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In this new work, we have continued our partnership with Scientific American to produce an innovative textbook designed to engage and motivate introductory psychology students as they explore and learn the fundamental concepts of psychology. In planning and writing this book, we benefited significantly from extensive needs-based research conducted by Worth Publishers. By gathering feedback and insights from instructors across the country, Worth has identified the most common challenges of teaching introductory psychology, both in traditional classrooms and online.

Written in a stimulating, journalistic style and featuring distinct pedagogical and content characteristics, this text is meant to be a student-friendly introduction to psychology that readily applies compelling scientific information to everyday life. Many years of teaching introductory psychology have taught us the value and necessity of helping students connect with the material. They want to learn about concepts and issues that are practical and relevant to their lives. The research conducted by Worth Publishers clearly and consistently reinforced the importance of achieving a higher degree of student engagement. Thus, we set out to write a text with stimulating content that would offer students a model for thinking critically about a complex world filled with behaving, emoting, and thinking humans.

As instructors, we understand that students’ time is limited. To help them get the most out of their reading experience, we have crafted this text, line-by-line, to ensure every piece of information is relayed in a clear and concise manner. We have organized the material to deliver content in the most logical and efficient way. The result of these painstaking efforts is a streamlined and user-friendly textbook. Scientific American: Presenting Psychology increases efficiency without compromising the integrity of content.

We recognize that a student’s learning experience does not end with the printed text. Accordingly, we have created a text that marries the printed page with the online space, and uses multimedia to seamlessly reinforce concepts. The online experience of this text—and the digital authorship of its components—are not an afterthought. We have been intimately involved in curating the online lessons that accompany the book in LaunchPad (Worth’s online course space, described in extensive detail below), and we have written questions for LearningCurve, its online adaptive quizzing system.

An emphasis on engagement and comprehension

The combination of our teaching experience, our partnership with Scientific American, and the knowledge we have gleaned from needs-based research has led to the creation of an innovative text with several distinctive characteristics. These characteristics, which combine to enhance student engagement and comprehension, are described here:

Stories stimulate interest and help students connect concepts with real life.

Stories are often the key to how we organize information and apprehend meaning in the world around us. Most textbook authors understand this, and many texts contain opening vignettes to introduce each chapter. Similarly, their pages are peppered with examples to help students apply and grasp material along the way.

This text is different. It integrates the compelling stories of real people with essential psychological content throughout the chapter. Students encounter both famous figures, such as NBA star Jeremy Lin (Chapter 5), and everyday people who find themselves in extraordinary circumstances, like shark attack victim Lucy Mangum (Chapter 9). The stories of these people are tightly interwoven into the body of the chapter, helping students comprehend and recall critical material. Readers do not have to guess how psychology relates to everyday life because our stories dovetail the content with the application. In other words, we return to the same human stories throughout the chapter, linking psychology content to the lives of real people.

We have intentionally chosen people from all walks of life, providing a diverse spread of gender, culture, race, age, nationality, and occupation. (See TABLES P.1 and P.2 on pages xx–xxi for a full list of gender and cultural coverage throughout the book.) Students will read about an Iraq War veteran, an immigrant from Somalia, a neuroanatomist, and a community college student who is balancing work, school, and parenting. Our goal is for every student to see aspects of him- or herself in the stories presented in this book, and to convey our strong sense of optimism and hope. Most chapters feature ordinary people who encounter difficult circumstances but persevere and grow nevertheless.

When we say this book has a journalistic element, we really mean it. The majority of the chapter stories are based on direct interviews with subjects—not simply background information gathered from secondary sources. Interview questions have been content driven, or designed to gather information that reinforces chapter concepts.

Videos allow students to know the people we have featured in a more personal way.

Videos of people featured in the book accompany most chapters and are strategically placed to complement written content. All videos are free and easily accessed via students’ mobile devices (by scanning the QR code in the text) and computers (by using the URL that appears alongside the QR code).

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The first video, “In Their Own Words,” introduces the person and important themes of his or her story, answers questions, and provides thought-provoking, and often poignant, commentary. The shorter “You Asked, They Answered” clips are interspersed elsewhere in the chapter, showing the same individuals responding to questions posed by students who reviewed the manuscript. These student-generated questions are associated with chapter concepts and offer insight from the reader’s perspective. Within LaunchPad, our curated online course space, students find the Online Video Profiles again, only this time as assessable capstone activities for each chapter. Instructors can assign the Online Video Profiles within LaunchPad and require students to answer questions linking the video to important chapter content. Students will never wonder how these stories relate to the course material: The quizzes highlight the connection and reinforce key concepts.

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The online course space complements the printed text.

As professors who have taught traditional, online, and hybrid courses, we understand the importance of digital materials. Many texts divorce their media content from the written content, so that the online experience seems bolted onto the text. Our book is integrated with digital materials in LaunchPad, Worth’s online course space. There, you’ll find online materials that truly echo the features of the book—and use online tools to enhance them. Examples are the assessable versions of the Online Video Profiles and infographics. We’ve helped compose the LearningCurve adaptive quizzes in LaunchPad, to ensure that they match the text seamlessly. And we’ve curated the LaunchPad units so that they reflect the online lessons we use in our own classes. For instructors to teach effectively, the text and multimedia must be in conversation with each other. Our goal has been to create a text and online system that is in tune with the way contemporary students experience the text and multimedia together.

Our visuals help students understand processes and combine related concepts.

