SYLLABUS
PREFACE: Human Sexuality 259

NOTE: Do First To confirm/validate your enrollment in this class  complete and send the Honor Code and FERPA Policies (a course requirement!). Do them now.  See the "Policies" menu item or scroll down this page.

Of the 9 Policies (read 'em all and the one clause) pursuant to this course, the HC and FERPA are numbers 1 and 2 and must be done to progress in the course.  
Thank you.

An Orientation will be posted on the Angel Web-site on the first day of the course.

NOTICE: To receive up to date information on emergency closures, please log on to www.lorainccc.edu and click on severe weather/campus status, tune in to local news channels 3, 5, 8, 19, or 43, or or dial 1.800.995.5222.

Click on the mailbox to send an e-mail to Dr. McKinley
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Facebook106LCCC Department of Psychology

wELCOME
...and please read this entire page.

Internet instruction is a dynamic opportunity to learn from afar, without the restrictions imposed by land-based classes. Internet courses take advantage of the technologies, mixed with life style differences to make for an optimized learning experience. Specifically, my Internet courses occur entirely on-line.
By that I mean all communications, submissions, tests, etceteras take place on the Internet---no visit to the College is required. The courses are time-framed for 8-weeks and are semi asynchronous. Asynchronous means that the tests and paper submissions are not concurrent in time, the dates are flexible to fit your time. For example, the on-line tests may be taken within a 3-day window, whenever the time is good for you.

However, I should point out, having offered a dozen or so courses on the Web that two personality traits stand out as requisites for success. They are: Self-motivation and Self-discipline.   A high degree of each is required, as the reinforcers provided in land-based classes are absent. Think about it. Oh yes, while not a trait, still one more thing----use the scroll bar!

Again, welcome to the idea of "Distance Learning".
 

iNTRODUCTION


This syllabus is intended for students enrolled in Human Sexuality 259-IT. It is designed to be used by you to strategically achieve an enjoyable learning experience, a "good" grade, and in addition, to get your money's worth.

COURSE DESCRIPTION
A comprehensive interdisciplinary introduction to Human Sexuality.  Major areas of focus include: sexual history, scientific research, anatomy and physiology, sexual orientations, gender roles, love, sexual life cycles, legal and ethical issues.  Prerequisite: PSYH 151 (3 credits)

RATIONALE FOR THE COURSE:
 A course in human sexuality deals with basic psychological concepts, which are  intended to introduce you to (1) much of what is known about human sexuality,  (2) how that knowledge is acquired, and (3)  what applications that knowledge

Human Sexuality is a survey course designed to cover the psychological, social and biological aspects of human sexuality. Course outcomes include: 1. To gain a working knowledge of the concepts, theories, methods, terminology and research findings appropriate to the field of human sexuality, 2. To acquire a facility to analyze, interpret, evaluate and understand such topics/issues as sexual anatomy, gender similiarities/differences, STDs, sexual variations and more, 3. To recognize the relevance of theory and selected personages as contributing to the field of human sexuality, 4. To cause the student to "see" themselves differently by gaining an enhanced level of competency in perceiving, analyzing and evaluating the circumstances of one's sexual environment and 5. To encourage one to pursue additional avenues of inquiry into the discipline after the course has been completed.
 

Of all human activities, probably none comes close to the sexual in terms of an attendant shroud of myths, superstitions, lies, injustices and hypocrisies. Sexually transmitted disease soars, abortions are on the increase, over half the brides under nineteen are pregnant, sex clinics do a brisk business, movie ratings require parental approval if a female breast is shown, and a basketball player becomes a national hero after contracting aids as a result of having intercourse with over 2,000 women. In the last fifty years, sex in America has changed from an unmentionable state of pluralistic ignorance to one of almost obsessive public concern. Information about the development and management of human sexuality, either as a personal or social phenomenon, has become a high priority concern for vast segments of society, including higher education.

