Media contact: Lynn Bretz, Office of University Relations, (785) 864-8866, or Todd Cohen, University Relations, (785) 864-8858. Please see links to press releases, the full report and supporting documents at left
NOTE: Given the nature of the allegations, some of the content in the report is explicit in nature and is not intended for minors.
Text of complaint filed on sex education class by Senator Wagle
The complaint filed by Sen. Wagle with the University of Kansas:
1.) On the first day of class, it was reported that Dr. Dailey described
the type of explicit sexual materials the class would be viewing. A female student got up to walk out of the class. Dr. Dailey asked her what she was doing. The student responded that she was going to drop the class and find another class to take. She turned her back and continued to walk out. Apparently, objecting to her comments, Dr. Dailey belittled her and gave her the finger as she walked out.
2.) It is reported that inappropriate "street" language and obscene
gestures are a regular part of the class. Dr. Dailey usually substitutes
the "F" word for the word "sex". Dr. Dailey makes groping motions with his hands when discussing women's breasts. "Buttf . . .ing" is one of the many sexual acts students are told they will learn about, and although they might not choose such acts for their own sexual expression, they will accept these behaviors before the class is completed. Dr. Dailey and his 20 year-old teaching assistant, Teresa Scalise, hug each other inappropriately at times in front of the class. Ms. Scalise is currently the primary defender of Dr. Dailey in newsprint.
3.) During the first week of class, Dr. Dailey explained the concept of
the "attraction template". He stated, to have a long-term relationship
with another individual, one's partner must be in the "center" of the
"attraction template" (as opposed to one of the outer rings). And, he
stated, there are several of you women on the first few rows who are in the center of my attraction template.
4.) Dr. Dailey constantly professes to be a world re-known sexual
therapist. He encourages his students to contact him with any concerns they may have, including their sexual concerns and problems. I have to question, "Is this the appropriate invitation for a professor to make towards his students?" Typically, the relationship between a teacher and student is a power relationship. Is it the appropriate venue for a professor to council his students on personal sexual problems, likes or dislikes? Does K.U. have a policy about this type of interaction between students and faculty?
5.) During the class that was scheduled to study the female anatomy, Dr. Dailey started by explaining the different parts of the female
anatomy. Then he progressed to show close-up slides of female genitals, however, before he started the slide show, he told the girls in the class they would see themselves in the slides. During the viewing of the slides, Dr. Dailey commented on one picture, the brunette with the large lips, being very beautiful. Many side comments were made about the photos. Then upon seeing another photo, Dr. Dailey exclaimed this one "looks like an aberration, we have just seen the Virgin Mary". After numerous slides, Dr. Dailey, without transitioning into the subject matter of human development, showed the genitals of a five-year-old girl, then the genitals of a ten-year-old girl.
6.) During the female anatomy day, Dr. Dailey told the class during his discussion of the G-spot that it was his goal to find this spot on women and name it the "Dailey Spot".
7.) During the female anatomy day, Dr. Dailey told the females in the
class that their homework assignment was to spread their legs. He told them to take a flashlight and a mirror, spread their lips, and explore.
8.) During one class, Dr. Dailey stated that if he were Chancellor, he
would require empirical evidence from the females who desire to graduate from K.U. to prove they are orgasmic. He stated that evidence could be in the form of a videotape.
9.) During the day that was scheduled to discuss masturbation, explicit discussion ensued and films of females and males masturbating were shown. A female student got up to walk out of the room. Dr. Dailey questioned where she was going with the implication that she could not contain her sexual urges after being exposed to his comments. The girl turned and blurted out "I'm going to the bathroom". Dr. Dailey said that was good because you can't do it on a full bladder. After the films, Dr. Dailey asked the students personal questions about their masturbatory habits and had students respond by raising hands. After seeing their answers, he called the students in the classroom "horny devils".
I have been told from students who have taken the class in the past, and students who are currently taking the class, that the films shown as part of the curriculum are clearly X- rated. They are, without question, films of individuals having full and complete sexual interaction with each other. I am told further the videos of sex acts are filmed in a "clinical" setting. Those who do not think the films are "obscene" believe that the fact they are filmed in a "clinical" setting keeps them from being obscene. If the legislature further debates this issue, I think one of the questions we will have to address is, "Are sex acts filmed in a "clinical" setting different from sex acts filmed in a movie studio or a bedroom?" I do not believe the Kansas Statutes have an exception for "clinical" films when considering whether or not they meet the definition of "obscene".
The second question the legislature will have to address is, whether or not taxpayer dollars should pay for classes and curriculum that are considered "obscene" in other walks of life. I do not see this as an issue of censorship; it is simply an issue of priorities for state funding. We have experienced a very difficult time trying to make ends meet with the current downturn in the economy. I am sure that if the University of Kansas wanted to continue these popular classes, private funding could be sought.
I think I have thoroughly outlined my concerns. I want you to know that during floor debate I did not mention the name of the school or the name of the professor until I was asked to by another Senator. I was trying to have a debate about the policy of taxpayer funds financing obscene materials in undergraduate classes. I did not mention names until I was asked twice by the same State Senator to divulge the information.
I appreciate your attention to this matter and would be willing to discuss with you the allegations that have been verbalized to me and verified about this class. I am also contacting students, and believe that in a few days you will receive some phone calls from students who do not hold the popular view of this class and consider the materials and the professor to be offensive. Again, I very much appreciate your investigation into this matter and want to be of assistance to you if it is necessary.
School of Social Welfare
26 April 2003
David E. Shulenburger, Provost, University of Kansas
Per your request, the following is a response to the nine allegations Ms. Susan Wagle included in her letter to Chancellor Hemenway. I will respond to each and have also appended a number of letters, emails, etc. that provide supportive information.
1. My simple response to this allegation is that it never happened as described. (See attached letters from students in the class.) It is not unusual in this large class for students to just get up and walk out, for many different reasons. It is also not uncommon for me to comment on their leaving, saying things like, "Did I say something wrong?" , Don't go away mad", "You coming back?", etc. I have absolutely no recall of the incident described by Ms. Wagle.
2. On the second day of class I do an entire session on the language of sexuality in which the four languages of sexuality are defined and described. The languages are childhood, common discourse, scientific, and street. I indicated that all four constitute the language of my subject matter, that all four have the power to communicate meaning, and none of the four is intrinsically superior, and that I will use all four throughout the teaching of the class. Frequently when discussing a specific concept I will give words from each language that are used to reference the concept. Do I use the "F" word for "sex" (read: sexual intercourse)? Yes. Do I do that regularly? No.
I have no idea what Ms. Wagle is referring to regarding "groping motions with his hands when discussing women's breasts".
The term "butt___" along with about fifteen or twenty other terms used to describe
homoerotic interactions between gay and lesbian partners was used during the class on homosexuality/bisexuality. The implication that I was "pushing" homosexuality, found
in her phrase "they will accept these behaviors before the class is completed" is patently false. I did say that I hoped that there would be less homophobia, an increase in tolerance and acceptance, and a reduction of hurt in the lives of people.
Ms. Wagle's comments about my interactions with my Teaching Assistant ("hugging each other inappropriately at times in front of the class") is a particularly hurtful allegation. It suggests an inappropriate relationship (sexual?) between my TA and myself. This has been particularly hurtful to Teresa Scalise, who is a responsible, thoughtful and caring person whose reputation has been injured. If I could extract but one apology from Ms. Wagle it would be for this particularly hurtful statement.
