Section 1. Proposal Information
Course Developer:
Lisa Kolbuss, M.S  
Date: 01/08/2014 
Catalog year to take effect :  
2013-2014 ___
2014-2015 _X_

Revision in credits
/Contact Hours

Type of Proposal
X Revised course 
 199 Special Studies
 299 Trends 

Type of Course:
X Lower Division Collegiate (transfer)
 Professional/Technical (program requires)
 Professional/Technical (stand-alone)
 Developmental, numbered below 100

Rationale:
How does this proposal further the goals of the program or department?
Human Sexual Behavior has been a topical course for many years in the LCC Social Science Department as part of the Psychology discipline. Currently the course is set at 3 credit hours per term. Increasing the course to 4 credit hours per term would allow instructors and students to more fully discuss core topics regarding the psychological, physiological and behavioral components that direct/drive human sexual behavior. Additional class time would provide significantly more time for class discussions, thus facilitating greater critical thinking regarding sexuality, sex and gender differences and cultural issues as they relate to human sexuality. Class discussion is imperative for students to learn and demonstrate critical thinking skills regarding the human condition. 
In addition, because of limited class time, two issues of particular sensitivity are not being covered; sexual abuse and issues surrounding pornography. Current time constraints limit the coverage of both topics because both must be handled with extreme delicacy and sensitivity. 
Currently, sexual abuse isn’t covered in detail because it is too sensitive of a topic to rush through; rushing through such a topic is irresponsible. Because childhood sexual abuse and adult sexual assault is common in American culture, the topic is intensely personal for those students who have experienced sexual trauma and for those who love someone who has experienced sexual abuse during childhood and/or adulthood. It would be inappropriate to cover such intense material without providing students with adequate time to learn about, reflect on and discuss the issue of child sexual abuse and adult sexual assault. The topic of sexual abuse needs at least 4 additional hours of class time dedicated to it.
Content regarding pornography and its effect on individuals, relationships and culture also needs to be discussed in more detail. A significant amount of new research has been released on pornography addiction which should be incorporated into the course material. 
     
What evidence supports this proposal? 
The top complaint I receive from students at the end of each term is that there is too little time to lecture about and discuss the topics and issues covered in Psy 231. This frustration is very real for those teaching Psy 231 as well. Students regularly recommend that Psy 231 become a 2 term class. 10 hours of additional class meeting time addresses this issue more reasonably and economically. Students are hungry to discuss the topics and issues addressed in Psy 231. Trying to balance the presentation of course material and necessary class discussion time is impossible when meeting for only 30 hours per term. 
     
(New courses) How do you know there is a demand for this course? 
     

PREVIOUS Catalog/Course Information:
Course Number: Psy 231 Course Title in Banner: Human Sexual Behavior (30 characters maximum)

Full Course Title in print catalog: Psy 231 - Human Sexual Behavior

Prerequisites: Psy 201 - General Psychology Co-requisites:      
Grade Option: X Graded (with P/NP option)   Pass/No Pass only
Number / Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
3 Lecture	30   hours (lecture credits x 10)	36 hours (lecture credits x 12)	33 hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
3 Total credits (sum)	30 Total hours (sum)	36 Total hours (sum)	33 Total hours (sum)	
What will change in this course as a result of changing the credits?
 Course Description 	 Course Outline		X Contact Hours
 Course Outcomes		X Other (explain): Instructors do not have adequate time to cover the topics/issues that need to be covered in Psy 231. An additional 10 hours of contact time will allow lectures to be more complete and will significantly increase that amount of time dedicated to in-class discussions. This increased class discussion time is crucial for fostering critically thinking about human sexuality and to improve each student’s ability to communicate honestly and respectfully with others regarding human sexual behaviors.
Section 2. Proposed Course Outline (A general statement of course content that informs class syllabus construction.)
Course Number: Psy 231 Course Title for Banner: Human Sexual Behavior (30 characters maximum)

