Health, Physical Education And Recreation | Human Sexuality
F255 | 6366 | William Yarber

Course Description

Survey of the dynamics of human sexuality; identification and
examination of basic issues in human sexuality as relating to the
larger society.


1. Strong, DeVault, & Sayod, Human Sexuality: Diversity in
Contemporary America, Mayfield,
3rd edition, 1999.


The course utilizes both the lecture and small group discussions
techniques.  Lectures will emphasize the cognitive aspects of the
subject; the discussion sessions will provide an opportunity to
explore attitudes, feelings, and communications as well as to review
some of the lecture material.  Sexually explicit media will be shown
during the lecture sessions.  Students can choose not to view the
media without grade penalty.

Course Evaluation:

It is the policy of the School of HPER to evaluate all courses through
the School.  Final student course evaluations will be conducted in a
manner that maintains the integrity of the process and the anonymity
of evaluators.

Academic Integrity:

Academic and personal misconduct by students in this class are defined
and dealt with according to the procedures in the CODE OF STUDENT

General Course Objectives:

Students find themselves confused or in conflict about some of their
early sexual learnings.  This course will attempt to help students
reflect on their own personal experience, development, background and
value stance while becoming acquainted with research findings, current
concepts, and diverse viewpoints about human sexuality.  It is hoped
that as a result of their experience in F255, students will:

	Be more aware and accepting of their own individual
	sexual lifestyle and value system


	Develop an intelligent and responsible sexual lifestyle


	Be more aware and accepting of the lifestyle and
	sexual value system of others, especially those
	which are divergent.

Specific Course Objectives:

At the conclusion of the course, it is hoped that students will be
able to:

1.	Identify and describe feelings about their own sexuality.

2.	Apply new understanding of human sexuality to their own
personal life.

3.	Conceptualize about empirical research data in relationship to
human sexuality and its meaning for specific situations.

4.	Demonstrate the competency to explore the contributions of a
variety of disciplines to our understanding of human sexuality and
critique points of view in the literature.

5.	Apply new understandings of human sexuality that help dispel
current myths and misunderstandings.
Course Requirements

The goals for the course are met through the following:

1.	Two autobiographical (autoanalytical) papers on "Who Am I
Sexually?"  Being anonymous, one paper is written at the beginning of
the course (due 9/11) and the other at the end (due 12/4).  The
purpose of the paper is to provide you with an opportunity to evaluate
and re-evaluate a personal intentional stance regarding yourself as a
sexual person.  This type of writing assignment is usually quite
difficult at first.  You need to assess yourself and others of
significance in your life honestly and realistically.  If you can
discuss your feelings openly (in writing) you may experience a
reduction of fears and embarrassments; you may develop some newer
understanding or appreciation of your own behavior and/or that of
someone else close to you; and, you may find solutions or alternatives
to meet the requirements of your own situations.  One point deducted
for each day late for paper #1; paper #2 not accepted late.  Full
credit for turning in assignment.  To be turned in only to discussion
leader.  8 pts. each

2.	Fieldtrip: This assignment is designed to provide you with new
insights into ways sexuality is expressed in our society.  It provides
an opportunity (excuse) to do something you otherwise might not do:
viewing an X-rated movie, visiting a night spot, or attending a
lecture/meeting dealing with sexuality.  You choose the time to
complete the exercise.  You may go alone or with others.  A written
report is due 11/20.  Paper will be graded.  One point deducted for
each day late.  To be turned in only to discussion leader.
	8 pts.

3.	Completion or reading of course textbook.  See class lecture

4.	Early Message Interviews:  Interview three persons concerning
their early sexual learning.  At least 2 of the interviewees must be
persons not currently enrolled in F255.  Due 12/4.  Paper will be
graded.  Not accepted late.  To be turned in only to discussion
leader.  8 pts.

5.	Participation in small group discussion sessions:  Focus is on
developing skills of verbal ease of communication about sexual
matters, responsible listening to other persons, and openness in
exploring and accepting divergent views.  Attendance will be taken at
each session (11 sessions).  4 points for each session.  Students get
one free miss without penalty.

6.	Three examinations.  9/18, 10/23, 11/27.  60 pts. each.
Make-up exams given only to persons with written medical reason for
missing.  Other students missing test will be given a zero score.
Must clear before exam time.  Make up exams must be taken within one
week after returning to school.  Each student must take all 3
examinations.  Tests will be given only at scheduled time (5:45 p.m.);
students more than 10 minutes late will not be permitted to take exam
and will be given zero points.  No questions will be answered during
the examinations.  Contested scores must be made within one week after
receiving graded exam.  About 50% of the test questions (T/F, MC) are
from each the books and the lecture.

7.	In-class Exercise 12/4:  Brief written exercise during lecture
session, written medical excuse only accepted reason in which
unattending can earn points.  10 pts.

8.	Attendance Policy for Lecture and Group Discussions:  Three
circumstances are excused with points earned:  (1) written medical
verification, (2) an I.U. -sponsored event, but not rehearsal; must
have written statement verifying event, on I.U. letterhead, (3)
funeral attendance; must have written verification.   As stated, you
get one free miss lecture and group discussion.