Ms. Scalise was quoted once, perhaps twice in the media and has been far from "the primary defender of Dr. Dailey in newsprint". She, like myself, has generally chosen not to comment, even though she is both hurt and angry about this experience.
3. Actually, it is in the second week of class that I teach about the concept of "attraction template" within the larger discussion of sensuality as a component of my definition of sexuality. Interestingly, it is one of the concepts that helps students to understand why some of their relationships have or have not worked, and is often a concept that sticks with them long after they leave school.
I do NOT say "to have a long-term relationship with another individual, one's partner must in the 'center' of the 'attraction template"'. What I did say is that some level of attraction is important in long-term bonding, sustaining relationships over time.
I did say that everyone has an attraction template, including myself, and that I saw several people who fell into it, just like others in the class likely experienced. I don't know what Ms. Wagle's objection is, except it probably is an attempt to suggest "inappropriate sexual interactions with students". Aside from being untrue, this is particularly hurtful because its public expression can probably never be countered or reversed.
4. I have no idea what the issue is regarding what Ms. Wagle describes as "Dr. Dailey constantly professes to be a world re-known (sic) sex therapist", nor do I understand the data from which she draws this conclusion. I do have a bit of a regional and national reputation as a sexologist, for which I do not apologize.
I do let students know I am available (office hours and by appointment) should they have concerns that relate to their being in the class; including sexual concerns and problems (this is a surprise?). This class does trigger student issues, both intellectual and personal, and I intend to be a resource in their questioning, struggles and hurts. I cannot tell you the painful experiences they bring to my office (family sexual abuse, date rape experiences, parental divorce and family crisis, sexual dysfunctions, guilt and shame that arise from their coming from very repressive homes, etc.), issues they often have never entrusted to someone else. I have not and will not turned them away.
I do not do psychotherapy/counseling with students enrolled in the University. If appropriate, I refer students to available resources, both within the University (CARS, Psych Clinic, etc.) and outside of the University (mental health centers, counseling centers, private practitioners from many disciplines, etc).
The implications contained in this allegation are particularly distasteful and hurtful. I am concerned that the allegation will have a chilling effect for other faculty and students. Student access to faculty may very well have been damaged, and I am so sorry for the consequences. For so many students, the personal connections they make with faculty are long-lasting in importance and memory.
5. What I stated as preface to the lectures on male and female sexual anatomy is that members of the class may see genitals like their own because I intend to show a wide variety. As I showed the slides I made numerous "comments", some related to the physiological and anatomical structures being viewed, and other comments that had as their purpose affirmation, normalizing, and healthy perspectives on bodies. This was, and is, particularly relevant regarding female genital anatomy since there are so many negative, joking, hurtful messages in our culture about this subject. I have never had any complaints on this. As a matter of fact, the reaction has always been positive.
One of the slides I did say looked "like an apparition", not "aberration". Done in jest, the class reacted with laughter.
Prior to viewing the slides I did say that students would see lots of variety, including variations in age, race, anatomical structure, etc. It is in that context that two slides of children's genitals were shown. The implication of "child pornography" is far from accurate and actually slanderous.
6. This is patently false. What I did point out is that various aspects of male and female sexual physiology get their names from the persons who discovered them, like the Cowper's gland in males and the Grafenberg spot (G-spot) in females. I did not say that my goal was to "find this spot on women", as it already has been found. What I did say is that finding a new spot would make me "famous", but I thought that all of the "spots" has been found. This is an incredible distortion and is taken out of context.
7. In both classes on female and male sexual anatomy I did say that I did not want their work to be merely an intellectual exercise and that I wanted people to explore their own genital anatomy and take ownership of it in a positive and affirming way. I told women they should find a private space where they could spread their legs and use a flashlight ("because it is dark down there") and a mirror ("because it is hard to see accurately without") and explore, learn about, and own their bodies. Given body image issues, particularly with women, the suggestion that they do this "homework" is very important and many who have never done so describe the positive rewards they gain by doing so. To suggest by implication that this activity might degrade students is remarkable to me.
8. Some context might be useful. In the class on Human Sexual Response Cycle I noted that both men and women experience serious sexual dysfunctions that impair full experiences of sexual response. Men may ejaculate very quickly and women may experience difficulties in achieving orgasm. I further noted that a significant group of college aged women struggle with non-orgasmia and as a result internalize a lot of negative messages about themselves as sexual persons. I then said jestfully that if I were chancellor I would lobby for orgasm as a graduation requirement so that so many women would not leave college and enter relationships with the burden of seeing themselves as flawed or inadequate. As "evidence," I said that "audio recordings, eyewitness reports, videotapes, and credible self reports could be acceptable".
As an aside, I am always struck by the fact that following this particular class both men and women flood my voice mail and e-mail with requests for additional information on how to overcome premature ejaculation, non-orgasmia, erectile dysfunction, vaginismus, etc. I consider that a positive outcome.
9. Regarding Ms. Wagle's comment, ".. .explicit discussion ensued and films of female and male masturbations were shown". True.
The comment I made was that sexual arousal on a full bladder can be uncomfortable, but not necessarily problematic because of the reflexive action at the neck of the bladder that shuts off the potential flow of urine. This was a follow-up to material from the physiology and anatomy lecture a week earlier.
Students were asked questions regarding "masturbation habits" after being informed that the simple survey was optional and that they could participate if they elected to do so. Most did. The experience is very affirming for students as it lets them know that they are not alone.
The actual quote is " you horny little devils you", a comment made in regard to their eagerly voiced readiness to view the tapes for the day's class. It was intended as humorous and most laughed.
None of the nine allegations brought by Ms. Wagle make reference to her proviso regarding "obscene materials" being shown in class. I would, however, point out that the audio-visual materials are produced by organizations having educational and clinical purposes. Many of the materials are presently available from Focus International and I believe they are marketed through The Institute for the Advanced Study of Human Sexuality, a M.A. and Ph.D. granting, free-standing educational enterprise in San Francisco. As a matter of fact, the earlier versions of some of these materials were produced for the National Sex and Drug Forum, which received funding for the audio-visual from the Glide Foundation, which was a part of the Glide Memorial Methodist Church in San Francisco.
As educational and clinical materials I believe their use is protected in Kansas Statute (K.S.A. 21-4301 (d) (1) and (3) for classroom application.
I have appended to this response two groups of letters and e-mails that I have received (unsolicited) since this issue arose with Ms. Wagle's proviso to the Budget Bill. The first group is a few of many letters from students presently enrolled in SW 303 this Spring semester. The second group is a few of many letters from alumni, professional colleagues, etc. Together they might add context to Ms. Wagle's allegations and provide additional information that could prove useful.
I have also appended a short e-mail that I received on Monday, April 21. I interpreted the e-mail as a possible threat, conferred with my daughter and son-in-law who are both attorneys, and was encouraged to report it to Campus Public safety. I spoke with a police officer who took information from me and later reported that nothing could be done in terms of tracing the e-mail. They did file a Criminal Threat incident report. I remain concerned about this issue.
A final comment: This has been a particularly hurtful, troublesome and threatening experience. I am particularly concerned for some individual students who have been hurt, the many students who feel that their freedom to learn and grow have been impaired, and the chilling effect this experience has had on academic freedom and the meaningful connections that are possible between faculty and students. I told my wife the other day that if this had to happen in such a public, toxic manner I was so glad it happened at the end of my academic and professional career. I can weather the sullied reputation, but it would have been much harder as a young professor. I just hope that the impact on people such as my T A is not lasting and continually hurtful.