Full Course Title for print catalog: Psy 231-Human Sexual Behavior

Prerequisites: General Psychology 201 or Instructor Approval   Co-requisites:      
Grade Option: X Graded (with P/NP option)   Pass/No Pass only
Number / Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
4_ Lecture	40 hours (lecture credits x 10)	48 hours (lecture credits x 12)	44 hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
4  Total credits (sum)	40 Total hours (sum)	48 Total hours (sum)	44 Total hours (sum)	

Original Course Description:	
Explores human sexuality by examining the behavioral, psychological, and biological components that compose our sexuality. Topics include cross-cultural comparisons, learned and developmental origins, biological systems, variations in sexual behavior, and sexual difficulties. This course emphasizes the behavioral rather than the health issues in human sexuality.	

New Course Description (300 character limit):	
Explores the behavioral, psychological and biological components of human sexual behavior. Topics include cross-cultural comparisons, learned and developmental origins, biological systems, variations in sexual behavior, gender issues and sexual difficulties. Course emphasizes behavioral rather than health issues in human sexuality.	
Original Course Outcomes and Proficiencies	Assessments Used	
What did the student know, what could the student do at the end of the course, or what attitudes related to the subject would the student hold?

Upon successful completion of this course, the student will be able to:	What evidence did you gather that students have achieved course outcomes? (assessment tools include departmental tests, written products, portfolios, juried performances, quizzes and exams, or alternative assessments such as qualitative studies, capstone projects, external reviewers, etc.)
How each outcome was assessed:	
A. Think critically and analytically regarding past and current research in the field of human sexual behavior and how current research has changes cultural norms and beliefs regarding human sexuality.      	A. Exams and bi-weekly student writing assignments.	
B. Understand how the nervous and endocrine systems shape and control human sexual behavior, sexual cognition, sexual difficulties and sex and gender identities.	B. Exams and class discussion.	
C. Understand sexuality as it evolves through the life span.	C. Exams, class discussion and bi-weekly student writing assignments.	
D. Increase student’s ability to discuss issues relating to sex and gender with their partners in an effort to express one’s sexual needs, wants and difficulties in a healthy and respectful manner. In addition, students should be able to discuss sexual issues in a respectful manner within family units and with friends.    	D. Bi-weekly student writing assignments and class discussion.     	
E. Understand how culture defines sex and gender roles, identities and norms. Students should have a better understanding and appreciation for sexual and gender differences. 	E. Exams, bi-weekly student writing assignments and class discussions.	
New Course Outcomes and Proficiencies	Assessments Planned	
What will the student know or be able to do at the end of the course, or what attitudes related to the subject will the student hold?

Upon successful completion of this course, the student will:	What evidence will you have that students have achieved course outcomes? (assessment tools may include departmental tests, written products, portfolios, juried performances, quizzes and exams, or alternative assessments such as qualitative studies, capstone projects, external reviewers, etc.)
How each outcome will be assessed:	
A. All of the above, plus:	A. Possibly add additional homework assignments using textbook-specific software programs.	
B. Have an increased understanding of issues surrounding sexual abuse and trauma and how to discuss these issues with partners, family members and friends. To know where to seek help to cope with personal sexual trauma and how to support friends, family and partners cope with the results of sexual trauma.	B. Exams, bi-weekly writing assignments and class discussion.	
C. Understand how pornography has influenced sex and gender identity, body image, cultural norms and sexual relationships with others.	C. Bi-weekly writing assignments and class discussion.     	
D. Have a greater understanding regarding local and national laws as they relate to sexual behaviors and relationships.	D. Exams, class discussion and class research assignments.	

Original Course Content by Major Topics 
What topics were originally presented? What were the main activities of the course? What were the central themes?

