Spring 2015
Course Number: SOWK 553.07 S01
Classroom: Online
Course Name:
Human Sexuality and Social Work
Day & Time:
See Class Schedule section for specific dates and activities
Instructor:
Telephone:
Office Hours:
Jessica Ayala
Email:
(C) 403-874-9212
By appointment
[email protected]
COURSE OUTLINE
Syllabus Statement
This course will examine the psychosocial aspects of human sexuality in the context of social work
practice.
Course Description
Sexuality is an integral part of our lives. Sexuality impacts who we are, how we structure day-to-day life
and many of the decisions that we make. Yet many of us have insufficient knowledge about sexuality and
feel less than comfortable discussing sexuality issues in our personal and/or professional lives. Despite
this, most of us tend to have strong feelings about issues related to sexuality (e.g. what is “normal” and
acceptable) that have been shaped by a complex combination of factors. Many of these topics are also
at the core of current controversy and debate in our society.
As social workers, sexuality-related issues undoubtedly enter our practice, yet we often avoid this area
because of our own discomfort and lack of knowledge. This course will help us examine our individual
and societal views around sexual issues from a variety of perspectives; and increase our knowledge,
comfort and communication skills in this area. My hope is that this course will have a positive impact on
your work, personal relationships and sexual health.
Learning Objectives
By the end of this course, students will (be able to):
1. Have a broader understanding of the impact of sexuality in our lives;
2. Identify personal, societal and professional values related to sexuality and understand how they affect
our professional work, personal lives, and relationships;
3. Convey accurate information and be comfortable discussing a wide range of issues related to human
sexuality;
4. Critically discuss issues related to sexuality from a range of different perspectives (e.g., biological,
cultural, etc.) and in the context of our profession;
5. Analyze issues related to sexuality and distinguish between value statements and arguments that
have some empirical validity;
6. Assess a wide range of sexual behavior; and
7. Have increased appreciation and sensitivity for diversity in issues related to human sexuality.
Instructor’s Philosophy
I aim to teach from the perspective of respectful adult education. Some of the principles that underlie this
teaching philosophy include:
•
Students have control, independence and responsibility for their own learning. Students will have
an opportunity to direct/focus class discussions to meet their own learning needs and to direct
some of their learning to their own interests;
•
Students’ active involvement in the learning process is critical for meaningful learning. This active
learning is interactive, reflective, collaborative, experiential, practical, relevant and rooted in reallife contexts. Class activities and assignments will provide diverse opportunities for such
learning.
I hope and expect that we will all contribute to creating an atmosphere of openness and mutual respect in
the classroom. I will endeavor to develop classes that are inclusive and free of prejudice and
discrimination. I believe that all voices should be heard in an atmosphere of respect, and thus while I
encourage you to discuss and debate issues freely in our class discussions, I expect you to be openminded and to discuss issues in a manner that is both respectful and ethical.
Course Text(s)
Hyde, J. DeLamater, J and Byers, C. (2015). Understanding Human Sexuality (6th Canadian Ed).
Toronto: McGraw-Hill.
Please note that the 5th Canadian Edition (2012) will also be acceptable for this course.
Class Schedule
Web Delivery
The course is entirely web-based, delivered mainly through Desire to Learn or D2L, and is divided into
four learning units, as follows:
Unit 1: Sexuality in Perspective – May 14-23
Unit 2: Fertility Management – May 24-June 4
Unit 3: Sexuality and the Lifespan – June 5-16
Unit 4: Gender and Sexual Orientation – June 17-26
We will work through the units together, so that we can maximize our learning from each other. Each of
the units will include a variety of learning activities, which may include asynchronous discussion (D2L),
synchronous web conferencing (Adobe Connect), and related learning activities and resources (e.g., web
links, documents, exercises to complete – all posted on D2L).
D2L Discussion
The discussion is a key aspect of our learning in this course. The advantage of the discussion board is
that it is asynchronous, that is, we can all contribute at a time that is convenient to each of us. Discussion
postings remain on the site for the duration of the course, although I expect your contributions to the
discussion board to be timely to the unit being discussed by the class.
2
Postings to the discussion board should demonstrate a scholarly contribution to issues being discussed in
class. I expect you to be open about your reactions to topics and respectfully challenge one another.
Keep in mind that some material may be more appropriate for you to discuss in your journal rather than in
the class discussion.
Adobe Connect Sessions
Adobe Connect is a web-based program that will allow us to meet at specific times for a “live” web
conference, so that we can have the opportunity to meet each other virtually and discuss relevant issues.
There will be two required Adobe Connect sessions for the term, as follows: Session 1) Thursday, May
21, 7-9:30 pm MST; and Session 2) Thursday, June 18, 7-9:30 pm MST
Assignments
1. Quizzes (40%, 2 quizzes X 20% each) – June 8 (Unit 1 & 2), June 29 (Units 3 & 4)
Two online, open book quizzes (40 multiple choice questions each) will test students on the unit
readings. More details regarding the quizzes will be provided in class.
2. Reflective Journal (20%) – Due June 26
A major objective of the course is for you to identify your attitudes and beliefs related to sexuality,
explore how they impact your personal life and professional work, and integrate them with the
knowledge learned in the units (e.g., through readings, class discussions, completing unit activities).
The journal gives you an opportunity to examine, reflect and integrate the readings, class and your
own life. Unlike the class discussions, the journal is obviously of a more personal nature and thus will
allow you to be more frank, insightful, and also to reflect on issues that may be inappropriate to
discuss in class. My hope is that you will use this journal as a tool for personal and professional
growth.
