Psych 170 (Section 05): Psychology of Human Sexuality
Spring 2019 – PSYCH 170, sec 05 Prerequisite: PSYCH 100
Prof: Claire Cahen
Email: [email protected]
Monday /Wednesday 8:25 pm – 9:40 pm Room 619, Hunter West
Office Hours: Yes! By appointment, before class
Click here for a PDF version of the syllabus and course schedule.
Course Platform Information: CUNY Academic Commons
All class information, readings, and documents will be uploaded or linked to from this site on the CUNY Academic Commons. To access this content sign into the Commons. Navigate to Sites > My Sites. (If needed: You can access our course group here)
To fully participate in this course you will need access to your CUNY email and a stable, secure internet connection.
How to Post
- Sign in to the Commons
- Navigate to this course site via Sites > My Sites
- Click + New>Post in the top black admin bar
- Add title and post text
- Categorize your post from category list in post editor right sidebar
- Click Publish to Post
Post Guidelines
- Posts should be at least 250 words
- Posts should be relevant to the course topic and materials
- Posts should not contain graphic, explicit, or inappropriate content or links
- Posts should be clearly written
- Posts should be respectful to the instructor, students, and all other individuals
- The instructor reserves the right to edit or remove any posts that do not follow these guidelines or are inappropriate for this site
Course Objectives:
- Understand the basic biological functions associated with sexuality
- Study research on sexuality throughout the lifespan and sexual fluidity
- Explore sexuality from a historical perspective on a range of topics
- Learn how to search for primary scientific sources to answer questions about sexuality
- Present orally the information learned through the course
- Demonstrate information fluency—the ability to find, evaluate, use, and create online resources
Required Materials and Course Requirements
One book: Nelson, M. (2015). The Argonauts. Minneapolis, MN: Graywolf Press.
Can be bought from Hunter: http://hunter.textbookx.com/institutional/index.php?action=browse#books/1852423/
Blackboard
I have selected readings that I will be posting on Blackboard weekly that you are required to read. It is your responsibility to regularly check Blackboard and your CUNY email for 1) readings that have been posted; 2) announcements regarding the course and your assignments.
Course Requirements:
- Attendance: While there is no grade attached to attendance, you are expected to attend each session. Success in this course will require more than reading slides/ posts on the course site. If you have to miss a class, it is your responsibility to notify me and arrange to get the notes from a peer (I will not send you what you missed).
- Exams: This class consists of three exams. Exams are not cumulative. Exams are multiple choice. I test on material given in lecture and the online readings. I repeat: It is extremely difficult to do well in this course if you do not come to lecture or turn in assignments.
- Participation: Students are expected to actively take part in their own learning and to participate throughout the course in a relevant and respectful manner. This includes active listening to peers so please keep cell phones and other media or course materials out of sight, and out of mind. It is easier to participate if you have read the assigned material and completed any assignments before class. If you are uncomfortable with class participation, please meet with me as soon as possible so that we can work together to help you overcome your discomfort.
Your participation score is determined through 1) in-class participation; 2) your participation on the course site. You are expected to write two posts based on the course readings and/ or focus for the week and post it to the Discussions Forum on the course site no later than the night before class (by midnight). These posts are reflections on the readings/ course topics and can ask provocative questions about the course material. Feel free to agree or disagree with any author we read- just make sure to justify your position. Be creative and critical in your posts, and feel free to include multimedia content (i.e. videos, audio clips, images, etc.).
- Final Written Assignment (Group Project): In this assignment you will use the Hypothesis plugin in WordPress (the platform that hosts our course site) to annotate one editorial from popular media. You will coordinate your annotations with your classmates who are working on the same article. However, please note that though group collaboration is necessary for this assignment, each student will receive an individual grade based on their annotations. Annotations should critically engage with direct citations from the articles: do you agree or disagree with the original author’s statement? Why or why not? How do the concepts we have learned in class support or negate what the author is saying? Please note your annotations should apply at least one course concept to analyze the article and link out to at least one piece of peer-reviewed research related to the article. You can also use annotations to fact-check statements made in the article, i.e. by introducing and linking out to other research that supports or negates what the author is saying. You should also use annotations to provide definitions of any terms you had to look up to understand, as well as to provide historical background for the events the articles reference. Please do not be intimidated the technological aspect of this assignment. We will practice together in class before you do this on your own.
Here is an online resource to help you with annotation: https://web.hypothes.is/student-resource-guide/
Here is an example of a collaboratively annotated New York Times article: https://via.hypothes.is/https://www.nytimes.com/2011/03/06/magazine/06Riff-t.html
- Reading Assignments: It is essential that you come to each class having actively read the materials on the same date as the class (see course schedule below). Active reading means asking yourself: What is the author or authors’ main point(s)? What do I think about it? Why do I feel this way? Am I alone in this reaction or would others respond similarly? Remember to take notes on what you read. This will help you fully grasp the material and help you prepare to ask questions and make contributions during class.
