COURSE DESCRIPTION:
Students in this seminar will read classic and current scientific literature as a means of examining various aspects of mating—including choosing a mate, sexual behavior, sexual orientation, etc.—in human beings and other species. Beginning with Darwin’s theory of sexual selection, the course will consider what Evolutionary Psychologists have written about sexual behaviors and sex differences, and will continue with an exploration of recent discoveries in molecular biology that suggest that certain aspects of sexual behavior are genetically determined. All theories and findings will ultimately be considered in light of Developmental Systems Theory, which will provide a fresh perspective on this vital collection of behaviors.
TOPIC SELECTION:
Between the first and second classes, please look over the list of topics on the syllabus, choose those topics that you would most like to present, and email me with your preferences. Topics will be assigned on a first come, first served basis, and there is no guarantee that the topics you choose will be the topics you’ll present.
PRESENTATION EXPECTATIONS:
Here is what you can expect to do on (and before!) the day(s) you will be presenting:
- You will be responsible for leading the discussion on the day(s) assigned to you.
- You will be asked to lead the discussion on the articles I have chosen for the day(s) assigned to you. References for these articles are listed on the syllabus and links to the articles can be found on the Readings tab.
- In addition, you will be responsible for finding one other article (15 pages max) relevant to the topic we will be discussing on that day. You will need to have gotten my approval for this article by 2:45 p.m. one full week before you will be presenting, so you should plan to be in touch with me about it at the end of the previous week (approximately 10 days before your presentation date).
- You will be responsible for getting the chosen article delivered to me (in a PDF file-format…if you have only a paper copy of your article, you will need to scan it into a digital file) by 2:45 p.m. one week prior to your presentation.
- You will be responsible for providing a copy of your chosen article to the other students in the class.
- During the final 10 minutes of class one week before your presentation, you will be asked to offer your classmates helpful reading hints about the article you have chosen.
EXPECTATIONS WHEN YOU’RE NOT PRESENTING:
Finally, every week, each student NOT presenting that week will be asked to proffer at least two questions that came to mind while checking out the weekly readings (see requirements for more information). These questions should be submitted (72 hours prior to class) to our Sakai website, to help the student who will be leading the discussion prepare for the task.
A NOTE ABOUT THE CONTENT OF THIS COURSE:
Some of the readings and ideas addressed in this course may be disturbing and/or offensive to many people. Material in this class will consider sexual behaviors in people and animals as well as studies measuring individuals' responses to such behaviors. If you prefer not to be exposed to such material–and there is nothing wrong if that is your preference–then you will be permitted to miss class without penalty on days we are discussing the material in question (instead you will be asked to read and consider other work that I will assign you). If you do plan to miss class for this reason, please notify me of your decision via email.
INTIMIDATION-FREE CLASSROOM POLICY:
Although this probably doesn't need mentioning at Pitzer, let it be explicitly stated that everybody in this class should be treated with respect. It is every student's responsibility to endeavor to comport him/herself in a way that is respectful of others. It is possible to disagree about ideas and values without denigrating one's intellectual opponents on the basis of their race, age, gender, creed, ethnicity or sexual orientation. Given the strong feelings that studies of human sexuality can invoke, maintaining civility in the classroom is all the more crucial.
A NOTE REGARDING PARTICIPATION:
Come to class armed with your questions and ideas about the readings. Share your ideas and thoughts with the rest of us. In a seminar, participants learn from each other, so it will be important for everyone to put themselves out there, think out loud, and basically just let it fly. Don’t just be a sponge; this course will fulfill its potential only if everyone contributes to the collaboration.
ACADEMIC ACCOMMODATIONS:
Please note that I will make every reasonable effort to accommodate students with disabilities. To request academic accommodations due to a disability, please contact Associate Dean of Students Jill Hawthorne if you are a Pitzer student. She can be contacted via email at jill_hawthorne@pitzer.edu or at (909) 607-3553. If you attend another one of the Claremont Colleges, please contact your home college’s disability officer.
- CMC: Julia Easley, julia.easley@claremontmckenna.edu, (909) 621-7377
- HMC: Heidi Bird, hbird@hmc.edu, (909) 607-7916
- Pomona: Jan Collins-Eagling, jan.collins-eaglin@pomona.edu, (909) 621-8017
- Scripps: Sonia De La Torre-Iniguez, SDelator@Scrippscollege.edu, (909) 621-8277
- CGU: Chris Bass, chris.bass@cgu.edu, (909) 607-6999
USE OF DIGITAL DEVICES:
With regard to digital devices (e.g., laptops, phones, tablets, etc.), I insist that you restrict their use in class to note-taking ONLY, and that you refrain from using such devices during class for other activities (e.g., texting, web surfing, video watching, Facebook-page checking, etc.). If I suspect that a student is using a device for something other than note-taking—for instance, because that student is not paying attention to the goings-on in the classroom—he or she will no longer be permitted to use any digital devices in the class.
AUDIO RECORDINGS:
Please ask my permission if you really think you need to make an audio recording of the class. If I do give you permission to record the class, the recording must be for your personal use ONLY and must be deleted at the end of the semester. I do not permit any video recording or photography while in class, as these are not really necessary; I will provide any relevant PowerPoint slides (and any associated video clips) on Sakai (as copyright permits).
WRITING CENTER:
Located in 131 Mead Hall, just across from the fountain, the Pitzer Writing Center offers Pitzer students free individual conferences with experienced writers trained to consult on assignments in any discipline at any stage of the writing process, from brainstorming ideas to polishing a final draft. The Writing Center is one of Pitzer’s most popular academic resources. If you are a Pitzer student, I encourage you to schedule a session if you have any doubts about your writing skills. Regular 50-minute appointments, two-hour appointments for thesis writers, and special consultations for international students are available. Please visit the Writing Center’s website for more information: http://pitweb.pitzer.edu/writing-center.
Students from other campuses are encouraged to use their local Writing Centers:
- Claremont McKenna Center for Writing and Public Discourse: http://www.claremontmckenna.edu/writing/
- Harvey Mudd College Writing Center: https://www.hmc.edu/learning-programs/writing-center/
- Pomona Writing Program and Writing Center: http://www.pomona.edu/administration/writing-center
- Scripps Writing Center: http://www.scrippscollege.edu/departments/writing-program/writing-center
- CGU Writing Center: http://www.cgu.edu/pages/726.asp
- KGI Writing and Tutoring Center: http://www.kgi.edu/current-students/student-services/writing-and-tutoring-center.html