I appreciate your thoughtfulness in giving guidance to my task and look forward to the conclusion of your administrative process. If I can be if further assistance, do not hesitate to call upon me.
Dennis M. Dailey Professor
School of Social Welfare
Provost Shulenburger Request to Senator Wagle for Information
6 May 2003
TO: Senator Susan Wagle
FROM: David Shulenburger, Provost
As you see from the e-mail message duplicated below, Jessica Zahn indicates that you have some affidavits that may be helpful to me in my investigation of the allegations contained in your letter of 6 April 2003 to Chancellor Hemenway. Will you share these signed affidavits with me? I need them as soon as possible. My fax number is 785 864 4463; my telephone number is 785 864 4904; my email address is:
Dear Mr. Shulenburger:
The affidavits are not in my possession. Senator Wagle has them right now, so you will need to speak to her. The Senators were staying under the dome until midnight to try to get things wrapped up last night, but I haven't heard if it was successful, so you may try her office at 785-296-7386 or her home at 316-733-5698.
From: Shulenburger, David E
Sent: Mon 5/5/2003 9:59 AM
Subject: RE: Professor Dailey's class
Jessica, I need the affidavits by tomorrow afternoon so that I can finish my inquiry. Can you get them to me? David E. Shulenburger
KU Faculty Code of Rights, Responsibilities and Conduct
C.2.e. Faculty Code of Rights, Responsibilities, and Conduct (Adopted by the Faculty Senate in 1971; revisions adopted by the Faculty Council and approved by the Chancellor in 1981, 1992, and 1994.)
Article I. Title. This code shall be known as the Code of Faculty Rights, Responsibilities, and Conduct. Nothing in this document shall contravene the University Senate Code, University Senate Rules and Regulations, the Faculty Senate Rules and Regulations, or duly published Board of Regents regulations on conduct.
Article II. Definitions.
When used in this Code:
1. The term "University" means the University of Kansas, and collectively, those responsible for its control and operation.
2. The term "student" includes all persons taking courses at the institution, both full-time and part-time, pursuing undergraduate, graduate or extension studies.
3.The term "faculty member" includes all persons specified in Article IV, Section 1, of the University Senate Code as it may be amended from time to time, other professional members of the library staff, instructors, research personnel of rank comparable to those above enumerated, and any person hired by the University to conduct classroom activities. Determination of a person's status as a "faculty member" or a "student" in a particular situation shall be determined by the surrounding facts.
4. All other terms have their conventional meaning unless the text dictates otherwise.
Article III. Faculty Rights.
The following enumeration of rights shall not be construed to deny or disparage others retained by faculty members as members of the University community or as citizens of the community at large:
1. Freedom of inquiry, expression, and assembly are guaranteed to all faculty members.
2. The right of faculty members to be secure in their persons, offices, papers, and effects against unlawful searches and seizures is guaranteed.
3. Faculty members shall be exempt from disciplinary action except for conduct proscribed in Article V.
4. No disciplinary sanctions listed in Article VI may be imposed upon a faculty member without notice of the charges against him or her and the opportunity for a hearing before the Judicial Board or before the Faculty Senate Committee on Tenure and Related Problems. The Judicial Board shall have jurisdiction if the recommended sanction is a "warning" or "restitution." The Faculty Senate Committee on Tenure and Related Problems shall have jurisdiction in all other cases. At any such hearing, the faculty member shall have all rights afforded under the University Senate Code and the University Senate Rules and Regulations to a party before the Judicial Board.
5. Faculty members, groups, and organizations may invite and hear any persons of their own choosing, subject only to the requirements for use of University facilities.
6. Faculty members shall have the right to participate in the determination of school, department and University policies as stated in Article I, Section 1, of the Faculty Senate Rules and Regulations.
7. Subject to reasonable conditions imposed to regulate the timeliness of requests, to determine the appropriateness of the space and time of use requested, and to insure proper maintenance, University facilities shall be made available for assignment to faculty members, individually or in groups, even though not formally organized; preference may be given to programs designed for audiences consisting of members of the University community.
8. Faculty members, groups, or organizations may distribute written material on campus without prior approval. The person or persons responsible for such material must be clearly indicated. The use of campus mail for political purposes is not permitted. Its use for solicitation requires prior approval by the Office of the Chancellor.
Article IV. Faculty Responsibilities
The responsibilities of the faculty as a whole are multiple and are not to be construed as narrowly limited to any specific list. The same is true of the responsibilities of individual faculty members. Nonetheless the major responsibilities are traditionally divided into teaching or its professional equivalent, research, and service. These are the criteria used in awarding promotion and tenure, and they are also the criteria used in faculty evaluations. Each faculty member shall be evaluated annually and shall receive from his/her departmental chairperson or dean a written statement evaluating the performance of the faculty member during the preceding year. Typically the faculty member will be evaluated on teaching or its professional equivalent, research and service. Although each faculty member is expected to perform at least adequately in all three areas over time, outstanding effort or performance in any one area because of institutional needs or personal inclinations may, with the approval of the departmental chairperson or dean, offset less effort (but not below acceptable performance) in another area in any given year or approved period of time.
Faculty who teach are expected to teach courses in their department or school in accordance with the needs, requirements and expectations thereof and the general requirements concerning the conduct of classes specified in various University regulations.
Good teaching requires continual application and effort. Faculty who teach are expected to keep abreast of new developments in their fields and must maintain credentials as scholars so that they are part of the creative process by which the frontiers of knowledge and culture are continually being expanded. A teacher should be engaged with his/her particular discipline and should be able to convey to the students the value of the subject.
Teaching duties of a professor include not only classroom activities, but also such duties as preparing course syllabi, lectures and examinations; being available for consultation; supervising independent work undertaken by students; directing theses and dissertations; evaluating students; advising; and participating in curriculum planning. A professor is expected to treat students with courtesy and to respect their rights, including, but not limited to, academic freedom and those rights as outlined in the Student Code of Rights and Responsibilities.
Academic advising is a part of the teaching responsibility of faculty who teach. In the case of non-teaching faculty, comparable professional responsibilities shall be those defined by their departments and the relevant standards of their disciplines.
Research includes critical evaluation, artistic creation, and performance, as well as discovery and interpretation. Research appropriate to one's department and field is more specifically defined by each department or field in its criteria for promotion and tenure. For general guidelines concerning research and scholarship, see pp. __ of this Handbook. Publication is the normal outlet for research in many areas other than the visual and performing arts. Scholarship that does not result in publication or public performance may be valuable for keeping one's teaching current, but it does not subject one's ideas or performance to the critical scrutiny of peers necessary for expanding the frontiers of knowledge and culture.
Service covers faculty activity in a number of different areas.
a. Service to the academic unit. Service to the academic unit is expected of all faculty. It is essential that all members of the academic unit participate in the decision-making necessary for the working, and ultimately, the health of the academic unit. Ideally each faculty member participates regularly and fully in the academic unit's activities. Faculty members are typically expected to attend faculty and unit meetings; to serve on committees; to contribute to planning, development and scheduling activities of the academic unit; where appropriate, to review graduate students; and to refrain from activities that disrupt proper operations of the academic unit.
b. Service to the School and the University. Faculty members are expected during the period of their employment at the University to bear their fair share of committee work on the levels of the school and the University.
c. Service to the Profession. Faculty members are expected to be active in their professional fields. This includes belonging to and taking part in the professional activities of their field on the local, regional, national and international levels, although not all faculty will be active on all these levels.
d. Service to the Community, State, Nation, World. This use of one's academic expertise to help community, state, nation and world is appropriate service, although the extent to which one contributes outside the University depends on one's field, inclination, opportunity, and other relevant factors.