Students are bombarded with different forms of visual media, and they have come to expect visual representations of concepts. Textbooks have responded to this development with flashy magazine-style images and engaging photos. Again, based on extensive research with instructors and students, including those in our own classes, our text seeks to find a desirable middle ground between the visual clutter of contemporary texts and the traditional, less stimulating pages of those from the past. We have used visuals to reinforce students’ understanding of critical and more challenging concepts—without stimulus overload.

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Working closely with experienced science illustrators, we have developed infographics with introductory psychology students in mind. Our visuals are attractive and modern, but they have been conceived and developed for their pedagogical value, not their flash. Many of these infographics were inspired by the whiteboard illustrations we create to elucidate concepts in our own classes. Others have been suggested by our thoughtful and creative manuscript reviewers.

Clear and easy to navigate, these full-page infographics combine stimulating images with straightforward explanations in a format that is accessible to the novice psychology student. All chapters include at least two infographics, and many contain three or more. These learning tools are designed to accomplish one or more of the following:

There is another reason our infographics differ from those found in other texts: They can stand alone. By reviewing and studying an infographic, students can examine concepts without necessarily referring to the main text, making them a great study and review tool. That being said, our infographics also provide an excellent way to reinforce material in the narrative. Finally, use of the infographics is not limited to the printed page. LaunchPad provides assessable versions of the infographics, which quiz students on their content and encourage them to make connections with everyday life.

Our thematic features seamlessly enhance understanding of core material.

Most introductory textbooks contain a standard or uniform set of boxes that provide enrichment content. Unfortunately, many students see the outline of the box and skip right over it because they believe it lacks importance or is “unnecessary” content they don’t need to master for tests. Instructors may not even assign these boxes if they seem superfluous—not only to their students, but also to them.

We strongly believe enrichment features should deepen and build on students’ understanding of chapter concepts. This perspective, fully reinforced by the publisher’s research, led us to eliminate boxes and embed this content within the narrative. Our thematic examples and applications always occur precisely where they provide maximal reinforcement of concepts, and seamlessly flow within the chapter narrative. The intent of this approach is to have students continue reading, that is, not stop because they see a box with information (sometimes set off to the side, at other times marginalized by a surrounding border). Simply stated, we have taken this important content out of the box. The features are identified with small labels, but not set apart.

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The seven themes for the integrated features are described below. We chose these features because they are both relevant and practical in their content and placement. We’ve created them with the knowledge that the more students are able see how psychology is relevant to their lives, the easier it will be for them to learn and retain the information. In utilizing these thematic features, we follow one simple guideline: Features (typically, four or five per chapter) are only included in a chapter where there is a clear and meaningful relationship to the main discussion. In other texts, a fixed set of topics is selected for presentation in boxes and statically appears in each chapter, regardless of fit. Our thematic topics vary: Sometimes they are applications of a concept introduced in the chapter; other times they can be used to launch lectures or classroom discussion. As a result, these features are unlikely to be skipped. They offer high-interest content you and your students can use in and out of the classroom—not to mention information you can include on exams. Each theme is briefly described below. (For a full list of thematic pieces, see TABLE P.3.)

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Frequently occurring short asides point out conceptual links across chapters.

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As instructors, we have spent years consistently pointing out important conceptual relationships among psychology topics and subdisciplines. Research by Worth Publishers confirms that the vast majority of instructors (over 90%) believe it is important for students to grasp the “big picture” issues of psychology. Yet most texts fall short in this respect. Many present psychology’s subdisciplines as “silos” or independent areas of study and then, in an attempt to counter this limitation, include brief cross-references (frequently limited to a page number), or boxed inserts that are nicely annotated, but used too infrequently.

With considerable help from our reviewers, we believe we’ve overcome this long-standing problem. Beyond the introductory chapter, students will encounter numerous Connections, clearly annotated to establish key conceptual relationships across chapters. In Chapter 6 on memory, for example, we connect our discussion of attention to the topic of consciousness (Chapter 4), pointing out that we can only attend to, and thus remember, a certain amount of information at any given time. In Chapter 8 on human development, we link our discussion of language development to the principles of learning (Chapter 5), noting that operant conditioning and observational learning play a role in language acquisition.

Our assessment components encourage students to become more proactive about learning.

In the interest of more student engagement, psychology instructors continue to request that authors provide more applications and exercises. In our own classrooms, we have noted that the use of these “learning by doing” tools has become increasingly popular and very effective. Accordingly, our chapters include Try This exercises that ask students to apply key concepts by performing simple activities. They are typically fast and easy-to-do, and reinforce chapter content. For example, in Chapter 7 on cognition, we provide students with a list of six words and ask them to create as many sentences as possible. The point of this activity is to show that language is a creative medium. In Chapter 9 on motivation and emotion, we ask students to hold a pen in their mouth in two different ways and then reflect on how they feel. This exercise demonstrates the facial feedback hypothesis.

Another key pedagogical tool is the Show What You Know at the end of each major section. Our questions are carefully tied to the chapter’s learning objectives, and rather than limit their assessment purpose to recall and recognition, each set includes one or more questions that require application and conceptual synthesis. In turn, these questions serve to continuously remind students of the importance of achieving a deeper understanding of key principles. A typical example of such a question comes from Chapter 2 on biology and behavior: “When confronted with a potentially threatening situation, the sympathetic nervous system sometimes prepares for ‘fight or flight’ and/or ‘tend and befriend.’ How would you explain these two very different responses using the evolutionary perspective?”

