Psychology of Sexual Behavior
PSY and WS 202
Fall 2023
Bullock Science Center, 103W
Tuesday and Thursday 11:30a.m. – 12:45p.m.
The pre-requisite for this course is: PSY 101 or 102 Introductory Psychology
Dr. Jennifer Hughes (she/her/hers)
Charles A. Dana Professor of Psychology
113 E Science Center
(404) 471-6230
jhughes@agnesscott.edu
In-person (Drop-in) Visitation Hours: Tuesdays and Thursdays 1:00p.m. - 1:50p.m. or by appointment
This course will involve a broad survey of the research on psychological aspects of human sexual behavior.
Both conventional and unconventional sexual functioning will be explored. A range of physiological
terminology and workings of sexuality also will be studied. A major goal of the course is to demystify
human sexuality to the extent that students feel comfortable with thinking about and discussing sexuality.
Another goal is to provide practical information for dealing with sexuality in everyday living. Finally, a third
goal is to familiarize students with the research and theoretical issues of sexuality from a scientific
perspective.
WARNING
This is a psychology of sexual behavior course specifically designed for adult college students. Sexually
explicit lecture language and topics, video clips, and other teaching materials will be used regularly
throughout the semester. If students are upset by or made uncomfortable by sexually explicit language or
visual media depictions of human sexual behavior, they may wish to reconsider whether they want to take
this course.
Some students may enroll in this course in the hope of learning solutions to sexual problems or concerns.
In some cases, the course provides such a student with reassurance that the student is typical or that the
problem is minor or temporary. In other cases, this course may provide reassurance that a problem can
be dealt with. While intellectual understanding about a problem may not in itself relieve the problem,
please know there is professional help available on campus through the Wellness Center.
CREDIT AND WORKLOAD
PSY/WS 202 is a 4-credit course. Completing this course can fulfill the social science general education
requirement and count as a Psychology or Women’s, Gender, and Sexuality Studies course.
Although students will spend 3 hours in the classroom each week, students should know that additional
work is required to make up the fourth credit hour for accreditation purposes. The workload of this course
including that additional work to make up the fourth credit is listed below. This work helps students to
develop important career competencies, which will be listed next to the assignments below.
Out of Class Work
• Students will create an introduction to themselves for the professor, which should take just
a few minutes (competencies: technology and communication).
• Students will complete a syllabus quiz that should take 15-30 minutes (competency: critical
thinking).
• Students should plan 5-10 hours of work for preparing for their presentation (competencies:
critical thinking, technology, professionalism, and communication).
• Students will read the textbook and prepare for and taking quizzes. This should account for
4-8 hours per week (competencies: critical thinking and equity and inclusion).
• Students should plan to work on their human sexuality flyer for 1-3 hours (competencies:
critical thinking, technology, professionalism, and communication)
•
•
Students
thinking,
Students
thinking,
should plan
technology,
should plan
technology,
5-7 hours of work for their midterm paper (competencies: critical
professionalism, and communication).
7-10 hours of work for their final paper (competencies: critical
professionalism, and communication).
In-class Activities
• Class assignments (competencies: critical thinking, equity and inclusion, teamwork, and
communication)
• Conversations about human sexuality flyers (competencies: critical thinking, equity and
inclusion, teamwork, professionalism, and communication)
REQUIRED READING MATERIAL
Carroll, J. L. (2019). Sexuality now: Embracing diversity (6th ed.). Cengage.
Note: The author changes the content with each edition of the book so using the 1st, 2nd, 3rd, 4th,
or 5th edition can affect students’ quiz grades because they will not have access to the same
content.
ATTENDANCE AND ENGAGEMENT
Attendance and Being on Time
Class attendance and being on time increases the chances for success in the course and allows
students to complete in-class assignments (although students get to drop 2 missed assignments—
see more information below). If students miss, they should get the class material that they missed
from a couple of other students.
