Course Syllabus
Human Sexuality
Human Behavior*
Sociology 0818, Section 701
Fall 2025
Instructor: Michael Cavacini
Syllabus PDF
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
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Basic Course Information
General Education*
This course fulfills the Human Behavior (GB) requirement under GenEd and Individual & Society (IN) for students under Core. Students cannot receive credit for this course if they have completed any of the following: SOC 0818/0918.*
Meeting Time and Location*
Online and Asynchronous
Instructor Information
My Name:*
Michael Cavacini
Please refer to me as Michael. My pronouns are he/him.
Instructor Biography
With a BA and MS in Communication from Temple University and more than 15 years of professional experience in the field, I bring a seasoned perspective to the study and practice of human interaction.
As a professor, I have taught at prestigious institutions including Temple University, Drexel University, and Villanova University, where I have guided students in developing critical communication skills and sociological awareness.
Currently pursuing a PhD in Sociology with a focus on gender and sexuality, I integrate my communication expertise with sociological inquiry to better understand how identity, culture, and power shape the ways people connect and engage. This interdisciplinary background enables me to approach communication not only as a skill set but also as a social process—enriched by critical analysis, research, teaching, and a commitment to fostering inclusive and accessible dialogue across diverse communities.
My Contact Information*
Please feel free to contact me at michael.cavacini@temple.edu if you need anything related to this course. Use your TU email & include the course number & section. I will respond to emails Monday through Friday, 9:00 a.m. – 5:00 p.m.
My Office*
Email to schedule an appointment.
Purpose of the Course
Overall Purpose
The goal of this course is to broaden your perspective of human sexuality and deepen your understanding and awareness of your own sexuality.
Overview of the Course*
We often think about sexuality in terms of the physical and reproductive aspects of sex. But our sexuality is complex and dynamic. We will address this dynamic complexity as we explore the biological, psychological, relational, and cultural aspects of sexuality. The goal of this course is to broaden your perspective of human sexuality and deepen your understanding and awareness of your own sexuality. NOTE: This course fulfills the Human Behavior (GB) requirement for students under the General Education (GenEd) program and the Individual & Society (IN) requirement for students under the Core program. Students cannot receive credit for this course if they have completed any of the following: SOC 0818/0918, PSY 0818.
3 Credit Hours
Learning Goals*
Course Learning Goals:
- Assess and analyze biological and psychological processes involved in sexuality.
- Explain how human sexualities are socially constructed within and across cultures.
- Access and evaluate resources to obtain the most helpful information about sexuality.
Human Behavior competencies: **
- Understand relationships between individuals and communities.
- Examine the development of individuals’ beliefs, behaviors, and assumptions and how these affect individuals and communities.
- Compare and contrast similar social phenomena across individuals and communities.
**This course fulfills the Human Behavior (GB) requirement under GenEd and Individual & Society (IN) for students under Core. Students cannot receive credit for this course if they have completed any of the following: SOC 0818/0918.
General Education Competencies and Area Learning Goals
GenEd program competencies:
- Critical thinking. Evaluate evidence, synthesize analyses from multiple sources and perspectives.
- Communication skills. Communicate effectively orally and in writing.
- Information literacy. Locate and critically evaluate sources of information.
- Contextualized Learning. Understand historical and contemporary issues in context.
The Learning Environment
How Class Will Be Conducted
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
The course is organized into weekly modules, each containing a combination of readings and assignments. You can expect a mix of weekly videos, lecture slides, and interactive activities designed to reinforce the material. I will post announcements to keep you on track and informed, and I will check discussion boards regularly to engage with student posts and answer questions. Feedback on assignments is typically provided within one week of the submission deadline. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
Classroom Civility
It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided, as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
Materials*
Textbook: Our Sexuality (14th ed) by Crooks & Baur
Available at the Temple Bookstore in loose-leaf format as part of a bundle (i.e., access to an ebook, etc). You may purchase it elsewhere, but online materials might not be included. These online materials are not required but may be helpful. For the text, only use ISBN-10: 1305646525.
