Individual Learning Plan

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Information about Individual Learning Plan

Published on February 27, 2014

Author: samanthabeardslee



My ILP for CSUMB Integrated Studies program

ISSM: Multicultural Sexual Health Education Integrated Studies Special Major Individual Learning Plan Collaborative Health and Human Services Kinesiology Samantha Beardslee August 23, 2013 Advisors ___________________________________________________________________ Director, Integrated Studies Date ___________________________________________________________________ Dr. Barbara Sayad, Collaborative Health & Human Services Date ___________________________________________________________________ Dr. Kent Adams, Kinesiology Date Anticipated Graduation: December 2013

ILP Quick Reference Table Achievement Process Anticipated Completion  1. ISSM MLO 1 Individualized Learning Plan ISSM 300 Fa 2010  2. ISSM MLO 2 Capstone ISSM 400 Sp 2013 I 3. ISSM MLO 3 Interdisciplinary Tools Sp 2013  Fa 2011  5. ISSM MLO 5 Linguistics ISSM 390 ISSM 395  SBS 379  LS 362  LING 392 Sp 2013  6. ISSM MLO 6 (KIN MLO 2) Research Methods STAT 100  Fa 2008  7. ISSM MLO 7 (KIN MLO 7) Service Learning KIN 471S Fa 2013 IC MLO List 4. ISSM MLO 4 Understanding Cultural Roots KIN 366  KIN 363/L  KIN 367  KIN 464  PH 430  9. ISSM MLO 9 (CHHS MLO 3) Cross-Cultural Competency PH 430 PH 420 10. ISSM MLO 10 (CHHS MLO 10) Professional Ethics CHHS 350  8. ISSM MLO 8 (KIN MLO 8) Subject Matter Competency 11. ISSM MLO 11 (HCOM MLO 4) Philosophical Analysis Catalog Year General Education Course Sp 2013  Fa 2010  2010 Requirement  2008 Year Declared Graduating Major Sp 2013 2008 Year Entered CSUMB HCOM 405 Fa 2011 Units Semester Completed University Learning Requirements (ULR) August 23, 2013 Individual Learning Plan, Samantha Beardslee 2

English Communication 3.35 Fa 2005 Ethics EWRT 1A PHIL 4 2.68 Sum 2008 Science Content BIOL 13 3.35 Win 2007 Science Methods BIOL 13 Win 2007 Mathematics Communication MATH 10 3.35 Fa 2004 Artistic/Creative Expression ARTS 2B 2.68 Fa 2005 Literature/Popular Culture EDUC 58 2.68 Sp 2005 Democratic Participation POLI 1 2.68 Sp 2008 U.S. Histories HIST 17A 2.68 Sum 2008 Community Participation SPCH 7 2.68 Win 2005 Vibrancy HUMI 16 2.68 Sp 2005 Graduation Learning Outcomes (GLO) Culture and Equity LS 362 3 Sp 2011 Language SPAN 201 4 Sp 2009 Service Learning (Community Participation) Upper Division Service Learning Technology/Information August 23, 2013 KIN 471S 3 Sp 2011 CST 101 4 Sp 2010 Individual Learning Plan, Samantha Beardslee 3

Samantha Beardslee Table of Contents I. STATEMENT OF PURPOSE............................................................................................ 5 II. AUTOBIOGRAPHY ......................................................................................................... 7 III. MAJOR LEARNING OUTCOMES (MLOS) ............................................................. 10 MLO EVALUATION TABLE ................................................................................................... 13 IV. GRADUATION PLAN .................................................................................................. 15 V. COURSE MATRIX ......................................................................................................... 17 COURSE SCHEDULE .............................................................................................................. 17 VI. CAPSTONE PROJECT PROPOSALS........................................................................ 18 CAPSTONE OPTION 1: RESEARCH PAPER: STI AWARENESS IN ASIAN AMERICAN COMMUNITIES ...................................................................................................................... 18 CAPSTONE OPTION 2: HPV PREVENTION/AWARENESS/FUNDRAISER EVENT ....................... 18 VII. FACULTY ADVISORS ............................................................................................... 19 ADVISOR/CONSULTANT LIST ................................................................................................. 19 VIII. ETHICS STATEMENT………………………………………….……..........………20 IX. BIBLIOGRAPHY........................................................................................................... 22 X. CONCLUSION................................................................................................................. 27 August 23, 2013 Individual Learning Plan, Samantha Beardslee 4

