SARAH GRISON CURRICULUM VITAE. Office: Cell: Fax:

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1 SARAH GRISON CURRICULUM VITAE ADDRESS University of Illinois Department of Psychology 603 East Daniel Street Champaign, Illinois EDUCATION Office: Cell: Fax: Web: Ph.D., Cognitive Neuroscience, Steven P. Tipper, University of Wales, Bangor, U.K., 2002 B.A., Psychology & Spanish, Kenneth Kotovsky, Carnegie Mellon University, Pittsburgh, PA, 1993 ACADEMIC POSITIONS Director of Introductory Psychology & Adjunct Assistant Professor, 2009-present Departments of Psychology & Educational Psychology, University of Illinois, Urbana-Champaign, IL Associate Director for Introductory Psychology & Lecturer, Psychology Department, University of Illinois, Urbana-Champaign, IL Assistant Director for Introductory Psychology & Lecturer, Psychology Department, University of Illinois, Urbana-Champaign, IL Post-Doctoral Research Fellow, Beckman Institute for Advanced Science and Technology, University of Illinois, Urbana-Champaign, IL PROFESSIONAL INTERESTS Using laboratory and empirical classroom research in cognitive science to enhance student learning by informing pedagogical effectiveness and best teaching practice. Utilizing laboratory research to investigate attention, memory, and learning processes and mediating neural mechanisms using converging behavioral, eye-movement, and event-related brain potential techniques. Developing empirical classroom research and assessment tools that explore student attention, memory, and learning processes and the effectiveness of pedagogical tools in order to maximize student learning. Striving for best teaching practice to support diverse populations in learning content and skills such as writing, verbal communication, critical thinking, and study techniques. Supporting training of learner-focused teaching skills, use of validated pedagogies in course design and implementation, and embedding of assessment tools in face-to-face, blended, and online courses. GRANTS AND FELLOWSHIPS ERPs Reveal Efficacy of Pedagogies Used to Debunk Myths in Physics and Cognitive Neuroscience Students, Principal Investigator, NSF Research & Evaluation on Education in Science and Engineering, pending Evidence-Based Course System Aids Learning & Teaching Training, Principal Investigator, W. W. Norton, pending Walking the walk: Using Cognitive Science to Improve Student Learning, Principal Investigator, Association for Psychological Science Fund for Teaching and Public Understanding of Psychological Science, 2010-present Using Evidence-Based Research to Improve Teaching Training, Principal Investigator, Provost s Initiative for Teaching Advancement Grant, University of Illinois, 2010-present Does Using I-Clickers Improve Student Learning? Principal Investigator, Physics Education Research, University of Illinois, 2009-present Cognitive Science Can Improve Student Learning, Principal Investigator, Center for Teaching Excellence, University of Illinois, Evidence-Based E-Assets for Introductory Psychology, Principal Investigator, Houghton Mifflin, Psychophysiological Investigations of Episodic Retrieval of Inhibitory States in Long-Term Behavior, Principal Investigator, Beckman Institute Fellowship for Advanced Science and Technology, Sarah Grison, Ph.D. Curriculum Vitae Page 1 of 6

2 Inhibition Affects Long-Term Memory, Principal Investigator, Booklands Research Studentship, University of Wales, Inhibition Affects Long-Term Memory, Principal Investigator, Overseas Research Student Fellowship, University of Wales, AWARDS AND HONORS Research Using Cognitive Science to Improve Learning in Introductory Psychology Students, Teaching Advancement Award, University of Illinois, 2009 Event-Related Brain Potential Evidence for Representational Locus of Inhibition in Negative Priming, American Psychological Association David Pilon Award, 1998 Using Event-Related Brain Potentials to Investigate Inhibitory Processes, Research Commendation, University of Utah, 1996 Teaching Master Online Teacher, Illinois Online Network, University of Illinois, expected 2011 List of Excellent Teachers, Principles & Methods of Teaching Psychology, University of Illinois, 2009 Teacher Scholar Certificate, Center for Teaching Excellence, University of Illinois, 2009 List of Teachers