Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | PSYC 379 | ||||
| Course Title in English | Human Sexuality | ||||
| Course Title in Turkish | İnsan Cinselliği | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 142 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain an in-depth understanding of human sexuality from an evolutionary and cross-cultural perspective. | ||||
| Course Description | “Sexuality” is an umbrella term for everything that relates to humans as sexual beings – physiologically, psychologically, and behaviorally. Human sexuality is a broad and diverse discipline, the study of which can span many topics and take a variety of perspectives. This course will cover a range of topics including sexual reproduction and behavior, mating systems across cultures, long- and short-term sexual strategies, mate preferences and attraction, love and infidelity, sexual orientation, and development, parenting and relationship conflicts. | ||||
| Course Description in Turkish | “Cinsellik” insanın cinsel varoluşuna dair fizyolojik, psikolojik ve davranışsal öğelerin tümünü tanımlamak üzere kullanılan genel bir terimdir. İnsan cinselliği, birçok konunun birden fazla perspektiften ele alınabildiği geniş bir çalışma alanıdır. Bu ders kapsamında ise üreme davranışı, çiftleşme davranışının ele alımında kültürel farklılıklar, kısa ve uzun süreli eşleşme stratejileri, partner tercihleri, cinsel çekim, aşk ve sadakatsizlik, yaşam boyu cinsel gelişim ve cinsel yönelim, ebeveynlik ve ilişkisel çatışmalar ele alınacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) know concepts and theories used to understand human sexuality; 2) identify the historical development of sexual practice, attitudes, and laws in various cultures; 3) apply principles of evolutionary biology to the study of human sexuality; 4) understand human relationships including sex roles, stages of love, intimacy, effective sexual communication, and distinguish between healthy and unhealthy/abusive relationships; 5) recognize personal and societal attitudes/prejudices about human sexuality and develop healthy attitudes toward sexuality by gaining knowledge about the myths. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | H | Exam,Participation,Presentation |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Participation,Project |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,Participation,Presentation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | H | Participation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | H | Select,Participation,Presentation |
| 6) | Internalization and dissemination of professional ethical standards. | H | Participation,Presentation |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | S | Presentation |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | H | Exam,Participation,Presentation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | H | Exam,Participation,Presentation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Participation,Presentation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | H | Presentation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Presentation |
| Prepared by and Date | ALİYE CANAN TAŞLIOĞLU SAYINER , March 2022 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Spring |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Sexuality Throughout History, Myths |
| 2) | Evolution and Sex |
| 3) | Impact of Culture, Religion and Media |
| 4) | Human Sexual Behavior and Reproduction |
| 5) | Parental Investment Theory and Sexual Strategies |
| 6) | Mate Preferences and Attraction |
| 7) | Attachment, Jealousy, and Infidelity |
| 8) | Human Mating Systems |
| 9) | Sexual Development Across the Lifespan |
| 10) | Sexual Orientation and Individual Differences |
| 11) | Parenting and the Human Family |
| 12) | Intrasexual Competition |
| 13) | Coercion and Abuse |
| 14) | Nature and origin of sexual difficulties, sex education and therapy |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Required Readings: Arístegui, I., Castro Solano, A., & Buunk, A. P. (2018) Mate preferences in Argentinean transgender people: An evolutionary perspective. Personal Relationships. DOI: 10.1111/pere.12247 Buss, D. M., Goetz, C., Duntley, J. D., Asao, K., & Conroy-Beam, D. (2017). The mate switching hypothesis. Personality and Individual Differences, 104, 143-149. Del Giudice, M., & Angeleri, R. (2016). Digit ratio (2D: 4D) and attachment styles in middle childhood: Indirect evidence for an organizational effect of sex hormones. Adaptive Human Behavior and Physiology, 2, 1-10. Jeffery, A. J., & Shackelford, T. K., Zeigler-Hill, V., Vonk, J., & McDonald, M. M. (2018). The evolution of human female sexual orientation. Evolutionary Psychological