St. Jerome’s University in the University of Waterloo
Sexuality, Marriage, and Family Studies
SMF 310 – Sexual Ethics
Fall, 2013
Wednesdays 9:30-12:30
STJ 3015
Course Outline
Instructor:
Office:
Phone:
Email:
Office Hours:
Lecture Hours:
Location:
Tiffany Burtch
STJ 1026
226-820-4243
tiffany.burtch@gmail.com
By appointment
Wednesdays 9:30am – 12:20pm
STJ 3015
Course Description: This course examines social relationships and structures that support sexual identities
and generate issues related to sexual behaviour, attitudes, and values at the individual and group level. The
primary focus is modern sexual ethics although students will be exposed to the way that sexual ethics is
constructed historically. Among the topics we will discuss are definitions of sexual ethics, sexual ethics in
modernity/post-modernity, sexual identities, sexual pleasure and desire, pornography, prostitution and sexual
violence. The texts studied will expose students to a variety of critical theoretical approaches to sexual ethics.
**This course requires close reading and engaged discussion of rigorous theory and sophisticated texts,
and thus requires the active participation of committed students.**
Learning Objectives:
This course has been designed so that you will be able to:
 Critically analyse various topics dealing with sexual ethics;
 Work with others to create a learning environment that is exploratory, respectful and inclusive for all
members of the class as we discuss the course topics and develop critical questions about the material;
 Conduct research on sexual ethics and present that research effectively in a public forum;
 Reflect on and articulate your own view of sexual ethics in relation to the research literature and the
“real” world.
Required Text/Readings:
Can be found through library eReserves: We will go through how to access eReserves during the first class.
Course Requirements:
Participation (Attendance, Reading Logs, Group Discussions/Activities)
Research Project
Final Electronic Portfolio
50%
30%
20%
*Students, moreover, must fulfill all the course requirements in order to receive credit for SMF 310.
This not only includes attendance but also all tasks/assignments.
Participation (30 marks total)
Attendance (10 marks):
You are expected to attend all class meetings. Attendance will be taken and, additionally, group tasks will be
collected periodically. Because of the sophisticated nature of the topics/readings, regular attendance will be
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required in order to develop one’s understanding of the material. Our classes will be largely discussion-based
and, as such, students are expected to appear in class armed with ideas, questions, and notes based on the
readings (see Reading Logs below). You must be prepared to voice opinions and to challenge instructor and
peer alike! Students who attend class ill-prepared, or who miss class, will suffer a reduction in their
participation grade – NOTE: Students who do not attend 80% of the classes have not adequately participated
in the course and may, consequently, be denied the credit.
Reading Logs (30 marks):
Course readings are an integral part of the learning experience in SMF 310. Each week, students are required
to keep a journal or log as they read to indicate the nature of what they have read and their thoughts on it. All
students must come to class each week with their logs, which contain their notes on the readings. At a
minimum, logs should summarize the main argument and contributions of the readings assigned. Students
should attempt to (1) distill the main arguments of the readings, (2) refer to specific passages in the readings
of note, (3) make links between different readings, and (4) show that they are thinking independently. In
addition, the log should identify questions or ideas about what they would like to discuss which are derived
from the course readings or other sources outside the class. A log for each article each week is to be
submitted to the instructor each Monday via the dropbox in UW-ACE and a copy brought to class for
discussion each week.
Remember, reading logs should be regarded as exercises in scholarly writing. Please do not leave the writing
of your logs to the last minute. Accomplishing this weekly task in the confines of one page of text/article
requires careful editing; therefore, exceeding the page limit should be taken as a sign that you have not spent
enough time with the assignment. Have consideration for your reader as well as pride of authorship. Allow
yourself enough time to prepare your logs so that your ideas may be expressed in clear, succinct, and
stylistically appropriate prose –this will prompt excellent discussion!
Group Discussions (10 marks):
As noted above, you are expected to participate actively in large class and small group discussions. Silent
attendance is not acceptable. Students must take turns leading discussion within small groups each week. In
addition, all students must bring their reading logs to class with their questions and/or ideas about what they
would like to discuss which are derived from the course readings or other sources outside the class. Students
should feel free to express opinions assertively and raise provocative questions, as well as make suggestions
about additional readings and research materials. In turn, students are expected to be respectful of and open to
others’ opinions and questions. Each student will be assigned to a small discussion group for the term. This
group will work together throughout the term on various tasks in class and will evaluate the contributions of
each other at the end of the term.
Research Project – due November 6th (30 marks):
Each student will undertake a short research project on one of the topics addressed in class. Students must
identify a topic area of interest during the first week of class and choose a research focus from within that
topic area. Students must have their research approved by the Professor no later than September 25th.