I. Statement Of Purpose We live in a society where so many socially imposed taboos regarding sex keep people from knowing what is true, safe, healthy and common practice. Too many people are afraid to ask questions. In order to combat this social issue, I would like to study human health and sexuality, communication, education and cultural diversity. Along with hunger, sex is one of the major motivating forces for us; it is a source of pleasure and of procreation. However, it has been shrouded in mystery for many due to misunderstandings and lack of communication surrounding it. Improving knowledge and communication about sex will undoubtedly improve quality of life, relationships, and overall happiness in humanity. Originally, I lacked hope of turning human sexuality studies into a major or career because I was unaware of such a possibility. Then, I met a fellow sexuality student at CSUMB who showed me how to achieve my academic goals in sexuality, and who also introduced me to Dr. Barbara Sayad. Dr. Sayad has shown me there is so much unknown in the field of sexuality studies that it is a worthy and challenging academic profession. Her support and my added confidence in the academic field have guided my desires to become a college sexuality educator. Later, I met Dr. Debian Marty who taught me the importance of learning how to approach ethical dilemmas within our loving, committed and sexual relationships. I hope to always live what I learn and teach in an ethical fashion. To further support my academic studies, I have taken a few other helpful classes. Patterns and Dynamics in Relationships, for instance, was a class which added to my understanding of how the family unit functions and how lovers work together. Philosophy & Sexualities has helped me understand the ethical issues surrounding love, sex, and marriage. It is important August 23, 2013 Individual Learning Plan, Samantha Beardslee 5

to understand these issues if I am ever to be able to communicate effectively with people of diverse perspectives. I have also completed lower division and upper division human sexuality classes to attain a better understanding ofthe various topics within sexuality education. Additionally, I have completed a global women’s health class to provide me with a better understanding of worldwide health disparities and the cultural differences in approaching healthcare. By the time I graduate, I will have taken service learning in the Kinesiology department to gain practical experience with a person’s wellness, several cultural diversity classes to open my mind outside my own culture, several public health classes, and two leadership classes, including one class that taught me methods of behavior change and how to run a support group. After I complete my undergraduate studies I would like to advance to the graduate program in human sexuality studies at San Francisco State University. My alternate plan is to obtain a Master of Public Health at a different institution, possibly San Jose State University. Following this path, I would like to achieve a doctorate degree so I may one day become a part of a university faculty. There are also a few academic organizations that might help me to network within my field, such as the American Association of Sexuality Educators, Counselors and Therapists and the Society for the Scientific Study of Sexuality. Between my undergraduate studies and my experience gained through graduate studies and other organizations, I am sure to receive a solid career foundation for sexual health education, at a university or elsewhere. August 23, 2013 Individual Learning Plan, Samantha Beardslee 6

II. Autobiography Statement Voltaire once said, “It is an infantile superstition of the human spirit that virginity would be thought a virtue and not the barrier that separates ignorance from knowledge.” The idea of being ignorant never appealed to me, and I have always quested to become more knowledgeable in every new subject available to me. It is this natural desire that caused me to choose the topic of human sexuality to study in college. When I was a young child, I remember asking my mother what sex was and she answered in more detail than most parents would with such a young child. However, I believe she did me a service. She removed the mystery for me, making the subject less taboo in my mind. Knowing what sex was did not cause me to be more interested in actually experimenting with it personally, but it did teach me there would be many more confusing things to be deciphered and interesting things to be learned in the subject of sexuality. When I was about eight years old, my sister and I went into foster care. In foster care I lived with a nice, conservative Christian foster family. They treated me like their own daughter, and I was very fortunate to have them. Sexuality, however, was something never discussed, but my foster mother was at least willing to help me feel comfortable upon my first menstrual cycle. I was always baffled at the taboo surrounding something so natural and so innately human as reproduction. When I was sixteen years old, my sister and I moved in with our biological father. It was the first time I felt completely at home where I belonged since I was a young child. At August 23, 2013 Individual Learning Plan, Samantha Beardslee 7

