Behavior Analysis Training System (BATS)<br />
Here’s the problem…<br />
In order for BATS to achieve high quality training, there are many complex things that need to happen<br />
As BATS has evolved…<br />We have found several problems and opportunities<br />So we have added<br />	subsystems to fix o...
Program Structure<br />There are 11 subsystems in the Behavior Analysis Training System<br />Each subsystem fulfills a dif...
Each system is comprised of:<br /><ul><li>1-2 Undergraduate assistants</li></ul>2nd Year Master’s student<br /><ul><li>1st...
What kind of work is required?<br />At least 4 hours per week of system work<br />Finding problems<br />Resolving problems...
Choosing your system!<br />While you’re listening, remember….<br />You will be a part of the same system for both years in...
Now, on to the subsystems…<br />
Behavior Analysis Training System (BATS)<br />Manager: Kristy Oddo<br />
Here’s the problem<br />There are several things that need to happen in order for our program to run smoothly.. So, as a B...
Interview Weekend<br /><ul><li> There are many applicants to the BATS program each year
 Someone needs to plan & facilitate all of the events for such a large group of people</li></li></ul><li>Integration of ne...
Run Weekly BATS Meetings<br />There are several things that BATS members must do in order to prepare themselves for enteri...
Run Weekly BATS Meetings<br />There are also several tasks that they must complete in order to keep BATS running smoothly,...
Alumni & Job Databases<br />We also keeps updated databases of our alumni and job opportunities in ABA. <br />
In Summary<br />We need a BATS subsystem to<br />Assist our students from the beginning to the end of their time in BATS<b...
In Summary<br />What you’ll get out of being the BATS 1st year<br />ORGANIZATION<br />Get to know the 1st years<br />Socia...
Behavioral Research Supervisory System (BRSS)<br />Manager: Christine Gormont<br />
Here’s the problem<br />Masters students and undergraduate assistants need performance management contingencies to achieve...
Task Completion<br />BRSS system managers verify task completion of graduate and undergraduate students at the weekly meet...
Recruitment<br />We recruit hard-working undergraduates to assist the graduate students with their various research projec...
Project/Thesis Presentations<br />We verify completion of undergraduate and graduate writing assignments each week and org...
Conference posters<br />Verify completion and printing of posters for professional conferences<br />Association for Behavi...
Human SubjectsInvestigative Research Board<br />BRSS is also responsible for training of the HSIRB policies and guidelines...
Conclusion<br />In this system you will be able to develop your organizational skills, system development skills, manageme...
Project Performance Management System (PPMS)<br />Manager: Jon Timm<br />
As 2nd years all BATS students are required to:<br /><ul><li>Complete an Organizational Behavior </li></ul>  Management (O...
The Need for Supervision<br />As degenerate MA students, we all need a little extra incentive to:<br /><ul><li>Complete ou...
Improve the quality of our long term projects</li></ul>PPMS provides the tools and supervision to make this possible!<br />
OBM Project Responsibilities<br />Weekly Task Verification<br />Maintaining record of completed hours<br />Revisions of st...
ABA Autism Project Responsibilities<br />Distribute assignments and deadlines <br />Verify task completion <br />Assist in...
If you become the 1st year PPMS manager you will:<br /><ul><li>Help contribute improvements to a</li></ul>  growing system...
Get a good idea on what will be</li></ul>  expected for your projects in your 2nd year <br />
Pre-Practicum System<br />Manager: <br />Julie Sanchez<br />
Here’s the problem<br />Students needed some training before they entered the practicum setting, so the Pre-Practicum syst...
Teach Students DTT<br />	Weekly role-playing with the undergraduate assistant to perfect DTT techniques<br />
Provide Background<br />A weekly seminar with readings and information about the Croyden Avenue School and KAC and the pra...
Get Students to the Practicum Sites<br />We require that all Pre-Practicum students make five visits where they will…<br /...
 Observe other practicum students
Work one-on-one </li></ul>  with a child<br /><ul><li> Take data</li></li></ul><li>Transition Smoothly<br />
What We Have Been Doing This Year<br />Creating Video Model Presentations<br />Summer Pre-Prac Bootcamp © <br />Revamping ...
Delivered book < 3secs
Excited tone</li></li></ul><li>Did You Catch That?<br />The preference assessment <br />Delivered book < 3secs<br />Excite...
What Will We Be Doing?<br />Teaching Seminar<br />One and a Half Hours, Twice a Week Beginning Half Way Through the Semest...