Science. Jones, B. C., Hahn, A. C., Fisher, C. I., Wang, H., Kandrik, M., & DeBruine, L. M. (2018). General sexual desire, but not desire for uncommitted sexual relationships, tracks changes in women’s hormonal status. Psychoneuroendocrinology, 88, 153-157. Kordsmeyer, T. L., Hunt, J., Puts, D. A., Ostner, J., & Penke, L. (2018). The relative importance of intra-and intersexual selection on human male sexually dimorphic traits. Evolution and Human Behavior, 39, 424-436. Lewis, D. M., Al-Shawaf, L., Conroy-Beam, D., Asao, K., & Buss, D. M. (2017). Evolutionary psychology: A how-to guide. American Psychologist, 72, 353-373. Mogilski, J. K., Memering, S. L., Welling, L. L., & Shackelford, T. K. (2017). Monogamy versus consensual non-monogamy: Alternative approaches to pursuing a strategically pluralistic mating strategy. Archives of Sexual Behavior, 46, 407-417. Sear, R. (2016). Beyond the nuclear family: An evolutionary perspective on parenting. Current Opinion in Psychology, 7, 98-103. Stieglitz, J., Trumble, B. C., Kaplan, H., & Gurven, M. (2018). Marital violence and fertility in a relatively egalitarian high-fertility population. Nature Human Behavior. DOI: https://doi.org/10.1038/s41562-018-0391-7 Thomas, A. G., & Stewart-Williams, S. (2018). Mating strategy flexibility in the laboratory: Preferences for long-and short-term mating change in response to evolutionarily relevant variables. Evolution and Human Behavior, 39, 82-93. Recommended Reading: Lehmiller, J. J. (2017). The psychology of human sexuality (2nd ed.). Sussex: John Wiley & Sons. | ||||||||||||||||||
| Teaching Methods | This course will be taught entirely in the flipped format. The instructor will deliver each week’s content beforehand, and students will be expected to acquire the relevant knowledge before the class. Classroom time will be used to practice and apply concepts and ideas through interaction with peers. At the end of each class, students will get feedback through a mini quiz (won’t be graded) and be expected to use this to further their learning by using extra materials provided. | ||||||||||||||||||
| Homework and Projects | Presenting Article: Each week, a group of students will be presenting an allocated article and coordinating a discussion about it. They will prepare and deliver a 15-20-minute presentation. Students will be allocated their readings in Week 1. (25%) Submitted Discussion Questions: Students are required to read the material prior to class and come prepared to discuss the material with their classmates. They will turn in at least 1 (typed) high- quality discussion question for 10 weeks to get full credit. Discussion questions should be questions that provoke discussion, question methodology or logic, or ask for clarification on a complex topic or issue. (10 weeks of submission 10%) Presenting Discussion Questions: Each student will sign up to ask at least 1 discussion question on two separate class meetings. Students should be prepared to keep discussion with the presentation group going and guide discussion with their questions. (10% x 2 = 20%) | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | Assignments on the Blackboard Platform should be followed and completed. | ||||||||||||||||||
| Other Activities | Class discussions will be conducted will help students extending their knowledge about various topics in human sexuality. Instructor will ask questions to initiate class discussions for students to be able to internalize newly acquired information, as well as students will be expected to contribute. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
sayinera@mef.edu.tr Throughout the semester, students are responsible for following announcements, working on the uploaded material and responding to the discussions on the blackboard on a weekly basis. Make‐up Policies: Unexpected absences for exams due to major life events require immediate notification to the instructor and proof of reason for the absence (e.g., Doctor note). The format of the make-up exams might differ from the exam delivered on time. However, there will be no make-up opportunities for class activities (submitting & presenting discussion questions, holding presentations). Students are expected to come to class on time and be respectful of the teaching and learning environment at all times. Although helping each other and exchanging notes for missed class sessions are encouraged, the assignments that you turn in should be your own work. Cheating and plagiarism are NOT tolerated in this course and will be reported to the administration. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Presentations / Seminar | 3 | 8 | 1 | 27 | |||
| Final Examination | 1 | 16 | 1 | 17 | |||
| Total Workload | 142 | ||||||
| Total Workload/25 | 5.7 | ||||||
| ECTS | 6 | ||||||