The journal is a free writing assignment – that is, the emphasis will not be on form, but on content. In
free writing, you are encouraged to simply write down your ideas in a free and open way, without
being too concerned about formal organization, rewriting, or citing sources. The idea is to simply
carry on a conversation or discussion with yourself in written form.
I expect you to contribute to your journal throughout the course. Total journal length should be at
least 2500 words (longer is ok). I will assign a grade on the basis of demonstration of self-reflection,
critical thinking and length.
3. Course Participation (40%) – Self-evaluation due June 26
The participation grade awards you marks for your dedication to being an active learner in the
different components of the course. The participation grade will be allocated based on the following
elements:
•
Completion of course orientation activities (to be posted on D2L)
•
Your participation in the Adobe Connect sessions D2L and discussion boards. You are
expected to attend and participate in both Adobe Connect sessions, and contribute at least 4
postings per unit to the discussion board.
•
Development and management (e.g., responding to your classmates’ comments) of at least
one question for the class discussion for one of the units. Each student will select a unit of
their choosing for this purpose. Students should aim to post their question early in the unit in
order to allow sufficient time for class discussion.
•
Issues related to human sexuality are often fascinating and controversial and I expect that
we will be engaged in discussions frequently. Keep in mind that just logging on is not the
3
same as actively participating. Assessment of posts will be based on frequency, relevance
and quality. Quality of postings will be assessed based on the depth of the contribution –
therefore, postings that reflect application of ideas, combination of concepts, evaluation,
critique, etc. will be graded higher than those that restate or repeat information.
•
At the end of the term, submit a self-evaluation (1-2 pages) of course participation in which
you assess your contribution to course activities. Your participation mark will be based on
your ongoing timely presence in the different aspects of the course and your self-evaluation.
•
Marks will be assigned as follows (40 marks total):
Units 1-4 discussion board = 6 marks each X 4 units = 24 marks
Adobe Connect sessions = 4 marks each X 2 sessions = 8 marks
Self-evaluation = 3 marks
Development and management of unit question = 5 marks
RESEARCH ETHICS
"If a student is interested in undertaking an assignment that will involve collecting information from members
of the public, he or she should speak with the course instructor and consult the CFREB ethics website
(http://www.ucalgary.ca/research/researchers/ethics-compliance/cfreb) before beginning the assignment."
WRITING EXPECTATIONS
It is expected that all work submitted in assignments should be the student’s own work, written expressly
by the student for this particular course. Students are referred to the section on plagiarism in the University
Calendar (www.ucalgary.ca/pubs/calendar/current/k-2.html) and are reminded that plagiarism is an
extremely serious academic offence.
Grading
The University of Calgary Undergraduate Grading System and the standard Faculty of Social Work
percentage conversion will be used.
Grade
Grade
Description
Percentage
Point
Range
A+
4.0
Outstanding
95 - 100
Excellent – superior performance, showing
A
4.0
95 – 100
comprehensive understanding of subject matter
A3.7
90 – 94
B+
3.3
85 – 89
Good – clearly above average performance with
B
3.0
80 – 84
knowledge of subject matter generally complete
B2.7
75 – 79
C+
2.3
70 – 74
C
2.0
Satisfactory – basic understanding of subject matter
65 – 69
C1.7
60 – 64
D+
1.3
55 – 59
D
1.0
Minimal Pass – marginal performance
50 – 54
Fail – unsatisfactory performance or failure to meet
F
0.0
Below 50
course requirements
4
A student’s final grade for the course is the sum of the separate assignments. It is not necessary to pass
each assignment separately in order to pass the course.
Course Evaluation
Student feedback will be sought at the end of the course through the standard University and Faculty of
Social Work course evaluation forms.
Students will be invited to provide feedback to the instructor throughout the term to ensure that the course
is meeting learning needs.
STUDENTS WITH DISABILITIES
It is the student’s responsibility to request academic accommodations. If you are a student with a
documented disability who may require academic accommodation and have not registered with the Student
Accessibility Services, please contact their office at (403) 220-8237, address: MacEwan Student Centre
room 452 or email: [email protected]. Students who have not registered with the Student Accessibility
Services are not eligible for formal academic accommodation. You are also required to discuss your needs
with your instructor no later than fourteen (14) days after the start of this course.
SAFEWALK (403) 220-5333
Campus security will escort individuals, day or night. Call (403) 220-5333. Use any campus phone,
emergency phone or the yellow phone located at most parking lot pay booths.
IMPORTANT INFORMATION
The University of Calgary copyright policy has changed. It is the responsibility of each individual to ensure
compliance with copyright regulations. Individual questions and concerns should be directed
to [email protected].
Any research in which students are invited to participate will be explained in class and approved by the
appropriate University Research Ethics Board.
Cell phones must be turned off in class unless otherwise arranged with the instructor.
Assembly points for emergencies have been identified across campus. The primary assembly point for the
Professional Faculties building is the Education Block Food Court. The alternate assembly point is Scurfield
Hall Atrium.
The Social Work representative to the Students Union is to be determined ([email protected]). The
Student Ombudsman’s Office can be reached at the U of C Student Services Website
The Freedom of Information and Protection of Privacy (FOIP) Act indicates that assignments given by you
to your course instructor will remain confidential unless otherwise stated before submission. The
assignment cannot be returned to anyone else without your express permission. Similarly, any information
about yourself that you share with your course instructor will not be given to anyone else without your
permission.
You are reminded that academic misconduct, including plagiarism, has extremely serious consequences,
as set out in the University Calendar.
5