Human Sexuality
Nur 150
Spring 2010
James F. Campbell, PhD
Gretchen Blycker, MS
University of Rhode Island
White Hall Room 204
Nur 150 Human Sexuality
James F. Campbell, PhD
Cell:
401-243-4552
E-mail: jim.campbell@psychologicalcenters.com
Gretchen Blycker, MS
Email:
halsosam@cox.net
Required Text: Crooks, Robert & Baur, K. (2008). Our Sexuality, 10th ed.
Course objective
Expand and explore knowledge of human sexuality, sexual expression, and related behavior.
Examine the values and cultural issues inherent in the study of human sexuality and sexual
behavior. Increase student confidence in addressing and discussing these issues.
Attendance is required! Learning in this course will occur by a variety of methods, including
readings, lecture, films and videos, guest speakers, and discussion. We anticipate that it will be
highly interactive and, at times, provocative. Since much of the learning will occur in class
during the class meetings, it is essential that you be present. This course has a more stringent
attendance requirement than many other courses. Since there is a focus on the classroom
experience, material cannot easily be “made up”. Attendance is extremely important and will
affect your grade. Further, coming late or leaving early is also disruptive to the class. If you
need to advise of your need to be absent, please email Gretchen. Please consider these factors
carefully as you decide if you wish to continue in the course.
Important Note
In this course, like most courses on human sexuality, we will occasionally review materials that
show nudity or discuss a wide range of sexual activity. Some of the course material may depict
behaviors, values, or lifestyles that differ from your own. Some of the material may create
discomfort for you. You are invited to confront that discomfort and deepen your understanding
of yourself, your values, and important aspects of the human experience. You may also decide
that you do not wish, at this point in time, to take a course that may create emotional or
intellectual discomfort. Because of your values or past experiences, some of you may become
distressed by some of the course material that is considered (e.g., sexual coercion, abortion).
Although we hope to create a learning environment that welcomes open discussion on a wide
range of topics, you will not be required or pressured to talk about or write about personal
experiences that you prefer to keep private. You should consider all these factors as you
consider your readiness to take this course this semester.
If you choose to continue in this course, and I hope you do, you will be expected to
attend class, participate actively, prepare thoroughly, and treat your classmates, the instructor,
and guests respectfully. You are encouraged to respectfully share, when you wish, diverse
opinions, beliefs and perspectives. You are invited to speak with the instructor about any of these
matters if you find that you are feeling distressed, need support, or wish further clarification.
Class Schedule
Thursdays 4:00 – 6:45 PM
1
Jan 28
Introduction to course, concepts, syllabus
2
Feb. 4
Ch. 7 Love and Communication
in Intimate Relationships
3
Feb. 11
Ch. 4 Female Sexual Anatomy
Ch. 5 Male Sexual Anatomy
Sex education
paper due
4
Feb. 18
Ch. 17 Sexual Coercion
Exam 1
Ch: 4,5,7,17,
5
Feb. 25
Ch 2 Sex Research: Methods & Problems
6
Mar. 4
Ch. 6. Sexual Arousal and Response
Ch. 8 Sexual Behaviors
7
Mar. 11
Ch. 10 Contraception
Ch. 15. Sexually Transmitted Diseases
8
Mar. 18
Ch. 12 Sexuality During Childhood and
Adolescence
Ch. 13 Sexuality and the Adult Years.
Group 1
Spring Break
Exam 2
Ch: 2,6,8,10,15
Ch 3 Gender Issues
Ch 9 Sexual Orientations
Group 2
Ch. 16. Atypical Sexual Behavior.
Group 3
Elder interview due
Mar. 25
9
Apr. 1
10
Apr. 8
11
Apr. 15
12
Apr. 22
13
Apr 29
Dec 17
CH 14 Sexual Difficulties
Disability and Sexuality
Ch. 18 Sex for sale
Group 4
Exam 3
Ch 3,9,12,13,14,16
Last class. Ch. 1 Group 5
Perspective on Sexuality. Sexuality and
spirituality.
Closure and evaluation.