Your assignment is to present a critical analysis of a topic of your choice but it must fall within one of the
weekly categories that we will be discussing. For instance, you may choose to explore more fully one of the
topics covered in a particular reading (i.e. “feminism and prostitution”) or you may choose a topic that builds
on or adds to one of those listed (i.e. sadomasochism as pleasure/desire). Research projects that offer an indepth analysis of a limited set of texts are encouraged (students should consult a minimum of 10 academic
sources). The goal is for you to think creatively and critically about the topic, present an argument clearly and
coherently, and demonstrate your research and presentation skills. Above all, you should show that (1) you
understand the topic; (2) you have developed a perspective on the topic based on the research literature; and
(3) you can illuminate the topic for your classmates and prompt thoughtful discussion. Students can decide to
present the material however they want – possible options include a traditional research paper, multimedia
presentation, blog, film, etc. Creative approaches are encouraged but students must ensure that the medium
they choose allows them to meet all the project requirements. Research projects are due on November 6th.
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Electronic Portfolio: Due December 5th (20 Marks)
Throughout the term you will participate in activities that develop your ability to think critically and analyze a
variety of texts dealing with sexual ethics (for instance, in your thinking about the lectures, readings, in
conducting your own research and in-class discussions). You will document your competency in this area in
your ePortfolio. The creation of a portfolio is, in essence, a reflective activity. You will collect materials
throughout the term to go into your ePortfolio and, by the end of the term, select those documents that you
feel best showcase your learning.
Your ePortfolio is about your learning, so you can choose what to include in the final version that you will
submit to me. You may want to include your own reflections on the term (i.e. thoughts on the various topics),
reading logs, your research project, and/or other tasks/assignments. You may also choose to include
documents from other learning contexts (i.e. other courses, workplace, community) to indicate how what you
have learned in SMF 310 can be transferred or used after the course is over.
You will use this "evidence" to document and demonstrate how you have developed and applied your ability
to think critically this term. I am also specifically looking for your ability to connect what we have done in
class (lectures, discussions, research) to your overall knowledge of sexual ethics. Regular reflection on your
learning is recommended so that you can trace your learning over the term. Remember, you are showcasing
your abilities as they both relate to this course as well as your other learning experiences. You must submit
your final ePortfolio no later than December 4th - no late submissions will be accepted.
Important Dates to Remember:
Mondays each week – Reading Logs Submitted
September 25 – Research Topics Approved
November 6 – Research Projects Due
December 4 – Electronic Portfolio Due
Correspondence:
Students using email to contact me must include their first and last names, student number, and course in
which they are enrolled in the email subject line. Students should limit their use of email for general course
questions but should use email, instead, to address questions of a personal nature. In addition, I will create a
“Course Questions” discussion board in UW-ACE for general course-related questions (remember, if you
have a question, it is likely that someone else has the same question!) I will attempt to answer all questions
within 2-3 days.
Course Logistics
Desire2Learn
The online course site can be found at https://learn.uwaterloo.ca/d2l/ . You will be required to login using
your UW userid and password. An introduction to this system will be given during the first class.
D2L ePortfolio
We will use the ePortfolio tool in Desire2Learn. A brief orientation will be provided in class by ePortfolio
expert, Dr. Tracy Penny Light.
ACADEMIC POLICIES:
UW POLICY REGARDING ILLNESS AND MISSED TESTS
The University of Waterloo Examination Regulations state that:
 A medical certificate presented in support of an official petition for relief from normal academic
requirements must provide all of the information requested on the “University of Waterloo Verification
of Illness” form or it will not be accepted. This form can be obtained from Health Services or on the
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

link provided above. If a student has a test/examination deferred due to acceptable medical evidence,
he/she normally will write the test/examination at a mutually convenient time, to be determined by the
course instructor.
The University acknowledges that, due to the pluralistic nature of the University community, some
students may on religious grounds require alternative times to write tests and examinations.
Elective arrangements (such as travel plans) are not considered acceptable grounds for granting an
alternative examination time.
PROFESSOR’S POLICY ON LATE ASSIGNMENTS/ESSAYS AND MAKE-UP TESTS
In general, late or missed assignments will not be accepted. If you have extenuating circumstances, please
discuss these with me, if possible, prior to the due date. Documentation will be required in these
circumstances (see above). Please note that all components of the course must be completed in order to
obtain a passing grade in the course.
Academic Integrity
Academic Integrity: In order to maintain a culture of academic integrity, members of the University of
Waterloo and its Federated University and Affiliated Colleges are expected to promote honesty, trust,
fairness, respect and responsibility.
Discipline: A student is expected to know what constitutes academic integrity, to avoid committing academic
offences, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes
an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules”
for group work/collaboration should seek guidance from the course professor, academic advisor, or the
Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed
under St. Jerome’s University Academic Discipline Policy and UW Policy 71 – Student Discipline. For
information on categories of offenses and types of penalties, students should refer to Policy 71 - Student
Discipline.