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As instructors, we understand the value of both formative and summative assessment. We’ve read the research and we have seen it play out in the classroom: Students learn better when they are tested on the material. But testing needn’t be restricted to high-stakes exams and stressful pop quizzes. We can build assessment into the learning process using end-of-section and end-of-chapter questions that reward students for reading carefully and encourage them to think critically. This is the purpose of our Show What You Know and Test Prep features. We can also incorporate fun explorative activities where appropriate (the Try This feature), and give students the opportunity to challenge themselves further with online assessment. Worth’s research-driven LearningCurve adaptive quizzing system (available via LaunchPad) provides students with formative assessment and immediate and personalized feedback. We, the authors, have written and reviewed quiz questions for LearningCurve, so instructors and students can be confident that the online formative assessment is seamlessly aligned with the text.

APA Learning Guidelines 2.0

We aim to prepare students for successful careers in psychology and other fields. For this reason, we have aligned our content with the goals of psychology’s principal professional organization, the American Psychological Association (APA). Even more granular alignment can be found in our Test Bank, which allows instructors to sort questions by APA learning goal.

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The Medical College Admission Test (MCAT) began including psychology on its exam in 2015. This new requirement stipulates that 25% of the test will include questions pertaining to the “Psychological, Social, and Biological Foundations of Behavior.” Many of these topics are covered during the introductory psychology course, so we’ve made a useful chart that aligns the psychology topics to be covered on the MCAT with the location of that material in the book. A sample version appears below, and the entire chart is available for download from the Scientific American: Presenting Psychology page at worthpublishers.com.

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The scope and sequence of our text are consistent with the 14 chapters covered in most introductory psychology books. We’ve also included two instructional appendices. The first provides coverage of statistical concepts, allowing instructors to choose how deeply they want to explore statistics and experimental design. The second addresses careers in psychology. Both appendices supplement the related material in Chapter 1.

We have described the innovations that set this book apart, but how do they all connect? If we could identify the three unifying themes of this textbook, they would be the following: thinking critically, thinking positively, and connecting psychology to everyday life. Our experiences in academia and journalism have taught us to question what we see on television, encounter on the Internet, read in newspapers, and hear in conversation. Being a scientist means being a critical thinker, and we have made a conscious effort to impart a healthy dose of skepticism in our readers: highlighting areas where research is preliminary or inconclusive, where correlation does not imply causation, and where human bias may color research findings.

Being skeptical does not mean being negative, however. We believe that human beings are intrinsically good: capable of learning, evolving, and contributing to society in positive ways. The people featured in this book display the extraordinary sensibility and strength that all of us possess at some deep level. We have consciously chosen subjects who have faced daunting challenges with courage and optimism. Their stories, along with the other features woven through the text (Try This, Apply This, Think Again, etc.), demonstrate psychology’s relevance to a broad spectrum of human experience. Psychology is not just for professors, researchers, and therapists; it’s for all of us.

The chapters in this book can be taught in any order. However, we do recommend that students start with Chapter 1, which lays the groundwork for all the other chapters. Here is a brief overview of what lies ahead:

CHAPTER 1 introduction to the science of psychology demonstrates how psychology was intensely relevant to the 33 Chilean miners who spent over 2 months trapped underground. One of the key pedagogical tools in this chapter is an elegant infographic showing students how to read a research article.

CHAPTER 2 biology and behavior interweaves psychology concepts with the story of Iraq War veteran Brandon Burns, who experienced a miraculous recovery from a brain injury, and Christina Santhouse, a young woman who has thrived in school, work, and life in general—after having an operation to remove nearly half her brain. One of the highlights in this chapter is a Social Media and Psychology feature revealing a relationship between the number of Facebook friends and structural features of the brain.

CHAPTER 3 sensation and perception tells the story of Liz Allen, a mother raising deaf and blind triplets. This chapter includes a detailed illustration of the eye, providing a close look at the retinal cells.

CHAPTER 4 consciousness offers a peek into the life of anesthesiologist Dr. Robert Julien, and explores the experiences of Matt Utesch, a young man with narcolepsy. Here, we feature a detailed infographic illustrating how different drugs combine to amplify or dampen neural activity.

CHAPTER 5 learning illustrates the principles of classical conditioning, operant conditioning, and observational learning using the examples of basketball pro Jeremy Lin and blind marathon runner/triathlete Ivonne Mosquera-Schmidt. Demonstrating the application aspect of psychological research, a Didn’t See That Coming feature explores how conservationists are using conditioned taste aversion to protect endangered species.

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CHAPTER 6 memory tells the poignant tale of the amnesiac Clive Wearing and follows Dorothea Seitz, a memory expert, to the World Memory Championships. A Think Again feature gets students to think critically about multitasking while doing schoolwork.

CHAPTER 7 cognition, language, and intelligence explores the cognitive breakdown of stroke survivor Dr. Jill Bolte Taylor and the reading difficulties of actor Orlando Bloom, who has dyslexia. An Apply This infographic illustrates various ways to handle real-world problems.

CHAPTER 8 human development details the lives of two community college students—Jasmine Mitchell, a single mother juggling education and career responsibilities with child rearing, and Chloe Ojeah, a young woman who cares for her aging grandparents between classes and homework. A useful infographic compares cross-sectional, longitudinal, and cross-sequential research designs.

CHAPTER 9 motivation and emotion relates the life experiences of Mohamed Dirie, a young man who immigrated to the United States from Somalia, and Lucy Mangum, a child who survived a shark attack. A Social Media and Psychology feature explores how people use Facebook to satisfy psychological needs (or not).