Turn in hard copy of final paper by 3:00
Final paper due
PM in College of Nursing office, White
Hall.
Not all material in the readings will be the subject of a lecture. You are still responsible for the readings. If you
have questions about the readings, feel free to raise them in class.
You are encouraged to actively participate in discussions and exercises. Your active involvement will make the
material more interesting and easier to learn. Attending class is vital to success in this course!
Grading
3 tests, 3 papers, group project, attendance and participation
Sex education paper
75
Elder interview
75
Group project
75
Exams (3 @ 100 pts each)
300
Participation and attendance
75
Final Paper
100
Total
700
Exams are non-cumulative and open notebook (not textbook). You may use your notes from the readings and from
class. Scanned pages from the text are not allowed. Notes are permitted so that you can focus your reading and
studying more on conceptual understanding rather than memorizing. Exams will be based on readings and class
material. If you have an emergency and miss class, you may make up the exam at 3 PM on the following week if
arrangements are made in advance with Gretchen Blycker. The translation of points for your final grade will occur
in the usual way: over 90% of points achieved = A or A-, 80% or better = B-, B, or B+, etc. For example, 91%
would be an A-, a 78% would be a C+, and so forth.
Papers should be submitted on time. If you are ill arrange for someone to drop off your paper. Late submission will
have a one letter grade reduction and will be accepted only up to the next class. After that time papers will earn no
credit.
Academic Integrity. The University of Rhode Island and the instructors for this course expect you to fulfill your
academic obligations through honest effort. In a community of scholars committed to truth, honesty in our academic
work supports the code of ethics by which we live and is considered the standard by which all students and faculty
are held accountable. Please familiarize yourself with the URI Student Handbook (see Office of Student Life
website) for a full discussion of expectations for academic integrity. Violations, i.e. cheating and plagiarism, will
result in a failing grade for the assignment, probably a failing grade for the course, and a referral to the Dean for
disciplinary action.
Confidentiality is a cornerstone of ethical codes in most professional and educational settings. You
should assume that anything of a personal nature shared by another student in this class is for discussion in this class
only. It is my hope that this community of learners will create an atmosphere that encourages appropriate sharing
and listening. Indeed, the sharing of your ideas and reactions is a necessary part of the course. You are not,
however, required to share any information that you would prefer to keep private.
University Services: The University makes available to students a variety of support services that may, at some
point, be helpful to you. Several of the services on the Kingston campus are listed below.
Academic Enhancement Center It may be helpful for you to visit the Academic Enhancement Center
(AEC) on the 4th floor of Roosevelt Hall. AEC tutors and academic counselors can answer questions, clarify
concepts, check your understanding, and show you how to study more effectively. You can make an appointment or
walk in anytime during office hours -- Monday through Thursday from 9 am. to 9 pm, Friday from 9 am to 1 pm,
and Sunday from 4 pm. to 8 pm. For a complete schedule go to www.uri.edu/aec, call 874-2367, or stop by the
AEC.
Career Services. Provides help with career planning and placement. 228 Roosevelt Hall, 874-2311.
Disability Services The University Manual 6.40.12 states that a “student with a disability shall be
responsible for self-identification to the Disability Services for Students in the Office of Student Life, providing
appropriate documentation of disability, requesting accommodation in a timely manner, and follow-through
regarding accommodations requested.” We will be glad to discuss how to best implement any accommodations
approved by the Office of Disability Services, 330 Memorial Union, 874-2098.
Office of Student Life In addition to Disability Services, the Office of Student Life offers a broad range of
other programs including: Women’s Center, Student Conduct program, Substance Abuse Education, etc. 330
Memorial Union, x4-2101.
University Counseling Center Provides personal counseling, groups and referral services for URI
students. Located at 217 Roosevelt Hall, 874-2288. Services are free for students. Open 8:30 – 4:30 M-F.
Cell phones/pagers: Please make sure your cell phones and pagers are turned off during class.
Assignments
Sex education paper
Write a brief (2-3 pages) paper regarding how you were sex educated. Consider these questions: What learning came from
school, home, media/internet, friends, etc.? How were the messages and values from the various sources similar or different?
