Getting Started: What is a Syllabus?

 A syllabus is an agreement between the student and the instructor.

 The syllabus clearly defines the required materials for the course.
 The syllabus clearly defines the goals and objectives for the course for which you have
registered.
 The syllabus contains the integral components through readings, lectures, PowerPoint
presentations, and specific directions for course assignments that fit together, leading to
the completion of the prescribed goals and objectives.
 Testing is one variable of measurement for students and instructor to comprehension of
course concepts.

Within the syllabus you will find your required materials, contact information for communicating
with both the instructor and TA(s), calendars for assignments, assessment information, due dates,
University policies, as well as course expectations. In sum, the syllabus is providing you, the
student, with all of the pertinent information needed for you to be successful in this course. This
explains why it is necessary for you to be very familiar with the syllabus. If the syllabus is
followed, the natural outcome seems to show a correlation between the student work and the
expectation of the grade.

Throughout this entire process, the instructor is here as an asset and guide to you as students.
Ultimately though, the responsibility of learning lies in the hands of the student. Years of
experience show that students who engage with the instructor have a much higher incidence of
successful learning opportunities due to their investment in the course.

If there is any portion of the syllabus that is unclear and/or confusing, it is the student’s
responsibility to meet with either the Instructor or TA(s). The time to address points of
confusion is not after an assignment or exam is due, but before. If an assignment or exam is
concluded with no inquiries, it is presumed that there were no issues of clarity or confusion.

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 Arizona State University
College of Liberal Arts & Sciences
T. Denny Sanford School of Social and Family Dynamics
FAS 332: Human Sexuality
Spring 2020, Session B
SLN 13937-13938

Course Information
Instructor: M. Jennifer Brougham
Office: Payne Hall 308C
Phone: (480)965-4704
Dept. Fax: (480)965-6779
Email: m.brougham@asu.edu
TAs: Christina Lam (clam3@asu.edu) and Grethel Ochoa Bobadilla (gochoabo@asu.edu)
(VERY Important: See Email/Communication Policy on pp. 3)

Required Reading: You only have ONE textbook for this course. Below are the options:

Discovering Human Sexuality 4th Edition. Levay, Baldwin, Baldwin

(2018). Oxford University Press. ISBN: 9781605356693

This book is a suggested reading but not required.

Agger, B. (2012). Oversharing: Presentations of self in the internet age. Routledge.

ISBN: 978-0415509121

Other Required Course Materials

Academic journals, newspapers, popular magazines and assigned DVD(s). This is part of your research requirement.
DVD(s) will have appropriate information for you to be able to find.

Graduation Requirements
If you are not sure whether this course will satisfy your graduation requirements, please consult your advisor. It is
the student’s responsibility for ongoing communication with an advisor on coursework as well as checking your
own report. Any questions regarding a grade or transcript must be discussed with an advisor.

Course Description

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This course focuses on human sexuality from a scientific vantage point (including developmental, anthropological,
sociological, as well as other disciplines). The course will allow us to view human sexuality in the ways that it is
both experienced and expressed in our society.

To enhance learning, this course will be taught using an active, interactive format as research suggests students learn
the most when they are actively engaged in learning the course material. Thus, out-of-class assignments (meaning
outside of the CANVAS course site) and non-cumulative exams will facilitate continuous and thorough learning.
Out-of-class assignments may refer to outside of work on Canvas such as watching a DVD, research, etc. if taking
this course online.

Course Objectives
By the end of this course, the successful student will be able to:
 Understand the origins of sexual attitudes and behaviors
 Discuss the research methods, ideologies, and definitions used in the study of sexual attitudes, behaviors,
and dysfunctions (including marriage, contraception, conception, romantic relationships, and sexual
orientation)
 Name and describe male and female sex organs, erogenous zones (and locations)
 Summarize research on the role of physical attractiveness in attraction, STDs in the US, societal views of
masturbation, and prostitution in the United States
 Define sexual orientation and distinguish between sexual orientation, gender identity and sexual behavior
 List the main sources of sexual information for male and female preadolescents

Course Requirements
 READ THE SYLLABUS CAREFULLY. Read it once and then read it again. Most of your questions will
be answered within the syllabus. If there are any discrepancies between Canvas and the syllabus, follow the
syllabus. If you email us with questions that can be found in the syllabus, we will refer you back to the
syllabus for the answer.
 Abide by all Class and University policies
 Go to Canvas and go through each tab in the beginning of the semester so that you know what each tab
contains.
 Whether this course is in-class, Internet, or online, you are required to have access to a computer during the
entire course. All exams and assignments are on Canvas. Technical issues are the responsibility of the
student and the deadlines will still need to be met. In the event that a student’s computer crashes or needs
repair unexpectedly, the student must have a backup plan in place. If the technical issues are university-
wide, the due date may be adjusted.
 You are responsible to read Canvas and check your email for course messages every single day!
Communication is key especially since the instructor has the right to make changes if it benefits the
students’ learning success.
 You are responsible to keep track of all due dates. Mark them down where you are most likely to see the
schedule of pending assignments/tests/exams. Please note that the time is going to be 11:59 P.M (mst). for
submittal so plan according to your own schedule.
 Do not make appointments during the time you plan to take quizzes/tests/exams.
 Once you begin a quiz/test/exam, you must finish it. If you open a quiz/exam by accident, you must email
us right away, otherwise the grade belongs to you.
 Keep in mind Murphy’s Law (see below)
 Look at the due dates and plan it out. You may submit an assignment early but not late. No assignments
are accepted late. However, life does happen. A late assignment will be considered on a case by case
basis. You need to email right away with your reason and if completed, please attach your assignment to
the email.
 Be prepared for seasonal storms that may disrupt service; surprise company and children activities. Be
prepared; have back up plans.