CHAPTER 10 personality introduces the digital personality of Tank, a robot receptionist at Carnegie Mellon University. A Controversies feature explores how birth order may—or may not—influence personality.

CHAPTER 11 stress and health examines stress from the perspectives of Eric Flansburg, a police officer, and Kehlen Kirby, an emergency medical services (EMS) provider. An Across the World feature looks at the stressors associated with immigration.

CHAPTER 12 psychological disorders tells the story of Ross Szabo, a young man with bipolar disorder, and Melissa Hopely, a young woman with obsessive-compulsive disorder. Here, we have carefully aligned chapter content with the changes outlined in the DSM-5.

CHAPTER 13 treatment of psychological disorders focuses on Dr. Dan Foster, a psychologist working on an Indian reservation, and Laura Lichti, a therapist beginning her career. An Across the World feature explores some of the cultural issues therapists should consider when serving a diverse client population.

CHAPTER 14 social psychology explores the life of Olympic runner Julius Achon, who adopted 11 orphans from his homeland of Uganda. In fact, his story is so inspirational that we chose to have him adorn our cover. This chapter also includes the story of Joe and Susanne Maggio, a married couple whose union was made possible by the Internet, and an Apply This feature offers strategies to minimize social loafing in workgroups.

LaunchPad for Scientific American: Presenting Psychology

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LaunchPad offers Worth’s acclaimed online content curated by the authors and other experts, and organized for easy assignability. LaunchPad includes a full e-Book, LearningCurve quizzing, student self-assessment, simulations, videos, instructor resources, and an easy-to-use gradebook. It also includes Video Profile Assessments—versions of the text’s Online Video Profiles that contain questions to help students connect the book’s stories to core content. Infographic Assessments within the e-Book turn the printed infographics into mini-quizzes.

LearningCurve quizzing combines adaptive question selection, personalized study plans, and state-of-the-art question analysis reports. With questions for every chapter written by Deborah Licht and Misty Hull, LearningCurve provides a unique learning experience—a gamelike feel that keeps students engaged in the material while helping them learn the concepts.

LaunchPad is a breakthrough user interface distinguished by its powerful simplicity. Learn more and request access at worthpublishers.com/launchpad.

E-Book for Scientific American: Presenting Psychology

With LaunchPad, the Scientific American: Presenting Psychology e-Book integrates the text with an assortment of media-powered learning tools, and a variety of customization options for both students and instructors. Worth’s acclaimed e-Book platform was developed by a cognitive psychologist (PhD, Yale University) who taught undergraduate psychology at the University of Massachusetts. Scientific American: Presenting Psychology is also available as an online or downloadable e-Book at CourseSmart (www.coursesmart.com).

Presentation and Video Resources

Worth Video Anthology for Introductory Psychology

Instead of having to search through all of Worth’s vast video collection, users can now access a “best of” collection that showcases 250 videos from:

Interactive Presentation Slides for Introductory Psychology

This series of “next generation” PowerPoint^® lectures gives instructors a dynamic yet easy-to-use way to engage students during classroom presentations. Each lecture provides opportunities for discussion and interaction, and includes a wide array of embedded video clips and animations (including activities from Worth’s ActivePsych).

ActivePsych: Classroom Activities, Projects, and Video Teaching Modules

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ActivePsych is a series of interactive activities and video clips that will captivate your classroom and inspire student participation, with minimal instructor preparation necessary. ActivePsych includes more than 30 interactive activities, PowerPoint^®-based demonstrations, 22 new short video clips, plus the new Scientific American Frontiers Teaching Modules, Third Edition.

Presentation Slides

Assessment Tools

Diploma Computerized Test Bank

This comprehensive Test Bank, created specifically for Presenting Psychology, includes approximately 4,000 multiple-choice, true/false, and essay questions. Each question is keyed to a learning objective, page and section reference, and APA goal. Questions are also rated for level of difficulty and identified as either factual/definitional or conceptual/application. Diploma Test Banks allow you to add an unlimited number of questions, edit questions, format a test, scramble questions, and incorporate pictures, equations, or multimedia links. The computerized Test Bank also allows you to export into a variety of formats compatible with many Internet-based testing products.

iClicker Radio Frequency Classroom Response System

Offered by Worth Publishers, in partnership with iClicker.

Instructor’s Resources

Instructor’s Resource Manual

Written and compiled by experienced instructors of introductory psychology, the Instructor’s Resource Manual is the perfect tool for busy instructors who want to make the introductory psychology course more engaging for their students. This manual includes chapter objectives; chapter summaries; lecture, discussion, and classroom activity suggestions organized by section; multimedia suggestions from Worth’s rich video and student media offerings; plus tips for embracing new classroom technologies and teaching online.

Faculty Lounge

Free to psychology instructors, Worth’s Faculty Lounge is the place to find and share teaching ideas and materials that work best in the classroom. In no time, you’ll be browsing through a wealth of publisher- and peer-provided resources—or uploading your own. All resources in the Lounge are faculty-reviewed for accuracy and quality, which means you can feel calm, cool, and collected in front of your class at a moment’s notice!

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TLC (Teaching, Learning, Community)

A breakthrough teaching service supervised by a team of faculty experts, Worth’s TLC allows you to:

Student Study and Research Tools

Psychology and the Real World, FABBS Foundation

This reader provides a collection of brief, personal, original essays, ranging in length from 2,500 to 3,500 words, in which leading academic psychologists describe what their area of research has contributed to society. Free when packaged.