Sexuality is a particularly important subject area, as sex is far more than a physical expression of something a person does; indeed, it is a major aspect of one's humanity. As such, sex is intimately related to a person's emotional, intellectual, physical and social development and adjustment. Sexuality affects the individual's sense of identity, his/her ways of thinking and behaving, social and occupational activities, choice of friends, modes of dress, and hundreds of other factors that are strongly tied to being male or female. And, for some persons, their sexuality has become (or will become) a source of alienation from themselves and others, rather than reaching its potential of liberating them for rational, satisfying and fulfilling lives.

Many persons assume that sex is a natural activity and, therefore, what is the need for sex education. Of course, walking is a "natural" activity, but where we are going (Belize, Peroria, Dubrovnik), and what happens after we get there (adjust/maladjust, love/sex, rich/poor) are subject to education/instruction.

Additionally, many persons assume that, in the absence of direction instruction in matters of sex, no sex education takes place. Nothing could be more misleading and incorrect. Actually, sex education begins with the name parents give their infant, and his/her first toys, e.g., trucks or dolls. In addition, sex education exists in advertisements, jokes novels, magazines, movies, television, graffiti, works of art, music, and one thing seems sure, a person cannot choose whether or not he/she will get educated about sex; a person can only choose the kind or quality of that education--hence this course.

One more thing: It is my experientially based observation that an additional reason students  do poorly is because they do not read/comprehend the info in this Syllabus. If you have read this entire paragraph, follow these directions expressly: Send a course e-mail to psyc259@lorainccc.edu (not Angel e-mail) by 8:00 AM of the first Thursday of the start of the course AND RECEIVE 2 POINTS--it could make a difference! In  your e-mail just type GIFT POINTS AND YOUR NAME---nothing else is required. The 2 points will NOT be awarded if your e-mail is not sent to:  psyc259@lorainccc.edu

If I am to be an effective instructor, then I must cause a change in you the learner.  Or, stated another way, "What are the consequences to you of taking this course?" 

Outcomes

Cognitive/Knowledge:

1.  Identify the key concepts, theories, terminology and research findings appropriate to the field of human sexuality.
2.  Recognize the relevance of theory and selected personages as contributory to the field of sexology.
3.  Evaluate the various ways of doing research, e.g., case studies, surveys, naturalistic observation
4.  Integrate the interdisciplinary aspects of sexology with other related disciplines such as psychology, biology, philosophy, sociology.
5.  Evaluate scientific and nonscientific explanations of human sexuality.
6.  Apply basic principles of human sexuality to one’s own life experiences.

Affective/Disposition

7.  Develop sensitivity to sexual differences among peoples and openness to the factors that underlie those differences.
8.  Develop a positive attitude concerning the role of the science of human sexuality in a global society.

The college is committed to a process of effectively assessing and documenting student learning.  Instructors and students both share in the responsibility to assist in an effort to promote continuous improvement in course delivery and student achievement.   This course addresses the following general education outcomes. 

c4:  Social Sciences: Apply scientific concepts and methods of  inquiry in the Social Sciences
Not a Social Sciences core course
c1:  English: Demonstrate precision and clarity in writing. Not a core course
In1:  Critical Thinking:  Employ critical thinking skills in addressing issues and problems
In3:  Cultural Diversity:  Analyze the role of cultural diversity in the development of the individual, the community, and the global society
In5:  Health:  Identify behaviors that promote the health of the individual

 

aBOUT THE INSTRUCTOR

NAME:
Dr. Mark B. McKinley, Professor, Psychology

EDUCATION:
A.A. Degree, Northwestern Michigan College
B.A. and M.A. Degrees, Michigan State University
Ed.D. Degree, Nova University
Further study, Kent State University.

PROFESSIONAL EXPERIENCE:
3 years at St. Clair County Community College, Michigan.
>From 1966 to present at Lorain County Community College, Ohio.
Visiting-Exchange Professor, Bakersfield College, California, 1990.