What made it a comfortable or uncomfortable experience? Which has had the most influence on you? How do you wish your sex
education was different? If you are ever in a teaching role with children, or if you ever have children of your own, how would
you implement sex education for them?
Elder Interview
As you will read in your text, attitudes, beliefs, and practices regarding sexuality change over time. Groups encourage and
discourage certain sexual behaviors. Traditions and rules vary over time and also vary by culture, religion, and even specific
family groups. Individuals may choose to abide by or defy these various expectations. This written assignment is designed to
make this concept more meaningful to you. You are asked to interview a willing individual who is at least 20 years older than
you—30 or 40 years older would be even better. We encourage you to consider asking a parent or grandparent to help you with
this assignment, or to include several parents or grandparents, but this is not required. In previous classes, students found that
interviewing parents and grandparents was a very rewarding experience, although they admitted having to overcome some initial
anxiety.
Conduct a semi-structured interview guided by, but not limited to, questions such as those below. Feel free to add questions
relevant to your particular interview or to help the flow of conversation.
 When you were growing up how did you learn about sex? Do you wish that learning, or the way you learned, was different
in any way?
 When did you start experimenting with dating? Relationships? Sex? (or if you prefer, when did people back then start
experimenting with sex?) What do you know now that you wish you had known then?
 Was it ok or not ok for couples to live together when you were in your early 20’s? To have a baby outside of marriage? Use
birth control? Have an abortion? (consider also family, extended family, community, faith group, etc.)
 Did you, and do you now, talk with friends about sex? (If they had or have a partner, do they talk with him or her about
sex? Is it easy or difficult?
 When you were about 17-18, did your views about sex differ from your parents? How? What impact did that have? What
about your grandparents?
 What do you believe about same sex relationships? Gay marriage? Have your beliefs changed over time? Are these beliefs
different from those of your parents?
 Do you wish our culture/society was different in the way sexuality is valued, portrayed, etc.?
 What are some things you would most want a young person to understand about sexuality?
 How have other attitudes about sexuality changed since you were a teenager?
 Include other questions that you would like to ask that may be relevant to this person, this relationship, etc.
 What was it like participating in this interview?


This interview is not primarily focused on your interviewee’s sex history. Nevertheless, some interviewees may volunteer
such information. How does this make you (the interviewer) feel? Why?
Be sure to thank the interviewee for their time and participation. Explain to your interviewee what you are doing. Assure
them of confidentiality—and keep your promise. While it is helpful for us to know your relationship with the interviewee, it
is not required. The comfort of your interviewee is more important. Do not put the name of your interviewee on the paper.
Your write-up will be read by us and no one else. Feel free to add to and adjust these questions as appropriate. Try to make
your interview more of a conversation, not a list of questions and certainly not an argument. The goal is to really listen and
learn—not necessarily agree. Make your paper more of a summary and analysis of the interview, not a transcript. Use
quotes when helpful, but emphasize your own analysis, reactions, and reflections. Relate to text and class discussions as
appropriate.
Taping an interview like this can be helpful to you, but can also be off-putting to some people. Use careful judgment and
get clear permission if you tape. After you are done erase or destroy the tape. Use open-ended questions to obtain the most
information. Your paper should be about 5-7 pages double-spaced. The final 1-1 ½ pages should be mostly your reflections
on this experience. How difficult was it? What was your comfort level? What surprised you? Touched you? What did you
learn? How does it may you think about possible future relationship and conversations you may have with your own
children if you ever choose to have any?
Option B) We encourage you to consider and complete the above assignment. However, if you feel strongly that you would
rather not do this assignment, there is an alternative. This alternate assignment is a more traditional research paper. Research
sexual attitudes and behaviors pre-1970 and compare with current attitudes and behaviors. Consider such issues as birth control,
sex education, pre-marital sex, same sex activity, and changes in gender roles. Use APA style, cite references and make it 5-7
pages, double-spaced.
Final Project: This will be a written, take home, final project that will be due after the end of classes on a date to be announced.
You will receive more information about this before mid-semester.