Linwood J. Lewis

BA, Manhattanville College. MA, PhD, City University of New York. MS, Columbia University. Special interests in the effects of culture and social context on conceptualization of health and illness; effects of the physical environment on physical, psychological, and social health; multicultural aspects of genetic counseling; the negotiation of HIV within families; and the development of sexuality in ethnic minority adolescents and adults. Recipient of a MacArthur postdoctoral fellowship and an NIH-NRSA research fellowship. SLC, 1997–

Undergraduate Courses 2017-2018

Psychology

Advanced Research Seminar

Intermediate , 3-credit seminar—Year

Permission of the instructor is required.

In this seminar, students will gain valuable research experience through a weekly meeting focused on research methods, research ethics, and contemporary research questions and approaches; a weekly lab meeting with one of the faculty members leading the research seminar; and individual and group conference meetings with faculty supervisors on a regular, as-needed basis. The seminar component will include readings on, and discussions of, research methods and ethics, both broad and specific to the research in which students are involved, as well as the discussion of contemporary research articles that are relevant to student and faculty research projects. All faculty and students involved in the research experience will take turns leading the discussion of current research, with faculty taking the lead at the beginning of the semester and students taking the lead as their expertise develops. Weekly lab meetings will also involve reading and discussing research articles and research methods in papers specific to the topics of research being undertaken by each student and faculty member. Students will be expected to learn the current research approaches being employed by their supervising faculty member, contribute toward ongoing research in the form of a research practicum, and develop and implement their own independent research projects within the labs in which they are working. Faculty supervising each lab will also be available to meet with students individually and in small groups on an ongoing basis, as needed, and at least every other week in addition to the regular weekly, hour-long lab meeting. Students participating in the Advanced Research Seminar will be expected to attend and actively participate in weekly full-group seminars, weekly lab meetings, and regular (typically, at least biweekly) individual and group conference meetings; keep an ongoing journal and/or scientific lab notebook; select and facilitate group and lab discussions of relevant contemporary research articles (at least once for each meeting type); work at least five hours within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community setting; develop, implement, and report on (in the form of a short paper prepared for possible publication and a poster at the Natural Sciences and Mathematics Poster Session) an independent research project; and provide their colleagues with ongoing verbal and written feedback on their projects.

Faculty
Related Disciplines

First-Year Studies: Health, Illness, and Medicine in a Multicultural Context: A Service-Learning Course

Open , FYS—Year

What is the difference between disease and illness? Do people in different cultures manifest the same illness similarly? Has the biomedical model resulted in better health for all? Why do women get sicker but men die quicker? This course offers an overview of theoretical and research issues in the psychological study of health and illness within a cultural context. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness. We will also examine the interrelationship between humans and the natural and built environment. A lifespan approach examining child, adolescent, and adult issues will provide additional insight. Issues of sexuality, gender, race, and ethnicity are a central focus, as well. This class is appropriate for those interested in a variety of health careers or in public health. Conference work may range from empirical research to bibliographic research in this area. The community partnership/service-learning component is an important part of this class. We will work with local agencies to promote healthy and adaptive person-environment interactions within our community.

Faculty
Related Disciplines

Graduate Courses

Art of Teaching 2017-2018

Previous Courses

Gender/Sexuality Research Seminar

Intermediate , Seminar—Year

Students with a background in psychology or other social sciences and LGBT studies will be given preference.

This class is a hands-on introduction to conducting qualitative and quantitative psychological research on gender and sexuality. Although research is an indispensable part of scientific endeavors, the conduct of research itself is part scientific ritual and part art form. In this class, we will learn both the science and the art of conducting ethical research with diverse participants. We will also engage in a critical study of gender/sexuality by examining the social construction of biological sex, sexualities, and categories/conceptions. This analysis will take an intersectional approach, folding in aspects of social structure as well as “intersections” of race, social class, and other social groupings. During the course of this seminar, students will design and implement an independent research study of their choice.

Faculty

Emerging Adulthood

Open , Seminar—Spring

A previous course in psychology is required.

“We have time, energy, questions, and few responsibilities. We want to push the envelope, resist compromise, lead revolutions, and turn the world upside down. Because we do not yet know quite how to be, we have not settled and will not let the dust settle around us.” —Karlin and Borofsky

Many traditional psychological theories of development posit a brief transition from adolescence to adulthood; however, many people moving into their twenties experience anything but a brief transition to “feeling like an adult,” pondering questions such as “How many SLC alums can live in a Brooklyn sublet?” or “What will I do when I finish the Peace Corps next year?” In this course, we will explore the psychological literature concerning emerging adulthood, the period from the late teens through the twenties (Arnett, 2000), examining the different techniques used to study development during this time. We will then study further development into adulthood and old age. Gender, sexuality, social class, and culture will also serve as contexts for further analysis.

Faculty
Related Disciplines

“Sex is not a Natural Act”: Social Science Explorations of Human Sexuality

Open , Seminar—Spring

A background in social sciences is recommended.

When is sex NOT a natural act? Every time a human engages in sexual activity. In sex, what is done by whom, with whom, where, when, why, and with what has very little to do with biology. Human sexuality poses a significant challenge in theory. The study of its disparate elements (biological, social, and individual/psychological) is inherently an interdisciplinary undertaking: From anthropologists to zoologists, all add something to our understanding of sexual behaviors and meanings. In this class, we will study sexualities in social contexts across the lifespan, from infancy to old age. Within each period, we will examine biological, social, and psychological factors that inform the experience of sexuality for individuals. We will also examine broader aspects of sexuality, including sexual health and sexual abuse. Conference projects may range from empirical research to a bibliographic research project. Service learning may also be supported in this class.

Faculty

Studying Men and Masculinities

Intermediate , Seminar—Fall

Students with a background in psychology or other social sciences or LBGT studies will be given preference.

Do men have an innate nature? How have changing social conditions affected the phenomenological experience of being a man? In this intermediate class, we will engage in a critical study of gender by examining the social construction of biological sex and the construction of categories/conceptions of “man” and “masculinity.” An interdisciplinary approach will inform our examination. We will read from anthropology, critical race theory, feminist theory, masculinity studies, psychology, public health, queer theory, and sexuality studies to create a contextualized understanding of men and masculinity. Major topic areas will include biological and social perspectives on males and gender, intersectionality, ethnic identities and masculinities, and sexual orientation/desire and its relation to gender identity.

Faculty

Intersectionality of Multiple Identities

Intermediate , Seminar—Fall

What is the connection among race, sexuality, and gender within an American multicultural and multiethnic society? Is there a coherent, distinct, and continuous self-existing within our post-modern, -paradigmatic, -etc. contexts? How is the sexual/racial/gendered implicated in the creation of this self-identity? Is there principled dynamic or developmental change in our concepts of self, whether as human beings, sexual beings and/or racial/ethnic beings? We will explore possible answers to these questions and more. This class explores the construction of race, ethnicity, and sexualities within psychology, how these constructs implicitly and explicitly inform psychological inquiry, and the effects of these constructs on the psychology of the individual. This class regularly moves beyond psychology to take a broader, social-science perspective on the issue of intersectionality. Students who have studied race/ethnicity, gender, or sexuality in at least one other class would be best prepared to take this class.

Faculty