Ranked as Excellent, Introductory Psychology and Principles and Methods of Teaching Psychology, University of Illinois, 2008 List of Excellent Teachers, Introductory Psychology, University of Illinois, 2007 List of Excellent Teachers, Introductory Psychology, University of Illinois, 2006 Teaching Commendation, Cognitive Psychology, University of Utah, 1998 University Teaching Assistant Award, Cognitive Neuroscience Sequence, University of Utah, 1997 PUBLICATIONS Grison, S. & Strayer, D.L. (2010). Event-related brain potentials suggest the representational locus of inhibition in negative priming. Manuscript in review. Luke, S., Grison, S., Shigeto, A., & Watson, P. (2010). Using clickers to answer questions during lecture improves student learning: Applying the testing effect to the classroom. Manuscript in review. Grison, S., Kessler, K., Paul, M. A., Jordan, H., & Tipper, S. P. (2005). Object- and location-based inhibition in goal-directed action: Inhibition of return reveals behavioural and anatomical dissociations and interactions with memory processes. In G. Humphreys & J. Riddoch (Eds.), Attention in Action (pp ). United Kingdom: Psychology Press. Grison, S., Paul, M. A., Kessler, K., & Tipper, S. P. (2005). Inhibition of object identity in IOR: Implications for encoding and retrieving inhibition. Psychonomic Bulletin & Review, 12, Grison, S., Tipper, S. P., & Hewitt, O. (2005). Long-term negative priming: Support for retrieval of prior attentional processes. Quarterly Journal of Experimental Psychology: A, 58, Tipper, S. P., Grison, S., & Kessler, K. (2003). Long-term inhibition of return of attention. Psychological Science, 14, Grison, S., & Strayer, D. L. (2001). Negative priming and perceptual fluency: More than what meets the eye. Perception and Psychophysics, 63, Strayer, D. L. & Grison, S. (1999). Negative priming is contingent on repetition. Journal of Experimental Psychology: Human Perception and Performance, 25, Grison, S. (1998). Introduction to cognitive psychology: An online course. Salt Lake City, UT: University of Utah Department of Continuing Education Press. Grison, S. (1998). Introduction to research methods in psychology: An online course. Salt Lake City, UT: University of Utah Department of Continuing Education Press. Sarah Grison, Ph.D. Curriculum Vitae Page 2 of 6

3 MANUSCRIPTS Grison, S. & Luke, S. G. (2010). A case of undesirable difficulties: Assessing effects of massed and distributed practice on exam performance. Manuscript in preparation. Grison, S., Luke, S. G., Shigeto, A., & Watson, P. D. (2010). Evidence-based best practices in using student response systems. Manuscript in preparation. Grison, S. & Tipper, S. P. (2010). Dissociations in inhibited representations in short- and long-term inhibition of return. Manuscript in preparation. Kim, Y. H. & Grison, S. (2010). Do illusory self-perceptions enhance academic performance among college students? Short and long term costs of illusory self-perceptions for academic performance. Manuscript in preparation. Luke, S., Grison, S., Shigeto, A., & Watson, P. (2010). Using clickers to answer questions during lecture improves student learning: Applying the testing effect to the classroom. Manuscript in preparation. Luke, S., Watson, P., & Grison, S. (2010). Reading ease across diverse populations affects performance on multiple choice exams. Manuscript in preparation. Shigeto, A., Grison, S., Luke, S., & Watson, P. (2010). Some students are left behind: Learning is modulated by prior academic achievement. Manuscript in preparation. Watson, P., Grison, S., Luke, S., & Shigeto, A. (2010). Practice makes perfect: Improving learning of diverse students. Manuscript in preparation. PRESENTATIONS Grison, S. (November, 2010). Using cognitive science to improve student learning: Empirical investigations of the testing effect. Cognitive Science of Teaching and Learning, University of Illinois, Urbana-Champaign, IL. Grison, S. (March, 2010). Program for Excellence in the Teaching of Psychology: Evidence-based teaching and learning. Center for Teaching Excellence, University of Illinois, Urbana-Champaign, IL. Luke, S., Grison, S., Shigeto, A., & Watson, P. (February, 2010). Because you can t teach it all and they won t read it all: Student response systems do improve learning. Faculty