What Will We Be Doing?<br />Coordinating Pre-Prac Visits<br />Coordinate Visits<br />Model and Give Feedback<br />
What Can We Work On This Year?<br />Continuous Quality Improvement!<br />Update Current Materials<br />Update System Proto...
Intermediate Practicum System<br />Manager: Taylor Barker<br />
Here is the Problem…<br /><ul><li>There was a need for a practicum to transition students from the basic to the advanced l...
Course Material<br /><ul><li>Our course material must be continuously updated to:</li></ul>Keep students up to date with c...
Supervision<br /><ul><li>Responsibilities of the Graduate Student Instructor for the Intermediate Practicum:</li></ul>Give...
Advanced Practicum System<br />Manager: Amanda Smith<br />
Here’s the problem…<br />
So on the 54,984,323,188,752nd day, God created the Advanced Practicum<br />We provide our students with…<br />
More Experience<br />Our students get to:<br />Gain another semester of experience and supervision at Croyden and the Cent...
More Involvement<br />Our students will:<br />Author an original procedure for a child<br />Train tutors in the implementa...
Opportunities to Spread Knowledge<br />At the end of the semester each student will:<br />Have completed a final paper<br ...
Useful Information<br />Don’t forget about our weekly seminar!<br />You will run this 2 hour seminar once per week<br />We...
The Kalamazoo Autism Center (KAC) SystemManager: Kristin Loeffler<br />
How it all began<br />In the Fall of 2008, Dr. Malott and his graduate students opened the KAC serving two children with a...
Here’s the problem<br />    NEW PRACTICUM SITE = MORE PEOPLE!<br />
At KAC, we…<br />Provide behavioral treatment<br />Train WMU undergraduate students to administer this treatment<br />Cont...
Roles of the first year M.A. Student<br />Grading for all of the undergraduate practicum students<br />Prepare seminar mat...
Some things we are currently working on<br />Recruiting for more practicum students and children<br />Creating training ma...
So, here’s the deal…<br />Since this is a brand new system, we have lots of room for cool, new ideas from YOU!<br />
Language Facilitation Training System (LFTS):Icon Exchange Communication System<br />Manager: Jennie Shooltz<br />
What is the Icon Exchange?<br />Based off of Frost and Bondy’s 1994 Picture Exchange Communication System(PECS)<br />Teach...
A Look into the Procedure<br />
Here’s the Problem<br /><ul><li>More focus is needed on the Icon Exchange procedures and supervision in our classroom
We need a system to:</li></ul>		-Help integrate the Icon Exchange into daily     activities in the classroom<br />		-Work ...
Train Tutors<br />We train Graduate and Undergraduate tutors to implement the icon exchange<br />A slide from our training...
Tutor: ______________  Child: ______________ Start Date: ____________ End:______________ <br />General Items  - (take off ...
Answer Questions<br />Training tutors cannot cover all problems that could occur during the Icon Exchange<br />Supervisors...
Assist with Procedural Issues<br />Classroom procedures can be difficult to alter<br />And, not everyone is as comfortable...
Materials And Protocols<br />We are constantly improving our procedures and creating new procedures to fix problems<br />W...
Language Facilitation Training System (LFTS):Vocal Verbal Behavior<br />Manager: Brittain Coleman<br />
Here are the problems<br />We need to:<br />Ensure that all of our children are receiving a vocal assessment<br />Determin...
Training<br />We train and supervise graduate students to administer the language assessment <br />The training program ne...
Language Assessment <br />We administer the language assessment and present the results to the classroom teachers<br /><ul...
  The language assessment needs       	continuous revision </li></ul>We are the classroom teachers<br />
Self-Management<br />Manager: Dru Millerwise<br />Why hello there. May I interest you in a revolution!?!?<br />… Please do...
Myth or Truth?<br />Students who do not study for their exams are lazy and incompetent. <br />Students don’t hand in their...
HERE'S THE PROBLEM<br />Myth or Truth?<br />Liberal education often fails to consider effective performance management str...
Self-Management<br />Self-Management was developed to provide extra support for students who need help completing their ac...
Self-Management<br />Self-Management “raises the bar” and holds students to a higher standard than most traditional course...
Roles of the MA Student<br />Teach the Self-Management Course<br /><ul><li> Run classroom discussion
 Provide one-on-one supervision to students
 Grade homework assignments
 Handle student issues
 Research new and innovative ways to battle procrastination</li></ul>Self-Management<br />Procrastination<br />
Roles of the MA Student<br />Create and revise course material<br /><ul><li> Develop programmed instruction
 Develop creative ways to teach self-</li></ul>  management skills<br /><ul><li> Orchestrate the online component of the c...