Additional readings: listed on the second-to-last page of the syllabus and will be posted on Canvas.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. I use Outlook calendar, a software available to you as part of the Microsoft 365 suite of tools. Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility*
It is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support*
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources*
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
[Delete: Your course schedule should follow a predictable, easy-to-navigate pattern, such as week-to-week, day-by-day, or unit-by-unit. Include the first and last day of classes, the last day to add/drop, the last day to withdraw, days off, breaks, wellness days, etc. See Temple's Academic Calendar for dates.]
|
Week |
Topics |
Readings |
Due |
|
1: Oct 14 |
Perspectives/History Research Methods |
Crooks & Baur, Ch. 1 & 2 Briddell, & Wilson (1976) |
Introductions & Syllabus Quiz Assignment 1 Discussion Board Post |
|
2: Oct 20 |
Anatomy Arousal & Behavior |
Crooks & Baur, Ch. 3, 4, & 5 Foldes & Buisson (2009) Levin (2020) |
Test 1 (Chapters 1-5) Discussion Board Post |
|
3: Oct 27 |
Gender Issues Sexual Orientation |
Crooks & Baur, Ch. 6 & 8 |
Assignment 2 Discussion Board Post |
|
4: Nov 3 |
Relationships Contraception & Conception |
Crooks & Baur, Ch. 7, 9 & 13 |
Test 2 (Chapters 6-9) Discussion Board Post |
|
5: Nov 10 |
Development Dysfunction |
Crooks & Baur, Ch. 10 & 11 |
Assignment 3 Discussion Board Post |
|
6: Nov 17 |
STIs |
Crooks & Baur, Ch. 12 (423-427), 14 & 15 |
Test 3 (Chapters 10-13) Discussion Board Post |
|
FALL BREAK – NO CLASSES |
|||
|
7: Dec 1 |
Atypical & Commercial |
Crooks & Baur, Ch. 16, 17, & 18 |
Discussion Board Post |
|
8: Dec 8 |
Test 4 (Chapters 14-18) |
||
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade*
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.*
I will do my best to warn you if you are in danger of not meeting this minimum, but you should reach out to me if you become worried about not achieving the minimum needed grade.
Assessment Summary*
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Grading Summary |
|
|
Introductions & Syllabus Quiz |
5% |
|
Tests |
50% |
|
Assignments |
20% |
|
Discussion Board Posts |
25% |
|
TOTAL |
100% |
Introductions & Syllabus Quiz (5%):
This is an opportunity to introduce yourself to the class via Canvas and take a low-stakes quiz about the syllabus.
Tests (50%):
There will be four tests (non-cumulative), comprised of multiple-choice questions. Grades are neither curved nor subjectively adjusted at the end of the semester.
Assignments (20%):
Students will complete three assignments. Assignments will be presented in the form of worksheets and short-answer/essay questions.
Discussion Board Posts (25%):
Discussion board posts will encourage students to share their thoughts and demonstrate critical thinking on a range of topics.
Late Submissions/Missed Exams & Quizzes
Exams, quizzes, and assignments must be completed by their due date. If you would like to request an extension, please submit your request via email along with a documented excuse (e.g., a doctor’s note). However, extension requests beyond 3 days of an assignment/exam due date will no longer be accepted. If you have an ongoing personal issue that prevents you from submitting assignments, you must register with DRS to receive accommodations.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session or if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements*
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Technology Usage
Excellence in any endeavor requires attention. To that end, we need to be mindful of the unnecessary use of technology in the class. To avoid distracting yourself or others, please only use your laptop, phone, or other device for activities relevant to the course. If you find yourself needing to take a call or participate in a text, please excuse yourself from the classroom and return as soon as you are able.
Class Recording
Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of this course to individuals who are not associated with the University without the express permission of the host/faculty member and of any other meeting participants who are recorded. Distribution without permission could be a violation of various privacy laws, including FERPA, as well as the Pennsylvania Wiretapping and Electronic Surveillance Control Act, and possibly copyright law.
Attending Zoom meetings using an AI proxy is not allowed.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools will result in [Edit: describe penalty].
Academic Guidelines
Academic Freedom*
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity*
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.