Linwood J. Lewis

In North American countries, 83.6 percent of residents live in cities as of 2020, and 56 percent of the world’s population is urban. Traditional environmental movements focus on the “natural” world, and the built environment tends to be undertheorized and perhaps underanalyzed. Yet, urban spaces are also sites of resistance, as residents create community gardens from vacant lots, paint public-housing project exterior walls, and lobby for city government support of the built environment. This course explores paths toward humanistic urban revitalization and civic engagement through community partnership. We will read in three main domains: knowledge of local and global urban environments; physical, mental, and social/community health; and theory and philosophies of urban environments. The relationship between urban sustainability and social dynamics, such as ethical decision-making and sociopolitical power relations (Sze, 2020), seem to lead to a particular set of public-private solutions. These are implemented from the top downward, without input from stakeholders and residents, with serious implications for resident health. In turn, health is strongly affected by the urban physical environment, infrastructure, pollution, population density, and the concomitant social environment (Galea and Vlahov, 2005). And as development occurs, long-time residents of neighborhoods are being displaced. How can we ensure that the health and welfare of all denizens are developed as well as purported positive economic change? The community-partnership/service-learning component is an important part of this class. For one morning or afternoon per week, students will work in local community agencies to promote health-adaptive, person-environment interactions within our community.

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 & Borofsky, 2003

Many traditional psychological theories of development posit a brief transition from adolescence to adulthood; however, many people moving into their 20s 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? 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 20s. We will examine this period of life from a unified biopsychosocial and intersectional perspective.

This community partnership course will focus on the health of humans living within physical, social, and psychological urban spaces. We will use a constructivist, multidisciplinary, multilevel lens to examine the interrelationship between humans and the natural and built environment, to explore the impact of social group (ethnic, racial, sexuality/gender) membership on person/environment interactions, and to explore an overview of theoretical and research issues in the psychological study of health and illness across the lifespan. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness; and we will highlight research, methods, and applied issues. This class is appropriate for those interested in a variety of health careers or anyone interested in city life. The community-partnership/service-learning component is an important part of this class. We will work with local agencies to promote health-adaptive, person-environment interactions within our community.

This course explores how people develop, influence, and shape their social settings–families, communities, and educational institutions in childhood and adolescence. We will focus on theories of individual and family development; the local and global dynamics of learning; and cognition and social relations across culture and society. Physical health, adverse childhood experiences, trauma, and learning are intertwined in the context of the child’s social, emotional, intellectual, and physical development, and affect children’s learning and development. We will also examine the development of multiple identities (racial/ethnic, gender, social class) in young children. This interdisciplinary focus draws from current theory, research, and practice from areas as diverse as psychology, sociology, anthropology, and gender studies, among other disciplines. This class is appropriate for those interested in child development, early childhood and elementary education, special education and/or adolescent development and secondary education.

This course explores how people develop, influence, and shape their social settings—families, communities, and educational institutions—in childhood and in adolescence. We will focus on theories of individual and family development, the local and global dynamics of learning, and cognition and social relations across culture and society. Physical health, adverse childhood experiences, trauma, and learning are intertwined in the context of the child’s social, emotional, intellectual, and physical development and affect children’s learning and development. We will also examine the development of multiple identities (racial/ethnic, gender, social class) in young children. This interdisciplinary focus draws from current theory, research, and practice in areas as diverse as psychology, sociology, anthropology, and gender studies, among other disciplines. This class is appropriate for those interested in child development, early-childhood and elementary education, special education and/or adolescent development, and secondary education.

In this research seminar, students will gain valuable research experience through a weekly seminar 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 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 Psychology 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 5 hours within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community settings; 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.

“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.