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Class Policies

Email/Communication Policy
All emails (other than those of a personal nature) are to be:
 Sent to both the Instructor and TA(s). If messages are not sent to both, then the student will be
responsible for any missed material.
 Sent from your official ASU Email. We do not answer emails from non-ASU accounts.
 We do not open messages from unrecognized persons. Include ALL of the information below in the subject
line:
1) Your course name & number
2) Your 5-digit course SLN
3) Your course meeting time
4) Your name
e.g., FAS332 13937-13938 iCourse-Joyce Lee: Exam 1
 Sent at a reasonable time. Messages regarding assignments or exams that are sent within 24 hours of the
due date will not be answered. Prepare in advance and don’t be left confused at the last minute!
 Respectful and professional. This means following all of the above-mentioned guidelines and being
respectful in the tone of your email. Student demands of the professor or TA are not appreciated or
tolerated. Requests for an appointment must allow for some flexibility of times. Any disrespectful
correspondence with the TA will be directly forwarded to the instructor for student-instructor discussion.
Blatant violations may also be forwarded to the Director of Undergraduate Studies
 Emails are not usually answered on Sunday.

We try to reply to all email within a 24 hour or less timeframe during the week. Email received on Fridays usually
will be answered on Mondays.

Communication is KEY! It cannot be said enough… If a student is having difficulty with the course, is seeking
feedback, or missed a class, it is expected that he/she contact the instructor and TA(s). Nearly all course issues
experienced by students could have been lessened or even negated were they addressed with the instructor and
TA(s) earlier rather than later.

We do not respond to student posts located in Community Forum on Canvas. Should you have a question for myself
and the TA, please follow the email communication guidelines listed above.

This Class Is Not Rated PG-13!

I believe it is necessary to alert students to certain learning experiences they will encounter in this class. The course
includes the topics of female and male anatomy, human sexual response, and sexually transmitted infections (STIs).
I may provide slides of genitals at different stages of arousal and development, slides of internal sexual organs, and
slides of individuals infected by STIs as teaching tools in the course. The material in this class includes discussion of
sexuality and perhaps language that some students may be sensitive to, or find personally objectionable. However,
engaging in discourse and debate about sexuality does require examining sensitive topics and occasionally will
include some language. If this is a significant problem for you, please contact the instructor or TA immediately prior
to the start of the course so potential alternative options may be explored. This may not always be possible, but it is
open for discussion.

Further, human sexuality consists of a broad spectrum of values, attitudes, and experiences. It is associated with core
life and/or religious values that give meaning to sexual acts as will become evident in this class. Given the pluralistic
nature of our society, individual’s sexually related values and attitudes may be at odds with another individuals’
beliefs. Dialog about these differences can be informative and help each of us to clarify our thinking if the dialog is
held in a respectful manner. In contrast, acrimonious debate that seeks to vilify persons who hold a particular
position rarely accomplishes much outside of establishing one’s sense of self-righteousness. In order to promote
respectful exchanges, I insist on certain class discussion rules. First, everyone should feel free to state their opinions
about sexual topics during class discussions. Second, while I welcome opposing viewpoints to be explored,
members of the class need to be respectful of opinions that conflict with their own. Finally, as the Professor of the
course, I reserve the right to direct class discussions.

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Murphy’s Law: “What Can Go Wrong, Will Go Wrong”
It is the student’s responsibility to plan accordingly. If a student opts to delay starting an assignment until shortly
before it is due, the instructor reserves the right to allow the student to reap the benefits of procrastination. If a
student opts to delay the beginning of a quiz/test/exam until shortly before it is due, the student accepts the potential
ramifications of this choice, including, but not limited to: lack of instructor feedback/assistance, freezing of an
assessment, failure to have an assessment unfrozen, failure to have an assessment accepted by Canvas, slowing
down or inaccessibility of Canvas, and/or missing the deadline.

Technical Problems
It is the responsibility of the student to navigate Canvas successfully and deal with and address any technical
problems that he/she may encounter over the duration of this course, other than quiz/test/exam freezes. The
instructor and/or TA(s) are not responsible for any issues concerning the following: loss of Internet connectivity,
availability of Canvas, faulty printers, computer crashes, or loss of USB drives. If a computer is damaged
immediately prior to the deadline (same day or previous day), an extension will only be considered if prior
documentation (i.e., repair estimate/invoice dated appropriately) is submitted prior to the assignment deadline.

If a student experiences any technical problems, it is his/her responsibility to first contact the ASU Help Desk at
480-965-6500 (available 24/7) or visit http://help.asu.edu.

Only after all other avenues have been exhausted is the student to contact the instructor and/or TA(s) concerning
these types of computer issues. Considerations may or may not be given to the student. For any issues related to
course content, please contact the instructor and TA(s) after referring to the Email/Communication Policy. Do Not
Wait Until the Last Minute: No extensions or forgiveness will be granted if one chooses to wait until the last
hour prior to a deadline to submit an assignment or quiz/exam.

Remember that it is your responsibility as a student to ensure that you have submitted all coursework successfully
and on time. In addition to submitting your coursework correctly and by the deadline, it is also important to double-
check that your submission was successful. You need to double-check immediately after you submit a discussion
board post, writing assignment, journal, or exam. To document that your coursework was submitted correctly and
that you double-checked it, I strongly encourage you to take a screenshot of the assignment/quiz (displaying the
submission date and time in Canvas) and save the screenshot on your computer or USB drive.
For information on how to take and save a screenshot please see http://take-a-screenshot.org/. Make sure to allow
yourself time to take these screenshots prior to each deadline so that in case a human or computer error does occur;
you still have time to resubmit before the original deadline. This is your confirmation and will serve as
documentation that you submitted successfully. It will be your backup if there is any issue. For example, if there is
ever an issue with an assignment or exam mysteriously disappearing from Canvas after the deadline, you will have
the proof needed to show you actually completed the work. Not having this proof means you would receive a zero
for the assignment or exam after the deadline.