However, to reward good attendance, students will be able to earn attendance points. If a student
misses class or is late, the student will be counted as absent. If a student is late or absent 4 times
without an excused absence, they will lose half of their attendance points. If they are late or absent
6 or more times, they will lose all their attendance points.
Students do not need to let the professor know they will miss class or be late unless it is a college
excused absence. If a student is absent because of a death of an immediate family member,
unplanned hospitalization, severe illness (i.e., Covid or flu), playing in a college sporting event, or
observed religious holiday they should contact Dr. Hughes when they know they will miss (and at
least an hour before class). Dr. Hughes will arrange for them to make up the work.
Sometimes students will not be able to come to class and complete an assignment because of
routine illness, heavy workload, or other unexpected events, which are not excused absences.
Therefore, students will be able to drop 2 assignment grades. If a student misses an assignment
for any reason (except for an excused absence) that assignment will be used as a drop grade for
up to 2 assignments.
Engagement
Being actively engaged during class is important to the professor. Engagement includes being
respectful of others and paying attention when they are speaking, contributing positively to class
discussions, and not doing other work during class.
During the classes, students will be asked to think critically, listen nonjudgmentally, and maintain a
sense of humor to challenge themselves and others. Students will be asked to share their opinions
for some of the individual and group assignments. If time permits the professor will ask groups to
share and then personal examples (i.e., that the group wants to share) can be shared briefly.
However, no names or identifying characteristics of others at Agnes Scott should be given when
sharing information with the class.
In the past students have brought partners, parents, and friends to class. This has often been
disruptive and affected the feeling of a safe space in the class. Therefore, the current policy is that
students cannot bring visitors to class.
CLASS COMPONENTS
Introduction of Self Assignments
Students will upload a short (up to 5 minutes) audio or video introduction to Canvas answering the
following questions before class on August 29th. The video will just be watched by the professor.
The audio or video file should have:
• Your name, pronouns if you are comfortable giving them, major(s), minors, and graduation
year and semester.
• Why you signed up for PSY/WS 202.
• What you like most about Agnes Scott.
• Please provide any other information that you would like for me to know.
If you have not done this before, Tufts University has a great instructional guide.
https://tuftsedtech.screenstepslive.com/s/18992/m/73355/l/976285-student-how-do-i-submit-anaudio-video-assignment
Late assignments will be penalized 1.5 points for being late and another 1.5 points every 24 hours.
Syllabus Quiz
Students will take a quiz about the syllabus, and they can use the syllabus to answer the
questions. The quiz will not be timed, and it is due August 29th before class. Late syllabus quizzes
will be penalized 1.5 points for being late and another 1.5 points every 24 hours.
Quizzes
Students will need to read the chapters and their class notes to do well on the reading quizzes.
Each quiz will have 15 multiple-choice questions and students can use their books/notes to take
the quiz. The quizzes are timed at 20 minutes, unless a student has accommodation, and these
quizzes are to be taken alone. Students will take a quiz per chapter, and they have 24-hours the
following day to take them (see course schedule). After that time, quizzes cannot be taken without
an excused absence. However, because sometimes students will not be able to take a quiz because
of routine illness or other unexpected events, students will be able to drop 2 quiz grades.
If a student misses a quiz for any reason (except for the excused absences listed above) that quiz
will become one of the student’s drop grades. Otherwise, the student’s 2 lowest grades will become
the drop grades. Students only get 2 drop grades, so they need to use them wisely.
In-class Assignments
Material will be presented during lectures and then assignments will be based on the material.
These assignments will be completed during class time. No assignments can be made up unless it
is a college excused absence (listed above). Some of the assignments will be individual and others
will involve group work.
Group assignments need to be turned in individually by everyone in the group and have each group
member’s name at the top.
Because sometimes students cannot come to class because of routine illness or other unexpected
events, students will be able to drop 2 assignments. If a student misses assignments, those will
become drop grades. Otherwise, the student’s 2 lowest grades will become their drop grades
(although most students earn full credit for their assignments). Again, students only get 2 drop
grades, so they need to use them wisely.
