National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Sex and Society - Title of Course; Sex, Gender and Gender Identity - Title of Unit
University of Hawaii at Manoa, July 22-27, 2013
Sierra Dawson, sdawson@uoregon.edu, University of Oregon
Katie Hoffman, khoffman01@ugf.edu, University of Great Falls
Diane Lund, dlund01@ugf.edu, University of Great Falls
Daita Serghi, dserghi@hawaii.edu, University of Hawaii-Manoa
Eleanor Vandegrift, ellyvan@uoregon.edu, University of Oregon
What kind of course is unit designed for? Science for non-majors
How long is unit? 20% of course
Context
When will the unit be used in the course? About 3/4 of the way through the course after
the students have a strong conceptual framework of the history of sex and the anatomy
and physiology of the sexual/reproductive system.
Abstract
(< 200 words)
Rationale
Many college students are curious about sex and gender; however, they often lack
accurate information about the scientific and societal aspects of the topic. In this
course, students will explore the following teachable units: 1) history of sex, 2) anatomy
and physiology of the reproductive system, 3) positive and negative psychology of
sexual health, 4) reproductive pathology, 5) sex, gender and gender identity, and 6)
pregnancy, fertility, and lactation. We have developed a teachable tidbit around sex
and gender where participants explore 1) sexual and gender diversity, 2) ethics and
philosophy of sex, gender, gender identity and society, 3) common society, cultural,
philosophical, and legal misconceptions about sex, gender, and gender identity, and 4)
the genetics, anatomy and physiology of the sexual/reproductive system.
How did the idea for the unit arise? Sex, Gender and Gender Identity would be
interesting, challenging, and engaging the students in the context of a Sex and Society
Course
Why was this topic chosen? This topic was chosen because it provides students with
important scientific information and context which is important to everyday life.
What misconceptions or difficult topics are addressed?. Some of the misconceptions
would be what are the different gender and sex identities that exist in society, sexual
orientation bias, differences in male and female anatomy and physiology. Because of
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Teachable Unit Framework
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
social taboos around these topics students have a lack of accurate information
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
By the end of this course/teachable unit students will:
1. understand, empathize, and celebrate sexual and gender diversity
2. examine ethics and philosophy related to sex, gender, and society
3. uncover common societal, cultural, philosophical, legal misconceptions about
sex and gender
4. know the genetics, anatomy and physiology of the sexual/reproductive system
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
By the end of the teachable unit/tidbit the students will:
1. Be able to distinguish between sex and gender and know in which context each
term is appropriate
2. Compare and contrast levels of sexual determination including chromosomal,
gonadal, phenotypical, psychological and societal.
3. Critique popular media and societal misrepresentation surrounding sex, gender,
gender identity and identify bias
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Teachable Unit Framework
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Incorporation of Scientific
Teaching Themes
Active Learning
Assessment
Diversity
How students will engage actively
in learning the concepts
How teachers will measure
learning; how students will selfevaluate learning
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
``
Activities outside of class:
Read article before class about
how to most accurately use the
terms sex and gender.
Activities in class (for tidbit):
Group brainstorming "What does
it mean to be male?" and "What
does it mean to be female?" using
large paper post-its. Split the class
in half so that each group
addresses either male or female.
3-5 minutes; encourage groups to
think as broadly as possible.
Debrief with whole class pointing
out: chromosomal, internal
organs, external characteristics,
psychological, societal statements.
Clicker question with a vote,
conversation, and revote: “In
which research title is the use of
the term gender most
ambiguously?”Show results after
the revote and debrief.
Clarify the use of the terms sex
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Teachable Unit Framework
Pre-assessments:
Students will answer the following
questions online before class:
1. What is the main distinction
between the appropriate use of
the terms sex and gender?
2. Come up with 4 research topics
with 2 appropriate for each term
(sex and gender)
Post-tidbit assessments:
Take Home Exam:
● Critique use of sex and
gender term in written
word
● Case study (Olympic
Runner)
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
and gender with .ppt slide (which
is based on the reading
assignment).
Put post-its on the wall and have
students move to a different
group’s post-it. Have students
circle sex characteristics and star
gender characteristics. Debrief
with entire class regarding what
they have circled and starred.