Some students have encountered problems submitting assignments when using a classmate’s computer. If not logged
out properly, the assignment may be submitted under the other student’s (classmate’s) account. We advise against
doing this. Students are held responsible if an assignment is not submitted properly.

Formatting of Assignments
All assignments are to be completed in APA formatting unless specifically stated. If specific directions are given,
they supersede the use of APA formatting in their specific instances; however, APA formatting must be used
throughout the assignment in all other non-specified areas. To review APA formatting, visit
http://owl.english.purdue.edu/owl/resource/560/01/
ASU supports Microsoft Office documents. If you do not have Microsoft Word, it is necessary that you save your
typed assignments in .rtf (Rich Text Format). If you have a newer version of MS Office, save and submit all files in
MS Office 2003 format (do NOT use .docx or .pptx; instead, save as .doc for Word files or .ppt for PowerPoint files)
All assignments need to have back up documentation. Your textbook as a resource is expected in all written
assignments and Discussion Forums. Since citations will be within your work, you are expected to have a reference
section. Being careful in this area is important because many of your DF/DB are graded as an “all or nothing”. This

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means we do not grade your thought process but the ability to follow all directions, stay focused and support your
thoughts.

Additional Learning Materials

Throughout the semester, lecture notes may be added to the course Canvas website. These are resources for the
student to use in their studies. You will never be tested on the lecture note material; however, it may assist you in
your studying or Discussion Forum/Boards

Instructor Lecture Notes

Over the course of the semester, the instructor may provide the student with material not covered by the text book,
or material that is covered, but not to the extent that the instructor sees fit. When this occurs, the instructor may post
extra-textual lecture notes to grant the student more information and a more holistic learning opportunity.

Community Corner
In addition to instructor lecture notes, the instructor may post lecture notes from guest speakers that have given
lectures to in-class sections. These guest lecture notes or videos are provided to the student in order to enable them
to experience as much of the in-class learning opportunities as possible. You will be notified if this section has
information posted.

PowerPoint Presentations
Throughout the semester PowerPoint slides may be added to Canvas. These are resources for the student to use in
their studies. You will not be tested on the PowerPoint material; however, it may assist you in your studying.

Textbook PowerPoint slides are supplied directly from the textbook publisher. They are designed to follow the text
chapter by chapter. They are great resources to assist with studying. Student PowerPoint slides are presentations that
are the work of your fellow students on topics given by the instructor. These cover a topic more in-depth than either
the text or instructor may do over the course of the semester. You will never be tested on PowerPoint material.

Professionalism
 The student is expected to read the entire syllabus.
 The student is expected to abide by all university policies (see below).
 The student is expected to check Canvas daily for any important announcements, assignment instructions,
changes to the course calendar or syllabus, and any grade postings.
 The student is expected to read all emails from the instructor or the TA.
 The student is expected to read all feedback given on grading written assignments. If an issue the student
will include the feedback within the email
 The student is expected to communicate with the instructor, TA(s), and fellow class members in a
professional and respectful manner, with careful use of language, remaining succinct and to the point.
 Any disrespectful correspondence with the TA(s) will be directly forwarded to the instructor for student-
instructor discussion. Blatant violations may also be forwarded to the Director of Undergraduate Studies.

Evaluation and Grading

Any concern with a grade must be discussed after grades are returned for all exams, discussion boards, or any
graded assignments. The last week of the semester is not the time for discussion on work early in the semester.
Once final grades are complete, there is no further conversation since there was ample time to discuss grades
within the session.

Grading is based on a total of 400 points. This course is based on the accumulation of points. This means that you
are working to acquire points throughout the semester. The letter grade that is visible at the end of the semester in
your “Grades” is reflective of the amount of points that you have accumulated.

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 Using the new university +/- grading criteria, here are the distributions for final grades
A+ 392 – 400 B+ 350 – 359 C+ 310 – 319 D 240 – 279
A 370 – 391 B 330 – 349 C 280 – 309 E < 240
A- 360 – 369 B- 320 – 329

All students begin the semester with zero points. Through the accumulation of points over the semester, your grade
will climb and, as mentioned above, be reflective of the points that you have earned. At no time will your individual
assignments be given a grade, merely points that go towards your total and final grade.

Assignment Values
Syllabus Quiz 15
Academic Integrity Quiz 15
Discussion Boards (7 @ 20)140
Reflection Paper 30
Exam 1 50
Exam 2 50
Exam 3 50
Exam 4 50
TOTAL POINTS POSSIBLE: 400

Grading Procedures
All grading of assignments will be done based on the criteria in the assignment descriptions.

All the written assignments will be ‘hidden’ after the assigned due date. This does not mean that we did not receive
your work, but rather is not visible to students. We do this to give us an opportunity to release all grades at once and
ensure that all of the grading is consistent. Please do not email us during this time in regards to your assignment, we
will post an announcement once grades are completed and released. After this announcement is posted, you will
have 5 days to contact us about missing work or grade disputes. The feedback on the written work must be included
within your email. The author of your text is the final word on the answers for your exam. I am always happy to
review your exam for you, however, the problem usually relates to the 2 multiple-choice question that either one
seems correct. There is a fine distinction between the questions that allows the one question to be the correct one.