4. Additional Faculty Responsibilities
Of the many responsibilities of faculty members, the following are enumerated because of their importance for the maintenance of appropriate faculty-student relations:
a. Protection Against Improper Disclosure. Information about student views, beliefs, and political association that professors acquire in the course of their work as instructors, advisers, and counselors should be considered confidential. Protection against improper disclosure is a serious professional obligation. Judgments of ability and character may be provided under appropriate circumstances, normally with the knowledge or consent of the student. (2)
b. Faculty members shall accord respect to the essentially confidential relationship between the University and its students by preserving to the maximum extent possible the privacy of all records relating to students.
c. A member of the faculty is expected to meet classes at the regularly scheduled hour and to carry out his or her other academic responsibilities. If a faculty member considers it necessary, for sound academic reasons, to move a class to another time, advance notice must be given to the class and arrangements must be made to assure that the change does not work undue hardship on any member of the class. If prevented from meeting classes or carrying out other academic responsibilities, a faculty member must, if physically able to do so, make satisfactory advance arrangements and communicate, preferably in writing, the nature of these arrangements to his/her chairperson (or dean, if the school in question is not organized departmentally). Such arrangements are subject to the approval of the appropriate chairperson or dean. Each department or school must define what arrangements are considered "satisfactory" in that unit, and appropriately publicize its definition.
(2) Endorsed by the AAUP in 1968 (54th Annual Meeting) and revised in 1990. The statement was formulated and endorsed by the AAUP, the United States National Student Association (now the United States Student Association), the Association of American Colleges (now the Association of American Colleges and Universities) the National Association of Student Personnel Administrators, and the National Association of Women Deans and Counselors (now the National Association for Women in Education) and by a number of other professional bodies.
Failure to comply with the procedures outlined in the preceding paragraph may result in the placement of the faculty member on administratively determined Leave Without Pay by the Provost. When such Leave Without Pay is imposed, the Provost shall notify the faculty member of the action and provide the reasons therefore. In addition, the notice shall advise the faculty member that the Leave Without Pay shall cease, and the faculty member shall resume pay status, upon the faculty member's notification to the Provost that the faculty member has resumed his/her attendance or academic responsibilities or otherwise made satisfactory arrangements, which resumption or satisfactory arrangements shall be confirmed by the chairperson or dean. Finally, the notice shall advise the faculty member that if he/she believes the Leave Without Pay to have been improperly imposed, review may be sought by requesting a hearing before the Faculty Senate Committee on Tenure and Related Problems pursuant to Article XV, Section 3, item (vi) of the University Senate Code.
Article V. Proscribed Conduct. Such conduct includes the following categories:
1. Willful failure of a faculty member to carry out his/her academic responsibilities. The gravity of such failures may vary. The failure to meet a class is more serious, as a rule, than failure to attend a committee meeting. Cumulative absences or failures to perform even in less grievous matters are more serious than occasional lapses over long periods of time.
2.Violation of lawful published University regulations.
3. Knowingly furnishing false information to the University, or forging, altering, or misusing University documents or instruments of identification with intent to defraud.
4. Failure to respect the rights or academic freedom of students, staff or of other faculty members.
5. Behavior in the discharge of his/her duties that violates commonly accepted standards of professional ethics as defined, for example, in the statement of professional ethics adopted by the 52nd Annual Meeting of the AAUP, April, 1966. (3) (See also the University of Kansas Policy on Consenting Relationships.) Abusive or unprofessional treatment of students, faculty, or other members of the University fall within this category. Repeated infractions of one's responsibilities, whether informal and/or formal admonitions, warnings or reprimands have occurred, are more serious than initial infractions of the same type. Also proscribed is any form of sexual harassment or discrimination on the basis of sex, race, religion, age, national origin, disability, or sexual orientation.
3) The 73rd Annual Meeting of the AAUP (1987) endorsed the following "Statement on Professional Ethics." It is a revision of a statement originally adopted in 1966. Many other professional organizations also have adopted codes by which unethical conduct can be judged.
I. Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
II. As teachers, professors encourage the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals, and adhere to their proper role as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to assure that their evaluations of students reflect each student's true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom.
III. As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution.
IV. As members of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effect of their decision upon the program of the institution and give due notice of their intentions.
V. As members of their community, professors have the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons they avoid creating the impression of speaking or acting for their college or university. As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.
6. Plagiarism, misrepresentation or fraud in classroom presentations, published works, or published presentations.
7. Committing an act that involves such moral turpitude as to render the faculty member unfit for his/her position. As used in this section, conduct involving moral turpitude means intentional conduct, prohibited by law, which is gravely injurious to another person or to society and which constitutes a substantial deviation from the accepted standards of duty owed by a person to other persons and society.
8. If another University tribunal or body exists which might properly entertain a claim or charge of conduct proscribed in Article V, the processes of that body or tribunal normally must first be exhausted before the jurisdiction of the Judicial Board can be invoked. However, in extraordinary circumstances the Judicial Board may exercise original jurisdiction notwithstanding failure to exhaust remedies available in other University tribunals. Whether such extraordinary circumstances exist as warrant the exercise of original jurisdiction by the Judicial Board shall be determined by such Board.
Article VI. Sanctions.
The sanctions listed here are formal sanctions and are steps taken beyond informal complaints about one's performance, verbal admonitions to improve or change one's behavior, and negative comments concerning one's performance as stated in the annual evaluations.
One or more of the following sanctions, listed in order of increasing severity, may be imposed for proscribed conduct by a faculty member. Although listed in order of severity, the sanctions need not be applied serially, and a more serious sanction may be applied without a less serious one having been previously applied.
1. Warning. Notice in writing that continuation or repetition of conduct found wrongful, within a period of time stated in the warning, may be cause for more severe disciplinary action.
2. Restitution. Reimbursement for damage to or misappropriation of property. This may take the form of appropriate service or other compensation.
3. Recommendation of Censure. Recommendation to the Chancellor that a faculty member be formally reprimanded.
4. Recommendation of Suspension. Recommendation to the Chancellor that a faculty member be excluded from teaching and other specified privileges or activities for a definite period not in excess of two years.
5. Recommendation of Dismissal. Recommendation to the Chancellor that a faculty member be dismissed from the University staff for an indefinite period.
Policy Against Sexual Harassment |
University of Kansas, Lawrence
April 1982 [Revised: December 2002; effective February 6, 2003]
The University of Kansas Prohibits Sexual Harassment.
The University of Kansas, Lawrence, is committed to providing an academic and employment environment that will foster respect among all members of the university community. The university is also committed to assuring that its programs and activities are free of discrimination on the basis of gender. The university strives through education and the cooperation of all members of the university community to provide a working and learning environment that is free of gender discrimination and sexual harassment. Sexual harassment violates the trust and respect that is essential for providing a positive working and educational environment.