home, our father placed a high value on curiosity and the attainment of knowledge, and if I ever wanted to ask about something regarding dating he gave me straight, academic answers. Around the same time, my sister was taking a human sexuality class in college. I took the opportunity to borrow her textbook so I could learn more about this subject that so few people were willing to talk about in depth. I read more of the textbook than my sister did. I learned that many people choose not to talk about sexual health at great length because they either do not know much, or they are not confident in the knowledge they do have. This was the first time I had come across a subject I could read about for hours without becoming tired or bored. I did not know, however, I could pursue an academic career studying it. After high school, I went to a community college and it was my turn to enroll in a human sexuality class. Because I had read most of my sister’s textbook a couple years prior, there was little new academic information to learn in the class. However, it was my first experience being in an environment where topics in sexuality were discussed freely and in groups. I was in a classroom filled with students from many different backgrounds. I loved the diversity and the group conversations. I loved how comfortable it was. I still did not know, however, I could pursue this as a career. All throughout community college, I spent time trying to determine what I was passionate about studying. I changed my major many times and never figured out what I really wanted to study, so I realized I just had to settle on something I found interesting enough. After completing my general education and associates degree in Liberal Arts, I transferred to CSU Monterey Bay to study the environmental sciences. I spent almost two years at CSUMB taking math and science classes. Although I do not regret taking these classes, I was becoming depressed about taking a major I was so dispassionate about. August 23, 2013 Individual Learning Plan, Samantha Beardslee 8

Around this time, I learned from a friend about the integrated studies program. He was studying human sexuality. This was my first exposure to the idea I could truly major in the subject I loved to read about the most. After careful contemplation, I decided to change my major to integrated studies despite knowing it would be like starting over and would draw out my educational experience even further. There are no institutions that offer human sexuality studies as an undergraduate major, which is why I am so grateful for the Integrated Studies Special Major program at CSUMB. Knowledge is such a special tool to have, especially in a subject that contains so much false information and mythology in mainstream society. It is my deep desire to not only study sexuality to lessen my own ignorance, but to also share this knowledge with others. In this diverse society, it is important for me to learn how to communicate well with diverse populations. This is why I am studying multicultural sexual health education. Like Voltaire, I too would like to replace ignorance with knowledge. August 23, 2013 Individual Learning Plan, Samantha Beardslee 9

III. Major Learning Outcomes (MLOs) MLO Descriptions 1. Goal Setting and Developing an Area of Concentration and an Individual Learning Plan(ISSM MLO 1) Students will be able to define their personal, career and educational goals; formulate their Area of Concentration within Integrated Studies Special Major; identify their Major Learning Outcomes; and develop a comprehensive Learning Plan that will enable them to achieve their Major Learning Outcomes within a reasonable period of time and that is realistic in terms of the learning resources and learning experiences available to them at CSUMB. MLO Achievement Process: ISSM 300 2. Capstone(ISSM MLO 2) Capstone is taken the term in which students graduate. Some students take this course twice, depending on the need for time to develop the capstone and integrate its work with other work, internships, service, and academic engagement of the student. The capstone is a final project meant for the student to demonstrate integrative practical knowledge of the field studied. MLO Achievement Process: ISSM 400 3. Interdisciplinary Tools: Leadership, Theory, and Practice(ISSM MLO 3) Students are provided with the intellectual background of disciplinary coherence and are offered a cohort learning experience throughout the academic program. Students learn interdisciplinary leadership and try to create a set of knowledge, skills, abilities and experience in order to make a difference in the world. Students are preparing to play leadership roles for their communities and organizations. Students are provided with the theory and practice of leadership across sectors, increasing the cultural fluency of engagement with different cultures that is required for work in today’s world. MLO Achievement Process: ISSM 390 & ISSM 395 4. Understanding Cultural Roots (ISSM MLO 4) Students understand multicultural concepts of diverse groups by examining equity issues & perspectives among immigrants, including their historical struggles & power determinists for social, economic & political stratification associated with race, gender, sexual orientation & abilities. Students learn to recognize and analyze the ethical problems inherent to symbolic representations of self, gender and power, and demonstrate from an anthropological position how these behaviors are a universal phenomenon. August 23, 2013 Individual Learning Plan, Samantha Beardslee 10