Grading Timeframes

Assignments
Minor written assignments will be scored, posted, and returned (if requested) to the student within two weeks from
the due date. Major written assignments will be scored and posted as soon as possible. Discussion Board postings
will be scored and posted as quickly as possible and will have feedback. We understand your wanting your results of
your work is important and we do our best to grade and post as quickly as possible. It is not reasonable to ask us for
your grade one day after submitting your work.

Assessments
Because all assessments are done via Canvas, all grading of quizzes/tests/exams will occur immediately after
completion. If your score fails to post, notify the instructor and TA(s) immediately. Exams are graded right after you
submit them. If your score posts as a green exclamation mark, your attempt has been submitted, but will need to be
graded by the instructor or TA(s) because you went over the computer time-this does not necessarily mean anything
so do not panic. If there is a problem, we will contact you.

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Since all quizzes/exams are taken via Canvas, all grading will occur immediately after completion. If your score
fails to post, notify the instructor and TA immediately. If your score posts as a green exclamation mark, your
attempt has been submitted, but will need to be reviewed by the instructor or TA because you went over the time
limit.

Late Work
Late work will not be accepted for any reason other than a documented absence. In order for this to happen, the
student is responsible to communicate with the instructor and provide any requested documentation (preferably prior
to the absence).
 The following are examples of acceptable types of documentation:
o Signed doctor’s note on medical stationery
o Copy of funeral pamphlet
o Police report (required in the event of an accident or theft occurring shortly before a deadline, if it
impinges on work being available to submit)
 The following are examples of unacceptable types of documentation:
o Notes from parents
o Notes on loose-leaf paper
o Notes from non-university sanctioned activities
 Jury duty or court dates are not grounds for deadline extensions, as these can be planned in advance.
Assignments and exams are available from the start of the semester and may be completed at any time prior
to the deadlines.
 Any work turned in late without proper documentation will not be granted any points, no matter the
rationale. Missed deadlines for discussion boards or assessments on Canvas are treated as late work and no
make-ups will be granted.
 Documentation does not guarantee that work will be accepted late. The note must include the date/time and
must state that it is not possible for work to have been done within a given timeframe. Every assignment is
given at the start of the semester and may be submitted early, with the due date being the last opportunity.
For medical issues that have arisen on the day of a deadline, you are to submit your draft along with a
doctor's note for documentation. The assignment will be given time for the "last minute" changes that you
would want to complete. However, be cautioned that assignments are given a great deal of time to complete
out of respect for working individuals, those with families, and heavy course loads. Since enough time is
given for completion of the assignments, last-minute decisions to start an assignment will be treated as the
student’s responsibility.
 The responsibility of addressing any late or missing work lies solely on the shoulders of the student. It is
not the instructor’s responsibility to let the student know that he/she is missing any work.
 All documentation needs to be submitted within a two (2) day timeframe after the event that caused you to
miss work occurred. NO EXCEPTIONS.
 All due dates and times are based on Arizona Time (MST).
Note: Life does happen, so late assignments are considered on a case by case basis. Please read carefully the
information above to see if it has already been addressed

Make Up Date for Quizzes/Exams

If the student needs to make up an exam or quiz due to an approved extension, there will only be a 24-hour window
at the end of the semester to do so. Whichever test/exam needs to be taken will open on April 29th at 12:00
a.m. and stay open until 11:59 p.m. that same day. MARK THIS ON YOUR CALENDAR
NOW SO THAT YOU CAN MAKE THE APPROPRIATE ACCOMMODATIONS. THERE WILL BE NO
EXTENSIONS OUTSIDE OF THIS TIMEFRAME TO MAKE UP A TEST/EXAM. It does not matter if you
Exam 2 or Exam 3, the only date to make up a quiz/exam will be during this time frame. This does not apply to
written assignments, just tests/quizzes. The Oversharing Quiz may NOT be retaken either. This make-up date is
NOT to get a better score on any given test. It is only if you miss the syllabus/academic integrity quiz, exam 1, exam
2, or exam 3. If you choose to retake a test you have already completed to try to earn a better grade, it will
automatically result in a score of 0.

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Automatic Deduction
Students that turn in an assignment that requires a reference page and/or citations, but fail to have said
documentation will have 5-10 points automatically deducted from their score prior to the normal grading &
feedback process. Feedback will not be given in regards to these deductions.

Extra Credit
Extra credit is not offered in this course. Do not ask the instructor for special extra credit opportunities to bring
your final grade up. The best time to address any potential grade issues is prior to when they become an issue.
Communication is key!

Honor Contracts are considered. If you are interested, please contact me for further information. I have students
work on a project rather than research paper.

Incompletes
According to ASU Grading Policies, a mark of "I" (Incomplete) is given by the instructor when you are otherwise
doing acceptable work but are unable to complete the course because of illness or other conditions beyond your
control. You (the student) are required to arrange with the instructor for the completion of the course requirements
 This does not allow for poorly performing students to ask for an Incomplete.
 This does not allow for Incompletes/extensions to be granted in order to make-up missed assignment
deadlines.
 This does require physical proof to be presented in order to justify the requested incomplete.
 If you truly have need of an incomplete, please review the ASU Grades & Grading Policy at
http://students.asu.edu/grades-grading-policies for more information.