Sexual harassment is a violation of professional ethics as well as a violation of federal and state Law. Specifically, sexual harassment is a form of illegal discrimination in violation of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and the Kansas Acts Against Discrimination.
What is Sexual Harassment?
Sexual harassment takes a variety of forms. The University of Kansas, Lawrence, defines sexual harassment as follows:
Unwelcome sexual advances, or
Requests for sexual favors, or
Verbal or physical conduct of a sexual nature when,
1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or education;
2. Submission to or rejection of such conduct is used as the basis for employment or academic decisions affecting an individual; or
3. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance, or of creating an intimidating, hostile, or offensive working or educational environment.
Repeated or unwanted sexual attention or sexual advances are forms of sexual harassment. Students, faculty or staff should not be penalized in the evaluation of their academic or employment performance for refusing to accept unwanted sexual attention or advances as a condition for receiving awards. Sexual harassment occurs when acceptance of such attention is made a condition of reward, or of penalty, for employment or academic performance.
Sexual harassment may occur when there is a power difference between the persons involved, as when a faculty member or supervisor exploits his or her relationship with students or subordinates. Sexual harassment may also occur between persons of the same university status, e.g., student-student, faculty-faculty, staff-staff, or between persons of the same sex.
Campus administrators, faculty and supervisors who become aware of such harassment are responsible for contacting the Equal Opportunity Office and for taking steps to prevent continuation of the harassment.
Examples of Sexual Harassment
Examples of verbal or physical conduct that are prohibited include, but are not limited to:
physical assault, including rape
direct or implied threats or insinuations that submission to sexual advances will be a condition of employment, work status, promotions, grades, or letters of recommendation
direct or subtle pressure for sexual activity
a pattern of conduct intended to humiliate or cause discomfort, or both including:
unwelcome comments of a sexual nature
unwelcome sexually explicit statements, questions, jokes or anecdotes
unwelcome propositions of a sexual nature
unwelcome touching, patting, hugging, or brushing against a person's body or clothing
unwelcome remarks of a sexual nature including remarks about a person's body or clothing
unwelcome remarks about sexual activity
showing, exposing to, or subjecting others to materials or media of a sexual nature
What to do about Sexual Harassment
Any University of Kansas, Lawrence, student or employee may initiate a complaint of sexual harassment that occurs on the university premises or at a university-sponsored activity. Visitors and other persons attending university programs, utilizing university facilities or participating in a university-sponsored activity may also make a sexual harassment complaint. Persons who experience such harassment should carefully document all incidents, noting dates, specific behaviors, and their effect.
If you believe you are being sexually harassed, or are concerned about the sexual harassment of someone else, you should contact the Equal Opportunity Office, 313 Strong Hall, 785/864-3686.
In many cases individuals will take corrective action when they are made aware of how their behaviors and actions are perceived. If you feel comfortable doing so, speak directly to the offending person. Make it clear that the behavior is objectionable and that it must stop.
If you are not comfortable speaking to the offending person, or if you have spoken to the person and the behavior does not stop, you may speak to his or her supervisor. Explain the problem and ask the supervisor to intervene to resolve the problem.
The University takes all complaints seriously. However, knowingly filing a false complaint is considered a serious violation of policy and is also subject to sanction.
The Equal Opportunity Office
If you do not feel comfortable confronting the harasser, complaints may be made directly to the Equal Opportunity Office. Complainants are encouraged to file their complaints within one calendar year of the most recent occurrence of the alleged harassment. The Equal Opportunity Office will consider complaints received after one calendar year of the alleged harassment. However, the Equal Opportunity Office may determine that the complaint cannot be investigated effectively due to the significant lapse of time. Upon receiving any complaint, an Equal Opportunity Office staff member will evaluate the complaint and determine the appropriate action required. When necessary, the Equal Opportunity Office staff will contact the appropriate administrator responsible for the area or department where the harassment occurred. The Equal Opportunity Office staff and the appropriate administrator may determine that further inquiry and discussion with the persons involved may resolve the problem.
Other informal steps may be taken, including mediation between the parties, assignment to relevant workshops, a letter of apology, or other informal actions. Or, the Equal Opportunity Office administrator and the appropriate administrator may determine that an investigation of the complaint should occur. Any investigation will be prompt, confidential, and will follow the procedures for investigation set forth in the University's Discrimination Complaint Resolution Process. Recommendations for disciplinary action, or other appropriate action, will be made when investigators find violations of this policy.
For assistance regarding sexual harassment you may also contact:
The University Ombudsman, 104 Smith Hall, 785/864-4665
The Student Development Center in 22 Strong Hall, 785/864-4064
The Office of the Dean of Students, 133 Strong Hall, 785/864-4060
The Emily Taylor Women's Resource Center, 22 Strong Hall, 785/864-3552
The Department of Human Resources, 109 Carruth O'Leary Hall, 785/864-4946
Retaliation against persons who file sexual harassment complaints is also a violation of this policy and of the law. Complainants who seek assistance as a result of this policy should not be subjected to retaliation of any kind. Retaliation can result in disciplinary action.
When an individual is found to be in violation of the sexual harassment policy, the following sanctions may apply:
For Faculty, Staff, and Student Employees:
Faculty, Staff, and Student Employees:
or elimination of merit increase Suspension
of duties Expulsion
If a respondent wishes to contest a proposed disciplinary action, he or she may request a hearing before the appropriate hearing body as determined by the respondent's position in the university. Following the hearing, any sanction will be imposed by the appropriate administrator.
State and Federal Reporting of Sexual Harassment
Employees may file sexual harassment complaints with the Equal Employment Opportunity Commission or the Kansas Human Rights Commission. Students may file sexual harassment complaints through the Office of Civil Rights in the U.S. Department of Education or the Kansas Human Rights Commission. The Equal Opportunity Office can provide information about deadlines and filing procedures.
If you know someone who is being harassed you may provide important support. Encourage the person to take action, or report it yourself. Don't accept sexual harassment as something to be endured in the academic environment. Even though confronting sexual harassment is difficult and takes personal courage, each individual who comes forward to stop sexual harassment improves the university community. When co-workers or fellow students leave the university or are unable to function properly because of sexual harassment, every member of the university is negatively affected.
Inquiries regarding sexual harassment, affirmative action, gender discrimination, racial harassment, or equal opportunity on the Lawrence campus may be made to Danielle Dempsey-Swopes, Interim Director, Equal Opportunity Office, 1450 Jayhawk Boulevard, 313 Strong Hall, Lawrence, KS 66045-7535, phone 785/864-3686. See www.ku.edu/~equalop for more information.
Attachment No. 6
Fall Semesters 1998-2002 Student Survey Results for Dennis Dailey, and Selection of Positive and Critical Comments from Spring 2003
Fall semesters 1998-2002 student survey results for Dennis Dailey
Showed Respect for Students
Course Was Effective
Positive comments from student evaluations, spring 2003
Aspects of the course which you enjoyed:
I enjoyed the class overall. I believe that this has been one of my most exciting courses in which I desired to learn more about each class period. The lectures were given in a way as to relate to us students in our everyday college lives and I truly commend Dr. Dailey for this.
I have really enjoyed this class. I have learned a lot, and I am more aware and open to this �subject". Prof. Dennis Dailey was an excellent teacher, he also was very serious about a lot of things. I've learned a lot.