Human Sexuality Flyers
Each student will select a local, national, or international topic related to human sexuality (from
any part of the course) that they are passionate about. Each student will create a visually
appealing 1-page flyer explaining the topic and why it is important to support. Students will also
describe at least 2 specific ways people could get involved with their topic (i.e., organizations that
people can join that support the topic, organizations people can donate to that support the topic,
events people can participate in related to the topic, specific people in the government people can
write voicing their opinions, etc.).
Students should save their flyer as a pdf and post it on Canvas before class begins. They also
should bring 10 flyers with them to class.
In class, students will engage with other students by talking about their topic and exchanging
flyers. Once a student has collected 10 flyers, they will show that they collected those to Dr.
Hughes and then they are done with the class assignment. If class members think a topic could be
triggering, they should warn other students before the conversation begins.
After class, if students would like to do so, they can leave flyers they collected in the psychology
department or Bullock lobby for others to read. Because of this, flyers do not need to have student
names on them.
If the student does not attend, the student will receive no points for the class assignment. If
students have unusual circumstances the day of, they should contact the professor as soon as
possible. The professor will only waive getting a zero in unusual and extreme situations—common
illness or work overload will not be considered.
If the student does attend but does not have a flyer, they still can collect flyers from others to
complete this part of the assignment.
Students may use any of this information in their final paper as long as the cite the information
with the student's name, so if a student plans to use the information they will need to ask the
student for their full name.
Presentations
Each student will be given a website to present and critique during a class presentation. The first
goal of this assignment is for students to learn about human sexuality topics not covered or not
covered in depth in their textbook. The second goal of this assignment is to get students to think
carefully about the reliability of information resources, so they can evaluate the credibility of this
additional human sexuality information. This is particularly important when using non-traditional
sources of information like blogs, social media posts, and websites.
Students will create a PowerPoint or Slides presentation and the presentation will involve two parts.
•
•
Part 1: Students will summarize the material given on the website. Some of the websites
have a lot of information and some do not. Students will need to determine what can be
covered in this short presentation and still give themselves enough time to cover the
critique in detail. Historically, students have spent about 2/3 of the presentation on content
and 1/3 on critique.
Part 2: Students will use the CRAAP test to evaluate the material and give an overall
summary of their evaluation. This test is a set of criteria that students can use to evaluate
information. CRAAP stands for: C - Currency, R - Relevance, A - Authority, A - Accuracy,
and P - Purpose. The components are listed below.
Currency
Is the information up to date? This is important for most human sexuality topics unless the
topic is historical in nature. Students should consider when the information was written,
produced, or revised. Students should also consider the timeliness of the sources used.
• Magazine, website, and social media sources can be produced quickly.
• Journal articles are a responsive form of academic publishing, but the information
can take a year or two to get published after it is written.
• Books take even longer to publish.
Relevance
Does the author of the website explain the topic well, which leads to a better understanding
of the topic? Is the information detailed or too superficial?
Authority
Is the source of the information credible? Does the author have the authority to write about
the topic? We know that all the websites are from the University of California Santa
Barbara’s Sexinfo Online website and that the articles were written by students for their
human sexuality courses and edited by their professors. Therefore, we know there are
potential issues with the source, but please evaluate if they are citing information that
comes from credible sources? For example, is the material from reputable academic books
and journal articles?
Accuracy
Is the information correct?
• Look for verifiable facts or proof from your textbook or Galileo, to assess whether a
source is accurate.
• Does the language or tone seem unbiased?
• Are there spelling, grammar, or typographical errors?
Purpose
Consider the function of the information resource. Is the purpose to inform, teach, or
persuade? It is helpful to ask the following:
• Is the purpose stated or obvious?
• Is the information fact or opinion?
• Does the author have a bias and how does that influence the information presented?