Academic Integrity
 Academic Integrity is expected of each and every student at ASU. The student is expected to abide by all
University policies including the following:
 Academic Integrity Policy: http://provost.asu.edu/academicintegrity
 Student Code of Conduct: http://www.asu.edu/studentaffairs/reslife/outreach/abor_code.htm
 Computer, Internet, and Electronic Communications Policy:
http://www.asu.edu/aad/manuals/acd/acd125.html

Plagiarism
 Plagiarism is the use of intellectual work of another individual without proper citation/credit.
 Plagiarism is taken very seriously at ASU. If a student is found to have plagiarized any portion of an
assignment, the student may receive a zero for the assignment, an E for the course, and/or an XE on his/her
transcript.
 Plagiarism takes many forms. Copy & paste, block quoting, second-hand citations, or paraphrasing without
proper citations all fall under plagiarism.
 If a student has any question about what constitutes plagiarism, please visit: www.plagiarism.org
 If a student has any question about how to properly cite a source, please view the APA guidelines at:
http://owl.english.purdue.edu/owl/resource/560/01/
 Submitting an assignment from a previous course (including this identical course if dropped, failed,
or withdrawn) is considered plagiarism.
 Be advised that at ASU, lying to an instructor or TA is considered a form of academic dishonesty. Lying
potentially falls under both the first and last bulleted items on the ASU definitions of academic dishonesty
(http://provost.asu.edu/academicintegrity/policy): (1) “Engages in any form of academic deceit” and (2)
“Attempts to influence or change any Academic Evaluation, assignment or academic record for reasons
having no relevance to academic achievement”.
 More specifically if you lie to an instructor or a TA about any of your course-related conduct or
circumstances, a formal allegation of Academic Dishonesty can be pursued against you. This includes
instances where students lie in order to be allowed to take tests or late-submit discussion forum posts,
papers, projects or assignments that you did not complete on time.

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  If there is evidence that you lied to an instructor or a TA, you could be open to the full range of sanctions,
up to and including a course grade of XE, which stands for "failure due to academic dishonesty."
 Lying as a form of Academic Dishonesty includes, but is not limited to:
o Lying about the date you enrolled in the course, e.g. claiming you enrolled late when you did not.
o Claiming to be ill, hospitalized, etc. when this is not the case, in order to get time extensions for
course requirements or to submit work after its due date.
o Falsely claiming a close relative is hospitalized or has died, in order to get time extensions for
course requirements or to submit work after its due date.
o Claiming to have taken a test you did not truly take.
o Claiming to have submitted a written assignment, paper, project or a discussion forum post on
time that in truth, you never submitted.

Student Privacy
In accordance to privacy laws, grades cannot and will not be discussed over the phone, via email, or with third
parties; please do not ask. Access to your grades and scores is solely through the Canvas Grades.

Students with Disabilities

Any student with a special learning consideration needs to advise the instructor within the first week of the course.
For Internet students, an email from both the student as well as their DRC advisor is due to the professor no later
than the end of the first week of the course. Accommodations will begin as soon as documentation is received from
the DRC.

Title IX

Title IX is a federal law that provides that no person be excluded on the basis of sex from
participation in, be denied benefits of, or be subjected to discrimination under any
education program or activity.  Both Title IX and university policy make clear that sexual
violence and harassment based on sex is prohibited.  An individual who believes they have
been subjected to sexual violence or harassed on the basis of sex can seek support,
including counseling and academic support, from the university.  If you or someone you
know has been harassed on the basis of sex or sexually assaulted, you can find
information and resources athttps://sexualviolenceprevention.asu.edu/faqs . 
 
As a mandated reporter, I am obligated to report any information I become aware of
regarding alleged acts of sexual discrimination, including sexual violence and dating
violence.  ASU Counseling Services, https://eoss.asu.edu/counseling , is available if you
wish discuss any concerns confidentially and privately

Assignments
All assignments must have documentation from your textbook and two other sources. References must be in
APA format. Please refer to your textbook if you need assistance or examples for how to cite in APA format. This is
for all Discussion Forums/Boards.

Reflection Paper – 30 points

This assignment is designed for you to see where you were at the beginning of the course and where you are at this
point.  Every opportunity allows for growth and change.

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Below are the guidelines for each section.  As the points increase, this indicates for more time and thought to be
given to your writing.

This is an essay so you do not need cover page, reference section and APA is not expected.

There is expectation for clear, concise, university-level writing.  I suggest you have someone edit your paper prior to
submitting for grading. Your paper should be between 1500-1700 words.

Section 1 (5 points) Why did you choose to enroll in this Human Sexuality Class? What goals did you set for
yourself before or during the course?

Section 2 (5 points) What information learned was new to you?  What surprised you?

Section 3 (10 points) Which three topics were most interesting to you from the course material and WHY?

Section 4 (10 points) This is your final paragraph so be very specific. Discuss your learning experience.  What is the
main take away from this course?  How will this add to your understanding of Human Sexuality for your
life/relationships?  Feel free to add an area of importance in this growth opportunity.

Discussions
Discussions grading is evaluated on an all or nothing policy; either you receive all of the points or you receive none
of the points for the assignment. If all part(s) of the assignment are not followed, a grade of zero will be entered.
Read the criteria for the assignment carefully and review your work prior to the actual posting. You will not be
allowed to resubmit or edit a posting. As long as you follow all of the criteria for this discussions and show critical
thought and solid documentation, there is no reason not to receive all of your points. Replies do count within this
grading schema.

All discussion posts are to be academically and professionally appropriate. When you post; be sure to be considerate
of all views, beliefs, faiths, and backgrounds of other students also taking this course. If a thread is posted that does
not follow these requirements, it will be removed and a score of zero (0) will be given. Also consider that the higher
the point value, the more thought and detail is expected.

The grading rubric for this assignment on discussion board is the assignment criteria itself:
 All questions must be answered fully
 The textbook must be used to support all answers (and cited in APA format). When in doubt, please refer to
the textbook for proper APA citation examples.
 Answers must reflect a 300-level course in substance and written quality. The written work must be within
the word count of 300-500 words as the normal criteria unless otherwise stated.