PUBLICATIONS: 
“CRYBaBY: An Analysis of the Cry-Language of Babies,” Folkways Records, Inc. N. Y., 1973.
“CRYBaBY: An Analysis of the Cry-Language of Babies,” Archived: Smithsonian Museum, 2007
“Psychology:  Readings and Experiences, Kendall Hunt Pub. IW, 1973.
“Subliminal Persuasion” (video), LCCC, OH, 1978.
“Psychology Activities (Lab Manual), J. Weston Walch, Pub. MA, 1981.
“DREAM ANALYSIS KIT,” Embium-5, OH, 1981
“ISTCC Museum,” ISTCC, 2004 http://www.talkingclocks.net
“The Collected History and Significance of Talking Clocks,” National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2004.
“Syllabus": Psychology 151, 251, 257, 259,” LCCC, 2008  http://www.cyberpsychology.net
“EGOCENTRIC Time,” International Society of Talking Clock Collectors (ISTCC), 2007
“The Psychology of Collecting,” National Psychologists (online) 2007
"Expressions of Time,"  National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2007
"How Much is it Worth?" National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2008
“What Time Is IT, But What does “IT” Mean?” National Association of Watch and Clock Collectors (NAWCC), Bulletin, 2009
PBS-TV WVIZ “Applause” program, October, 2009
“Mark McKinley: Talking Clock Collector” Ohio Magazine,  February, 2010
TICk TOCk TALK: The History and Significance of Talking Clocks  National Association of Watch and Clock Collectors (NAWCC), Publication date, October, 2010
Damn IT, IT’s About Time: Psychological Perspectives in the 4th Dimension   (Book: in process)
“If It’s Midnight, What Day Is It?” (Article: in process)

ASSOCIATED PROFESSIONAL ACTIVITIES:
Business Consultant
Travel Director Conducted 10 LCCC European Tours
Psychology Manuscript Advisor
Author
Public Lecturer

mailbox gifComments? Please contact Mark McKinley
©1996,1997 LCCC - 1-800-995-LCCC - 1005 Abbe Road North - Elyria, Ohio 44035-1691

cOURSE MATERIALS


The materials required for this course are noted below:

TEXTBOOK- Understanding Human Sexuality, 11th Edition, 2011, Hyde and DeLameter, McGraw Hill Publisher. It is, in readability and interest level, the highest selling text in the field.  Note: The hardbound text is available in the LCCC Bookstore.  Check with the publisher’s Web-site for e-textbook(s) or other alternative text-formats. 

VIDEOS - A series of videos accompany the course and are intended to deal with topics/areas not specifically explored in the text. A boxed set of six videos, titled The Human Sexes, originally shown on The Learning Channel, is available in the College Library.  The videos may be checked out with a proper ID.

SYLLABUS- .What you are viewing is the Sylabus for the course.  A good idea would be to explore this Syllabus, click on everything clickable, including the "Learning Modules" button on the Front Page. The 5 point Practice Test, on the first Friday, is based on the Syllabus.

eVALUATION

NOTE: The course is divided into 3 MODULES with a number of Sub-SECTIONS in each Module. Each Section begins with a Preview followed by a set of Objectives/Outcomes.  Following the Preview and Objectives, a series of Learning Activities are designated for each Section. Learning Activities include: (1) specific textbook reading references, (2) a series of videos, (3) Internet sites.   Each Module is concluded with Topical Comments/Reactions, vocabulary list and a Self-Test.

What you have to do---Your grade for this course will be based on your successful completion of the following FOUR THINGS:
 

THING ONE: 5 TESTS/EXAMS.

Major NOTE: In order to receive grades, you must have completed the Honor Code and the FERPA Forms---Click on the POLICIES button from the Menu or scroll down to the POLICIES

THING TWO: 12 INTERNET SITE Reviews

 

THING THREE: 6 TOPICAL QUESTIONS  

 (2 T-Q's per each Module)   Click on the "Learning Modules"  menu item, then click on the relevant Module button.

 

§ Topical Questions with Comments/Reactions.   At the end of each Module there are  topical statements/questions (T-Q's)  that are designed to elicit an informed and articulate  ( a suggested 5-7 lines) reaction/comment from you (where "informed and articulate" is meant  to be based on course material viz: text, videos, Web-sites). 