This FYS/community-partnership course will focus on the health of humans living within physical, social, and psychological urban spaces. We will use a constructivist, multidisciplinary, multilevel lens to examine the interrelationship between humans and the natural and built environment, to explore the impact of social-group (ethnic, racial, sexuality/gender) membership on person/environment interactions, and to explore an overview of theoretical and research issues in the psychological study of health and illness across the lifespan. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness. And we will highlight research, methods, and applied issues. This class is appropriate for those interested in a variety of health careers or for anyone interested in city life. The community-partnership/service-learning component is an important part of this class; for one morning or afternoon per week, students will work in local community agencies to promote health-adaptive, person-environment interactions within our community. Students will have an individual conference every other week and a group conference on alternating weeks. In the group conferences, we will discuss the nature of academic work in general and practice research, reading, writing, and editing skills.

This course offers, within a cultural context, an overview of theoretical and research issues in the psychological study of health and illness. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness and will highlight research, methods, and applied issues. We will also explore the effects of the COVID-19 pandemic within the frame of these theoretical perspectives. This class is appropriate for those interested in a variety of health careers. Conference work may range from empirical research to bibliographic research in this area. Community partnership/service-learning work may be an option in this class.

Morpheus: The Matrix is everywhere. It is all around us....You can see it when you look out your window or when you turn on your television....It is the wool that has been pulled over your eyes to blind you from the truth. Neo: What truth? Morpheus: That you are a slave, Neo.... —The Matrix (1999)

....the Negro is a sort of seventh son, born with a veil and gifted with second-sight in this American world—a world which yields him no true self-consciousness but only lets him see himself through the revelation of the other world. —W.E.B. DuBois, The Souls of Black Folk (1903)

The construct of race is adaptive and healthy but can also lead to human misery through deception about our (hierarchical) relationship to each other. Racially organized hierarchies, such as The Matrix or DuBois’ veil metaphor, interfere with our ability to clearly perceive our relationships to ourselves and to each other as racial/ethnic beings. In this lecture, we will examine the social construction of the matrix of racialized hierarchy, race, social class, and ethnicity within a historical perspective and how those constructs implicitly and explicitly inform psychological inquiry. We will use an intersectional frame to examine identity and social structure and will include readings by Morrison, Appiah, Haney Lopez, and Hill Collins, among others. We will also examine the development of racial/ethnic identity in childhood and adolescence, as well as gendered and sexual aspects of race/ethnicity. Finally, we will move toward a broader understanding of psychological aspects of prejudice, ethnic conflict, and immigration and how those themes are expressed within the United States and abroad.

In this research seminar, students will gain valuable experience through a weekly seminar 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 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, both 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 Psychology 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 5 hours within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community settings; 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.

The primary objective of this course is to provide students with additional instruction on professional learning for conducting research in psychology. This seminar will, therefore, be a useful companion to the completion of an independent research project as part of a senior thesis, research seminar, or conference project in psychology or related fields. Students may also develop their own independent research project within this course. Seminars will take place weekly and will be conducted in a workshop format that will allow students to learn about and apply various concepts in research related to open science practices, finding funding/grant writing, collecting and analyzing data, and more. Students participating in the course will also be expected to attend and actively participate in weekly lab meetings; develop an individualized training plan; 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 within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community settings; develop, implement, and report on (in the form of a short paper prepared for possible publication and a poster at the SciMath Poster Session) an independent research project; and provide their colleagues with ongoing verbal and written feedback on their projects. Students will be responsible for working collaboratively with their colleagues to further develop their understanding of each of the topics covered in class. By the end of the semester, students will be more conversant on, and knowledgeable of, common practices for conducting research in psychology; their work will result in a final project report, be it a thesis, independent study, or other conference project.

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.

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.