How to post a Discussions thread:

 Log on to the course Canvas site
 Click on the ‘Discussions’ link in the left-hand menu bar
 Choose the appropriate Discussion you would like to respond to
 If you post in the incorrect forum, your posting will not count. It is the student’s responsibility to make sure
that a thread is posted to the proper location.
 If any problems are experienced, it is the student’s responsibility to contact the Help Desk
 Click on ‘Reply’ in the bottom of Discussions or student’s post.
 Finish your thread and click on ‘Post Reply’

Instructor’s Note: Please write directly onto the DB. Cut and paste often ends in not posting as the student intended.
Discussion 1 (Module 2) – 20 points

This Discussion is asking you to critically think, do some outside reading and use your text. The index to your text
will assist you finding the appropriate area. Be sure to document your answers through your citations and be sure to
have your reference section. I am interested in your perspectives on the questions but there must be support. (300-
400 words)

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Answer only one of the following questions:
1) In the wide spectrum of sexual practices in different cultures from the conservatism of Inis Beag
to the permisssiveness of Mangaia in, where would you place the United States today? Are we
permissive, restrictive, or somewhere in between? Why? Where do you think we should be?

2) You are visiting your married sister and her family for the holidays. Her 6-year-old asks you a
question: “Why do mommies stay home with kids?” How would you answer this question? Which
ideas about parental investment, social learning, or social norms and scripts would you use to
explain why, in most cultures, women perform the child-rearing activities? What do you plan to do
if/when you or your spouse have children?

3) Of the research techniques – surveys, laboratory studies using direct observations, media content
analysis, participant-observer studies, experiments – which do you think is best for learning about
human sexuality? Why?

Discussion 2 (Module 3) – 20 points

Answer one of the following questions. This Discussion is asking you to critically think, do some outside reading
and use your text. The index to your text will assist you finding the appropriate area. Be sure to document your
answers through your citations and be sure to have your reference section. I am interested in your perspectives on
the questions but there must be support. (300-400 words)

1) What do you think about circumcision? Should it be performed routinely? Should parents wait
and let the child choose whether he is circumcised. Should the child do what the father did?
What evidence do you have to support your opinion? What do you plan to do if/when you
have a male newborn?

2) The society in the Dominican Republic into which the Guevodoces are born is a three-gender
society, unlike the two-gender society of the dominant U.S. Culture. What would the United
States be like if it was a three-gender society? Who would be classified in the third gender?
Would their lives be better or worse as a result? Could we have a four-gender society? Who
would be classified in the fourth gender? (For further information, see Herdt, 1990)

3) Discussing from the point of view of a pregnant woman, which would you prefer to have, a
home birth, give birth in a birthing center, or a hospital birth? Why?

4) Knowing that you are taking a human sexuality course and have gained a lot of expertise,
Latoya, your best friend, comes to you in a state of crisis. She and her boyfriend had
unprotected intercourse last night, and she is terrified that she is pregnant. What options
would you explain to her, and which one would you recommend? What aligns with your
belief about children.

Discussion 3 (Module 4) – 20 points

Answer Two of the following questions: This Discussion is asking you to critically think, do some outside reading
and use your text. The index to your text will assist you finding the appropriate area. Be sure to document your
answers through your citations and be sure to have your reference section. I am interested in your perspectives on
the questions but there must be support.

1) Debate the following topic. Resolved: Castration is an appropriate and effective treatment for
convicted rapists.

2) Does “permissiveness with affection” characterize the standard for premarital intercourse
among the 18 to 22 year olds you know?

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 3) What is your opinion about extramarital sex? Is it ethical or moral? What are its effects on a
marriage – does it destroy marriage or improve it, or perhaps have no effect?

4) Discuss fully attachment, attraction, dating and looking for a partner.

5) Jealousy and power

(Total word count for the two answers is 600 words)

Discussion 4 (Module 5) – 20 points

Answer one of the following questions: This Discussion is asking you to critically think, do some outside reading
and use your text. The index to your text will assist you finding the appropriate area. Be sure to document your
answers through your citations and be sure to have your reference section. I am interested in your perspectives on
the questions but there must be support.

1) If you are in a long-term relationship, think about the kind of communication pattern you have
with your partner. Do you use the methods of communication recommended in this chapter?
If not, do you think that there are areas in which you could change and improve? Would your
partner cooperate in attempts to improve your communication pattern?

2) Recalling from your childhood, do you think you were socialized in a stereotyped masculine
or feminine way? What impact do you think those socialization experiences have had on your
current sexual attitudes and behaviors? (300-500 words)

Discussion 5 (Module 6) – 20 points

Answer one of the following questions:

1) Imagine that you are a gay man employed at a managerial level in an advertising agency in
Minneapolis. You and your partner have been together for 11 years and intend to stay that
way. It is becoming increasingly awkward for you to pretend that you have no partner and that
you are straight when you attend parties for the staff or when people ask you how your
weekend was. Should you come out to your colleagues a work? Why or why not? What issues
might you face positive/negative if you do come out? (chapter 13)

2) Most persons who seek treatment or are arrested for atypical or paraphilic behaviors are white
men. Do you think that this is an accurate picture of our society, or are we just unaware or
nonwhites who engage in these behaviors? Based on the data presented and the causes
discussed, would you expect Black, Asian, or Hispanic men to engage in these behaviors?
Why or why not? (chapter 14)

3) On your campus (you can find this info at asu.edu), what services are available for rape
victims? Do these services seem adequate, given what you have read in this chapter about
victim responses to rape? What could be done to improve services? (400-600 words)

Discussion 6 (Module 7) - 20 points

Answer one of the following questions. Make sure to answer each component of the question in order to receive
credit. This Discussion is asking you to critically think, do some outside reading and use your text. The index to
your text will assist you finding the appropriate area. Be sure to document your answers through your citations and
be sure to have your reference section. I am interested in your perspectives on the questions but there must be
support.

