Preparing Professionals for Changing Educational Contexts
HED 429/629 Education for Sexuality
AAHE/NCATE Accredited Program
Department of Health Promotion
I. Course Information
A. Credits: 3 credits
B. Prerequisites: None
C Location of class: Bennet Professional Development BLD, Room 119;
D. Days and time of class: T&Th, 11:30-12:45
E. Semester: Fall
II. Instructor Information
A. Professor: Dr. Warren McNab
B. Office: BHS 343
C. Office Hours: T-Th 2:30-4:30 , Wed. 1:30-3:30 , or by appointment
D. Telephone: 895-3837
E. e-mail: warren.mcnab@unlv.edu
III. Catalogue Description
A course emphasizing the physical, mental-emotional, and social aspects of sexuality including sexual communication, relationships, gender, decision making and sexual pleasure and function. Structured to prepare individuals to conduct meaningful learning experiences in personal and family life sex education.
Due to the nature of this topic, the language and material in this course will be explicit and graphic.
IV. Course Foundations: (To students seeking a health education major, minor, or as an emphasis area):
The Education for Sexuality Course is one of the program requirements in health education. It is a course that is both a content as well as a service course. Successful completion of this course contributes to the program’s second benchmark – passing of a minimum of 12 HED course content hours.
V. Course Objectives
The health education program faculty is dedicated to the creation and preservation of learning environments that lead to academic excellence. To achieve this end, the activities within the Education for Sexuality course are listed as behavioral objectives in the areas of knowledge, dispositions, and performances and are listed below.
Knowledge: As a result of completing the Education for Sexuality course, students will be able to:
Ÿ Identify ways sexuality education can be integrated into various content areas in the schools, communities,
and one’s personal life.
Ÿ Identify important topics from refereed articles and suggest implementation strategies pertaining to sexuality.
· Explain the physiological and psychosocial processes involved in human reproduction.
· Interpret the significance of family planning and explain effective methods of contraception.
· Identify the objectives and principles underlying the need for a comprehensive sexuality education program
in the schools, community, and throughout the life cycle.
· Define and use correctly vocabulary terms needed to communicate about human sexuality effectively.
· Define sexuality and justify the need for sexuality education.
Dispositions: As a result of completing the Education for Sexuality course, students will be able to:
· Identify and interpret positive physical, mental, and social factors that influence one’s sexuality.
· Formulate and interpret one’s personal values in relation to the conflicting value systems of others.
· Reflect on the joy, pleasure and other positive aspects sexuality has on one’s life.
· Compare and contrast existing sexual roles and values with those of the past and the projected future.
· Develop tolerance and justify the need to teach controversial sexuality topics.
· Describe the importance of having a positive understanding of diverse sexual behaviors and attitudes, so as to
develop a tolerant non-judgmental attitude toward sexual diversity.
Performances: As a result of completing the Education for Sexuality course, students will be able to:
Ÿ Develop the freedom to examine and talk about sexuality issues through individual or group processes.
Ÿ Based upon stated objectives, demonstrate the ability to develop sexuality education content, teaching methodologies, and evaluation tools appropriate to various target audiences.
Ÿ Describe how to locate and utilize community, state, and national resources, agencies, and data banks related to sexuality education.
Ÿ Describe why education for sexuality is a lifelong process, which does not end with a course in sex education.
Ÿ Write an abstract from a professional publication of sexuality education and indicate the how the material it could be implemented to educate a specific target population
Ÿ Write a philosophy of sexuality education, which includes major components of the course emphasizing positive, responsible behaviors pertaining to human sexuality.
Ÿ Demonstrate effective communication and teaching techniques through specific classroom communication.
Ÿ Describe how individuals can network with the community, school, and parents to develop and market curricular efforts in sexuality education.
Ÿ Consult, communicate, and refer people to valid sources of sexuality information
VI. Suggested Resources
Required:
1. Carroll, J.L. (2007) Sexuality Now: Embracing Diversity; Belmont , CA
2. National Guidelines Task Force (2006). Guidelines for Comprehensive Sexuality Education K-12 *** (go to web site- www.seicus.org Information Services, then publications list and the publication can be viewed and down loaded).
Suggested:
Sexuality Information and Education Council of the United States
O’Donohue, W, Geer, J., (1993) Handbook of Sexual Dysfunctions; Assessment and Treatment, Allyn &Bacon, Boston MA
Additional resources (hard copy as well as electronic) for the course’s topic areas can be found within the resources identified above as well as in the text If you need additional recommendations, please contact the instructor of the course directly.