Retreat, University of Illinois, Urbana- Champaign, IL. Shigeto, A., Grison, S., Luke, S., & Watson, P. (February, 2010). Some Students are Left Behind: Despite Positive Attitudes, Learning is Modulated by Prior Academic Achievement. Faculty Retreat, University of Illinois, Urbana-Champaign, IL. Watson, P., Grison, S., Luke, S., & Shigeto, A. (February, 2010). Practice Makes Perfect: Improving Learning of At-Risk Students. Faculty Retreat, University of Illinois, Urbana-Champaign, IL. Luke, S., Grison, S., Shigeto, A., & Watson, P. (January, 2010). Augmenting Teaching and Learning in a Large Introductory Psychology Program: Assessing the Pedagogical Utility of and Attitudes Towards a Popular Student Response System. Annual meeting of the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL. Shigeto, A., Grison, S., Luke, S., & Watson, P. (January, 2010). Augmenting Teaching and Learning in a Large Introductory Psychology Program: Assessing Student Learning and Attitudes. Annual meeting of the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL. Watson, P., Grison, S., Luke, S., & Shigeto, A. (January, 2010). Augmenting Teaching and Learning in Introductory Psychology: Assessing Learning and Attitudes in Special Student Populations. Annual meeting of the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL. Grison, S. (October, 2009). Using Cognitive Science to Improve Learning in General Education Psychology Courses. Presentation to North Central Association Higher Learning Commission Center for University of Illinois Ten-Year Accreditation Visit, University of Illinois, Urbana-Champaign, IL. Grison, S. & Bartsch, R. (2009, January). Best Practices in Using Student Response Systems. National Institute on the Teaching of Psychology, Palm Beach, FL. Grison, S. (2007, April). Facilitating learning in an entertainment culture. College Teaching Effectiveness Network, Urbana-Champaign, IL. Grison, S. (2007, February). Facilitating student engagement. McGraw-Hill Symposium on Introductory Psychology, Ponte Vedra Beach, FL. Sarah Grison, Ph.D. Curriculum Vitae Page 3 of 6

4 Grison, S., Tipper, S. P., & Kramer, A. F. (2005, April). Dissociations in inhibited representations in shortand long-term inhibition of return. Cognitive Neuroscience Society, New York, NY. Grison, S. (2005, March). Long-term effects of attentional inhibition. Beckman Institute Fellows Symposium, Urbana-Champaign, IL. Grison, S. (2005, March). When ignoring is not ignoring: Impact of attentional inhibition on short- and longterm behavior. Beckman Institute Director's Lecture Series, Urbana-Champaign, IL. Grison, S. (2003, May). Inhibition and memory: Towards a unified theory of goal-directed behavior. Beckman Institute Fellows Symposium, Urbana-Champaign, IL. Grison, S., Paul, M. A., & Tipper, S. P. (2002, November). Object-based inhibition as the basis for search over time. Workshop on Object Perception and Memory, Kansas City, MO. Hewitt, O., Grison, S., & Tipper, S. P. (2002, April). Long-term negative priming: Inhibitory and memory processes. British Psychological Society, Welsh Section, Bangor, Wales, U.K. Tipper, S. P., Grison, S., Kessler, K., Paul, M. A. & Jordan, H. (2002, April). Object- and location-based IOR: Implications for memory and attention. British Psychological Society, Welsh Section, Wales, U.K. Grison, S., Tipper, S. P., & Hewitt, O. (2001, November). Episodic retrieval of inhibitory states: Long-term negative priming and inhibition of return. Psychonomic Society, Orlando, FL. Kessler, K., Grison, S., & Tipper, S. P. (2001, November). Episodic encoding of inhibition: Long-term inhibition of return is modulated by stimuli and perceptual context. Psychonomic Society, Orlando, FL. Grison, S., & Tipper, S. P. (2001, September). Long-term inhibition of return (IOR): Retrieval of inhibitory processes from episodic memory. British Psychological Society, Scotland, U.K. Tipper, S. P., Grison, S., Kessler, K., Paul, M. & Jordan, H. (2001, May). Object- and location-based IOR: Implications for memory and attention. University of South Carolina Bicentennial Celebration: Meeting on Attention, Columbia, SC. Strayer, D. L., Johnston, W. A., & Grison, S. (1999, November). Driven to distraction: Dual-task studies of driving and cellular phone use. Psychonomic Society, Los