MLO Achievement Process: SBS 379, LS 362 5. Linguistics and Language Development (ISSM MLO 5) Students understand principles of linguistics, language structure, language development, acquisition, phonics and language use, and apply those concepts to real world literacy. Students gain a better understanding of ESL students and how to ease their transition to English. MLO Achievement Process: LING 392 6. Research Methods (KIN MLO 2) Students demonstrate the ability to use diverse methods of inquiry to analyze a kinesiology related issue. This includes acquiring, evaluating, interpreting, synthesizing, applying, documenting and presenting scientific and social science knowledge. MLO Achievement Process: STAT 100 7. Service Learning (KIN MLO 7) Students demonstrate the ability to share the relevance and importance of the kinesiology discipline and its services. Students work collaboratively with culturally, linguistically, technologically and economically diverse populations in the context of issues related to social responsibility, justice, diversity, pluralism and compassion. MLO Achievement Process: KIN 471S 8. Subject Matter Competency in Kinesiology Wellness Concentration (KIN MLO 8) Students complete up to 30 units in the Wellness concentration. This coursework is typically completed simultaneously with the Core Curriculum during the junior and senior years. MLO Achievement Process: KIN 366, KIN 363, KIN 363L, KIN 367, KIN 464, CHHS 360/PH 420 9. Cross-Cultural Competency (CHHS MLO 3) Students demonstrate knowledge of the complexities that underlie values andassumptions about nationality, race, class, gender, sexual orientation, language, culture,physical and cognitive disabilities, age, religion, ethnicities, cultural histories andenvironmental and species rights. Students compare their own cultural values andrelationships across cultures with the values and relationships of other cultural groups.Students demonstrate knowledge of power privilege and discrimination and struggles forequity within the United States’ cultural, ethical and hierarchical systems. Studentsdemonstrate their cultural competency through the use of social science methodology anddialogue. Students demonstrate knowledge of environmental justice and its effect onhumanity and the earth. MLO Achievement Process: PH 420, PH 430 August 23, 2013 Individual Learning Plan, Samantha Beardslee 11

10. Professional Ethics (CHHS MLO 10) Students demonstrate the ability to articulate the values and ethics which are the foundation for health and human services practice, to recognize areas of conflict between the professional values and the student’s own and to clarify conflicting values in the delivery of health and human services. MLO Achievement Process: CHHS 350 11. Philosophical Analysis (HCOM MLO 4) Students develop the ability to understand why and how beliefs, values, assumptions and communication practices interact to shape ways of being and knowing. MLO Achievement Process: HCOM 405 August 23, 2013 Individual Learning Plan, Samantha Beardslee 12

MLO Evaluation Table MLO Achievement Process Anticipated Completion  1. Goal Setting and Developing an Area of Concentration and an Individual Learning Plan (ISSM MLO 1) 2. Capstone (ISSM MLO 2) ISSM 300 Fall 2010  ISSM 400 Spring 2013 I 3. Interdisciplinary Tools: Leadership, Theory, and Practice (ISSM MLO 3) 4. Understanding Cultural Roots (ISSM MLO 11) 5. Linguistics and Language Development (ISSM MLO 10) 6. Research Methods (KIN MLO 2) ISSM 395; ISSM 390 Spring 2013  SBS 379; LS 362 Fall 2011  LING 392 Spring 2013  STAT 100 Fall 2008  7. Service Learning (KIN MLO 7) KIN 471S Fall 2013 8. Subject Matter Competency in Wellness (KIN MLO 8) 9. Cross-Cultural Competency (CHHS MLO 3) 10. Professional Ethics (CHHS MLO 10) 11. Philosophical Analysis (HCOM MLO 4) KIN 366; KIN 363/L; KIN 367; KIN 464; PH 430 PH 430; PH 420 Fall 2011  Spring 2013  CHHS 350 Spring 2013  HCOM 405 Spring 2011  My first fiveMajor Learning Outcomes (MLOs) are in ISSM, and their primary function is to help me to successfully integrate my knowledge gained from the various combined majors so I can become more prepared to pursue a career in my field of study. Although the first three MLOs are predetermined requirements by the ISSM program, the fourth and fifth were created by myself to ensure a well-rounded and foundational understanding of culture and language. These MLOs are to train me in cultural efficacy and in the English language acquisition process. Their primary function is to help me apply everything I have learned to better relate with other cultures to and develop more effective communication. The sixth, seventh and eighth MLOs are in Kinesiology, and their primary function is to train me in research, subject matter competency and practical application in the August 23, 2013 Individual Learning Plan, Samantha Beardslee 13

health and wellness aspects of human sexuality, through service learning. The ninth and tenth MLOs are in CHHS, and their primary function is to give me a general understanding of how public health promotion works in a diverse culture, and how to approach ethics from a multicultural public health platform. The eleventh MLO is in Human Communications (HCOM), and its primary function is to help me learn the best ways to communicate and solve problems within loving relationships, and also to learn ethics, sensitivity and effectiveness in teaching others what I have learned in the Kinesiology MLOs. All eleven MLOs are meant to provide me with an education aimed at my preparation for graduate studies in human sexuality and for teaching human sexuality studies to diverse groups of university students. August 23, 2013 Individual Learning Plan, Samantha Beardslee 14