Pursuing Human Strengths: A Positive Psychology Guide, Martin Bolt, Calvin College

This workbook provides an overview of nine positive personality traits, such as hope, self-respect, and joy. It also offers self-assessment tools to help students gauge how much of the trait they have developed, and how they might work toward fostering these traits. Free when packaged.

Enhanced Course Management Solutions and Single Sign-On

Blackboard, Angel, Desire2Learn, Moodle, Sakai, and more

Course packs offer a completely integrated solution that you can easily customize and adapt to meet your teaching goals and objectives. Examples of instructor content now included in our enhanced solutions are the complete Test Bank, the complete Instructor’s Resources, a variety of PowerPoint^® slides, and much more. Course packs are available at www.bfwpub.com/lms. For information about arranging single sign-on/grade-sync between your department’s course management system and LaunchPad, inquire with your local sales representative.

Acknowledgments

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Six years ago, we met in Manhattan to discuss the possibility of creating a bold new psychology textbook. Sipping coffee and watching taxis zoom past the window, we discussed our burgeoning partnership with Worth Publishers, and our excitement about creating an introductory text that would bring relevance and student engagement to a whole new level. We believe that dream has now materialized, but it would not have been possible without the hard work and talent of reviewers, focus group attendees, students, interview subjects, contributors, and editors.

Matt Ours, we joke with you about “getting us into this mess!” but it turns out we really do love this mess. Thank you for planting the seed for our involvement at Worth. We are forever grateful to Kevin Feyen and Erik Gilg for having the vision to go forward with this project, and believing in our ability to execute it. Catherine Woods, you have been with us from the beginning, and we are thankful for your ongoing support and oversight. Those early years were tough, but Jim Strandberg made sure we maintained our focus and sense of humor. Rachel Losh, you picked up this project and ran with it in all the right directions. It’s hard to imagine a more enterprising and market-savvy leader to see this project through. Now that you are our publisher, we miss your hands-on involvement, but we know you continue to nurture this project from on high.

Acquisitions editor Daniel McDonough, you jumped into the mix with wonderful enthusiasm. Thank you, Dan, for appreciating our hard work, advocating on our behalf, and communicating with us in a refreshingly direct manner. Editorial assistant Kimberly Morgan-Smith, it was clear from the beginning that you were excited to join the team and invested in the project. We know you juggle many responsibilities, some quite difficult, but you always get the job done cheerfully.

Creating a textbook with streamlined content and precise language required extensive editing and revision. It’s hard to imagine accomplishing this task without the bright ideas and gentle direction of Moira Lerner, our devoted developmental editor. Moira, thank you for grasping the big picture and keeping track of all the minute details—a daunting intellectual challenge, but one you handled beautifully.

Brad Rivenburgh, Glenn and Meg Turner of Burrston House, you came to this project just when we were in great need of your extensive publishing experience and vast fund of research knowledge. You knew what the market demanded, and you provided explicit directions for supplying it. Thank you for selecting an exceptional panel of reviewers, and distilling their feedback into practical suggestions for us to consider. The focus groups you organized have been an invaluable tool for fine-tuning our efforts.

Marna Miller, Anne DeMarinis, Dawn Albertson, Emily Stark, and Leah Georges, thank you for making the infographics come to life so elegantly. Photo editor Cecilia Varas and photo researchers Jacqui Wong and Deborah Anderson, your patience and persistence have paid off; thank you for working diligently to secure use of the desired photographs; we know it was challenging.

Producing a high-quality college textbook is a formidable task, but we had an expert to guide us through: project editor Jeanine Furino. Thank you, Jeanine, for working diligently to make the production process efficient, and for responding swiftly to our concerns and questions. Director of development Tracey Kuehn, you made the transition from development to production smooth and manageable—and perhaps more importantly, you kept us sane during that first production experience. We knew your heart was really in it when you spent part of your honeymoon with us! Copy editor Deborah Heimann, we are grateful for your help keeping track of all those citations, and answering innumerable questions about hyphens, semicolons, capital letters, and other copy issues. Cover and Interior Designer Blake Logan, you have done a remarkable job presenting densely packed information in a clear and stimulating visual format.

To all the managers, designers, illustrators, editors, and other team members with whom we did not have direct contact, please know that we are thoroughly impressed with your work; we feel lucky to have had you on our team. A huge thanks to production manager Sarah Segal, managing editor Lisa Kinne, layout designer Lee McKevitt, chapter opener designer Charles Yuen, art manager Matthew McAdams, illustrator Todd Buck, and supplements production manager Stacey Alexander.

Peter Levin, John Philp, and Barbara Parks of Splash Studios, your videos give us goose bumps, and some of them move us to tears. Thank you for conveying the chapter stories in a way that was real, yet respectful to the interview subjects. No one could have done it better. Jessica Bayne, your guidance on this project has been invaluable.

Rachel Comerford and Gayle Yamazaki, you have provided essential support to us in our development of online learning activities. Thanks to your expertise, our readers can take full advantage of Worth’s online learning space, LaunchPad.

Marketing gurus Lindsay Johnson and Shannon Howard, thank you for helping us bond with the sales team and ensuring that real college students read this book! Without you, our work would be pointless. Market development manager Shannon Howard, thanks for giving this project the promotional attention it needed even before we had even finished our work on it! We also acknowledge the excellent work of Anthony Casciano, who has developed the supplements, and Debra Hollister, who assisted with APPENDIX C—in addition to many other contributions.

