Revel Access Code for Psychology

About the Book

For courses in Introductory Psychology

An evidence-based approach to tackling the most difficult concepts in psychology

Revel™ Psychology is an innovative new Introductory Psychology program that provides a personalised learning pathway for each student. Informed by their successful course redesign expertise, authors Danae Hudson and Brooke Whisenhunt referenced existing literature and conducted original research to identify the most difficult concepts in each chapter. Based on this research, the authors created Adaptive Pathways that identify and correct students’ underlying misconceptions in real time and prepare learners for deeper-level class interactions. Delivered via Revel — the interactive digital learning environment that enables students to read, practice, and study in one continuous experience — Hudson and Whisenhunt’s Psychology empowers instructors to tailor the classroom experience so each student gets the right help at the right time.

Table of Contents:

• 1. Psychology as a Science
• 2. Neuroscience and the Biology of Behavior
• 3. Sensation and Perception
• 4. Consciousness
• 5. Learning
• 6. Memory
• 7. Cognition and Language
• 8. Intelligence
• 9. Human Development
• 10. Motivation and Emotion
• 11. Human Sexuality and Gender
• 12. Stress and Health
• 13. Social Psychology
• 14. Personality
• 15. Psychological Disorders
• 16. Therapy

About the Author :
Danae L. Hudson is a Professor in the Department of Psychology at Missouri State University (MSU). She obtained her bachelor’s degree from Simon Fraser University in Burnaby, British Columbia, and she received her Ph.D. in clinical psychology from Louisiana State University. Her program of research initially focused on eating disorders and body image, but now, the majority of her work involves the scholarship of teaching and learning (SoTL). Since 2003, Dr. Hudson has taught large sections of Introductory Psychology in addition to other clinical psychology undergraduate and graduate courses. From 2010–2013, Dr. Hudson served as the team leader for a large-scale redesign of MSU’s Introductory Psychology course. MSU participated in a state-wide initiative in course redesign where each public four-year institution in the state redesigned one large enrollment course. Since Fall 2012, all Introductory Psychology courses have been taught in the redesigned, blended format. Dr. Hudson and her colleagues have published peer-reviewed articles, case studies, and presented at national and international venues on the successful outcomes of the redesigned course. She has been interviewed by various educational consultants, and Introductory Psychology’s success story has been documented in Campus Technology and on Michael Feldstein’s blog e-Literate. Dr. Hudson served two years as a Provost Fellow for Teaching and Learning at MSU, is currently a Missouri Learning Commons Scholar, and a National Center for Academic Transformation (NCAT) Redesign Scholar. She is also actively involved in APA’s Division 2: Society for the Teaching of Psychology (STP) as the Director of Teaching Resources in Psychology.
 
Brooke Leslie Whisenhunt is a Professor of psychology at Missouri State University where she has been a faculty member since 2002. She received her bachelor’s degree from the University of Arkansas in 1997 and her Ph.D. in clinical psychology from Louisiana State University in 2002. Her research has focused on body image, obesity, and eating disorders, in addition to the scholarship of teaching and learning. She teaches undergraduate courses, including Introductory Psychology, Abnormal Psychology, and Teaching of Psychology in addition to graduate-level courses in psychological assessment. In addition to her academic position, she is also a licensed clinical psychologist. She was a member of the Introductory Psychology redesign team at Missouri State University as part of a statewide mission in course redesign through the National Center for Academic Transformation (NCAT). The redesign team transformed Introductory Psychology at Missouri State University into a blended course and demonstrated significant improvements in learning outcomes. The results of this project have been published in Psychology Learning and Teaching and Scholarship of Teaching and Learning in Psychology. Since the completion of the redesign project, Dr. Whisenhunt has been serving as a Missouri Learning Commons Scholar to assist other institutions in the state implement redesign projects. She is also a National Center for Academic Transformation (NCAT) Redesign Scholar. She has presented across the country about pedagogical strategies to improve learning, decrease institutional costs, and improve retention in Introductory Psychology.