 
§ Select just 2 T-Q's from each Module (there are at least 4 to select from in each Module) look them over and click on the " Click here..."  and select a Topical Question of your choice and you will go to the page with a "field" for you to type your informed and articulate comments/reactions.  Enter your name and Internet e-mail address where appropriate and click the SUBMIT button.


§ As an added feature, your comments will be posted anonymously for the rest of the class to view.  Be sure to read what others are "thinking."


§ You are required to do a total of six (6) Topical Q’s for the whole of the course, that is just two for each Module, as part of determining your course grade. 

 
§The 2 Topical Questions for a particular MODULE must be submitted by the last date for the end-of-the MODULE, 8:00am on a Monday.   Doing more than the required 6 Topical-Reactions will not enhance your grade---just do a course total of six, again, that is two per Module. 

 
§Each Topical Question Comment/Reaction  completed is worth 1-2  points. Your reactions/comments will be graded as 1-2 points depending on how well formulated and articulate they are---sometimes even 3 points if really well wrought!


THING FOUR: End of the Term PAPER.
§ There is a 4-5 page paper (approximately 1000 words) required for the course. The primary purpose of the paper is to extend your psychology vocabulary.


§ Select a significant event/occurrence (or make one up, or pick from the news-headlines),  of your life and describe it and integrate it with who you are as a person. Pick the event/circumstance as appropriate to a topic(s) covered in the course. The "event" may be postitive/negative. Some past paper topics: "I Loved and Lost," “Bisexual and Loving It!” “No Longer An Only Child” “Rising My Kids To Be Sexually Responsible Adults” "My Part Time Job---A Stripper!"  "I Was the Hostess for a Sex Toy Party," "My Cyber Sexual Encounter,"  "My First Kiss Lead to My First Marriage," "Birthing Twins" “Want To Make An Easy $400?” Describe, assess and discuss the event/circumstance in the context of "Human Sexuality." Be sure to use the vocabulary (terms and concepts) relative to the course, at least 5-6 per page. The paper is worth 20 points and due any time between the 5th week and 7th week of the course. See the calendar in Angel for the last possible date of submission.

 


§ PAPER REQUIREMENTS: The Paper will be graded on the following elements: Vocabulary terms/concepts, grammar/punctuation/spelling, cogency, length, cover page, and “leaps tall buildings.”  Also: 12 point font, double spaced, standard margins. NOTE: You must underline, HIGHLIGHT or bold the vocabulary terms/concepts in your paper. The "vocabulary terms/concepts" may be from the textbook, syllabus or videos.  The use of the pronoun I is appropriate for this assignment---this is not a research paper as requiring documented resources. If you are not familiar with a “proper” cover page go here: (http://writing.wisc.edu/Handbook/DocAPAFormat_Title.html )

 


§Submit the paper as a MSWord doc. attached to an e-mail and send it to: psyc259@lorainccc.edu

 
Your Course Grade:
Practice Test (5 points), three 35 item TESTS (multiple choice, worth 35 points each), plus a COMPREHENSIVE 75 item FINAL EXAM (multiple choice, worth 75 points), a PAPER (20 points), Site-reviews (24 points) and your reactions to 6 Topical Questions (max 12 points) and "extra/merit" points where available.

The Grading Scale is:  A = 93%-100%, B = 84%-92%, C = 69%-84%, D = 60%-68%

NOTE:  Final course grades: Extra credit points (if  present) are added to an individual students point total to determine the final grade.   Additionally, poorly/carelessly wrought e-mails, e.g., spelling, grammar are to  be taken into account for grading purposes.

Another NOTE: Why not the Classic Absolute Scale:  Most "students" who have "grown up" with the CLASSIC Absolute Scale, i.e., 90-100, 80-89, etc.  seem to minimize/overlook the fact that the Internet instruction is a different breed of "animal" vs. the traditional land-based form of instruction. Almost always, the CLASSIC Absolute Scale  is used in a closed book, no-notes and "timed" (50-minute to two hours) testing environment.   Commonly, as with this course, IT tests allow for open book and notes to be used over an extended time period. e.g., days!