Introduce a case study about a
Olympic hurdler who was
outwardly female but was
disqualified from competition on
the basis of sex. Think pair share
regarding what might have
occurred in this case. Debrief with
students and share actual case
circumstances.
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min)
Learning Outcome(s)
Preclass
1 hour
Be able to distinguish
between sex and
gender and know in
which context each
term is appropriate.
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Teachable Unit Framework
Activity/assessment
Explanation, notes, suggestions,
tips
Students will answer the
following questions online
before class:
article: Torgrimson & Minson,
(2005) Sex and Gender: what
is the difference. Journal of
Applied Physiology. Issue 99.
Pgs. 785-787
1. What is the main
distinction between the
appropriate use of the
terms sex and gender?
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
2. Come up with 4
research topics with 2
appropriate for each term
(sex and gender).
Enter approx.
class time for
learning
activity
preparatory
material
presentation
Introduction of
learning outcomes.
Mini lecture to set the
roadmap for the day.
Compare and
contrast levels of
sexual determination
including
chromosomal,
gonadal,
phenotypical,
psychological and
societal.
Group brainstorming
"What does it mean to be
male?" and "What does it
mean to be female?"
using large paper post-its.
Split the class in half so
that each group addresses
either male or female. 3-5
minutes; encourage
groups to think as broadly
as possible. Debrief with
whole class pointing out:
chromosomal, internal
organs, external
characteristics,
psychological, societal
statements.
Bring large post-it paper, and
write the question on the post-it
ahead of time. Have an additional
post-it to record group thoughts
during debrief.
Be able to distinguish
between sex and
gender and know in
Clicker question with a
vote, conversation, and
revote: “In which research
There is not “right or wrong”
answer; it is context specific. Be
prepared for a lot of different
3 minutes
Enter approx.
class time for
learning
activity #1
10 minutes
(3-5 minutes
group
brainstorm; 5
minutes
debreif
Enter approx.
class time for
learning
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Teachable Unit Framework
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
activity #2
which context each
term is appropriate.
5 minutes
title is the use of the term
gender most
ambiguously?” Show
results after the revote
and debrief.
ideas and discussion.
Abmiguity is part of the process
of learning to distinguish sex and
gender.
Clarify the use of the
terms sex and gender
with .ppt slide (which is
based on the reading
assignment).
Enter approx.
class time for
learning
activity #3
Be able to distinguish
between sex and
gender and know in
which context each
term is appropriate
Put post-its on the wall:
have students move to a
different group’s post-it.
Have students circle sex
characteristics and star
gender characteristics.
Debrief with entire class
regarding what they have
circled and starred.
Spread papers throughout the
room so students have enough
space to work.
Critique popular
media and societal
misrepresentation
surrounding sex,
gender, gender
identity and identify
bias.
Introduce a case study
about a Olympic hurdler
who was outwardly
female, but was
disqualified from
competition on the basis
of sex. Think-pair-share
regarding what might
have occurred in this case.
Debrief with students and
share actual case
circumstances.
Allow students to struggle with
challenges with the case study
and to brainstorm broadly with
ideas.
5 minutes
Enter approx.
class time for
learning
activity #4
5 minutes
Enter
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Teachable Unit Framework
National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
approximate
time for
additional
learning
activities and
associated
class
Work/prepar
atory
materials
Enter
approximate
time for postactivity
summing up
or transition
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
Torgrimson & Minson, (2005) Sex and Gender: what is the difference. Journal of Applied Physiology.
Issue 99. Pgs. 785-787
Effectiveness of unit (if you have used it in your own teaching)
We have not used this in our own teaching; however, the NASI teaching tidbit went well.
Acknowledgements
Thank you to facilitators Clarissa Dicks and Nori Yeung for their positive encouragement and support. Thank you
to Bill Hoese, Lisa Duich Perry, Mark Speck, Rosalind Billharz, Mary Ellard-Ivey, and Karen Bates (Group 3) and
Ken Burtis, Mamta Rawat, Alejandro Calderon-Urrea, Nigel Crawford, Ella Tour and Nancy Connell (Group 6) for
their do-si-do feedback.
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Teachable Unit Framework