Integrated teaching, learning, and assessment tools, created by a master teacher
Master teacher Sarah Grison has set the new standard for introductory psychology texts. Through a NEW study unit format based on learning research, concepts are presented in a pedagogically consistent, accessible way. Learning Goal Activities and InQuizitive, Norton’s adaptive quizzing tool, engage students in active learning. The NEW High Impact Practices (HIP): A Teaching Guide for Psychology provides research-based teaching. An innovative NEW collection of animated Concept Videos helps students visualize the most challenging topics."synopsis" may belong to another edition of this title.
Michael S. Gazzaniga is Distinguished Professor and Director of the Sage Center for the Study of the Mind at the University of California, Santa Barbara. In his career, he has introduced thousands of students to psychology and cognitive neuroscience.
Sarah Grison is an Associate Professor of Psychology at Parkland College. She brings 20 years of psychology teaching experience to Psychology in Your Life. Sarah’s research examines how psychological research can be applied to teaching and learning. She teaches introductory psychology regularly and puts her laboratory and classroom research into practice to improve student learning and actively engage students in large lectures. She has created and taught courses to support novice teachers in developing their skills. Sarah is a certified Teacher-Scholar who previously was recognized each year on the University of Illinois List of Excellent Teachers. She has won the University of Illinois Provost’s Initiative for Teaching Advancement Award and the Association for Psychological Science Award for Teaching and Public Understanding of Psychological Science. She is a member of the Association for Psychological Science; the American Educational Research Association; the International Mind, Brain, and Education Society; and the American Psychological Association (Division 2, Society for Teaching of Psychology).
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