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We have benefited in countless ways from an exceptional group of academic reviewers. Some have been our greatest champions, and others our sharpest critics. We needed both. We are grateful for the hundreds of hours you spent examining this text, writing thoughtful critiques, and offering bright ideas—many of which we have incorporated into our text. This is your book, too.

Mary Beth Ahlum, Nebraska Wesleyan University

Winifred Armstead-Hannah, City College of Chicago, Richard R. Daley College

Sandra Arntz, Carroll University

Shaki Asgari, Iona College

Sherry Ash, San Jacinto College Community College

Diane Ashe, Valencia College, West

Nani Azman, University of Hawaii, Maui College

Rosenna Bakari, Des Moines Area Community College

Michael E. Barber, Santa Fe College

Nazira Barry, Miami Dade College, Wolfson

Holly Beard, Midlands Technical College

Patrick Bennett, Indiana State University

Garrett L. Berman, Roger Williams University

Leslie Berntsen, University of Southern California

John Bickford, University of Massachusetts, Amherst

David Biek, Middle Georgia State College

Andrew Blair, Palm Beach State College

Marilyn Bonem, Eastern Michigan University

Leanne Boucher, Nova Southeastern University

Saundra Boyd, Houston Community College

Amy A. Bradshaw, Embry-Riddle Aeronautical University

Karen Brakke, Spelman College

Lauren Brown, Mott Community College

Amy Buckingham, Red Rocks Community College

Michelle A. Butler, U.S. Air Force Academy

Judith Caprio, Rhode Island College

Jessica Carpenter, Elgin Community College

Gabriela Carrasco, University of North Alabama

Sharon Chacon, Northeast Wisconsin Technical College

Daniel Chadborn, Southeastern Louisiana University

Gabriela Chavira, California State University–Northridge

Regina Chopp, University of Southern California

Diana Ciesko, Valencia College–East

Shirley Clay, Northeast Texas Community College

Deborah Conway, Community College of Allegheny County, South Campus

Kristie Coredell-McNulty, Angelo State University

Cheryl Cotten, Wor-Wic Community College

Baine B. Craft, Seattle Pacific University

Margaret Davidson, Rockwall-Heath High School

Amber DeBono, Winston-Salem State University

David Devonis, Graceland University

Rebekah Phillips DeZalia, Coastal Carolina Community College

Amanda di Bartolomeo, University of California, Los Angeles

Matthew D. Diggs, Collin College

Evelyn Doody, College of Southern Nevada

Karen Trotty Douglas, Alamo Colleges, San Antonio College

Kimberly Duff, Cerritos College

Jeanne Edman, Consumnes River College

Mitchell Estaphan, Bristol Community College

Roel Evangelista, Community College of Baltimore–Essex

Frank Eyetsemitan, Roger Williams University

Kelvin Faison, Pasco Hernando Community College

Robert Fauber, Temple University

Dan Fawaz, Georgia Perimeter College–Clarkston

Christopher Ferguson, Stetson University

Frank M. Ferraro III, Nebraska Wesleyan University

Stephen Fox, University of Hawaii–Maui College

Lisa Fozio-Thielk, Waubonsee Community College

Susan Frantz, Highline Community College

Jeanette Gassaway, Ohio University–Chillicothe

Rachel Gentry, Ball State University

Sherry Ginn, Rowan-Cabarrus Community College

Gladys Green, State College of Florida

Jerry Green, Tarrant County College, Northwest

Bettye P. Griffin, West Hills Community College District

Donnell Griffin, Davidson County Community College

Lynn Haller, Morehead State University

Julie Hanauer, Suffolk County Community College

Keith Happaney, Lehman College

Christine Harrington, Middlesex County College

Carol Kozak Hawk, Austin Community College

Cathy Hawkins, North Hennepin Community College

Rickye Heffner, University of Toledo

Byron Heidenreich, Illinois State University

Bryan Hendricks, University of Wisconsin, Madison

Jennifer Higa-King, Honolulu Community College

Mia Holland, Bridgewater State University

Debra Hollister, Valencia College–Lake Nona

Amy Holmes, Davidson County Community College

Karen Y. Holmes, Norfolk State University

Nancy Honeycutt, Alamance Community College

Mary Susan Horton, Mesa Community College

Vivian Hsu, Rutgers University

Christopher Hubbell, Rensselaer Polytechnic Institute

Ken Hudson, Florida Community College

Mayte Insua-Auais, Miami Dade College–North

Judy Jankowski, Grand Rapids Community College

Joan Jensen, Central Piedmont Community College

Barry Johnson, Davidson County Community College

Jessica Jolly, Gloucester County College

Judith Josephs, Salem State University

Diana Joy, Community College of Denver

Nora Kametani, Nunez Community College

Carolyn Kaufman, Columbus State Community College

Zelida Keo-Trang, Saddleback College

Lynnel Kiely, City Colleges of Chicago, Harold Washington College

Yuthika Kim, Oklahoma City Community College

Cheri Kittrell, State College of Florida

Nicole Korzetz, Lee College

Michelle LaBrie, College of the Canyons

Cindy Lahar, York County Community College

Jennifer Lee, Cabrillo College

Juliet Lee, Cape Fear Community College

Kris Leppien-Christensen, Saddleback College

Christine Lofgren, University of California–Irvine

Pamela Joan Marek, Kennesaw State University

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Alexander Marvin, Seminole State College of Florida

