Becoming a Sexuality Educator: Roles, Identity, and Environment


Presenter: Logan Levkoff, Ph.D.
3 CE’s
To develop confident, competent, and knowledgeable sexuality educators who understand their role in whatever “classroom” they are working in.


At the end of this course, students will: 
  1. Draft their own personal statements/philosophy of sexuality education that they will be comfortable sharing aloud in class and that can be used to inform their current and future work.
  2. Discuss the importance of rationale in designing educational interventions and express that understanding by including rationale in all of their post class work.
  3. List four nonconventional places where sexuality education can take place and create a list of possible future work opportunities and environments
  4. Identify at five qualities that are necessary for sexuality educators to have in order to be successful
  5. Discuss their comfort in identifying strengths and challenges as a sexuality educator and develop strategies for managing these challenges
  6. Explain the difference between types of “sexuality education” programs, including but not limited to: abstinence only, comprehensive, and sexual risk avoidance so that students can decide what programs they would (or would not be) comfortable teaching
  7. Identify and list the components of K-12 sexuality education as identified by AASECT
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