	Course Schedule

August	28	Introduction to Human Sexuality, Healthy Sexuality

September	 4	Sex Researchers, Sexual Rights and Ethnics

	 	11	Female and Male Sexuality, Sexual
			Due: Autobiographic Paper #1

		18 	EXAM #1

		25	Contemporary Sexual Behaviors, Masturbation

October	 2	Sexual Response

		 9	Sexual Dysfunction

		16	Contraception

		23	Exam #2

November	30	Sexual Variance, Homosexuality

		  6	Guest Panel: GLT

		13	HIV and STD's, Sexuality and Aging

		20	Sexually Explicit Material, Sex Laws
			Due: Field Trip Assignment
		27	EXAM #3

December	 4	Sexual Communication
			Due: Autobiographic Paper #2, Early Messages
			In-class activity

Final Week:	Lecture on future perspectives during scheduled final
time (7:15 p.m.; 12/15).

			Test 1: Chapters 1, 2, 5, 7

			Test 2: Chapters 3, 4, 9, 14

			Test 3: Chapters 6, 8, 13, 16

	Grading  Scale (no extra points possible)
268 or above		= A
266 & 267		= A-
264 & 265		= B+
239 - 263		= B
237 & 238		= B-
235 & 236		= C+
209 - 234		= C
207 & 208		= C-
205 & 206  		= D+
178 - 204		= D
177 or below 		= F

	Group discussion (4 pts. each session)		44	points
	Autobiographic Papers (8 pts. each)			16		
	Fieldtrip Report					  8		
	Early Message Report				  8		
	Examination #1					60		
	Examination #2					60		
	Examination #3					60		
	In-class Activity					10		
	Lecture Attendance					30		


Try to do something which will challenge your mind and expand you
intellectual horizons.  You may use this requirement as an opportunity
(excuse) to do something you otherwise might not do, e.g. take a trip
to an X-rated movie or night spot or listen to a sermon or lecture
relative to a sexual topic.  You may go by yourself or with others.
This should provide new insight to expand your personal knowledge and
views from a new, personally enriching perspective.

	A Family Planning Clinic
	Massage Parlor (Interview)
	Nudist Colony
	Strip Show
	Swinger's Bar
	Gay/Lesbian Bar
	Any Appropriate Lecture on Sexuality
	Divorce Court
	Pornographic Movie Theater
	Adult Book Store

	Interview or speak with a minister, priest, or rabbi regarding
aspects of sex; ask if you can participate in a group session, or
discuss sexual counseling; participate in an intimacy session;
interview a police officer, lawyer, prostitute or others involved in

WRITTEN REPORT OF PROJECT:    (to be discussed in class)

1.	Why you chose the field trip.

2.	Describe any new knowledge and/or feelings you acquired as a
result of the project.  Do you now feel any different toward the
event/people than before?

3.	Does the event/people have an appropriate place in our
society?  Why?

4.	What are your impressions of other persons attending the

5.	What are your impressions of the persons participating in the

6.	Evaluate the worth of the project to you individually?

7.	Would you recommend the experience to others?

8.	How does the project relate to the course?

Note: If you do an activity not listed above, you must clear the idea
with Professor Yarber.


Compared to other cultures the United States is considered a sexually
restrictive society.  Our "Victorian hangover" still exerts a strong
influence on us, despite the liberalizing trends that began around the
turn of the century.  Values and attitudes evolve slowly.  A child
growing up in our culture today may receive a variety of mixed
messages about sex.  Information regarding sex may come from a variety
of sources.  Sorting through this matrix or sexual messages can
sometimes be difficult.

PURPOSE:	To enable you to recall and evaluate the childhood
messages you received about sex.

DIRECTIONS:	Respond as best as you can to each of the following
statements about your early sexual messages.  Place your responses in
the space provided.

1.	What clearly stated messages did you receive about sex from
	Parents or other family members?

	Friends, peers, or classmates?


	Religious leaders - priest, minister, rabbi, and so on?

	Media - movies, television, printed materials?

2.	What subtle or unclear messages did you receive about sex from
	Parents or other family members?

	Friends, peers, or classmates?


	Religious leaders - priest, minister, rabbi, and so on?

	Media - movies, television, printed materials?

3.	Did you ever try to clarify any of these confusing messages?
How?  What were the results?

4.	After looking back, how would you help a young child to get
clear messages about his or her own sexuality?

REACTIONS:  Now in the space provided write down what you have learned
from this exercise about your early sexual messages.

DIRECTIONS for "Early Messages" Assignment

1.	Interview three persons.  These should be persons you know
well, explaining the nature of the interview asking questions.
Persons can refuse to answer any of the questions.  Interview adults.

2.	DO NOT record the name of the person interviewed.

3.	Participation of those being interviewed are voluntary and

4.	Keep the information you learn confidential.  Do not share
this information with anyone.

5.	Use the sheet "Early Messages: Values and Sex" for the
structure and questions for the interview.  Summarize the responses by
question in making your written report to the discussion leader.