Roles of the MA Student<br />Facilitate the Growth of Red Facial Hair<br />I feel like something is… missing?<br />
Roles of the MA Student<br />Facilitate the Growth of Red Facial Hair<br />YARGH, that be much better!!!<br />
The Good News<br />Self-Management is unique because it is a teaching system. <br />With the help of Dr. Malott, MA studen...
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Systems presentation 2010

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  • Our program is practitioner based and therefore you will be completing a masters project as opposed to a thesis , our system is in charge of overseeing that project and ensuring its completion
  • During the conferences you will be presenting a systems poster and an autism poster, this is an example of the ABA Autism conference and one of the poster presented at this years conference in Chicago
  • The creation of KAC meant a new practicum site for WMU undergraduate students...and the more clients/students that are involved, the more help we need from master’s students to run the practicum and continuously improve the quality of the center
  • Systems presentation 2010

    1. 1. Behavior Analysis Training System (BATS)<br />
    2. 2. Here’s the problem…<br />
    3. 3. In order for BATS to achieve high quality training, there are many complex things that need to happen<br />
    4. 4. As BATS has evolved…<br />We have found several problems and opportunities<br />So we have added<br /> subsystems to fix or <br /> exploit those problems<br />
    5. 5. Program Structure<br />There are 11 subsystems in the Behavior Analysis Training System<br />Each subsystem fulfills a different function within the program<br />Subsystems are broken into 4 categories<br />Supervisory Systems<br />3 Credit PSY Course Teaching Systems<br />1 – 2 Credit PSY Course Teaching Systems<br />Teaching Support Systems<br />
    6. 6.
    7. 7. Each system is comprised of:<br /><ul><li>1-2 Undergraduate assistants</li></ul>2nd Year Master’s student<br /><ul><li>1st Year Master’s student</li></li></ul><li>Responsibilities<br />2nd year Master’s students:<br />Train <br />Supervise<br />Pass down duties<br />1st year Master’s students:<br />Learn & gradually take over system<br />Find and solve problems within the system<br />Supervise undergrad assistant<br />Undergraduate students:<br />Assist Master’s students <br />Write thesis <br />
    8. 8. What kind of work is required?<br />At least 4 hours per week of system work<br />Finding problems<br />Resolving problems<br />Fulfilling system duties<br />Supervision of undergraduate students<br />Revisions of undergraduate theses*<br />Monthly Research & Development meetings with Dr. Malott<br />
    9. 9. Choosing your system!<br />While you’re listening, remember….<br />You will be a part of the same system for both years in BATS<br />You’ll run the system with a 2nd years and an undergraduate <br />4 hours of work per week<br />Keeping the system running smoothly<br />Working on a research & development project that improves some aspect of the system<br />After the presentation rank the systems on a scale from 1-11<br />1 = The system you’d MOST like to be a part of; #1 choice<br />11 = The system you’d LEAST like to be a part of; your last choice<br />Interrupt us if you have questions!<br />
    10. 10. Now, on to the subsystems…<br />
    11. 11. Behavior Analysis Training System (BATS)<br />Manager: Kristy Oddo<br />
    12. 12. Here’s the problem<br />There are several things that need to happen in order for our program to run smoothly.. So, as a BATS 1st year, your responsibilities include…. <br />(but are not limited to)<br />
    13. 13. Interview Weekend<br /><ul><li> There are many applicants to the BATS program each year
    14. 14. Someone needs to plan & facilitate all of the events for such a large group of people</li></li></ul><li>Integration of new cohort<br />There are many steps involved in preparing the new cohort for the next two years here at WMU<br />Answer e-mails and phone calls <br />Assisting with class registration<br />Put together the systems presentation and assist with system assignment<br />Organize training for each system<br />
    15. 15. Run Weekly BATS Meetings<br />There are several things that BATS members must do in order to prepare themselves for entering the real world, such as: <br />Lifetime Memory Quizzes<br />Professional Conferences<br />Resumes & Vitas<br />
    16. 16. Run Weekly BATS Meetings<br />There are also several tasks that they must complete in order to keep BATS running smoothly, such as:<br />Read this book!<br />Social Validity Surveys<br />Letters of recommendation<br />
    17. 17. Alumni & Job Databases<br />We also keeps updated databases of our alumni and job opportunities in ABA. <br />