• There are typically different opinions/perspectives about any given issue. Does the
author give multiple opinions/perspectives?
See the rubric used for grading the presentations posted on Canvas.
Students will post their presentation to Canvas at least 5 minutes before class begins, so the
professor can pull up their presentation at the start of class. In addition, if a student is late to their
presentation by 1-2 minutes (without letting the professor know and having an excused absence)
they will lose 2 points, and if they are more than 5 minutes late (without letting the professor know
and having an excused absence) they will not be allowed to give their presentation.
Students should practice giving their presentations, so they will be within the time limit of 8-10
minutes. If students in the class have questions, they can ask the presenter questions for up to an
additional 2 minutes after the presentation.
To earn a good grade, the presentation should be professional, interesting, and creative. Creativity
can be achieved by using additional material, interacting with the class, using humor, etc. Videos
can be used as part of the presentation, but they need to be 2 minutes or shorter.
If students know they will miss their day to present the material before the day of their
presentation, it is their responsibility to switch days with another student. If the student does not
present, the student will receive no points. If students have unusual circumstances the day they
are to present, they should contact the professor as soon as possible. The professor will only waive
getting a zero in unusual and extreme situations—common illness or work overload will not be
considered.
The material from the websites will not be on the quizzes but it will be used for the integration
papers.
Papers
As for general guidelines, both the midterm and final paper must use the current American
Psychological Association (APA) writing style for the title page, text of the paper, and reference
page. See the Canvas site for the course for helpful APA information.
In addition, students should use the following guidelines for their papers.
• First person is allowed.
• Work should be in students’ own words, making minimal use of quoting when summarizing.
A maximum of 2 quotes per paper is acceptable.
• Points will be awarded according to how well directions are followed, the accuracy of the
content, the depth of thought and analysis, and how clearly ideas are expressed.
Integration Paper 1
For the first integration paper, each student will be asked to select 10 specific, thoughtprovoking facts about human sexuality the student learned from the textbook chapters 1-8,
during lectures, or during student presentations. At least one of the 10 facts needs to be
from a student presentation. The rest will come from the textbook or lectures. Each student
will need to summarize what the student learned (referencing the material—see
plagiarism information below) and will be asked to state how knowing that information
has led to one of the following:
1. attitudinal changes towards a topic, people, or an idea
2. current behavior changes
3. possible future behavioral changes
4. a deeper understanding of prior events in the student’s life
One paragraph is expected for each fact and the description of the impact. Introductory and
concluding paragraphs also are expected for the papers. The paper is expected to be
personal and relevant to the writer’s life and should reflect new knowledge students will
integrate into their life. The paper will be only read by the professor and will be kept
confidential.
The text of the paper needs to be no less than 3 full double-spaced pages and no longer
than 5 full double-spaced pages (the title page and references are additional pages).
Papers are due via Canvas. Students should type the pledge (see below) and their name
next to it on the title page.
If the paper is late the student will be penalized a letter grade for being late and another
letter grade for every additional 24-hours it is late including weekend days.
Integration Paper 2
For the second integration paper, each student again will be asked to select 10 specific,
thought-provoking facts about human sexuality the student learned from the textbook
chapters 9-18, during lectures, or during student presentations. At least one of the 10 facts
needs to be from a student presentation. The rest will come from the textbook or lectures.
Like the last paper, each student will need to summarize what the student learned
(referencing the material—see plagiarism information below) and will be asked to
state how knowing that information has led to one of the following:
1. attitudinal changes towards a topic, people, or an idea
2. current behavior changes
3. possible future behavioral changes
4. a deeper understanding of prior events in the student’s life
In the same paper the student also will select 5 specific, thought-provoking facts about
human sexuality the student learned (i.e., from any part of the entire course) that would
help the student when interacting with a child or adolescent age 5 to 13 in the future (e.g.,
biological child, adopted child, niece, sibling, nephew, student, friend, etc.). This course is
intended to help students become more knowledgeable about human sexuality, so they can
help future generations to also become more comfortable with and knowledgeable about
sexuality. Each student will need to summarize what the student learned (referencing the
material—see plagiarism information below) and will be asked to state how that
information will help the student teach the child or adolescent about sexuality. One
paragraph is expected for each fact and the description of the impact.
