Biography
Dr. 刘易斯一直对动物和户外活动很感兴趣. It was no surprise to anyone that she majored in Biology in college and continued on to graduate school in Ecology, Evolution, and Behavior with a Master’s degree in Environmental Education along the way. She completed her doctoral dissertation at the University of Minnesota working with Dr. 安妮·普西，她的研究重点是狮子和黑猩猩. 在读研究生期间, 她意识到她真的很喜欢教书, 于是决定在一家小公司找一份工作, 以教学为主的学院或大学. Dr. 刘易斯自1994年以来一直在威尼斯游戏大厅任教, and loves the close relationships she can build with her students and colleagues. While at Carroll, she has helped to build programs in 动物行为 and Marine Biology. Dr. Lewis has also worked in Faculty Development for much of her time here, helping other faculty members to think creatively about teaching and learning. She has been active in research throughout her time at Carroll, 并发表了20多篇科学论文. More importantly, 26 undergraduate students are co-authors on the work Dr. 刘易斯发表了. It is important to her that students have an opportunity to participate in research, and this commitment influences both the classes she teaches and the research she does. 她和丈夫住在离学校步行就能到的地方, 谁是沃基夏的地方检察官. 他们有一个儿子在上高中，一个女儿在上大学. 他们还有两只藏獒. Despite the fact that she teaches 动物行为, they are very poorly behaved!
专业领域
I am interested in questions about how the environment shapes the behavior of animals. I am particularly interested in investigating why animals live in groups and how and why parents care for their offspring. I have investigated these questions in species ranging from bats to freshwater shrimp (amphipods). Recently, I have been working on better understanding how an invasive species affects the behavior and ecology of amphipods.
学术及专业成就
Lewis, S. E., J. G. 弗伦德和M. Beaver*. 2017. Consumption of native and non-native leaves by Gammarus pseudolimnaeaus: importance of stream conditioning. 美国中部博物学家177(1):110-111.
Ellickson,.* and S. E. Lewis. 2016. Impact of predation risk on parental care in amphipods (Gammarus pseudolimnaeus). 动物行为学会，密苏里大学，哥伦比亚，密苏里.
Lauby, S.* and S. Lewis. 2016. A novel approach to customizing enrichment for individual animals using behavioral networks. 动物管理论坛43(5):136-139.
Navins, K. C.*, K. L. Williams*和S. E. Lewis. 2016. Differences in predator escape responses correlate with reproductive status in an amphipod (Gammarus pseudolimnaeus). 淡水生态学报(31):571-581.
Lewis, S. E., J. G. Freund, G. Riddell, J. L. Wankowski J. T. A. Dick, and M. G. Baldridge. 2015. Interspecific comparison of estrogen and testosterone concentrations in three species of amphipods (Gammarus duebeni celticus, G. pseudolimnaeus和G. pulex). 甲壳动物学报，35(6)，789-792.
Lewis, S. E., J. G. Freund, J. L. 万考斯基和M. G. Baldridge. 2015. Correlations between estrogen and testosterone concentrations, 配对状态, and acanthocephalan infection in an amphipod (Gammarus pseudolimnaeus). 动物学杂志(伦敦). 10.1111/jzo.12309.
Navins, K*， G. Shelstad*和S. Lewis. 2015. Parental provisioning in captively-bred red-billed hornbills, Tockus erythrorhynchus. 动物管理论坛42(8):236-238.
Chouinard, S.*, E. Fax*, M. Francois*, L. Wolfe*和S. Lewis. 2014. Cooperative care and social development in juvenile cotton-top tamarins. 动物管理论坛41(12):336-339.
胡丽娜，J，* M. Lauf*和S. Lewis, 2013. Courtship, nesting, and aggression in Gentoo penguins at the Milwaukee County Zoo. 动物饲养员论坛40(3):114-122.
Lewis, S. E., A. Hodel*, T. Sturdy*, R. Todd*, C. Weigl*. 2012. Impact of acanthocephalan parasites on aggregation behavior of amphipods (Gammarus pseudolimnaeus). 行为过程，91 (2012)，pp. 159-163.
Lewis, S. E., A. Yokofich *,米. Mohr*, C. Kurth*, R. Giuliani*, M. G. Baldridge. 2012. Exposure to bisphenol A modulates hormone concentrations in Gammarus pseudolimnaeus. 加拿大动物学杂志. 90(12): 1414-1421.
Dick, J. T. A., K. Gallagher, S. Avlijas, H. C. Clarke, S. E. Lewis, S. Leung, D. Minchin, J. Caffrey, M. Alexander, C. Maguire, C. Harrod, N. Reid, N. Haddaway, K. D. 法恩斯沃思,M. Penk, A. Ricciardi. 2012. Ecological impacts of an invasive predator explained and predicted by comparative functional responses. 生物入侵. DOI 10.1007/s10530-012-0332-8
*表示本科生作者.
你的教学风格是什么?
做好参与的准备! I am always looking for new ways to help students think through what we are learning. Some days, that might be a collaborative quiz with a scratch-off answer sheet. Other days, that might be a YouTube video of a puzzling animal behavior with a chance to discuss what’s going on. At times, students will lead the class based on topics of interest that they have had an opportunity to research.
你为什么要这么做?
简而言之，因为教学很有趣. 我喜欢看到学生们对新信息兴奋不已. I love watching the light bulb go on when they understand a difficult concept. I love challenging them to see and understand the world in new ways.
如何让学习更有吸引力?
One of the most important thing I do in my teaching is to look for ways to get students directly involved in research. In my Behavioral Ecology class, this means that we meet at the Milwaukee County Zoo every week. Labs involve designing and carrying out observational research projects on the zoo’s animals. Projects range from how red-billed hornbills or cotton-topped tamarins care for their young to how environmental enrichment decreases undesirable behaviors in ring-tailed lemurs or cheetahs. Students in my Ecology course design research that directly connects to the work I did on my last sabbatical leave. Sometimes, those class projects end up extending into independent research or Pioneer Scholar projects, too.
学生应该了解你什么?
学生们应该知道，我的大门永远是敞开的. I came to Carroll because I wanted to get to know my students and to build the kinds of relationships that I had with my undergraduate professors. 如果我知道一个学生的专业兴趣, I can help to match him or her with opportunities to gain experience. It is also great to get to know students as people and learn about their lives. I love catching up with alums when they come back to campus (but don’t feel bad if I’ve forgotten your name-my memory isn’t always the best!!).