Introduction to Current Perspectives in Human Sexuality
Ethics, Religion and Sexuality
Theoretical Perspectives on Sexuality
Researching Human Sexuality
Sexual Anatomy
Sex Hormones, Sexual Differentiation and Menstruation 
Sexual Arousal
Sexual Disorders
Sexuality and the Life Cycle: Childhood and Adolescence
Sexuality and the Life Cycle: Adulthood
Attraction, Love and Communication
Sexual Coercion (typically dropped due to time constraints)
Gender Identification and Sexuality
Sexual Identification
Variations in Sexual Behavior

New Course Content by Major Topics 
What topics will be presented? What are the main activities of the course? What are the central themes?
(See sample at http://www.lanecc.edu/cops/format3.htm.) 

Introduction to Current Perspectives in Human Sexuality
	Introduction to Sex and Gender
	History of Understanding Sexuality: Religion and Science
	Sexual Diversity: Culture
Cross-Species Perspectives on Sexuality
Sexual Health Perspective

Ethics, Religion and Sexuality
	Sexuality in Ethical Traditions
	Sexuality in World Religions
	Contemporary Issues in Sexual Ethics
Technology and Sexual Ethics

Theoretical Perspectives on Sexuality
	Evolutional Perspectives
Psychological Theories
Sociological Theories

Researching Human Sexuality
	Issues in Sex Research
	History of Sex Theories
Major Sex Surveys
Researching Special Populations
Media Content Analysis
Direct Observation in Laboratory Settings
Participant-Observer Studies
Quantitative Methods
Experimental Methods

Sexual Anatomy
	Female Sexual Anatomy
	Male Sexual Anatomy
	Variations of Sexual Anatomy in Intersex and Transgendered Individuals
	Cancer of Sexual Organs and Dysfunction of Anatomy
	Female Genital Mutilation
	Circumcision and Culture

Sex Hormones, Sexual Differentiation and Menstruation 
	Sex Hormones
	Prenatal Sexual Differentiation
	Sexual Differentiation During Puberty
	The Influence of Hormones on Sex and Gender Differences in Intersex and Transgendered Individuals 
	Menstrual Cycle

Sexual Arousal
	Models of the Sexual Response Cycle
	Neural and Hormonal Bases of Arousal
	Mapping the Sexual Brain
	Pheromones
	Sexual Technique
	
Sexual Disorders
	Kinds of Sexual Disorders
	Causes of Sexual Disorders
	Therapies for Sexual Disorders
	Critiques of Sex Therapy
	Avoiding Sex Disorders

Sexuality and the Life Cycle: Childhood and Adolescence
	Data Sources
	Stages of Psychosexual Development from Infancy to Preadolescence
	Psychosexual Development During Adolescence
	Premarital Sex and Abstinence
	Technology and Adolescent Sexual Development
	How Sexuality Aids in Development

Sexuality and the Life Cycle: Adulthood
	Sexuality and the Single Person
	Cohabitation
	Marriage
Polygamy, Polyandry and Polyamory
	Extramarital Affairs
	Postmarital Sex
Sex and Seniors 

Attraction, Love and Communication
	Attraction
	Intimacy
	Love
	Research in Love
	Communication
	Relationship Quality

Sexual Coercion
	Sexual Abuse and Its Impact
	Child Sexual Abuse: Patterns and Impact
	Sexual Harassment
	The Impact of Sexual Abuse on Relationships and Families 

Gender Identification and Sexuality
	Gender Roles and Stereotypes
	Psychological Gender Differences
	Gender Differences in Sexuality
	Why the Differences
	Transgenderism and Transsexualism

Sexual Identification
	Attitudes Toward Gays and Lesbians
	Life Experiences of LGBTQ’s
	Statistics and Sexual Identity
	How Do Sexual Identities Develop and How Do They Differ
	Sexual Orientation and Culture
	Bisexuality

Variations in Sexual Behavior
	When is Sexual Behavior Abnormal?
	Fetishism
	Transvestism
	Sadism and Masochism
	Voyeurism and Exhibitionism
	Hypersexuality and Asexuality
Cybersex
Other Sexual Variations
Treatment of Sexual Variations