The same format stated above for integration paper 1 should be followed, except the
paper needs to have 15 cited facts and the text needs to be no less than 5 full doublespaced pages and no longer than 8 full double-spaced pages (the title page and references
are additional pages).
Papers should be turned in via Canvas. Again, the pledge and the student’s typed name
should be on the title page. If it is turned in after 5:00p.m. eastern time on the last day of
final exams the professor cannot accept the paper.
Plagiarism
Plagiarism is a serious academic offense. Penalties for plagiarism can involve losing several
letter grades on papers to receiving an honor court case.
A student commits plagiarism by:
• Borrowing all or part of another student's paper, using someone else's outline to
write their paper, using a paper writing service, taking a paper off the Internet,
changing only a few words in a sentence, or having another person write the paper.
A student commits plagiarism when using sources by:
• Using another writer’s exact words without any citation or citing the source but
reproducing the exact words of a source without quotation marks.
• Using another writer's ideas without proper citation. When a student uses another
author's ideas, the student must credit the author and use a citation to indicate
where this information can be found. Others want to know which ideas and
conclusions are from the student and which came from consulting other sources.
Even if both the student and the original source arrived at the same judgment, the
student needs to acknowledge that the author consulted also came up with the idea.
• Borrowing the structure of another author's phrases or sentences without crediting
the author from whom it came. This kind of plagiarism usually occurs out of laziness:
It is easier to replicate another writer's style than to think about it and put it in the
writer’s own words.
How Do You Avoid Plagiarism?
• Understand the material. Often students copy parts of a paper because they
do not really understand the material. To avoid this, students need to be able
to put the information into their own words.
• Students should use others' ideas or writing as support for, not in place of,
their own ideas. They should cite those sources.
• When first taking notes for a paper, students should distinguish their ideas
from those from the source they are reading. Establish a pattern and use it
consistently. For example, students could write information obtained from
another source in brackets or parentheses and write their own ideas without
brackets.
• Students should always paraphrase unless quoting directly. If the idea is new,
or not common knowledge, students should cite the source in the body of
their paper.
When Do You Use Quotation Marks?
• Students should use quotation marks whenever they are using someone
else's words exactly, but use direct quotes sparingly (e.g., to support their
point with the words of an authority, or when original wording is unusual,
strong, or characteristic of the writer).
• Students should write using their own words. They should use a few quotes to
strengthen their main points, which shows that they understand their topic.
Stringing quotes together suggests that they do not understand their topic
well.
•
Arguments made in scientific writing rarely focus on the specific words used in
the source material, unlike arguments made in literary criticism, so students
will find that they use quotes less often in scientific papers.
When Do You Use Citations?
• Anytime a student directly quotes someone, the student must refer to the
source (i.e., author and year) and exact page number. If the student is
paraphrasing another writer's ideas or opinions, or information that is not
common knowledge, the student must cite the source (i.e., author and year)
but no page number is needed. Definitions, statistics, facts, and findings
from research are not common knowledge and need to be cited at the
beginning or end of the sentence.
• Citations are important, not only because they give credit to the original
author, but also because they allow the reader to find the original
information.
COURSE GOALS
The American Psychological Association’s (2022) Guidelines 3.0 for the Undergraduate Psychology Major
consists of five goals, which are being used as the student learning objectives for Agnes Scott’s
Psychology students:
• Goal 1: Content Knowledge and Applications
• Goal 2: Scientific Inquiry and Critical Thinking
• Goal 3: Values in Psychological Science
• Goal 4: Communication, Psychological Literacy, and Technology Skills
• Goal 5: Personal and Professional Development
The first and fourth goals will be the focus for PSY 202:
Goal 1 Continued: Content Knowledge and Applications
• SLO 1.1 Describe key concepts, principles, and theories in psychology.