Kirsten Matthews, Harper College

Brent Mattingly, Ashland University

Cindy Matyi, Ohio University, Chillicothe Campus

Ashley Maynard, University of Hawaii

Dan McConnell, University of Central Florida

Cheryl McGill, Florence-Darlington Technical College

Lisa Moeller, Devry University

Thurla Moore, Tallahassee Community College

Kristie Morris, SUNY Rockland Community College

Julie Morrison, Glendale Community College

Paige Muellerleile, Marshall University

Robin Musselman, Lehigh Carbon Community College

Margaret Nauta, Illinois State University

Roderick Neal, Patrick Henry Community College

Ronn Newby, Des Moines Area Community College

John L. Oliver, Florida Community College

Jennifer Ounjian, Contra Costa College

Joanna Palmer, Baker College of Flint

Carol Pandey, Los Angeles Pierce College

Jan Pascal, Johnson County Community College

Linda Perrotti, University of Texas at Arlington

Kristin Price, Owens Community College

Judy Quon, California State University–Long Beach

Marianna Rader, Rockingham Community College

Barbara Radigan, Community College of Allegheny County

Elena Reigadas, Los Angeles Harbor College

Tanya Renner, Kapi‘olani Community College

Nan Rice, Springfield Tech Community College

Vicki Ritts, St. Louis Community College, Meramec

Michelle Robinson, Saddleback College

Fredric E. Rose, Palomar College

Karen Saenz, Houston Community College

Ronald Arthur Salazar, San Juan College

Carol Schachat, Orange Coast College

Rebecca E. Shepherd, College of the Canyons

Melinda Shoemaker, Broward College–North

Maria Shpurik, Florida International University

Joan Siebert, Community College of Allegheny County

Debra Silverman, Keiser University

Theresa Simantirakis, Wright College

Valerie A. Simon, Wayne State University

Karyn Skaar, Northeast Texas Community College

Don Smith, Everett Community College

Jerry Snead, Coastal Carolina Community College

Jonathan Sparks, Vance-Granville Community College

Jason Spiegelman, Community College of Baltimore County–Catonsville

Susan Nash Spooner, McLennan Community College

Chris Stanley, Winston-Salem State University

Betsy Stern, Milwaukee Area Technical College

Lara Tedrow, Tidewater Community College

Jennifer Thompson-Watson, City Colleges of Chicago, Kennedy–King College

Carole Toney, Polk State College

Elizabeth Tuckwiller, George Washington University

Mary Ann Valentino, Fresno City College

Jennifer M. Verive, Western Nevada College

Jeff Wachsmuth, Napa Valley College

Linda Walsh, University of Northern Iowa

Martha Weaver, Eastfield College

Melissa B. Weston, El Centro College

Tanya Whipple, Missouri State University

Ric Wynn, County College of Morris

Clare Zaborowshi, San Jacinto College Community College

Valerie Zurawski, St. John’s University

Thank you to the following student reviewers who provided valuable feedback and contributed questions for our video interviews:

Nicole Adamcyzk, Suffolk County Community College

Hilary Allen, Waubonsee Community College

Wes Armstrong, Georgia Perimeter College

Michael Baker, Suffolk County Community College

Michael Blackburn, Valencia College

Rebecca Blackburn, Valencia College

Zandi Bosua, Suffolk County Community College

Michael Burt, Valencia College

Joseph Calabrese, Waubonsee Community College

Paul Calzada, College of Southern Nevada

Tracy Cleary, Valencia College

James Ferguson, Suffolk County Community College

Amanda Flood, Suffolk County Community College

Marie Forestal, Valencia College

Casey Frisque, Northeast Wisconsin Technical College

Jordana Gaines, Suffolk County Community College

Chris Henderson, Georgia Perimeter College

Daisy Hidalgo, Valencia College

Matthew Hirschland, Georgia Perimeter College

Eric Hollenback, Waubonsee Community College

Michael Hollenback, Waubonsee Community College

Meridith Hollister, Valencia College

Zane Howard, Georgia Perimeter College

Caitlyn Ingram, Suffolk County Community College

Carole Keef, Valencia College

Zoe Kiefer, Waubonsee Community College

Donya Kobari, Georgia Perimeter College

Emily Kolk, Suffolk County Community College

Deanna Krane, Suffolk County Community College

Kayla Krasnee, Suffolk County Community College

Amanda Landolt, Northeast Wisconsin Technical College

Joline Ledbetter, College of Southern Nevada

Adam R. Leicht, Georgia Perimeter College

Amanda Meyer, Waubonsee Community College

Justin Oge, Tarrant County College–Northwest

Melissa Ortiz, Suffolk County Community College

Kimberly Peterson, Suffolk County Community College

Jacob Rodgers, Tarrant County College–Northwest

Jared Rodgers, Tarrant County College–Northwest

Chloe Rodriguez, Tarrant County College–Northwest

Sarah Rogers, Suffolk County Community College

Carolina Rosales, Waubonsee Community College

Amber Roth, Georgia Perimeter College

Danika Sanders, College of Southern Nevada

Olivia Schlabra, Georgia Perimeter College

Whitney Schmidt, Tarrant County College–Northwest

Cheyenne Sharpe, Tarrant County College–Northwest

Monica Sheehan, Tarrant County College–Northwest

Lydia Simone, College of Southern Nevada

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Analiese Smith, Tarrant County College–Northwest

Victoria Vallance, Suffolk County Community College

Katherine Weinmann, Tarrant County College–Northwest

Stephanie Willes, College of Southern Nevada

Courtney Williams, Tarrant County College–Northwest

Owen Wood, Tarrant County College–Northwest

Sarah Woolf, Tarrant County College–Northwest

The following instructors graciously attended our focus groups. Their feedback both informed and influenced many key aspects of the text, as well as the resources that accompany it.