IV. Graduation Plan Catalog Year General Education Year Entered CSUMB Year Declared Graduating Major 2008 2008 2010 Requirement Course Units Semester Completed University Learning Requirements (ULR) English Communication Ethics EWRT 1A PHIL 4 Science Content BIOL 13 Science Methods BIOL 13L Mathematics Communication Artistic/Creative Expression Literature/Popular Culture MATH 10 ARTS 2B EDUC 58 Democratic Participation POLI 1 U.S. Histories HIST 17A Community Participation SPCH 7 Vibrancy HUMI 16 3.35 Fall 2005 2.68 Summer 2008 3.35 Winter 2007 0.00 Winter 2007 3.35 Fall 2004 2.68 Fall 2005 2.68 Spring 2005 2.68 Spring 2008 2.68 Summer 2008 2.68 Winter 2005 2.68 Spring 2005 Graduation Learning Outcomes (GLOs) Culture and Equity LS 362 Language SPAN 201 Service Learning KIN 471S Technology/Information CST 101 August 23, 2013 Individual Learning Plan, Samantha Beardslee 3 Spring 2011 4 Spring 2009 3 Fall 2013 4 Spring 2010 15

California State University Graduation Requirements Bachelor of Arts Minimum semester units = 120 Minimum upper division semester units = 40 Units 174.32 70 General Education Minimum semester units = 39 Minimum upper division semester units in general education = 9 97.27 0.00 Major Minimum semester units = 24 Minimum upper division semester units in major = 12 0.00 ~52 Required Residence at CSUMB Minimum semester units at CSUMB = 30 Minimum upper division semester units at CSUMB = 24 Minimum upper division semester units in major at CSUMB = 12 Minimum upper division GE/ULR units at CSUMB = 9 109 70 ~52 11 Graduation Requirements ELM EPT GWAR U.S. History U.S. Constitution California State and Local Government August 23, 2013 Individual Learning Plan, Samantha Beardslee Passed   Fa 2013    16

V. Course Matrix Course Schedule Name ULR/MLO Spring 2013 ISSM 390 ISSM 400 PH 420 ISSM MLO 3 ISSM MLO 2 ISSM MLO 7 (CHHS MLO 3) ISSM MLO 8 (CHHS MLO 10 ISSM MLO 11 CHHS 350 LING 392 Total Units Fall 2013 KIN 471S CHHS 302 Complete incomplete in Capstone Total Units August 23, 2013 ISSM MLO 5 (CHHS MLO 7) GWAR ISSM MLO 2 Individual Learning Plan, Samantha Beardslee Units 3 3 4 3 4 17 3 4 0 7 17

VI. Capstone Project Proposals Capstone Option 1: Research Paper: STI Awareness in Asian American Communities This could involve researching the history of Asian sexual culture and how it influences the sexual attitudes of Asian Americans. Capstone Option 2: HPV Awareness Event/Fundraiser This capstone project would entail raising awareness for HPV prevention while raising money to begin a fund to help provide HPV vaccinations for lower income CSUMB students. August 23, 2013 Individual Learning Plan, Samantha Beardslee 18

VII. Faculty Advisors Advisor/Consultant List Advisor/Consultant Major Dr. Barbara Mossberg ISSM Dr. Barbara Sayad CHHS Dr. Kent Adams KIN August 23, 2013 Comments Individual Learning Plan, Samantha Beardslee 19

VIII. Ethics Statement It is my sincere hope to become a sexuality educator someday. In the field of sexuality, it is especially important to consider certain ethical guidelines due to the sensitive nature of the subject. Valuing communication above most other things particularly encourages me to be aware of and adhere to the following ethical standards in the field of sexuality education. The first ethical guideline for a sexuality educator is to make no judgments; every student comes from a different background with different ideas surrounding sexuality in private or in society. Similarly, the instructor should also encourage students to be respectful toward one another. Next, a sexuality educator should exercise care not to say anything or act in a way that a student could misconstrue as sexual harassment. It would be doubly unethical to knowingly employ sexual harassment toward a student or colleague. In addition, a sexuality educator should not engage in dating or sexual activity with a student or colleague. The last few ethical guidelines for a sexuality educator pertain mostly to the general topic of scholarly education. First, an educator should attempt to present unbiased information, or at the very least, present all sides of an issue being covered. Second, an educator should continuously update his or her knowledge base with constant education and re-education. This is especially important for sexuality education because of how often new studies are done. Third, an instructor should pre-screen guest speakers, ensure the speakers are aware of the ethical guidelines and are presenting a relevant topic for the class. Finally, an instructor August 23, 2013 Individual Learning Plan, Samantha Beardslee 20