• SLO 1.2 Develop a working knowledge of psychology’s major subfields.
• SLO 1.3 Represent significant aspects of the history of psychology.
• SLO 1.4 Apply psychological content to solve practical problems.
• SLO 1.5 Relate examples of psychology’s integrative themes.
Goal 4: Communication, Psychological Literacy, and Technology Skills
• SLO 4.1 Interact effectively with others.
• SLO 4.2 Write and present effectively for different purposes.
• SLO 4.3 Provide evidence of psychology information literacy.
• SLO 4.4 Exhibit appropriate technological skills to improve communication.
To work on these goals:
• Students will take quizzes and write a midterm and final paper demonstrating knowledge of
key concepts, principles, and theories in this course.
• Students will learn about the subfields in psychology and possible careers that are specific
to the topic of this course.
• Students will use their knowledge of culture, values, and biases learned in courses to reduce
misunderstandings in communication during class discussions, assignments, and
presentations.
• Students will practice their writing and presentation skills through assignments and
presentations. They will use technology to create documents and presentations that
professionally convey information. They also will accurately summarize general ideas and
conclusions from psychological sources for these assignments.
OTHER INFORMATION ABOUT THE CLASS
APA Writing Style Help
The APA writing style learning assistant is provided free of charge by the department. Students will
sign up for time slots during the learning assistant’s hours. Students should not ask for help
outside of those hours and will need appointments (so please plan ahead for this).
Other
•
•
•
Resources
The Center for Writing and Speaking: https://www.agnesscott.edu/writingandspeaking/
The Center for Digital and Visual Literacy: https://www.agnesscott.edu/cdvl/index.html
McCain Library: http://library.agnesscott.edu/
Academic Honesty
The Agnes Scott College honor code embodies an ideal of character, conduct, and citizenship, and
is an important part of the College’s mission and core identity. This applies especially to academic
honesty and integrity. Passing off someone else’s work as your own represents intellectual fraud
and theft and violates the core values of our academic community. To be honorable, you should
understand not only what counts as academic dishonesty, but also how to avoid engaging in these
practices. You should:
• review each course syllabus for the professor’s expectations regarding course work and
class attendance.
• attribute all ideas taken from other sources; this shows respect for other scholars.
Plagiarism can include portraying another’s work or ideas as your own, buying a paper
online and turning it in as if it were your own work, or not citing or improperly citing
references on a reference page or within the text of a paper.
• not falsify or create data and resources or alter a graded work without the prior consent of
your professor. This includes making up a reference for a works cited page or making up
statistics or facts for academic work.
• not allow another party to do your work/exam or submit the same or similar work in more
than one course without permission from the course instructors. Cheating also includes
taking an exam for another person, looking on another person’s exam for answers, using
exams from previous classes without permission, or bringing and using unauthorized notes
or resources (i.e., electronic, written, or otherwise) during an exam.
• not facilitate cheating, which can happen when you help another student complete a take
home exam, give answers to an exam, talk about an exam with a student who has not
taken it, or collaborate with others on work that is supposed to be completed independently.
• be truthful about the submission of work, which includes the time of submission and the
place of submission (e.g., e-mail, online, in a mailbox, to an office, etc.).
Artificial Intelligence (AI) Use Policy
This policy covers any generative AI tool, such as ChatGtP, Elicit, etc. You are prohibited in
this class from using AI tools to take quizzes.
You should understand that penalties result from dishonest conduct, ranging from failure of the
assignment to expulsion from the college. You should speak with your professors if you need
clarification about any of these policies.
Pledge
Students will pledge that they have completed their papers honestly by typing the following
statement and their name on the title page of both papers:
I pledge that I have neither given nor received any unauthorized aid on this assignment.