Using a social justice framework, this course will provide a theoretical foundation for the exploration and application of ethical dilemmas relevant to the health care system in the United States. The ethics of advocacy, in its various forms, will be explored from different positions—from the patient and family level to health care institutions, funding mechanisms, and public policy perspectives. Due to shifting demographics of who provides care, the “where” of health care and the resulting ethical dilemmas will be explored—as the majority of long-term care in the United States is provided in the community by family caregivers. In addition, as the medical model of disease has shifted to include the social-ecological model—recognizing the importance of the social on all aspects of health, wellness, and illness—ethical dilemmas have changed, as well. The shift away from purely medical bioethics to a more socially informed version of health care requires different approaches to solving new problems encountered within the current health care system. This course is not intended to teach you a moral code. It will not teach you to act ethically, although it will likely make you think more about how you act and why. You will be challenged to identify ethical problems and explore various outcomes and solutions, making real-world decisions within a climate of moral ambiguity and competing priorities. Ethical dilemmas that you have or with which you are engaging in your field placements will provide possibilities for fertile conversations about these real-world dilemmas and how to effectively grapple with the range of possible outcomes.

This course introduces health advocacy. In this course, we will explore the multiple roles that health advocates assume as they create productive change on behalf of patients/consumers, families, and communities. Advocacy is practiced by improving how health care is delivered within existing systems, restructuring or reinventing healthcare system areas, and eliminating barriers to health caused by environmental destruction, poverty, and illiteracy. Throughout the course, students will consider practices in diverse arenas within this interdisciplinary field, including clinical settings, community-based organizations, advocacy organizations, the media, interest groups, governmental organizations, and policy settings. They will learn to analyze organizations and communities to understand hierarchies and decision-making within them and be exposed to frameworks for conceptualizing and promoting the right to health. The course will also explore strategies to give health advocates and consumers more power in making decisions, defining issues, designing programs, and developing policies. The experiences of individuals and communities and how systems respond to those experiences will remain a central focus as students explore concepts, models, and practices of health advocacy.

This course introduces students to the research process that supports effective health advocacy in the community. Students will learn the principles of literature review, instrument construction and implementation, and issues specific to community-based work and needs assessment. They will be exposed to the process of ethical approval for research involving human subjects in the community. Students will have an opportunity to apply these principles of research in the community setting, gaining an in-depth understanding of context-driven, community-based participatory research and the concept of co-production of knowledge. They will develop assessment and evaluation skills, gaining practical experience and applying statistical principles. By introducing students to data-collection concepts and analysis, this course establishes foundations that will be further refined in subsequent course work in the program.

This course offers, within a cultural context, an overview of theoretical and research issues in the psychological study of health and illness in children. We will examine theoretical perspectives in the psychology of health, health cognition, illness prevention, stress, and coping with illness and highlight research, methods, and applied issues. This class is appropriate for those interested in a variety of health careers. Conference work may range from empirical research to bibliographic research in this area. Community partnership/service learning work is an option in this class.

In North American countries, 83.6 percent of residents live in cities as of 2020, and 56 percent of the world’s population is urban. Traditional environmental movements focus on the “natural” world, and the built environment tends to be undertheorized and perhaps underanalyzed. Yet, urban spaces are also sites of resistance, as residents create community gardens from vacant lots, paint public-housing project exterior walls, and lobby for city government support of the built environment. This course explores paths toward humanistic urban revitalization and civic engagement through community partnership. We will read in three main domains: knowledge of local and global urban environments; physical, mental, and social/community health; and theory and philosophies of urban environments. The relationship between urban sustainability and social dynamics, such as ethical decision-making and sociopolitical power relations (Sze, 2020), seem to lead to a particular set of public-private solutions. These are implemented from the top downward, without input from stakeholders and residents, with serious implications for resident health. In turn, health is strongly affected by the urban physical environment, infrastructure, pollution, population density, and the concomitant social environment (Galea and Vlahov, 2005). And as development occurs, long-time residents of neighborhoods are being displaced. How can we ensure that the health and welfare of all denizens are developed as well as purported positive economic change? The community-partnership/service-learning component is an important part of this class. For one morning or afternoon per week, students will work in local community agencies to promote health-adaptive, person-environment interactions within our community.

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.