Pornography
	Pornography and Addiction
	Pornography and Sexual Development
	Pornography and Social Norms

Section 3.  Curriculum Equity (http://www.lanecc.edu/cops/curric.htm)  
To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
Cultural and ethnic diversity is core to all topics discussed in Psy 231. Comparing cultural beliefs and practices regarding sexuality is critical to understanding human sexual behavior. Cross-cultural research on human sexuality is discussed often throughout the term with a focus on gender, sexual practices and the role of religions in shaping human sexual behavior. Instructors evaluate the presentation and quality of cultural and ethnic research when selecting textbooks, additional course readings and media presentations for Psy 231.
Students are challenged and expected to think about human sexuality beyond Western theories and to develop the ability to understand and think critically about non-western beliefs and practices, especially those practices that clash with traditional Western perceptions and beliefs. Cultural and ethnic issues within Western culture are also addressed. 
The role of sex and gender in human sexuality is core to the discussion of all topics in Psy 231. Instructors focus on variations of sexual identity and gender identity throughout the course. Discussion about transgenderism is woven into the various topics discussed throughout the term. Issues surrounding LGBTQ orientations are discussed regularly and in great detail. Students are challenged and expected to reflect upon their beliefs regarding alternative family structures and non-traditional sexual relationships. 
Instructors regularly invite and challenge students to evaluate their personal beliefs regarding human sexual behavior while also acknowledging that their individual beliefs are valid and valuable. Instructors create a safe, warm and open classroom environment so that students may speak openly about their beliefs. Student biases are discussed openly and without judgment while encouraging students to think beyond their personal experiences and beliefs. Students are required to write extensively about issues of sexual orientation and gender identity.

Section 4.  Required Signatures
Library Impact Statement
Under accreditation standards, Library consultation is essential for new programs, new courses and for substantively revised courses when the revisions entail any change in library use. 

What assignments will require the use of library and information resources? 
Students will use the online library catalogues to research issues related to the course. Books and videos will be on reserve. Approximately 30-32 students will be registered in the class.  

Each academic area has a Liaison Librarian (http://www.lanecc.edu/library/liaison.htm) to help faculty identify materials to be ordered to support the curriculum. Make an appointment with the designated librarian to discuss the library needs of your course at least a week ahead of the deadline for submission. 

To be completed by Liaison Librarian:
 Library resources are adequate to support this proposal.
 Additional resources are needed but can be obtained from current funds. 
 Significant additional Library funds/resources are required to support this proposal. 

					     
	Liaison Librarian			Date

Divisional Approvals 
Human, Physical, and Financial Resources (select one):
 Additional instructional costs (staff, materials, services or facilities) will be incurred to offer this course.  Source of funding:       
X No additional instructional resources (staff, materials, services or facilities) are needed to offer this course.
Explain: Course is already fully funded.

Divisional Recommendation (select one):
 The Division Chair and Administrative Assistant have reviewed this course proposal and kept a copy for divisional files.
 Faculty review of this course was completed within the division on      (date).
 New course outlines have been prepared for the Divisional binder containing all current course outlines.

			     
Office Administrator			Date

Fees (select one):
 We have completed a fee request form to be submitted to ASA upon course approval.
X No special fees will be required for this course.
Required Certifications: 
 We have developed minimum course certification standards for this course to be filed with ASA to allow compliance with the faculty contract.
 We have completed faculty certification form(s)
(http://www.lanecc.edu/cops/faccertf.pdf )
for this course to be filed with ASA and Human Resources so RIF grid information will be updated. 

Divisional Recommendation (select one):
X  Pass	 Do Not Pass 

			     
Academic Dean			Date

College Approval 	 			

				     							     
Curriculum Committee Chair				Date		Executive Dean for Academic Affairs	Date

Curriculum Approval Committee hearing:  		     		_____________________________	     
				Date		Vice President for Academic &	              Date
						Student Affairs