Overview
This culminating course requires students to synthesize interpretive, research, communication, and ethical competencies developed across the self-pleasure literature curriculum. Students complete a substantial independent project in an approved form, including a critical thesis, curated digital or physical exhibition, public humanities project, creative-critical portfolio, annotated translation, or comparable scholarly work.
Projects must establish a clearly defined intervention, demonstrate sustained engagement with primary texts, apply appropriate critical scholarship, and situate analysis within relevant historical and cultural contexts. Workshops address project planning, scope management, methodology, drafting, revision, audience, accessibility, intellectual property, and the ethical representation of intimate or sensitive subjects.
Students examine how literary form shapes meaning and develop practices that avoid voyeurism, stigma, stereotyping, and unsupported generalization. Assessment emphasizes originality, methodological transparency, revision in response to expert and peer feedback, effective communication to an identified audience, and critical reflection on the project’s limitations and significance.
Learning Outcomes
- Synthesize multiple theoretical and textual approaches in an independent study of self-pleasure literature.
- Formulate an original and defensible scholarly, creative-critical, curatorial, or public humanities intervention.
- Evaluate primary texts and critical scholarship within appropriate historical and cultural contexts.
- Design and implement a rigorous research or creative methodology, documenting sources, processes, and ethical decisions.
- Construct sustained arguments using evidence, precise literary analysis, and appropriate scholarly conventions.
- Revise project work in response to expert and peer feedback while managing scope, audience, accessibility, and presentation requirements.
- Present project findings or outcomes effectively to an identified academic, cultural, or public audience.
- Critique the project’s limitations, broader significance, and contribution to program-level learning goals.
Timetable
| Type | Length | Frequency | Period |
|---|---|---|---|
| Seminar | 2 hours | Weekly | All semester |
| Workshop | 2 hours | Weekly | First term |
| Tutorial | 1 hour | Fortnightly | All semester |
| Practicum | 2 hours | Weekly | Second term |
Assessment Schedule
| Type | Description | Weighting |
|---|---|---|
| Assignment | Project proposal and methodology plan | 10.00% |
| Deliverable | Research and development portfolio | 20.00% |
| Assignment | Conference-style or public presentation | 15.00% |
| Tutorial | Peer and supervisor consultation record | 10.00% |
| Capstone | Final capstone project | 35.00% |
| Assignment | Reflective critical essay | 10.00% |
Prerequisites
Teaching Staff & Programs
This course is delivered jointly by faculty from the participating programs listed below. In line with the Douchewater Way, the University of Sexology tailors core instruction directly to each cohort's specific discipline — adapting curriculum to program needs rather than forcing students into a one-size-fits-all model. Learn more about our approach at The Douchewater Way.