should maintain professional confidentiality, with the exception of compulsory reporting in legal matters. Failing to follow these ethical standards could potentially cause sexuality educators to receive a negative reaction by mainstream society and stunt the growth and effectiveness of sexuality education across the national community. My personal goal is to contribute to the eventual achievement of positive communication surrounding sexual health and education. Because of this goal, I pledge to follow the ethical guidelines for a sexuality educator. August 23, 2013 Individual Learning Plan, Samantha Beardslee 21

IX. Bibliography Barash, D. P., & Lipton, J. E. (2009). Strange Bedfellows: The Surprising Connection between Sex, Evolution and Monogamy. New York, NY: Bellevue Literary Press. Benokraitis, Nijole V. Marriages and Families: Changes, Choices and Constraints. 6th ed. Upper Saddle River: NJ: Prentice Hall, 2007. Print. Carroll, Janell L., & Wolpe, Paul Root. Sexuality and Gender in Society. New York: HarperCollins Publishers, 1996. Print. Coogan, M. (2010). God and Sex: What the Bible Really Says. New York, NY: Twelve, Hachette Book Group. This book was written by the editor of The New Oxford Annotated Bible, so he has spent a large amount of time studying the Bible. Over the centuries, Christians have attributed particular beliefs regarding sexuality to the Bible. In this book, Coogan covered several controversial topics within sexuality, from premarital sex, to same sex relationships, to prostitution and rape. The author addressed each topic by telling the reader what the common beliefs are surrounding that topic. Then he went on to say what the Bible actually states, as well as provided cultural and language context when applicable. I chose to include this book in my bibliography because Christianity is the most common religion practiced in the United States, and it is good to have an idea of how sexuality is viewed, and the basis behind those views, within the context of the most commonly practiced religion. Easton, Dossie, & Liszt, Catherine A. The Ethical Slut: A Practical Guide to Polyamory, Open Relationships & Other Adventures. 2nd ed. Emeryville, CA: Greenery Press, 2009. Print. El Guindi, F. (1999). Veil: Modesty, Privacy and Resistance. Oxford, UK: Berg. Veil is a book about head and face coverings worn by women throughout the world in history and in present times. There is extensive discussion regarding burkas and other forms of veiling, and provides religious and cultural context for many cultures that practice veiling. It also contains much discussion on Western misunderstandings of veiling and what it represents. Veiling can represent far more things to any given cultural group than most Westerners would consider. I find this book is a welcome addition to my understanding of women and views toward women within cultures I am not personally familiar with. If I am ever to discuss sexual health with someone August 23, 2013 Individual Learning Plan, Samantha Beardslee 22

who chooses to veil, or chooses not to veil, it is best to be aware of the various levels of reasons for doing so. Gleick, J. (2008). Chaos: Making a New Science. London, England: Penguin Books, Ltd. Chaos theory, the butterfly effect, fractals, and those who brilliantly thought of those things are what this book is about. There is no other analogy that can better describe what it means to be an integrated thinker, and this is core to the ISSM program. The thought that there can be so many disjointed, seemingly unrelated ideas that can beautifully self organize in such a way as to become a fractal of every other group of organized chaos is utterly mind opening. It is this book about chaos that makes me feel the most connected to every other student, practitioner, and professional in every other field in existence. My studies may focus on multicultural sexual health communication, but with every new thing I learn in life, I find it relatively easy to integrated it into my focus of studies. Halwani, R. (2010). Philosophy of Love, Sex and Marriage: An Introduction. New York, NY: Routledge. This work created the foundation for my understanding of ethics as applied to relationships. The sections of the book are separated into three main parts: Love, Sex and Marriage. Many people tend to keep these things integrated within their minds. However, looking at these aspects of life separately within the context of ethics reminded me of how complex and challenging it can be to make the ethical choice in any given relationship situation. I believe that relationship ethics most directly influence individuals and those who are closest to them, and the closer relationships tend to also involve decisions regarding sexual health as well. For these reasons, I believe this book is fundamental for anyone pursuing a career in sexuality studies, as I am. Haritaworn, J., Lin, C., & Klesse, C. (2006). Poly/logue: A Critical Introduction to Polyamory. Sexualities, 9(5), 519-525. doi: 10.1177/1363460706069963 Klesse, C. (2006). Polyamory and it's 'Others': Contesting the Terms of Non-Monogamy. Sexualities, 9(5), 565-583. doi: 10.1177/1363460706069986 Kline, M.V. & Huff, R.M. (2007). Health Promotion in Multicultural Populations: A Handbook for Practitioners and Students (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. This textbook is possibly the most useful book in my collection for my studies because if one were to add the word “sexual” to the beginning of the title, that would perfectly describe a main interest of mine for my undergraduate studies. The book begins with descriptions of what it means to be healthy and it extensively covers various behavior change models. It compares health beliefs of a variety of cultures worldwide, and explains ways to communicate effectively and ways to encourage effective communication within various ethnic groups. This book can guide almost August 23, 2013 Individual Learning Plan, Samantha Beardslee 23