One moreNOTE: I will summarize your progress (/Test GRADES/Site-Reviews/Topical Q's) with a Progress Chart (msword doc.) at the end of each Module sent via e-mail to your Internet e-address AND posted in Angel. You will be identified by the last 4-digits of your student ID.

 

cALENDAR

The following tentative and rough "calendar" is intended to give you time-benchmarks so as to better gauge your progress through the course---See The official, detailed CALENDAR posted in Angel for exact dates.

nINE POLICIES and one Clause
Completing the Honor Code and  the FERPA Policies are course requirements.

1. HONOR CODE: psychology students will use only legitimate sources (textbook/notes/videos) of information in completing their exams and assignments, and will honestly report all sources of work submitted and will not assist or be assisted by unauthorized persons or references.  In addition to the Psychology Honor Code, please see LCCC's Code of Student Conduct, available in the College Catalogue.  See specifically:  A. Academic Issues.

I assume that students enrolled in my psychology classes are honest and will abide by this code. To accept this agreement, please affix your "signature" in the space below and then press the submit button.

 

Type Your Name and course number 259: 
Your Internet E-mail Address (this will be used for many course communications): 

P.S. Academic Dishonesty: plagiarism of any kind: to steal or pass off as one’s  own the ideas, words, writings….of any length derived from an existing  source  without citing the quotation as such and listing the complete source. For  additional information, see the College Catalogue
 

2. FERPA

Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act provides student access to information about themselves, permits students to challenge such information about themselves, and limits the release of such information about students without the students, explicit written consent. Procedural guidelines are available in appropriate College publications, and copies of procedures may be obtained from the Admissions or Records Office.

Since this course requires communication on academic matters via e-mail, and because there may be opportunities for parents or others to access or view a student's e-mail account, the Federal Government, Lorain County Community College and Dr. Mark B. McKinley require your signature and date in order to communicate to you your academic progress, as associated with your enrollment in this Psychology class. "Academic progress" is taken to be the results of course assessments, i.e., test scores/grades, assignments, etc.

So that I may send a copy of a Class Progress Report to all enrolled students, I will use the last 4-digits of your Student ID-Number as your class-ID. The ID's will be randomized on the Progress Report so as to fulfill the basic requirements for compliance with the Act.

To validate your consent, please type your legal name (signature), today's date and your course number in the spaces below and then press the submit button.

Your Name:

Today's Date:

Course Number 259:

3. Attendance/Communication policy: If I do not have periodic communications (e-mail) from you by the second Friday (the date of the first test) of the Term, you will not receive the Tests nor assignments up-dates.  It is your responsibility to check you e-mail frequently and reply when appropriate.

4. COPYRIGHT: TESTS/EXAMS are for personal use only.  Students enrolled in Lorain County Community College's Psychology Internet classes are subject to the following conditions: 1) The test documents may be used solely for personal and informational course related needs, 2) The test documents may not be modified, 3) Copying, printing, or redistribution of tests is strictly prohibited, 4) Any infringements of these conditions will be investigated and the offending party/student will be subject to both legal liability and the College's Disciplinary Policy.

5. Conditions under which an Incomplete may be issued: If the student is unable to complete each course due to circumstances and conditions beyond the control of the student AND there is a reasonable possibility that the student will be able to complete the course requirements within the required time. Conditions under which the work must be complete: A contract between the faculty and student must be negotiated and signed prior to final exams and issuing an "I."

(a.) In such cases, the student and faculty will sign a contract stating materials and activities the student must successfully complete and the date by which the student must complete those; (b.) Faculty will set the date to complete the course requirements considering the work to be done, his/her personal schedule and the schedule of the student.; (c.) If the student does not complete the course requirements within the allotted time, an "F" will be recorded for the course on the permanent record of the student.

6. WITHDRAWAL from courses begins on the eighth calendar day of the "term" and proceeds through 4:00 pm on Friday of the second from last week of the "term". Students wishing to withdraw from a course must complete a Withdrawal Form obtained at the Records Office (1-800-995-5222 ext. 4067).