Grading
Grading: Your final grade will be based on your exams, your final written assignment, and your posts/ participation.
Final Written Assignment = 150 points
Exams (3 @ 100 points) = 300 points
Participation = 100 points
Total = 550 points
| Grade | Undergraduate | Grade Scale % | Graduate | Grade Scale % |
|---|---|---|---|---|
| A+ | 4.0 | 97.5 -100 | 4.0 | 97.5 - 100 |
| A | 4.0 | 92.5 - 97.4 | 4.0 | 92.5 - 97.4 |
| A- | 3.7 | 90.0 - 92.4 | 3.7 | 90.0 - 92.4 |
| B+ | 3.3 | 87.5 - 89.9 | 3.3 | 87.5 - 89.9 |
| B | 3.0 | 82.5 - 87.4 | 3.0 | 82.5 - 87.4 |
| B- | 2.7 | 80.0 - 82.4 | 2.7 | 80.0 - 82.4 |
| C+ | 2.3 | 77.5 - 79.9 | 2.3 | 77.5 - 79.9 |
| C | 2.0 | 70.0 - 77.4 | 2.0 | 70.0 - 77.4 |
| D | 1.0 | 60.0 - 69.9 | N/A | N/A |
| F | 0 | 0.0 - 59.9 | 0 | 0.0 - 69.9 |
| WU | 0 | N/A | 0 | N/A |
| WN | 0 | N/A | 0 | N/A |
| FIN | 0 | N/A | N/A | N/A |
| FAB | 0 | N/A | N/A | N/A |
Course Schedule & Readings
Note: all readings for the different course modules are to be completed in preparation for coming to class.
| DATE | LECTURE |
| 1/28 | Introduction to Course |
| 1/30 | Framing our Inquiry and the History of Sexuality |
| 2/4 | History of Sex/Modern Day Sexuality |
| 2/6 | “Female” & “Male” Anatomy |
| 2/11 | Sexual arousal and response cycles |
| 2/13 | Sexual arousal and response cycles |
| 2/20 | Sexuality and Emotions |
| 2/25 | Exam 1 |
| 2/27 | Sex Research methodology and theory |
| 3/4 | Sexuality Development |
| 3/6 | Sexuality Development |
| 3/11 | Gender roles and development |
| 3/13 | Gender roles and development |
| 3/18 | Gender Ambiguity |
| 3/20 | Gender Ambiguity |
| 3/25 | Exam 2 |
| 3/27 | Queer Theory |
| 4/1 | Queer Theory |
| 4/3 | Foucault/Embodiment |
| 4/8 | Foucault/Embodiment |
| 4/10 | Sex & the City |
| 4/15 | Sex & the City |
| 4/17 | Sex & The Law |
| 4/29 | Exam 3 |
| 5/1 | Shifting Notions of Masculinity |
| 5/6 | Sexual Harassment, Aggression, and Abuse |
| 5/8 | Healing |
| 5/13 | Current Topics in Sexuality |
Course Policies & Student Resources
Important note regarding academic integrity:
| Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. |
From the office of AccessABILITY:
| In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230 |
Sexual Misconduct:
| In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct http://www.hunter.cuny.edu/diversityandcompliance/repository/files/cuny-policy-on-sexual-misconduct.pdf |
Note on maintaining healthy boundaries:
In this course you will be asked to expand your understanding of human sexuality. You will be challenged to stretch beyond your usual comfort zone in terms of both listening to/ reading about others’ sexual experiences and sharing your thoughts about sexual experience, but please remember to maintain healthy boundaries for yourself. Each of us comes to our sexuality in many different ways, affected by so many factors, including ethnicity, race, sexual orientation, and class, as well as the legacy of repression and multiple oppressions. What is the best way to encourage the free-flow of internal feeling and external expression while respecting each individual’s unique personal process? We will endeavor to discover this throughout the semester, hopefully in a collaborative process. You are encouraged to do whatever you need to do for self care. Some methods for processing difficult feelings include journaling, talking to a counselor, and talking to peers. Personally sensitive issues are bound to come up, possibly including memories and/or feelings related to sexual, physical, and emotional abuse from childhood and/or adulthood, and you are encouraged to seek proper help for these issues while also maintaining healthy personal boundaries in class. I will also make every effort to honor where you are coming from, and, at the same time, challenge you to make the most of this learning opportunity. If a particular exercise or assignment feels difficult or even impossible for you, we should work together to find an equally meaningful alternative. All students are encouraged to challenge themselves by thinking through and even sharing thoughts about their sexual identities and experiences as they are appropriate and relevant to the class discussion, but specific self-disclosure is not required, and each student must take care of themself by maintaining whatever personal boundaries they feel are necessary.
