one do you think is best and why?

7. Select your favorite sexual variation in this chapter. Discuss how it could be treated with behavior therapy.

8. You are a college male. Using a typical weekend party situation in which you regularly find yourself, outline a detailed scenario for eliminating the possibility of committing a date rape. (Use the recommendations of The Association of American Colleges to do so.)

9. Define and discuss how spectatoring operates. What if anything can be done about this habit?

10. Explain how a crime can be victimless. Use at least two examples.


WRITING STYLE EXPECTATIONS

A Excellent An A paper is outstanding in the way ideas are developed. It is well organized, complete and reflects the thoughtful integration of concepts. Ideas are clear and logical. Sentences and paragraphs are carefully constructed. Words and phrases are chosen with care. It is free of grammatical and spelling errors.

B Superior The B paper is logically and adequately developed. The ideas are clear and it contains qualities of good writing. It is comparatively free of errors in the use of English, but it lacks the degree of development of the A paper. The writer demonstrates clear understanding and integration of concepts and shows an ability to utilize them.

C Satisfactory The average paper is relevant and conveys an adequate understanding of concepts. It avoids serious errors in the use of English. It lacks the clarity and thoughtfulness of expression which would entitle it to an above average rating.

D Unsatisfactory The grade of D indicates below-average writing. Many D papers contain serious grammatical and spelling errors.

F Failing
A failing grade will be given for poor writing, which usually includes one or more of the following problems:

1. A paper with vague generalities which does not demonstrate adequate understanding and utilization of concepts.

2. A paper which has little relationship to the assignment

3. A general lack of unity, coherence, and development within the individual paragraphs or in the paper as a whole

4. A paper containing frequent errors and awkward or poorly constructed sentences.

5. Numerous misspellings.
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