every applicable aspect of my education at CSUMB; the exceptions are that it does not cover skills for teaching in a university environment, and it is only a written guide, as opposed to being a medium of experiential learning. Kristof, N.D. & WuDunn, S. (2009). Half the Sky: Turning Oppression into Opportunity for Women Worldwide. New York, NY: Vintage Books. It would be nice to think all sexual problems can be solved the same way. The trouble with that logic is that there are completely different kinds of problems people face around the world, most of which are deeply rooted in culture and nestled within contexts that are so much bigger and more complex that the roots must be dealt with first. This book gives true accounts of women throughout the developing world who have gone through extensive oppression, such as sex trafficking, harassment, and brutal violence, but then rose above the circumstances and helped other women to avoid and to escape from the brutal cycles of oppression. This book is important to my studies because women are often treated as sexual objects rather than as sexual beings throughout the world, regardless of culture or class. It has provided me with a deeper understanding of what some women have to go through, and I have developed sensitivity to these issues because of it. I believe it will help me with cultural sensitivity regarding sexual topics in communication and in promoting sexual health. Levy, B.S. & Sidel, V.W. (Eds.). (2006). Social Injustice and Public Health. New York, NY: Oxford University Press, Inc. This book was a useful tool while I was participating in service learning. It covers policies regarding public health in the U.S., and how health care is not as easily accessible to every demographic. The textbook goes into detail regarding factors that attribute to poor health and the health of the poor, including geographical, financial, racial, physical, genetic, cultural, religious, social, and mental factors. There is almost always more than one single factor that contributes to an individual’s or family’s health and accessibility to health care. This information is important to me because it is good to know which factors are most practical to target in order to encourage sexual health practices and provide STI testing and pregnancy care for more disadvantaged populations. Martin, S. (1996). Picasso at the Lapin Agile in Picasso at the Lapin Agile and Other Plays (pp. 1-78). New York, NY: Grove Press. This play is about a group of now-famous individuals who, on an average day, happened to gather and discuss who and what is genius, what is a beautiful creation, and how these things are all tied together. Pablo Picasso, the art genius, and Albert Einstein, the physics genius poke at each other until they both realize the things art and physics have in common. Then, a strange visitor from the future who wears blue suede shoes arrived and explained to everyone how important artists and scientists are in the 20th century. I like to think that everyone is both an artist and a scientist in some way. However, many people would debate against that notion. One might say, “I am just a film critic,” or “I only test video games.” I say, however, that there is a little bit of art August 23, 2013 Individual Learning Plan, Samantha Beardslee 24