    18. 18. In Summary<br />We need a BATS subsystem to<br />Assist our students from the beginning to the end of their time in BATS<br />Ensure continuous quality improvement of the Behavior Analysis Training System<br />Take care of business<br />Boot camp<br />Graduation<br />
    19. 19. In Summary<br />What you’ll get out of being the BATS 1st year<br />ORGANIZATION<br />Get to know the 1st years<br />Social skills and professionalism training<br />A sense of responsibility<br />Assist in bettering the state of BATS as a whole<br />
    20. 20. Behavioral Research Supervisory System (BRSS)<br />Manager: Christine Gormont<br />
    21. 21. Here’s the problem<br />Masters students and undergraduate assistants need performance management contingencies to achieve continuous quality improvement…<br />
    22. 22. Task Completion<br />BRSS system managers verify task completion of graduate and undergraduate students at the weekly meetings<br />
    23. 23. Recruitment<br />We recruit hard-working undergraduates to assist the graduate students with their various research projects . We do this by: <br />Accept or decline<br />Reviewing applications<br /> Interview Process<br />
    24. 24. Project/Thesis Presentations<br />We verify completion of undergraduate and graduate writing assignments each week and organize the presentation of completed projects/theses<br />Master Students<br />Undergraduates<br />
    25. 25. Conference posters<br />Verify completion and printing of posters for professional conferences<br />Association for Behavior Analysis (ABA) Autism Chicago 2010<br />
    26. 26. Human SubjectsInvestigative Research Board<br />BRSS is also responsible for training of the HSIRB policies and guidelines.<br /> We ensure that each system and its members are in compliance with HSIRB policy.<br />We also ensure that all protocols are updated when necessary, completed, and submitted to the HSIRB for approval.<br />
    27. 27. Conclusion<br />In this system you will be able to develop your organizational skills, system development skills, management skills, supervision skills, training skills, and much more.<br />BRSS is a well developed system with many established benefits, but we have recently made some major changes and updates.<br />If you join this system you can apply your creativity to the system in order to further its growth.<br />
    28. 28. Project Performance Management System (PPMS)<br />Manager: Jon Timm<br />
    29. 29. As 2nd years all BATS students are required to:<br /><ul><li>Complete an Organizational Behavior </li></ul> Management (OBM) project<br />and…<br /><ul><li>Complete an autism research project</li></li></ul><li>Projects Managed by PPMS<br />OBM Project<br />75 hour project<br />Gives you experience working with the organizational issues you will encounter as professionals <br />Autism Project<br />A mini research project<br />Presented at the Association for Behavior Analysis Autism conference poster session<br />
    30. 30. The Need for Supervision<br />As degenerate MA students, we all need a little extra incentive to:<br /><ul><li>Complete our long term projects on time
    31. 31. Improve the quality of our long term projects</li></ul>PPMS provides the tools and supervision to make this possible!<br />
    32. 32. OBM Project Responsibilities<br />Weekly Task Verification<br />Maintaining record of completed hours<br />Revisions of student work<br />Assist students having trouble with components of the project and OBM tools<br />Hold monthly supervision meetings<br />
    33. 33. ABA Autism Project Responsibilities<br />Distribute assignments and deadlines <br />Verify task completion <br />Assist in finding resources for <br /> completing project <br />Critique posters and make editing suggestions to meet Dr. Malott’sstandards <br />
    34. 34. If you become the 1st year PPMS manager you will:<br /><ul><li>Help contribute improvements to a</li></ul> growing system<br /><ul><li>Gain experience in OBM
    35. 35. Get a good idea on what will be</li></ul> expected for your projects in your 2nd year <br />
    36. 36. Pre-Practicum System<br />Manager: <br />Julie Sanchez<br />
    37. 37. Here’s the problem<br />Students needed some training before they entered the practicum setting, so the Pre-Practicum system was developed to…<br />
    38. 38. Teach Students DTT<br /> Weekly role-playing with the undergraduate assistant to perfect DTT techniques<br />
    39. 39. Provide Background<br />A weekly seminar with readings and information about the Croyden Avenue School and KAC and the practicum classroom procedures<br />
    40. 40. Get Students to the Practicum Sites<br />We require that all Pre-Practicum students make five visits where they will…<br /><ul><li> Get a tour of Croyden Avenue School
    41. 41. Observe other practicum students