1) What is your position on the issue of censoring pornography? Do you think all pornography
should be illegal? Or should all pornography be legal? Or should some kinds – such as kiddie

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 porn and violent porn – be illegal, but not other kinds? What reasoning led you to your
position?

2) Considering the prior learning causes of sexual disorders, what are the implications for
parents who want to raise sexually healthy children? Could parents do certain things that
would avoid or prevent sexual disorders in their children?

3) Michael has had a monogamous relationship with Heather for six months. At her annual
pelvic exam, Heather discovers that she has chlamydia and blows up at Michael for giving it
to her. Michael has never been tested for anything. What should Michael and Heather discuss
with each other, what other information do they need, and what should they do? Do you think
partners should get tested for STD’s before they have sex with each other? What if one of
them had HIV? (500-600 words)

Discussion 7 (Module 7) – 20 points

Answer one of the following questions. This Discussion is asking you to critically think, do some outside reading
and use your text. The index to your text will assist you finding the appropriate area. Be sure to document your
answers through your citations and be sure to have your reference section. I am interested in your perspectives on
the questions but there must be support.

1) Ruth Greenberg is the judge in an unusual custody case. Chad and Michele are a married
couple with infertility problems. Medical testing revealed that Chad had an extremely low
sperm count that was unlikely to produce successful fertilization. To make matters worse,
Michele had a small, undeveloped uterus and probably would always miscarry early in a
pregnancy. Yet they desperately wanted children. They contracted with a surrogate, Mary, to
provide an egg and gestation, and used perm from a sperm bank for the fertilization. The
baby, a little girl, has been born, but Mary has now decided that she wants to keep her. The
court battle between Chad and Michele on the one hand and Mary on the other as to who
should get the baby. What should Judge Greenberg do?

2) How do you think young children can best be protected from sexual abuse and exploitation?

Quizzes & Exams

 There will be a few quizzes/exams throughout the duration of the semester.
 The quizzes/exams may or may not be cumulative. Please carefully read the details of each quiz/exam in
order to best prepare for your assessment. All quiz/exam content will come directly from your assigned
readings. The author(s) is/are the final word on any quiz/exam question. Questions are randomly selected
for each student from a pool of test items. No two students will take an identical exam.
 Questions will be designed to show the student’s ability to understand the integration of theory to the
practical dimension. Quiz questions will reflect both family studies and sociological perspectives.
 All quizzes/exams will be available at the beginning of the semester and will close at 11:59 P.M. on the due
date. Once the deadline has passed, the link for submitting the exam will disappear. This means that if you
look for the link at 12:01pm on the designated deadline day, you will not be able to find it.
 Our data will note any and all “problem questions” so there is no need for the student to let the instructor
know. If there is need to adjust scores due to “problem questions,” the instructor reserves the right to do so.
 For test security, feedback is not automatically provided on the exams. If you wish to view missed items
and correct answers, you must make an in-person appointment with the instructor or TA of the course.
 You will be given 2 attempts to take each quiz and 1 attempt for each exam unless noted otherwise.
Keep in mind that these attempts are given in case you experience a technical problem, etc. We do not
suggest that you keep taking the quiz to get a better score. Statistics show that it doesn't happen and the
quiz questions are randomized so you will receive a different question each attempt. Your final attempt is
your final score and if you choose to take the quiz multiple times and something happens on the last
attempt you will receive a zero. Please know that the final completed submitted attempt is the score that
will be counted. It is the LAST score, not the highest score.

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  Quiz/exam items are displayed all at once and the timer begins recording from the moment you have
been exposed to the questions until the moment you submit your answers. Therefore, if you open an
assessment, save your answers, close the browser and return later, the timer will have continued running.
Saving and closing an exam without submitting does not “pause” the clock.
 For the exams, you may use your textbook. It would not be wise, however, to be “textbook dependent”
because you will run out of time. There will be a loss of points if you go over the time limit. There is a loss
of two points for every five minutes over the time.
 When taking your quizzes/tests/exams, I suggest that you make sure that all windows are closed other than
the assessment you are taking. It will decrease the opportunity for a quiz freeze and in the end, lower your
frustration.
 Please read all directions carefully considering all assignments/quizzes/tests/exams. It is important that if
you have a quiz/test/exam that locks, you are to send emails to me as well as my TA.
 To study for the quizzes/tests/exams, students should first read over any PowerPoint slides. These give a
good general idea of the major points of the chapters. Then read the chapters with a critical eye and use the
PowerPoint slides as your guide. Be sure to note any key terms and major theorists. Review the major
concepts and ideas at the end of each chapter and complete any end-of-chapter review questions.

Syllabus Quiz (15 points)

 You will receive these points automatically for reading through the syllabus.

Academic Integrity Quiz (15 points) One Attempt, Untimed

 ASU’s Academic Integrity policy ( http://provost.asu.edu/academicintegrity/policy ) holds students to a
code of conduct that defines academic dishonesty to include cheating, plagiarism, academic deceit,
falsifying records, and inappropriate collaboration. In addition, this policy specifies a range of sanctions
that faculty and instructors can choose from when violations occur. All ASU students, including those
enrolled in this course, are held to the standards in the policy.
 To increase student awareness, and student-instructor discussion of these issues, students are required to
read the SSFD Academic Integrity PowerPoint and to take the accompanying Academic Integrity quiz.
 This is a short quiz that checks to make sure you are up-to-speed on all of the policies regarding plagiarism
and other academic integrity issues.
 There are 15 questions worth 1 point each for a total of 15 points.
 You will be able to take this quiz only once and you will be able to see the correct answers after you submit
your quiz. This quiz is not timed.
 The PowerPoint for this quiz can be found under the ‘PowerPoint’ tab on Canvas

Exam 1 (50 points)

 This exam covers the material from the textbook for Chapters 1–4.
 You will have 50 questions worth 1 point each for a total of 50 points on the exam.
 You will have 1 hour to complete the exam. If you take longer than the allotted time, the instructor and/or
TA(s) will have to score your exam independently. If there is an issue with your overtime, we will contact
you.
 Please note if you take the exam twice, the exam does randomize. It will be the LAST score, not the
highest.