VII. Evaluation Methods
The course requirements and grading policies for Education for Sexuality include:
1. Writing a letter to your 10 or 15 year old son or daughter or adult partner pertaining to human sexuality. 5 pts. Due Date: Sept. 14th
2. Writing one (1) acceptable critique or analysis of an article about sexuality education from professional journals published since January 1, 1995 . (Include complete biographical information, summary of the article, and your example presentation method for implementation. 20 pts. Due Date :Oct. 17th
Journal Examples: Family Life Educator, Journal of School Health, American Journal of Health Education, Journal of Sex Education & Therapy, Journal of Sex Research, Electronic Journal of Human Sexualtiy, available in the Leid Library, or Journal articles or a book of readings from HED 429/629 reserved section of the Curriculum Materials Library located in CEB 101. (Examples: Sexuality Challenge book or Surgeon General’s Report on Sexuality Education)
3. Position paper on the need for sexuality education in the schools and throughout life to include philosophy, objectives etc. and a plan for implementation. Three-page limit. 30 pts. Due Date : Nov. 9th
4. Examinations - Two exams. 300 pts
5. GRADUATE STUDENTS: All graduate students will be expected to complete an additional graduate level paper/project in consultation with and approved by the course professor. Due Date: Nov. 2nd
6. In-class reflections (thoughts) may be required periodically during and at the conclusion of class.
7. Ignorance of your responsibilities for this class will not be an excuse for failing to fulfill them.
8. Note: All course assignments are evaluated on established, written criteria known as assignment rubrics. The rubrics are available for review in the department office during posted office hours. Also see the HED 429/629 example book of completed assignments. Student assignments may be copied for inclusion in the example booklet or for example work needed the for the national accreditation process.
HED 429/629Extra Credit Options
· You may choose to complete up to three extra credit assignments. Each one if completed as directed is worth 5 points. Maximum total is 15 points.
· Because there are only two examinations, I strongly suggest the extra credit options.
· These assignments must be completed before the first examination.
Options:
1. A written description of a local agency, which deals with issues, related to human sexuality. Include the agency location, purpose, services provided, and cost of services. Examples: Local Fertility clinics, Planned Parenthood, Domestic Crisis Centers, WECAN, Birthing Centers etc. (2 page maximum).
2. Outline a one-day lesson on a sexuality topic for an identified target group using the Guidelines for Comprehensive Sexuality Education (www.siecus.org ) publication. It should include the target group, a behavioral objective, a content outline of the topic, and a learning activity to involve the target group with the topic covered. Must follow suggested format (2 page maximum).
3. Annotatedbibliography of five (5) good references/resources related to the topic of sexuality. List the resource/reference; describe the purpose of the reference, and why you selected it.
4. Act out a short skit related to one of the example topics listed on the syllabus or others. Hand in a description of the target group, a behavioral objective, the setting, and names of the participants prior to acting out the skit. You may select topics other than those listed on the syllabus to role-play if you so desire. (Usually 5-10 minutes long). Only one skit per person.
5. Write a 1 page Sexuality Information sheet: a synthesis of up-to-date information, and visuals of a topic in the domain of human sexuality.
6. View and write a two page summary of ONE of the 7 History of Sexually tapes on reserve at the Leid library Media Resources Desk. Indicate significant points of historical changes in sexuality as indicated on the tapes.
7. Attend a sexuality related presentation on campus and provide a one page description of what was presented and how it relates to this class.
8. Attend the safer sex session or be tested for HIV at the UNLV student health center and write a one page summary of the experience
See the example booklet for each assignment to see the rubrics, good examples of work, and for clarification of what is expected.
Tentative Total: 355 Points .
Grading: 90% - A-
80% - B-
70% - C-
60% - D-
Administrative Requirements:
1. Students are expected to attend class regularly. Excessive absences most probably will be reflected in a lower grade. Attendance – Daily attendance and promptness are directly related to success in the classroom and are essential in developing life long habits necessary for a “job”. It is your job and responsibility to be in class and on time each day. See instructor’s allowance
2. Consistent tardiness to class is disruptive and will not be tolerated. Please be prepared to start class on time.
3. All assignments are due on the designated dates unless prior arrangements have been made with the instructor. Late assignments are lowered one letter grade.
All assignments must be typed, space and a half between lines, and proofread prior to being submitted. On all assignments, spelling, grammar, and readability will be taken into account and points deducted if the assignment is poorly written. The UNLV Writing Center
4. The computer labs in the BHS building can be used for word processing.
5. It is your responsibility to notify the professor before an exam if you will be absent due to unforeseen
circumstances.