    42. 42. Work one-on-one </li></ul> with a child<br /><ul><li> Take data</li></li></ul><li>Transition Smoothly<br />
    43. 43. What We Have Been Doing This Year<br />Creating Video Model Presentations<br />Summer Pre-Prac Bootcamp © <br />Revamping Our Recruitment Process<br />Did You Catch That?<br /><ul><li>The preference assessment
    44. 44. Delivered book < 3secs
    45. 45. Excited tone</li></li></ul><li>Did You Catch That?<br />The preference assessment <br />Delivered book < 3secs<br />Excited tone<br />
    46. 46. What Will We Be Doing?<br />Teaching Seminar<br />One and a Half Hours, Twice a Week Beginning Half Way Through the Semester<br />Give Quizzes<br />Lecture<br />Role Play<br />c<br />
    47. 47. What Will We Be Doing?<br />Coordinating Pre-Prac Visits<br />Coordinate Visits<br />Model and Give Feedback<br />
    48. 48. What Can We Work On This Year?<br />Continuous Quality Improvement!<br />Update Current Materials<br />Update System Protocols<br />Maybe Push Harder For The Autism Preliminary Practicum BootCamp ©??? <br />
    49. 49. Intermediate Practicum System<br />Manager: Taylor Barker<br />
    50. 50. Here is the Problem…<br /><ul><li>There was a need for a practicum to transition students from the basic to the advanced level</li></ul>He is definitely not ready for the Advanced Practicum<br />
    51. 51. Course Material<br /><ul><li>Our course material must be continuously updated to:</li></ul>Keep students up to date with current research and <br />Teach best practice standards <br /><ul><li>We are continuously updating the curriculum, but the students are always asking for more </li></li></ul><li>Course Material<br /><ul><li>Some of the course material that has been added in past semesters </li></ul>Autism in the Media Project<br />Functional Assessment unit<br />Writing and revising hypothetical DTT procedures<br />
    52. 52. Supervision<br /><ul><li>Responsibilities of the Graduate Student Instructor for the Intermediate Practicum:</li></ul>Give feedback & supervision on final projects<br />Grade assignments and quizzes<br />Provide feedback during <br />one-on-one’s <br />w/undergraduates <br />
    53. 53. Advanced Practicum System<br />Manager: Amanda Smith<br />
    54. 54. Here’s the problem…<br />
    55. 55. So on the 54,984,323,188,752nd day, God created the Advanced Practicum<br />We provide our students with…<br />
    56. 56. More Experience<br />Our students get to:<br />Gain another semester of experience and supervision at Croyden and the Center<br />Act as role models for the Basic and IP students<br />Which means our managers:<br />Spend all semester at Croyden and the Center<br />Gain even more experience<br />Serve as role models in and out of the booth<br />
    57. 57. More Involvement<br />Our students will:<br />Author an original procedure for a child<br />Train tutors in the implementation of that procedure<br />Write a sub-phase or complete a mini-project<br />The managers will:<br />Provide constant feedback on procedures<br />Train your students on how to properly train other tutors<br />Find acceptable opportunities<br />
    58. 58. Opportunities to Spread Knowledge<br />At the end of the semester each student will:<br />Have completed a final paper<br />Present a PowerPoint to everyone in the practica<br />So as the semester progresses you will have to:<br />Give frequent feedback on each paper<br />Critique and rehearse each presentation several times<br />
    59. 59. Useful Information<br />Don’t forget about our weekly seminar!<br />You will run this 2 hour seminar once per week<br />We cover a wide variety of topics<br />First and foremost is procedure discussion and feedback<br />But we also discuss:<br />Functional Assessments<br />Discrete Trial Training<br />Other types of therapies<br />And so much more!<br />
    60. 60. The Kalamazoo Autism Center (KAC) SystemManager: Kristin Loeffler<br />
    61. 61. How it all began<br />In the Fall of 2008, Dr. Malott and his graduate students opened the KAC serving two children with autism. <br />Since then, we have expanded to eight children! <br />So…<br />
    62. 62. Here’s the problem<br /> NEW PRACTICUM SITE = MORE PEOPLE!<br />
    63. 63. At KAC, we…<br />Provide behavioral treatment<br />Train WMU undergraduate students to administer this treatment<br />Continuously revise our materials and training <br />
    64. 64. Roles of the first year M.A. Student<br />Grading for all of the undergraduate practicum students<br />Prepare seminar materials<br />Continuously update materials<br />Recruit tutors and children to attend KAC<br />Help train tutors<br />
    65. 65. Some things we are currently working on<br />Recruiting for more practicum students and children<br />Creating training materials<br />Involving parents<br />