and science in every field of work. When we see, read, hear, taste or do something new, the artist within us makes a judgment on the aesthetic or appeal of that thing; conversely, the scientist within ourselves seeks to understand the new thing. Picasso at the Lapin Agile is important to my studies because its poignant theme resonates as a constant reminder of the beauty and science of life, communication, humor, teaching, health, relationships, interaction among cultures, and sexuality, to name only a few things important in my life. McCullough, D. & Hall, D.S. (2009). Polyamory: What It Is and What It Isn’t. Electronic Journal of Human Sexuality, 6. Retrieved from This is an article that has constantly helped me to explain polyamory to people who do not understand it or have never heard of it. It provides the reader with a definition of polyamory, a brief history of it, and then proceeds to describe the ethical values of polyamory, and compares the values with those of monogamy. Although it does not intrinsically add to my personal knowledge and educational growth, it has been a valuable teaching tool throughout the last few years, and teaching is a primary focus of my educational path. Noel, M. (2006). Progressive Polyamory: Considering Issues of Diversity. Sexualities, 9(5), 602-620. doi: 10.1177/1363460706070003 Ogden, G. (2006). The Heart & Soul of Sex: Making the ISIS Connection. Boston, MA: Trumpeter Books. This book makes a groundbreaking correlation between spirituality and sexuality. Not many professionals are willing to study this relationship as extensively as this author has. What I like about the book is that it does not follow a specific religion in discussing spirituality, but it instead has encouraged many people to explore the correlation between one’s own spiritual and sexual health. One downside of the author’s study, however, is that there were very few men who were willing to participate in the survey used to collect information for analysis. Because of this, there is not much information on the correlation between men’s sexuality and spirituality. This book is valuable to my studies in multicultural sexual health communication because I realize that I will likely need to communicate about sexuality within spiritual contexts in an unbiased way. This book has provided me with a framework for discussions regarding sex and spirituality. Paget, Lou. The Big O. New York: Crown Publishing Group, 2001. Print. Reid, T.R. (2010). The Healing of America: A Global Quest for Better, Cheaper, and Fairer Health Care. London, England: Penguin Books, Ltd. This is a non-fiction account of a man who traveled around the world to discover how several countries take care of their citizens’ health, and he compared their systems with those of the U.S. along the way. Reid described each of the major forms of August 23, 2013 Individual Learning Plan, Samantha Beardslee 25

healthcare used throughout the world, and he used true and personal examples to illustrate the workings of each system. Reading this book taught me more about healthcare in the U.S., funding for healthcare services and the ideals many of us have. A large aspect of my topic focus within ISSM is public health. I am interested in health promotion, and I see a need for more accessible healthcare in this country, especially for those who are poor, homeless, or those who are simply unaware of the services that are offered in their localities. Planned Parenthood is a helpful organization, but it is clear there are not enough facilities, or support for them, nationwide. I hope to take what I have learned from this book to inform others about U.S. healthcare policies and how to seek help. Ritchie, A., & Barker, M. (2006). 'There Aren't Words for What We Do or How We Feel So We Have To Make Them Up': Constructing Polyamorous Languages in a Culture of Compulsory Monogamy. Sexualities, 9(5), 584-601. doi: 10/11771363460706069987 Ryan, C. & Jetha, C. (2011). Sex at Dawn: How We Mate, Why We Stray, and What It Means for Modern Relationships. New York, NY: Harper Perennial. This is an amazing book written by a psychologist and a psychiatrist who have specialized in prehistoric and modern human sexual behavior. They took knowledge from anthropology, archaeology, primatology, anatomy and psychosexuality in constructing this book. The book is primarily about human nature and its role in sexual behavior. It shows how unnatural monogamy actually is. This work is extremely valuable to me for helping people to understand why they do what they do. Although I am not a psychologist, I absolutely aspire to learn as much as I can in the field of psychosexuality. I feel that it will add to my growing foundation to build my teaching on. Yarber, William, Sayad, Barbara J, & Strong, Bryan. Human Sexuality: Diversity in Contemporary America. 7th ed. New York: McGraw-Hill, 2009. Print. August 23, 2013 Individual Learning Plan, Samantha Beardslee 26

X. Conclusion There are many people who have supported me in my studies and have helped me reach my academic goals. I would like to thank my mother and father, who have taught me that every curiosity in life should be explored. Next, I would like to thank my elder sisters, who are very supportive and perhaps equally fascinated by my field of study. Third, although I have lost a few friends due to misunderstandings about my studies, almost all of my friends have encouraged me to pursue the things that make me happy including my educational training in human sexuality studies. I have already begun to positively affect my friends toward knowledge and enlightenment in various topics in sexuality. Finally, I would like to thank my institution CSU Monterey Bay and all of my instructors, especially Dr. Sayad, Dr. Mossberg, Dr. Bynoe, Dr. Marty, and Pam Baker. It is because of them I have developed a more focused path of study. Studying health and diversity within the context of human sexuality studies is the perfect combination to help me achieve my academic and career goals. August 23, 2013 Individual Learning Plan, Samantha Beardslee 27

(Info-References) Informative Websites: Graduation: ULR: A&R Forms: Articulation: ASSIST: Admissions and Records CSU Monterey Bay 100 Campus Center, Bldg. 47 Seaside, CA 93955 phone: 831.582.5100 fax: 831.582.3087 August 23, 2013 Individual Learning Plan, Samantha Beardslee 28

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