I was really impressed with the concern he showed for people. You could tell by his lectures that he is deeply devoted to helping people and I am completely appalled by the acusations (sic) that Dr. Dailey supports or doesn't support this or that. He made it very clear that he doesn't support or not support any certain lifestyle, rather, people shouldn't look negatively upon others for their beliefs but offer them help where it is needed. As many of my family are psychologists and in the field of helping people, I admire this quality being taught in this class. Keep up the good work!!
This is my first exposure to healthy sexual education. There were so many things I found out about my body, the bodies of others, communication, emotion, etc. that opened my eyes as to what is actually involved in acting as a sexual being. Additionally, I confronted my own stereotypes and unjustified views of what is right or wrong--most things I didn't even know where I had learned them. Dr. Dailey made me think about how I will educate my own children to avoid the hurt and pain I have experienced. There is no doubt in my mind that I am a better and different person because of this class.
The videos were helpful to me to understand visually that everyone is a sexual being regardless of physical, mental, or psychological capabilities.
The class in general helped me to clarify things I intuitively knew.
You are �hands down" the best teacher I've ever had. You joy and your love for teaching is evident and you present information in a way that students can really appreciate. Best of luck in your future endeavors.
Dailey made every class enjoyable. He made us see that all races, genders, and people with disabilities are sexual and can have sexual lives. It was a very liberating experience, which I would repeat in a heartbeat. The knowledge he gave to me is something I will always carry with me. I enjoyed his frankness when talking about sex and sexual activities. It is good to know that there is a professor who can teach his material so well and communicate it well on the college level.
The topics were excellent, as well as the methods of instruction. The instructor created a nice and supportive environment for all students. The discussions were very meaningful and I learned from most of them. The use of visuals during lectures and discussions were very helpful. The overall information I learned from this class has been extremely beneficial to my life and will continue to be.
Instructor is exceptionally talented. Personality drives a captivating presentation. I'm 39 years old, and did not know (this is humbling) where the clitoris was located until this class (the day with the "pornographic" pictures).
I believe you did an excellent job and that you related with the students well. I also believe that if you were to change your teaching style the course material would not be as learned as well.
I enjoyed the way Dr. Dailey was upfront about the material--he did not use elusive words like so many teachers had in the past about this material. I enjoyed learning about sexuality and emotions involved in relationships not just the biological reproduction process focused on in past classes.
Critical comments from student evaluations, spring 2003
Aspects of the course which you enjoyed:
Thank you so much for giving me the gift of wisdom for my marriage and children. The ability also to communicate openly about feelings and taboo subjects I feel I have received from you.
Changes you would suggest for this course:
Talking about what you did was great but some of the videos were unecessary (sic). Images get implanted in your brain. I personally don't watch porn b/c (sic) I want to think that my husband is the most beautiful and perfect body. I want nothing else to compare this to. And same for him. If you need someone to back you up from the Christian perspective I won't be behind your videos, but I will be behind you 100 percent. You can email me at <___________________>.
Aspects of the course which you enjoyed:
This is blank for a reason.
Changes you would suggest for this course:
A different instructor would be great. Actually, I'd suggest it as Prof. Dailey is a huge liability to the university. Sexual harassment is NOT okay as is much of the other "stuff" that happened here.
Campus Ministries and "Human Sexuality in Every Day Life:" Why are campus ministries co-sponsoring*
"Human Sexuality In Everyday Life"?
Dr. James Nelson, Professor Emeritus of Christian Ethics at United Theological Seminary and United Church of Christ minister summarizes ECM's reasons for sponsorship:
"While sexuality may well include our desires for experiencing and sharing genital sexuality, it is far more than this. More fundamentally and inclusively, it is who we are as bodyselves � selves who experience the ambiguities of both "having" and "being" bodies. Sexuality embraces our ways of being in the world as persons embodies with biological femaleness and maleness and with internalized understanding of what these genders mean. Sexuality includes our erotic orientations � our attractions to the other sex, to the dame sex, or to both. Sexuality includes other range of feeling, interpretations, and behaviors through which we express our capacities for sensuous relationships with ourselves, with others, and with the world. While sexuality is always rooted in our body realities, it is much larger than these, always involving our minds, our feelings, our wills, our memories, and indeed our self-understanding and powers as embodied persons.
Theologically, we believe that human sexuality, while including God's gift of the procreative capacity, is most fundamentally the divine invitation to find destinies not in loneliness but in deep connection. To the degree that it is free from the distortions of unjust and abusive power relations, we experience our sexuality as the basic eros of our humanness that urges, invites, and lures us out of our loneliness into intimate communication and communion with God and the world. It is instructive to remember that the word "sexuality" itself comes from the Latin sexus, probably akin to the Latin secare, meaning to cut or divide � suggesting incompleteness seeking wholeness and connection that reaches through and beyond our difference and divisions. Sexuality, in sum, is the physiological and emotional grounding of our capacities to love."
From the Introduction of Sexuality and the Sacred, edited by James Nelson ad Sandra J. Longfellow
Co-Sponsors: Canterbury House (Episcopal), Hillel Foundation (Jewish), Lutheran Campus Ministry (ELCA), United Methodist Campus Ministry, ECM (Presbyterian, United Church of Christ, Church of the Brethren, and Religious Society of Friends), First Presbyterian College Ministry, and St. John's Apostolic Catholic Church.
Dear Dr. Muehlenhard:
I am responding to your request for my expert opinion regarding a human>sexuality course that is being offered at the University of Kansas. I am attaching a copy of my vita in case it is helpful to know my credentials. I hope that my comments are helpful.
Janet Hyde, Ph.D.
In Human Sexuality classes, is it standard to show videos of people engaging in sex?
Yes, this is quite a common practice. I personally have done this in my undergraduate courses in human sexuality every time that I have offered them beginning in 1975. It is important to clarify that these videos are not "porn." That is, they are not materials designed to elicit lust;
rather, their goal is educational and they were produced for educational use. I have never received complaints about their use in either of the states in which I have taught (Ohio and Wisconsin), from students, parents, or administrators. Students find them very educational.
What (if any) is the value of showing such videos?
As I explain to my students, I have two goals in showing these videos. One is desensitization. That is, many adult Americans experience excessive>levels of anxiety about sexuality. This anxiety can in turn lead to
disastrous consequences such as creating sexual dysfunctions that destroy marriages, or creating strong irrationality in personal decision-making. Desensitization is a technique derived from behavior therapy in psychology, which aims to reduce excessive levels of anxiety. The second goal is informational. Many students taking these
courses have little or no knowledge about sexual techniques. This lack of knowledge can be another serious factor creating sexual dysfunctions within marriage. These videos can convey much practical information.
In Human Sexuality classes, is it standard to show photos of adults genitals?
Yes, I do this as part of my lectures in anatomy. I do this both in my undergraduate course and in the lectures I give to the medical students.
What (if any) is the value of showing such photos?
Students need to have accurate knowledge of anatomy.
Are any of you familiar with the National Sex Forum? Are their videos considered to be reputable educational materials? (Most of the videos seem to be from the 1970s.)
The National Sex Forum, if I recall correctly, was originally set up and funded by Glide Memorial Methodist Church in San Francisco, in the late 1960s or early 1970s. Their goal was to provide high-quality materials for sex education at a variety of age levels including college. I have used many of these videos, which I believe today are distributed by Focus
International and Multi-Focus (one of which has been bought out by the Sinclair Institute. I believe that the National Sex Forum has not produced any new videos in a decade or more, but the Sinclair Institute produces new ones. Some are intended for college classes. Others are intended for use by sex and marital therapists with their clients.