7. STUDENTS WITH DISABILITIES: In accordance with College policy, if you have a documented disability and require accommodation to obtain equal access in this course, please contact me at the beginning of the semester/term or when given an assignment for which
accommodation is required.  Students with disabilities must verify their eligibility through the Office of Special Needs Services located in the Learning Resources Center, Room 115 (phone extension---4058).  These privileges are not retroactive.

8. LITERACY AND DECORUM POLICY

Having taught nearly a hundred courses on the Internet, it has become increasingly the case that some students forget that even though there are no walls to the “Internet Classroom” it is still an academic environment with the associated standards of literate and decorous communications.

I receive e-mails that are darn near impossible to decipher given the poorly spelled words, lack of appropriate word capitalizations, no sentence ending periods, incorrect tenses, an inability to render properly the differences in the words “to,” “two,” “too,” "their," "there," and the list goes on adnauseam.  While this is not an English class per se, and recognizing that we all make some inadvertent mistakes (including those in this Syllabus) in the employment of the written language, I will, however, take into account slovenly wrought communications in factoring your grades.

Relatedly, Internet classes seem to have a tendency to bring out negative characteristics in some students which I have not found in land-based classes. In all of my many years of teaching “live” classes on campus I have not encountered the kind of aggressive, demanding, and irrational comments from students (just some) as I have teaching via the Internet. I suspect that the egalitarian atmosphere and anonymity of the “Internet Classroom” is partially the blame, but then too, it may be partially attributable to the general decline of civility in the outer world beyond the Ivory-Tower.

And finally, I am mindful of the fact that the above policy will pertain only to a small minority that cause such a “policy” to exist in the first place.  Very much like the fact that most of society’s laws are existent because of only about 4-7 percent of the population, alas.

And so, let us not undermine the learning experience afforded by Web-instruction with negativisms, but instead we all shall use “spell check” and “make nice.”

9.  POST DEADLINE "LATE" POLICY
Given the wide latitude/flexibilities per assignment submissions for this course and still having persons abuse time-frame deadlines (it is always and only just a few who are recalcitrant), I am instituting a “LATE POLICY.”    I am not wise enough to judge “excuses” so please note that assignments that are submitted after the due date/time (the end of a Module) will suffer a penalty (unless prior communication with me has extended a deadline).  Clearly, it is not fair nor just to excuse “late” when others are “on time.”

Note: If you are  recognized by the Office of Special Needs as requiring additional time,  there is no penalty for the appropriate extension of time beyond the stated test-minutes)

Penalty per WRITTEN ASSIGNMENT(S): One to 24 hours past the end-time of a MODULE will result in a 25% point reduction.  Twenty four to 48 hours past the end-time of a MODULE will result in a 50% point reduction.
Beyond 48 hours, the penalty is the loss of a finger.

STUFF HAPPENS CLAUSE
You step in the stream, but the water has moved on, and so it is that this Syllabus does not constitute a binding contract.  To maintain the integrity of the learning experience, the professor reserves the opportunity and right therein to alter/change this Syllabus.  Should such changes/alterations occur, the professor will notify students by verbal or written addendum(s) i.e., e-mail. Relatedly, this Syllabus contains forward-looking statements such as “will,” “should,” “intend,” “expect,” as well as similar terms.  The professor is under no obligation to be held to any of these forward-looking statements, whether as a result of new information, future events, or natural catastrophes.

Oh yes, and one more thing: Yesterday was the deadline for all course related complaints, laments, grievances, annoyances, injustices, tribulations, gripes, and/or dissatisfactions.


A special "thank you" to Cheryl Miltner, Melissa Siwinski, Linda Krystowski , Chris Nottingham, Larry O'Grady, Joe Querin, Patty Kushner, Patty Vukmer, the Social Sciences/Human Services Division and Information Systems and Services of Lorain County Community College.
 

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©1996,1997 LCCC - 1-800-995-LCCC - 1005 Abbe Road North - Elyria, Ohio 44035-1691