6. UNLV policy regarding cheating, plagiarism, academic dishonesty, and administrative drops will be
followed in this class.
7. Please turn off beepers and cellular phoneswhile in this class.
8. Don’t tell me the grade you need, work hard and earn it, and everything is taken care of. J
9. Please refrain from eating or drinking or excessive talking in class. Be considerate of other students in the
class.
10. All students enrolled in this class should be aware that this course involves explicit and scientific discussions of sexual language, issues, behaviors and human sexual response. The course will include controversial topics, as well as explicit depictions of sexual anatomy and human sexual response. Your participation and understanding of this syllabus demonstrates that you understand the emphasis of this course. (From Helaine Hunter-Smith)
9. Enjoy your sexuality; it is a unique and wonderful aspect of life.
Other Participation Activities
1. Demonstrate a method for presenting sex education information to a specific target group
Examples: Facts of Life to a fourth grader
Menstruation to fifth graders
Divorce to eighth graders
Homosexuality to parents
Explaining safer sex practices to your sexual partner
Justifying sex education
Partner Problems/Issues
2. Contribute to and answer questions from the SEX BOX!
Dates to Remember
1. Letter Sept. 14th
2 Abstract Oct. 17th
3. Position paper Nov. 9th
4. Graduate Paper Nov. 2nd
Beliefs about Human Sexuality and Sexuality Education
1. Sexuality is part of each person’s total being.
2. Clarity about one’s values and goals leads to behavior that is consistent with personal standards.
2. Effective decision-making, communication, and conflict management skills increase the quality of
relationships.
4. All persons should be treated with respect, regardless of sex, race, class, age, religion, or personal beliefs.
5. It is wrong to take unfair advantage of others, to exploit or to pressure them to do things against their will or
values.
6. People should be responsible for their behavior and its consequences.
7. Sexuality education is an on-going process.
(Taken from Sexuality Education: A Curriculum for Adolescentsby Wilson and Kirby, Network Publications
Collection of Student Assignments for Accreditation Purposes;
Note: All course assignments are evaluated on established, written criteria known as assignment rubrics. The rubrics are available for review in the department office during posted office hours. Also, see the HED 429/629 example book of completed assignments..
Assignments completed for this course may be used as evidence of candidate learning in national, regional, and state accreditation reports and example booklets. Students who do not wish their work to be used for these purposes must inform the instructor in writing by the end of late registration. Your participation and cooperation is appreciated.
VIII. Instructional Methods
The course methodology includes but is not limited to: lecture, discussion, role playing, large and small group work, demonstrations, the use of overheads and videotape, debates, student presentations, and guided discovery activities. The instructor encourages participation of all students in the learning process.
XIII. Course Activities / Content
The following table is designed to provide the student with an overview of the content to be covered in the class as well as the sequence of presentation of the materials. The table is a tentative outline for the semester:
Session | Activities / Content* | Chapters |
1 | Introduction, course objectives, and assignments, Philosophy of Sexuality Education - Why did I take this class? | 1, 2 |
2 | Sex and Sexuality – A Definition of Terms | |
3 | Sources of Information, State Mandate | |
4 | Sexuality and the Media, curricular Topics and Development - What do the ads imply? | |
5 | Communication - Gulp, what should I say? | 6 |
6 | Sexuality Terminology/Communication--You should be able to discuss any topics pertaining to sexuality. | 8 |
7 | Biological Male and Female - The Plumbing/Be comfortable with your body | 4, 5, 14 |
8 | Gender Development, Identity, and Roles/ Who am I | 3 |
9 | Menstruation, PMS, and Endometriosis - Define Please! | 132-149 |
10 | Masturbation/Sexual arousal – It’s OK Folks Vocabulary of Sexuality - Overcome your fears | Pg 291 Side of pages |
11 | Answering Sexuality Questions - Ask me anything | |
12 | Human Sexual Response/Sexual Dysfunctions/It takes two | 10, 14 |
13 | EXAM I (tentative date) | |
14 | Aging and Sexuality - You are never too old | |
15 | Love and Romance - Can you explain these terms? | 7, 9 |
16 | Teen Sexuality/Decision Making - Be Responsible | 8 |
17 | To Parent or not to Parent – Contraception | 13 |
18 | Abortion - Responsibility and Choices | 13 |
19 | Pregnancy, Childbirth, and Post-Partum Period | 12 |
20 | Marriage/Parenting/ | 9 |
21 | Ending Relationships/Divorce - Part of Life/Resiliency is needed | |
22 | Sexual Orientation - Reduce bias, prejudice and discrimination | 11 |
23 | Sexually Transmitted Diseases (STD’s) Your responsibility for safer sex | 15 |
24 | Sexually Transmitted Diseases - Prevention and Support | |
25 | AIDS Education/Methodologies - The Great Epidemic | |
26 | Varieties of Sexual Expression; Autoerotic Asphyxia/Atypical Sexual Behavior | 16 |
27 | Rape, Child Molestation/Sex Crimes: The dark side of sexuality | 17 |
28 | Battering/Violence and sexuality - Control your anger | pp.551-553 |
29 | Sexuality and the Handicapped - Where there’s a will, there’s a way; Everyone should have the opportunity to experience a wonderful sexuality. | |
30 | Commercial Sex – Sexual images and Selling Sex, A Personal Choice | 18 |
31 | Sexuality Myths/Justification of Sexuality Education - Be Askable | |
FINAL EXAMINATION - REFER TO PRINTED CLASS SCHEDULE |
*The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.