One University Place Chester, PA 19013-5792
School of Human Service Professions
Center for Education
May 7, 2003
Dr. Rick Spano, Associate Dean
School of Social Welfare
University of Kansas
Lawrence, Kansas 66045
Dear Dean Spano:
I am writing on behalf of Dr. Dennis Dailey, whom I have known for 30 years. He is a leader in the field of human sexuality and one of our most renowned sexuality educators. Thousands of students have benefited from his courses. He has had students continue on for a masters or doctorate degree in human sexuality at our institution and they all speak very highly of his courses.
The use of explicit films in university and graduate education has been standard for the past 30 years. The films must be used in the context of a course that frames the material
for the person looking at the films. The films should never be seen out of context, as the viewer will never understand the benefit of using explicit films in a course. They are always used with a discussion about and sharing of feelings, facts, misinformation, and concerns. Never are the films simply shown without guidance and prepared discussion leaders.
When I was at the University of Pennsylvania, I started a program in human sexuality for
undergraduates in 1973. I used explicit films because it was the best way to help students become comfortable with the subject of human sexuality. One of the problems we face is that our society is characterized as a sex-negative society. This leads to sexual ignorance, sexual secretiveness, and sexual trauma.
Ignorance occurs because sexual knowledge is
feared and sexuality is treated as dirty, immoral, and mysterious. It is framed as
allowable only in a heterosexual married relationship and usually linked to procreation purposes only. Secretiveness occurs because we seldom discuss sexual issues, especially in the family, at a very deep level and often in fear-based terms. This creates trauma because we are all born sexual and sexually responsive, but when it is framed in a sex--negative way, it puts a person in a bind.
When we, at the University of Pennsylvania, did research on how to work through this ignorance, secretiveness and trauma, we found that the use of explicit films was one of
the best ways to get a student to reassess their attitudes and fears about sexuality. Using the film program helped to reduce anxiety about sexuality issues and the student was better able to understand sexual information at a deeper, more meaningful level. The student was able to make better-informed decisions about their sexuality, and most important, the student developed a sense of responsibility to him or her self and to a prospective partner that often delayed sexual activity until the person was ready. Thousands of people have taken the SKAT (Sex Knowledge and Attitude Test) following the viewing of films and data has been collected to support the above contention.
If I can be of any further help in this matter, please do not hesitate contacting me.
William R. Stayton, Th.D., Ph.D.
Professor and Coordinator
Human Sexuality Program
Professor Muehlenhard Letter to Provost Shulenburger
May 7, 2003
David Shulenburger, Ph.D.
Dear Dr. Shulenburger,
This letter is my summary of the videos and slides that Dennis Dailey uses in his course and that we viewed on Tuesday, May 6, 2003.
1. In my opinion, these are standard materials used in human sexuality classes.
The videos and slides were standard materials. There were virtually identical to materials that our class saw when I took Human Sexuality at the University of Wisconsin in the 1970s.
2. Videos such as these are likely to help students in their personal relationships.
There are numerous benefits to showing videos such as these in Human Sexuality classes. Many students have no idea�or have inaccurate ideas�about many aspects of sexual behavior. These videos are helpful in two general ways: First, they help students become more comfortable with thinking about sexuality and with talking with their partners about sexuality. Second, they provide students with information about sexual techniques. Below I will elaborate on these points:
a. Many studies show that students who are more comfortable with sexuality are better able to think clearly and to make sound decisions about sexuality. For example, compared with students who are comfortable with sexuality, those who are uncomfortable are more likely to engage in unprotected sex because they are too embarrassed to obtain and use condoms.
b. Students can learn about various sexual activities that a couple can do together. If a couple engages in the same sexual routine every time they have sex, this can lead to boredom and dissatisfaction. Learning about various techniques can help a couple keep their relationship interesting and more satisfying. We have data indicating that greater sexual satisfaction reduces the likelihood of infidelity.
[ 1- When I write "videos," I am including both videocassettes and films. ]
[ 2 - This was a class I took as a graduate student. To clarify, this course was not taught by Janet Hyde, the University of Wisconsin professor who provided her expert opinion on teaching human sexuality courses.]
c. Given that many women appreciate the inclusion of "foreplay" before sexual intercourse, knowledge of such techniques is likely to be helpful in creating and maintaining more satisfying sexual relationships. Thus, by watching videos of heterosexual couples having sex, as well as videos of same-sex couples engaging in sex, heterosexual students can learn sexual techniques other than penile-vaginal intercourse.
d . Given that most women do not reach orgasm from penile-vaginal intercourse alone, it can be extremely valuable for men to see videos of techniques that are likely to be arousing for women. This information can come from videos showing heterosexual couples having sex, from videos showing two women having sex, and from videos showing women masturbating.
e. Many students have no idea � or have prejudiced, inaccurate ideas � about sexual relations between two men or two women. These videos are helpful in showing students more accurate information about these sexual relationships.
f. Homosexual students are likely to appreciate seeing same-sex couples engaging in sexual behavior in the context of loving, affectionate relationships. This is a valuable contrast to the prejudiced stereotypes of such behavior often portrayed in the media.
g. Data show that women who can reach orgasm through masturbation are more likely than other women also to reach orgasm with a partner (in fact, when women consult sex therapists because of an inability to reach orgasm with their partners, therapists typically recommend that the women use masturbation to explore their bodies, to learn about the types of stimulation that arouse them, and to become comfortable with having orgasms). Seeing these videos could help women become comfortable with these techniques and could provide women with information about how to reach orgasm through masturbation.
3. Seeing slides of genitals is likely to benefit students.
Seeing slides of genitals can be useful in many ways.
a. Understanding genital anatomy is basic to any sexuality course.
b. Most people have no idea�or have inaccurate ideas�about the variety of people's genitals. They may regard their own genitals, or their partner's genitals, as abnormal if they don't look like the models in men's magazines. Some people have even had plastic surgery on their genitals because they were concerned that their genitals didn't look like they thought genitals ought to look. Seeing that there is infinite variation in the shapes and sizes of people's genitals can be informative and reassuring to students.
In many aspects of life, people worry about whether they are "normal." For some topics (e.g., height or weight), it is fairly easy to obtain information about how much people vary. For other topics, such as those related to sexual anatomy, it is difficult to get accurate information. Showing the variety of normal variation in people's genitals can be highly reassuring.
c. Most of the slides were of adults. There were two that seemed to be slides of children. Showing slides of how genitals change during the process of maturation is entirely appropriate in a human sexuality class, just as it would be appropriate to show slide of how teeth change during the process of maturation in a dentistry class. All these slides, including the slides of adults and the slides of children, were "clinical" in nature and not intended to be sexually arousing. That is, they showed the relevant anatomical parts, but they were not eroticized in any way.
4. Seeing these videos and slides will help prepare many students for their future professional careers as social workers, counselors, health care workers, and so forth.
Many students who take this human sexuality course will use the information in their future professional careers as social workers, counselors, health care workers, and so forth. This is the only human sexuality course that most of these students will take. Thus, this class and these materials are valuable in several ways. They help provide students with knowledge related to sexuality. They also help students become comfortable with human sexuality, which is crucial so that they do not become flustered and tongue tied when they encounter clients who need to talk about sexual issues. Seeing these videos and slides can help students become more comfortable with sexual issues.