Angeles, CA. Grison, S., & Strayer, D. L. (1998, November). ERP evidence for negative priming. Psychonomic Society, Dallas, TX. Strayer, D. L. & Grison, S. (1998, June). Converging evidence for the locus of inhibition in negative identity priming. Canadian Society for Brain, Behaviour, and Cognitive Science, Ontario, Canada. Strayer, D. L. & Grison, S. (1997, November). Toward an activation model of negative priming. Psychonomic Society, Philadelphia, PA. SERVICE University I-STEM Undergraduate and Graduate Education Group, University of Illinois, 2009 to present Faculty Mentoring Program for Promotion and Tenure, Office of the Provost, Campus Programs in Teaching and Learning, University of Illinois, 2009 present Access and Achievement Program, Program development and assessment for College of Liberal Arts and Sciences, University of Illinois, 2008 present Honors Program, Program development and assessment for College of Liberal Arts and Sciences, University of Illinois, 2008 present Center for Teaching Excellence: Supervised about 30 TAs in earning teaching certifications, University of Illinois, present Graduate Academy for New Teaching Assistants, Center for Teaching Excellence, University of Illinois, 2010 Teaching Academy for TA and RA Training, College of Liberal Arts and Sciences, University of Illinois, 2010 Panel Report to North Central Association of Colleges and Schools Higher Learning Commission, University of Illinois 10-year university accreditation visit, 2009 Sarah Grison, Ph.D. Curriculum Vitae Page 4 of 6

5 Department Principles and Methods of Teaching Psychology (General): Developed new course for TAs that uses psychological science to improve learner-focused teaching skills, University of Illinois, present Human Subjects Committee, University of Illinois, 1996 present Excellence in the Teaching of Psychology Wiki: Created a wiki for teachers to share teaching resources, teaching tools, information about assessment, and content materials for specific courses, present Psychology Department Assessment Plan, Amended for 10-year university accreditation visit by North Central Association of Colleges and Schools Higher Learning Commission, 2009 Psychology Department New Teaching Assistant Orientation, University of Illinois, AD HOC REVIEW Journals American Journal on Mental Retardation Canadian Journal of Experimental Psychology Consciousness and Cognition Journal of Experimental Psychology: Human Perception and Performance Journal of Experimental Child Psychology Neuropsychologia Perception and Psychophysics Psychonomic Bulletin and Review Quarterly Journal of Experimental Psychology Books and Conferences American Psychological Association, Division 2, Society for Teaching of Psychology Cengage Publishers Flatworld Press Houghton-Mifflin publishers McGraw-Hill publishers W. W. Norton publishers Wadsworth/Cengage Publishers, Technology Editorial Board Worth publishers TEACHING EXPERTISE Principles and Methods of Teaching Psychology, University of Illinois, 2007, 2008, 2009, 2010 Introductory Psychology (Web-Enhanced), University of Illinois, 2007, 2008, 2010 Psychology Honors Projects, University of Illinois, 2006, 2007, 2008, 2009, 2010 Introductory Psychology, University of Illinois, 2006 Research Experience in Psychology, University of Illinois, 2002, 2003 Perception and Cognition, University of Wales, 2001, 2002 Practical Foundations, University of Wales, 2001, 2002 Supervision of Psychology Honors Projects, University of Wales, 1999, 2000, 2001 Comparative Cognition Service Learning, University of Utah,1998, 1999 Cognitive Neuropsychology, University of Utah, 1998 Research Methods (Online Course), University of Utah, 1997, 1998 Cognitive Psychology (Online Course), University of Utah, 1997, 1998 Research Methods and Laboratory, University of Utah, 1997 Cognitive Psychology, University of Utah, 1996, 1997, 1998 Sarah Grison, Ph.D. Curriculum Vitae Page 5 of 6

6 PROFESSIONAL AFFILIATIONS American Psychological Association, Division 2, Society for Teaching of Psychology Association for Psychological Science Cognitive Neuroscience Society International Mind, Brain, and Education Society Psychonomic Society, Associate Member Society for Psychophysiological Research Text and Academic Authors Association Sarah Grison, Ph.D. Curriculum Vitae Page 6 of 6