(Typed Name) _________________________________________
Title IX
Agnes Scott is here to help you if you have experienced any form of sexual harassment or violence,
dating or domestic violence, or stalking. Please talk to any faculty or staff member with whom you
feel comfortable. Faculty and staff members want to support you and have been trained to help.
They will also inform the Title IX office so that you learn about options available to you. If you do
not want college administrators to know what you have experienced, you may talk to the chaplain,
as well as nurses or counselors in the Wellness Center with complete confidentiality. They will not
tell anyone what you share with them unless you give your express permission. You may contact
the Title IX Coordinator directly at T9Coordinator@agnesscott.edu.
Course Accessibility and Academic Accommodations
Agnes Scott College views disabilities as an integral part of the rich diversity of our community and
strives to make all learning experiences as accessible as possible. If you are a student who receives
academic accommodations through the Office of Accessible Education, please schedule a meeting
with me within the first 2 weeks of classes to discuss how your accommodations will be
implemented for this course. During this meeting, you are not expected to disclose any details
concerning your disability, though you may discuss these details at your discretion.
If you are a student with a disability—physical, medical, psychological, or learning-specific, and
have not connected with Accessible Education to discuss your accessibility needs, please
visit https://www.agnesscott.edu/academicadvising/accessible-education/index.html to learn more
about accommodations, helpful resources and support, available through the Office of Accessible
Education. Students who register for accommodations during the semester should schedule a
meeting with me after accommodations have been approved by the Office of Accessible
Education.
Inclusion
As one of the most diverse colleges in the nation, Agnes Scott is ideally positioned to be the model
of a diverse and inclusive community that society can aspire to be. Such diversity raises the
intellectual quality of the classroom experience, creating a unique environment for learning to
understand and navigate the challenges of our times. By studying, living, and playing together,
Agnes Scott’s remarkably diverse student body hones the habits of mind, skills, and knowledge
essential to ethical and innovative leadership in our increasingly heterogeneous and global society.
As such, this course adheres to the principles of diversity and inclusion as integral to the Agnes
Scott community and respects people from all backgrounds. As a first step, this course affirms
people’s decisions about gender expression and identity and will always use each other’s preferred
names and gender pronouns.
Trigger Warning
Some of the material in the textbook might cause discomfort by raising issues relating to sexuality
such as violence, sex trafficking, etc. If you feel you will be unable to fully participate in the course
requirements, please make an appointment to speak with the professor.
Course Evaluations
Students’ feedback about this course is valuable to the professor, the Psychology department, and
the college administration. Students’ comments are taken seriously, and the comments are used to
improve the course in the future. Students will be asked to complete evaluations of the course at
the end of the semester.
GRADING
Attendance and Being on Time
Introduction of Self Assignment
Syllabus Quiz
Presentation
Quizzes (18 x 15 points, drop 2)
In-class Assignments (24 x 5 points, drop 2)
Human Sexuality Flyer
Conversations About the Human Sexuality Flyers
Integration Paper 1
Integration Paper 2
Total Points
30
15
15
60
240
110
20
20
110
140
760
93
90
87
83
80
77
to
to
to
to
to
to
100
less
less
less
less
less
A
than
than
than
than
than
93
90
87
83
80
AB+
B
BC+
73 to less than 77C
70 to less than73 C67 to less than 70 D+
63 to less than 67 D
60 to less than 63 DLess than 60 F
Please note that Academic Affairs says that the ranges above are set, so there will be no rounding. Please plan for this
when planning your work in the course.
DATES TO NOTE
August 28, Mon. - Last day for online add/drop of fall classes using AscAgnes
September 1, Fri. - Last day to ADD a fall class/Last day to change to AUDIT
September 12, Tues. - Last day to DROP a Fall class without "W" grade
October 25 Wed. - Last day to DROP a class with "W" grade or change to Pass/Fail