In summary, I found the videos totally appropriate for a university-level class in human sexuality. Please feel free to contact me if you would like me to provide any additional information.
Charlene Muehlenhard, Ph.D.
Psychology and Women's Studies
University of Kansas
Class Schedule and Syllabus: SW303 Human Sexuality in Everyday Life
Human Sexuality In Everyday Life
SW 303 Dr. Dennis Dailey
There are lots of interesting thing about Universities, but two stand out. First, the University represents an important "stopping over" place for many persons who are making transitions from youth and family to preparation for adulthood and self-directed life. These years are important developmental years in which one grows and makes decisions that impact on the rest of life (there is life after college). A second interesting aspect of the University is that is has two very distinct curricula. One has to do with intellectual and cognitive development, and the search for vocation. The "second curriculum" is much more informal, yet equally provocative and essential to growth. This curriculum addresses interpersonal and social growth in which "friends and lovers" play a crucial role. More of this latter curriculum needs to be a part of the formal curriculum, and thus courses in human sexuality take on real importance. It is now a confirmed fact that students do not leave their sexuality behind when they come to the University; they just bring it along with them (despite what many parents and other adults believe or hope for).
This course is designed with the realities of the college aged person in mind, with the focus on how sexual development has occurred thus far in their lives, how it is presently being experienced and expressed, and what might occur in the continuous development of healthy adult sexuality (the myth that you are over the hill at 50 never was true). Too many adults, including parents and potentially many students at this university, will experience devastating sexual dysfunctions in their lifetimes, and this course is directed to the reduction of such experiences. Masters and Johnson (the famous sex researches) estimate that as many as 50% of adults in relationships will experience such sexual dysfunctions. That is a lot of hurt that costs in self-esteem and the quality of loving bonds, and can lead to the end of the relationship (50% divorce rate).
The perspective taken in this course is a developmental one that views the physical, psycho-social, emotional, and spiritual aspects of human sexuality as integrative and essential to a full understanding and a healthy expression. Students will be able to use this experience to sort out their attitudes, beliefs, and feelings about their own sexuality, and enhance their knowledge about human sexual function and dysfunction. Three primary questions will focus the course for students: 1) How did I get to be this sexual being I am today, for good or ill? 2) Am I satisfied with the present state of my attitudes and knowledge about sexuality, and its expression in my life? 3) Do I want my adult sexuality to be characterized by sexual health and growth towards optimizing my potential as a human being?
Organization of the Course
Because this is a large class, the format will include a good deal of lecture, some use of value clarification exercises and class discussion, and the use of explicit and non-explicit audio-visual materials (viewing explicit A-V materials will be optional). Students do need to pause and assess their own readiness to take this course as a part of their intentions to grow, even though some others may be opposed to their participation, or be overly encouraging.
Expectations and Requirements
The wide array of information to be covered, and the experiential component of classroom learning make attendance at the class sessions important and even necessary for the student who wants to get the most out of the classroom experience. The readings are important and convey much information, but they are adjunctive learning (in other words I do not lecture from the book, you can read that). If you have questions from the book you will need to take responsibility for raising them during class discussions. I hope I am not "beating a dead horse," but "being there" and participating in class interaction are critical to interpersonal and intellectual growth and that is what the class is about.
Actually, I only ask three things of you in order to make this class a viable learning experience. I want you to read the required text, come to class and do well on the exams. Some specifics follow:
Three examinations (given at the 1/3, at the 2/3 and at the end of the class) are required. The examinations will be based upon classroom lectures (about 50%) and the required text (about 50%). They will be graded as follows:
A = 90 -100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = less than 60
Attendance Policy: I want you to come to class. If you do you will probably learn something valuable.
Bonus Points: Bonus points can be earned with a combination of pop quizzes at the end of a class period or as add-on questions on the examinations. Questions will come directly from lecture material. Getting all of the bonus points could move grades up one level, i.e. B to A. Three opportunities for bonus points will occur, consisting of five questions worth two points each.
Final grades will be based upon the scores received for the three examinations, plus bonus points. You should be able to compute your own final grade at the end of the semester. Total course points and grades are shown below:
A = 280 - 300
A- = 270 - 279
B+ = 260 - 269
B = 250 - 259
B- = 240 - 249
C+ = 230 - 239
C = 220 - 229
C- = 210 - 219
D+ = 200 - 209
D = 190 - 199
D- = 180 - 189
F = less than 180
Note: As a matter of ethics I never alter grades or allow alternative work. You get what you earn on the examinations and bonus point opportunities.
Note: The bonus points have proven to be very important, especially for those whose exam scores are just below the grade cutting points.
Note: Not doing your own work on examinations will result in an automatic "F" grade for the course.
Calendar of Events
1. First Examination: February 27
2. Second Examination: April 10
3. Final Examination: May 17 (7:30-10:00 a.m.) Budig Hall
Bryan Strong, Christine DeVault, Barbara Sayad & William Yarber. Human Sexuality: Diversity in Contemporary America, (4th Edition), McGraw-Hill, 2002.
DATE TOPIC READINGS/AUDIO-VISUAL
Jan. 20 (NO CLASS-KING HOLIDAY)
Jan. 22 Introduction/Getting Started Ch. 1 & 2
Love Toads/Toads A Trois
Jan. 27 Language of Sexuality Jan. 27 Ch. 8 (240-259)
Belly Buttons are Navels
Jan. 29 Contemporary Definition of Sex
Feb. 3 Sensuality Ch. 13 (408-413)
Feb. 5 Sensuality (cont.)
Feb. 10 Intimacy Ch. 8 ( 9-266)
Feb. 12 Identity Ch. 5
Feb. 17 Reproduction/Renewal of Life Ch. 11
Feb. 19 Sexualization
Feb. 24 Social/Cultural Context Ch. 18
Feb. 26 FIRST EXAMINATION
Mar. 3 Female Physiology/ Anatomy Ch. 3, Slidesv
Mar. 5 Male Physiology/Anatomy Ch. 4. Slides
Mar. 10 Human Sexual Response Cycle Slides
Mar. 12 Conception/Pregnancy/Birth Ch. 12, Labors of Love
Mar. 17/19 (SPRING BREAK � BE SAFE!)
Mar. 24 Masturbation Ch. 9 (277-288)
Mar. 26 Homosexuality/Bisexuality Ch. 6 (181-193), Ch. 5 (123-124)v
Mar. 31 Homosexuality (Film and Discussion) Holding & Vir Amat
Apr. 2 Heterosexuality Ch. 9 (277-301
Variation in Lovemaking
Apr. 7 Sexually Unusual Ch. 10
Apr. 9 SECOND EXAMINATION
Apr. 14 Sexual Misuse Ch. 17
Apr. 16 Sexually Oppressed Ch. 13
If Ever Two Were One
Apr. 21 Sexual Dysfunctions/Treatment Ch. 14, Sexual Problems
Apr. 23 Safer Sex: AIDS & STD's Ch. 15, 16
Apr. 28 Jealousy and Love Ch. 7
Apr. 30 Dyadic Bonding (Submit written questions) Ch. 6 (154-181 & 193-208)
May 5 OPEN FORUM-QUESTIONS/DISCUSSION
May 7 Bringing Sex Into Relationships/ENDINGS Marsha and Harry
May 13 FINAL EXAMINATION (7:30-10:00 a.m.) BUDIG HALL