Note: Chapters 5-9 are not part of the exam but will be measured through one of the DF/DB

Exam 2 (50 points)

 This exam covers the material from the textbook for Chapters 10-12.
 You will have 50 questions worth 1 point each for a total of 50 points on the exam.
 You will have 1 hour to complete the exam. If you take longer than the allotted timethe instructor and/or
TA(s) will have to score your exam independently.

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Exam 3 (50 points)
 This exam covers the material from the textbook for Chapters 13-15.
 You will have 50 questions worth 1 point each for a total of 50 points on the exam.
 You will have 1 hour to complete the exam. If you take longer than the allotted time, the instructor and/or
TA(s) will have to score your exam independently. If the overtime is a problem, we will contact you.
 If you take the exam twice, the exam randomizes. It is the LAST score, not the highest score.

Exam 4 (50 points)

 This exam covers the material worth 1 point for a total of 50 points on the exam
 This exam is considered your final exam but not comprehensive.
 You will have 50 questions worth 1 point each for a total of 50 points on the exam.
 You will have 1 hour to complete the exam. If you take longer than the allotted time, the instructor and/or
TA will have to score your exam independently. If the overtime is a problem, we will contact you.
 If you take the exam twice, the exam randomizes. It is the LAST score, not the highest score.

Course Calendar
The instructor reserves the right to change dates if the need arises to provide better learning opportunities
for the student. It is your responsibility as the student to check Canvas on a daily basis to note any possible
changes.

The course calendar below is also posted under ‘Syllabus’ on the Canvas site. I would encourage you to make note
of the dates in either your planner or the source that you use most often to check your own commitments. Keep in
mind that the semester will go by quickly, so please plan accordingly.

It is very easy in such a short period of time to feel overwhelmed with the work if you do not make a definite plan
on how to approach the coursework. When you make your plans for the semester, I suggest you have a set time daily
that you work on this course whether it be reading, posting discussion boards or taking quizzes/tests/exams.

Please keep in mind that the calendar reading is a guide for you but the due dates for the assignments are the
required due dates and no late assignments are accepted. If there is an emergency, please read the criteria listed in
the syllabus.

Time management is a key element to success. Part of your overall assignment is to learn to “plan your time” to
meet deadlines, as you will with mortgage payments, utilities, jobs, and even within your personal lives. I also
respect the fact that many of you taking the Internet course have to balance school with full-time jobs, new
marriages, new babies, single parenting, caretaking, and more. As a result, the course is designed for you to
complete the assignments when the learning situation is most optimal for you. However, there are due dates for
the quizzes and the assignments. No late assignments are accepted, even if it is only ten minutes late. Emergencies
are considered on a case-by-case basis with documentation. Emergencies are considered as medical with a doctor’s
note or a death within an immediate family. Work, travel plans, family issues must be worked out within your
planning. It is the student’s responsibility also to do a check/balance to see that the calendar matches the assignment
dates on the syllabus. Errors can occur, so please double-check because in the end you are responsible. Please bring
any error to our attention.

Please also pay attention to any university deadlines concerning tuition, add/drop, and withdrawals.

Begin reading the text on the first day of class. Reading is an ongoing assignment and we will do all chapters
within the text. Noted on the calendar are the chapters covered for each exam. You should plan to spend
approximately three hours per week on reading, making notes and flashcards.

Module 1 Read Syllabus & Welcome Letter

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 Purchase textbook and begin reading Chapters 1-7
Make note of the due dates for assignments and exams.
3/16-3/21
Syllabus Quiz DUE no later than March 18th 11:59 P.M.
Academic Integrity Quiz DUE no later than March 18th 11:59 P.M.
Discussion 1 DUE no later than March 22nd 11:59 P.M.
Module 2
Exam #1 (Chs. 1-4) DUE no later than March 22nd 11:59 P.M.
3/22-3/28
Begin reading Chapters 8-13

Discussion 2 DUE no later than March 29th 11:59 P.M.

Module 3
Exam #2 (Chs. 10-12) DUE no later than March 29th 11:59 P.M.
3/29-4/4
Begin reading Chapters 14-20
Module 4
Discussion 3 DUE no later than April 5th 11:59 P.M.
4/5-4/11

Module 5
Discussion 4 DUE no later than April 12th 11:59 P.M.
4/12-4/18
Discussion 5 DUE no later than April 19th 11:59 P.M.
Module 6
Exam #3 (Chs. 13-15) DUE no later than April 19th 11:59 P.M.
4/19-4/25
Reflection Paper DUE no later than April 19th 11:59 P.M.

Discussion 6 DUE no later than April 26th 11:59 P.M.

Exam #4 (Chs. 16 -17) considered your final exam, not comprehensive on
Module 7
April 26th 11:59pm
4/26-5/1
Discussion 7 Due no later than April 29th 11:59 P.M.
Make Up Day for Quizzes/Exams on April 29th at 12:00am to 11:59pm

*The instructor has the right to change the due dates to enhance the learning opportunities for the
students.

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