Grievance: A student who believes that a decision affecting some aspect of his/her university life has been
unfair or unreasonable may have grounds for initiating a grievance. For students who decide to file a
grievance, students should refer to Policy 70 – Student Petitions and Grievances. In such a case, contact Dr.
Scott Kline (scott.kline@uwaterloo.ca), Associate Dean of St. Jerome’s University.
Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 71 – Student
Discipline or Policy 70 – Student Petitions and Grievances if a ground for an appeal can be established. In
such a case, contact Dr. John Rempel (jrempel@uwaterloo.ca), Appeals Officer of St. Jerome’s University.
Academic Integrity website (Arts): http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html
Academic Integrity Office (UW): http://uwaterloo.ca/academic-integrity/
Note for students with disabilities: The AccessAbility Services (AS) Office, located in Needles Hall, Room
1132, collaborates with all academic departments to arrange appropriate accommodations for students with
disabilities without compromising the academic integrity of the curriculum. If you require academic
accommodations to lessen the impact of your disability, please register with the AS Office at the beginning of
each academic term.
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SMF 310 - Class/Reading Schedule
Week 1 (September 11): Introduction: Defining Sexual Ethics
Begin Thinking about Research Topics
Week 2 (September 18): Conceptualizing Sexuality and Ethics
Read:
 Soble, “The Fundamentals of the Philosophy of Sex” in Soble (ed.), The Philosophy of Sex:
Contemporary Readings, Fourth Edition: xvii-xl
 Dixon-Mueller et. al, “Toward a Sexual Ethics of Rights and Responsibilities,” in Reproductive
Health Matters, 17, 33 (2009): 111-119
**Groups Assigned **
Begin Thinking about Research Topics
Week 3 (September 25): Sexuality and Modernity
Read:
 Jackson and Scott, “Sexual Antinomies in Late Modernity,” Sexualities 7(2): 233-248
**Last day for Research Projects to be approved by Professor**
Week 4 (October 2): Sexuality, Post-Modernity and Popular Culture
Read:
 Mac an Ghaill and Haywood, “Lifestyle Sex: Confessional Sexualities,” in Gender, Culture and
Society: Contemporary Femininities and Masculinities: 131-150
 Braun, “In Search of (Better) Sexual Pleasure: Female Genital ‘Cosmetic’ Surgery,” Sexualities, 8(4):
407-424.
Week 5 (October 9): Pleasure and Desire
Read:
 Giddens, “Love, Sex and Other Addictions,” in The Transformation of Intimacy: Sexuality, Love and
Eroticism in Modern Societies: 65-86.
 Gray, “Sex and Sexual Perversion,” The Journal of Philosophy, 75, 4 (April, 1978): 189-199.
Week 6 (October 16): Childhood Sexuality/Sex Education
Read:
 Chittenden, “For whose eyes only?,” in Sex Education, 10, 1 (February 2010): 79-90.
Week 7 (October 23): Sexual Identity and Relationships – Part 1
***Guest Lecturer**** Nathan Lachowsky, University of Guelph
Read:
 Freedman, “The Historical Construction of Homosexuality in the United States,” in Feminism,
Sexuality and Politics
 Katz, “The Debut of the Heterosexual “ and “The Heterosexual Comes Out “ in The Invention of
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Heterosexuality
Week 8 (October 30): No Class – Work on Research Projects
Week 9 (November 6): Sexual Identity and Relationships – Part 2
Read:
 Sheff, “The Reluctant Polyamorist,” in Sex Matters.
****Guest Panel: Sexual Ethics in Everyday Life****
**Research Projects Due **
Week 10 (November 13): Pornography
Read:
 Tisdale, “Talk Dirty to Me,” Harper’s Magazine, February, 1992: 37-46.
 Segal, “Only the Literal: The Contradictions of Anti-pornography Feminism,” Sexualities, 1(1): 4362.
 Albury, “Reading Porn Reparatively,” in Sexualities, 12, 5 (2009): 647-653.
Week 11 (November 20): Prostitution
Read:
 Davidson, “Prostitution, Power and Freedom,” in Weeks, Holland and Waites (eds.), Sexualities and
Society: A Reader: 204-215.
 Shrage, “Should Feminists Oppose Prostitution?” Ethics, 99, 2 (January, 1989): 347-361.
 Primoratz, “What’s Wrong with Prostitution?” in Soble (ed.), The Philosophy of Sex
Week 12 (November 27): Violence
Read:
 Rumney and Morgan-Taylor, “The Construction of Sexual Consent in Male Rape and Sexual
Assault,” in Cowling and Reynolds (eds.), Making Sense of Sexual Consent
 Carmody, “Ethical Erotics: Reconceptualizing Anti-Rape Education,” Sexualities, 8(4): 465-480.
**ePortfolio due December 4th **
**NO LATE SUBMISSIONS ACCEPTED!**
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