Anora Ackerson, Kalamazoo Valley Community College

Winifred Armstead-Hannah, City Colleges of Chicago, Richard R. Daley College

Marina Baratian, Brevard Community College

Nazira Barry, Miami College, Dade, Wolfson

Sonia Bell, Prince George’s Community College

Christopher Beverly, St. Johns River State College

Andrew Blair, Palm Beach State College

Marilyn Bonem, Eastern Michigan University

Leanne Boucher, Nova Southeastern University

Winfield Brown, Florence-Darlington Technical College

Alison Buchanan, Henry Ford Community College

Jessica Cail, Pepperdine University

Christie Cathey, Missouri State University

Shakiera Causey, Guilford Technical Community College

Ruby Christian-Brougham, Los Angeles Valley College

Julia Cohen, Los Angeles Pierce College

Bonnie Dennis, Virginia Western Community College

Dianne DeSousa, Prairie State Community College

Peggy Dombrowski, Harrisburg Area Community College

Susan Edwards, Mott Community College

Urminda Firlan, Kalamazoo Valley Community College

Amanda Frei, University of Phoenix

Sherry Ginn, Rowan-Cabarrus Community College

Marlene Groomes, Miami Dade–Homestead

Julie Hernandez, Rock Valley College

Sallie Herrin, Rowan-Cabarrus Community College

Debra Hollister, Valencia College–Lake Nona

Nancy Honeycutt, Alamance Community College

Kathleen Hughes-DeSousa, Pasco Hernando Community College

Susan Johnson, Cypress College

Paul Johnson, Oakton Community College

Lynda Karlis, Macomb Community College–Center Campus

Ken Kikuchi, College of Lake County

Andrew Kim, Citrus College

Cheri Kittrell, State College of Florida

Rachel Laimon, Mott Community College

Samuel Lamb, Tidewater Community College, Virginia Beach

Deborah Maher, Orange Coast College

Jeni Maijala, University of Phoenix

Richard Manley, Antelope Valley College

Randy Martinez, Cypress College

Myssie Mathis, Cape Fear Community College

Dan McConnell, University of Central Florida

Cheryl McGill, Florence-Darlington Technical College

David McGrevy, Palomar Community College

Russ McGuff, Tallahassee Community College

William Mellan, Hillsborough Community College–Plant City

Charles Miron, Community College of Baltimore County–Catonsville

Paulina Multhaupt, Macomb Community College–Center Campus

Sonia Nieves, Broward Community College–South Campus

James O’Brien, Tidewater Community College, Virginia Beach

Marco O’Brien, Milwaukee Area Technical College

Denise Orme, Golden West College

Jennifer Pemberton, Community College of Baltimore County–Catonsville

Kathleen Peters, Brevard Community College

Debbie Podwika, Kankakee Community College

James Previte, Antelope Valley College

Christopher Raye, Santa Fe College

Alan Richey, Wilkes Community College

Debra Rowe, Oakland Community College-Royal Oak

Carlos Sandoval, Cypress College

Spring Schaefer, Delta College

Alex Schwartz, Santa Monica College

Maria Shpurik, Florida International University

Morgan Slusher, Community College of Baltimore County–Essex

Steven Smith, California State University, Fullerton

Jason Spiegelman, Community College of Baltimore County–Catonsville

Eli Stav, Broward Community College–North Campus

Cari Stevenson, Kankakee Community College

Krishna Stilianos, Oakland Community College–Highland Lakes

Shawn Talbot, Kellogg Community College

Anne Taylor-Spitzer, Antelope Valley College

Chris Thomas, Florence-Darlington Technical College

Khia Thomas, Broward Community College–North Campus

Jennifer Thompson-Watson, City Colleges of Chicago, Kennedy–King College

Lora Vasiliauskas, Virginia Western Community College

Rebekah Wanic, Grossmont College

Linda Weldon, Community College of Baltimore County–Essex

Rhonda Whitten, Tri-County Technical College

Steve Withrow, Guilford Technical Community College

Dreama Witt, Guilford Technical Community College

Brandy Young, Cypress College

There is one “unofficial” reviewer whose contributions cannot be quantified. Working behind the scenes from start to finish, reading every line of this text alongside us, was Dr. Eve Van Rennes. Dr. Van Rennes, thank you for your intelligent critiques and unwavering support.

It goes without saying that this project would not have been the same without the hard work and dedication of our author team. Every sentence in this textbook has been a group effort: We have written and reviewed everything together. Our minds work differently and we have distinct skill sets, but we recognize and appreciate those in each other. Writing this book has been an arduous task (who knew three women could live on just a few hours of sleep every night?), but we have encouraged and supported each other along the way. We are more than a work team—we are lifelong friends. We should acknowledge that none of us would have written these words if it hadn’t been for our parents and grandparents, who made our education their top priority.

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Last, but certainly not least, we would like to thank the extraordinary people whose life stories are woven throughout these chapters. We selected you because your stories touched and inspired us. Learning about your lives has helped us become more thoughtful and compassionate people. We believe you will have the same effect on college students across the country.

A special thanks to Julius Achon and the late James Fee, who made it possible for us to use the beautiful photo gracing the cover of this text. We hope the inclusion of Julius’s story raises awareness about the challenges facing people in Northern Uganda, and about the efforts of the Achon Uganda Children’s Fund.

Deborah M. Licht

Misty G. Hull

Coco Ballantyne