This class is a hands-on introduction to conducting qualitative and quantitative psychological research on the intersection of race/ethnicity, gender, and sexuality. Although research is an indispensable part of scientific endeavors, the conduct of research itself is part scientific procedure and part art form. In this class, we will learn both the science and the art of conducting ethical research with diverse participants. What is the connection of race, sexuality, and gender within an American multicultural and multiethnic society? Is there a coherent, distinct, and continuous self existing within our postmodern, 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 as human beings, sexual beings, and/or racial/ethnic beings? This class explores the analysis of race, ethnicity, and sexualities within psychology and the broader social sciences; how those constructs implicitly and explicitly inform psychological inquiry; and the effects of those constructs on the “psychology” of the individual in context. This class regularly moves beyond psychology to take a broader, social-science perspective on the issue of intersectionality.

Graduate students may enter this yearlong course in either fall or spring.

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.

“There’s nothing so practical as a good theory,” suggested Kurt Lewin almost 100 years ago. Since then, the competing theoretical models of Freud, Skinner, Piaget, Vygotsky, and others have shaped the field of developmental psychology and have been used by parents and educators to determine child-care practice and education. In this course, we will study the classic theories—psychoanalytic, behaviorist, and cognitive-developmental—as they were originally formulated and in light of subsequent critiques and revisions. Questions that we will consider include: Are there patterns in our emotional thinking or social lives that can be seen as universal, or are these patterns always culture-specific? Can life experiences be conceptualized in a series of stages? How else can we understand change over time? We will use theoretical perspectives as lenses through which to view different aspects of experience—the origins of wishes and desires, early parent-child attachments, intersubjectivity in the emergence of self, symbolic and imaginative thinking, and the role of play in learning. For conference work, students will be encouraged to do fieldwork at the Early Childhood Center or in another setting with children, as one goal of the course is to bridge theory and practice.

Children must struggle with many issues while making their way toward adulthood. Teachers’ understandings of family culture and the interconnections between health and learning are crucial to children's success in the classroom and central to the content of this course. We will study how families affect the development of children, for no other unit of analysis more richly displays gender, social, and cultural factors and their influence on individual behavior and development. Today, children spend more time than ever before in early childhood programs and grade schools. We will investigate how families and schools provide a framework for the exploration of the social world and socialize children according to cultural norms. Health and learning are intertwined in the context of the child’s social, emotional, intellectual, and physical development. In order for teachers to be equipped to help their students in the areas of personal health and safety, we will review the national and state health learning standards, as well as the range of environmental factors that inhibit children’s development and learning (including the identification and implications of drug and alcohol abuse). We will also examine the social, political, and psychological concerns faced by children with chronic diseases and by their families and the plethora of health-care issues with which they must contend. Through readings and case-study analyses, students will explore the importance of teachers’ understanding of the complexities of the lives of children and families in order to better prepare for the challenges of the classroom.

Children must struggle with many issues while making their way toward adulthood. Teachers’ understandings of family culture and the interconnections between health and learning are crucial to children's success in the classroom and central to the content of this course. We will study how families affect the development of children, for no other unit of analysis more richly displays gender, social, and cultural factors and their influence on individual behavior and development. Today, children spend more time than ever before in early childhood programs and grade schools. We will investigate how families and schools provide a framework for the exploration of the social world and socialize children according to cultural norms. Health and learning are intertwined in the context of the child’s social, emotional, intellectual, and physical development. In order for teachers to be equipped to help their students in the areas of personal health and safety, we will review the national and state health learning standards, as well as the range of environmental factors that inhibit children’s development and learning (including the identification and implications of drug and alcohol abuse). We will also examine the social, political, and psychological concerns faced by children with chronic diseases and by their families, and the plethora of health-care issues with which they must contend. Through readings and case-study analyses, students will explore the importance of teachers’ understanding of the complexities of the lives of children and families to better prepare them for the challenges of the classroom.

The Public Health Genomics course introduces students to the public-health approach to genetic disease, counseling, and testing. The course examines the applications of genetic information and genetic counseling in both public health and international contexts. Students learn to identify various types of study design, including their strengths and weaknesses. By working through case studies and course exercises, students learn key genetic epidemiologic and public-health concepts and consider the application of those to the development and implementation of new initiatives.