X. Special Notices
Academic Integrity: UNLV and its School of Public Health
In addition to successful academic performance in prescribed coursework, you are enrolled in a professional course of studies which is governed by a standard code of ethics and programmatic expectations. The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and Student Expectations.
The Disability Resource Center (DRC) houses the resources for students with disabilities. If you have a documented disability that may require accommodations, you will need to contact the DRC for coordination of services. The DRC is located in the Student Services Complex (SSC), Room 137. Their numbers are: 895-0866/Voice; (702) 895-0652/TDD; and (702) 895-0651 Fax. For additional information please visit http/www.unlv.edu/studentlife/drc.
Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada
Students are encouraged to secure an e-mail account with UNLV and to use this to communicate with the professor and other students in the class during the semester.
The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies. To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at: http://www.unlv.edu/committees/copyright.
As a general rule, a student missing a class or laboratory assignment because of observance of a religious holiday shall have the opportunity to make up missed work. Students must notify the instructor of this course by the end of the second week of class.
Students who represent UNLV at any official extracurricular activity shall have the opportunity to make up assignments, but the student must provide official written notification to the professor no less than one week prior to the missed class(es).
Relevant Web sites:
-Alan Guttmacher Institute: http://www.agi-usa.org/ teen pregnancy and sexuality information
-Sex Information Council of the United States
-American Social Health Association: http://www.ashastd.org/ Sexually Transmitted Diseases
-Center for Disease Control STDS: http://www.cdc.gov/nchstp/dstd/dstdp.html
-Gay, Lesbian and Straight Network (GLSEN): http://www.glsen.org
-Gay, Lesbian, Transgender Association: http://www.unlv.edu/studentserv/GLBT/
-CDC’S Adolescent and School Health Information (DASH): http://www.cdc.gov/nccdphp/dash/
-Answers Teen Health and Sexuality Questions www.iwannaknow
-Planned Parenthood, Ask the experts, provides accurate information to teens www.teenwire.com.
-Planned Parenthood, resource pertaining to family planning and sexuality education: www.plannedoarenthood.org
-Go Ask Alice
-Office of Women’s Health, information site for young women’s health issues: http://www.4 girls.gov
- Transgender Network International, information site for transgender adults www.tgni.com
- Queer Resource Directory www.qrd.org
- Sex,etc.org an information about sex web site written by teens for teens www.sexetc.org
- Sex,etc.org an information about sex web site written by teens for teens www.sexetc.org
www.mayoclinic.comGood resource for health information
www.md.comGood overall resource for health issues
http://www.dpi.state.wi.us/dpi/dlsea/sspw/hivercindex.htmlEducators' Resource Center
Behavior Prevention
Reference list of campus organizations/offices that provide support for students' academic success. The link is http://tlc.unlv.edu/resources/resources_student.html
________________________________________________________________________________________________
ABSTRACT GUIDELINES
Porter, Frank L. John Doe
“The Sex Life of a HED 429/629 Student” HED 429/629
The Journal of School Health 10:00 a.m.
Vol. XLV No. 4 April 2006 Abstract 1
pp. 6-10
Abstract - Describe succinctly the major points the author is presenting in this article.
Summarize unique or important aspects which are necessary for the reader
of this abstract to understand what the author is intending to say.
Reaction - Explain why you feel this writing is important and indicate its relevance to
Health/Sex education and how it could be implemented into your classroom/work environment.
Use an example to clarify. Be sure to give at least one example method that could
be used to teach the topic to a specific target group.
*** The implementation strategy/example is the key to successfully completing this assignment.
These abstracts must be typed (space and half) and proofread before they are handed in.