    66. 66. So, here’s the deal…<br />Since this is a brand new system, we have lots of room for cool, new ideas from YOU!<br />
    67. 67. Language Facilitation Training System (LFTS):Icon Exchange Communication System<br />Manager: Jennie Shooltz<br />
    68. 68. What is the Icon Exchange?<br />Based off of Frost and Bondy’s 1994 Picture Exchange Communication System(PECS)<br />Teaches children with little to no functional communication how to communicate using pictures<br />
    69. 69. A Look into the Procedure<br />
    70. 70. Here’s the Problem<br /><ul><li>More focus is needed on the Icon Exchange procedures and supervision in our classroom
    71. 71. We need a system to:</li></ul> -Help integrate the Icon Exchange into daily activities in the classroom<br /> -Work out the problems <br /> in a systematic manner<br />
    72. 72. Train Tutors<br />We train Graduate and Undergraduate tutors to implement the icon exchange<br />A slide from our training PowerPoint<br />
    73. 73. Tutor: ______________ Child: ______________ Start Date: ____________ End:______________ <br />General Items - (take off ½ a point for every time the tutor does not do this)<br />Tutor: ______________ Child: ______________ Start Date: ____________ End:______________ <br />General Items - (take off ½ a point for every time the tutor does not do this)<br />Train Supervisors<br />-We training supervisors to monitor Icon Exchange sessions and answer questions<br />Monitoring form<br />
    74. 74. Answer Questions<br />Training tutors cannot cover all problems that could occur during the Icon Exchange<br />Supervisors who monitor sessions are frequently asked difficult questions and relay them back to our system for a final answer<br />We then integrate this information into our training to help solve the problems<br />
    75. 75. Assist with Procedural Issues<br />Classroom procedures can be difficult to alter<br />And, not everyone is as comfortable with the icon exchange as our system managers are<br />We work directly with the children to work out difficulties and “fix” the problem<br />
    76. 76. Materials And Protocols<br />We are constantly improving our procedures and creating new procedures to fix problems<br />We integrate questions and problems into our training, manual, and materials<br /> A visit from Dr. Bondy (creator of PECS), gave us many ideas of things to improve<br />
    77. 77. Language Facilitation Training System (LFTS):Vocal Verbal Behavior<br />Manager: Brittain Coleman<br />
    78. 78. Here are the problems<br />We need to:<br />Ensure that all of our children are receiving a vocal assessment<br />Determine what vocal procedures our children need<br /> Make sure they are implemented correctly<br />
    79. 79. Training<br />We train and supervise graduate students to administer the language assessment <br />The training program needs to be continuously administered and evaluated<br />
    80. 80. Language Assessment <br />We administer the language assessment and present the results to the classroom teachers<br /><ul><li> New vocal procedures need to be developed
    81. 81. The language assessment needs continuous revision </li></ul>We are the classroom teachers<br />
    82. 82. Self-Management<br />Manager: Dru Millerwise<br />Why hello there. May I interest you in a revolution!?!?<br />… Please don’t leave…<br />
    83. 83. Myth or Truth?<br />Students who do not study for their exams are lazy and incompetent. <br />Students don’t hand in their homework because they do not care about their future. <br />“C” students will always be “C” students. <br />
    84. 84. HERE'S THE PROBLEM<br />Myth or Truth?<br />Liberal education often fails to consider effective performance management strategies. <br />
    85. 85. Self-Management<br />Self-Management was developed to provide extra support for students who need help completing their academic assignments. <br />Every week students sign a contract that lists the assignments they plan on accomplishing. <br />The following week, they must show proof that they completed those tasks in order to receive credit. <br />
    86. 86. Self-Management<br />Self-Management “raises the bar” and holds students to a higher standard than most traditional courses. <br />In order to receive an “A”, students must complete at least 97% of the tasks they assign themselves. <br />We don’t rest until every student is achieving his or her goals. <br />
    87. 87. Roles of the MA Student<br />Teach the Self-Management Course<br /><ul><li> Run classroom discussion
    88. 88. Provide one-on-one supervision to students
    89. 89. Grade homework assignments
    90. 90. Handle student issues
    91. 91. Research new and innovative ways to battle procrastination</li></ul>Self-Management<br />Procrastination<br />
    92. 92. Roles of the MA Student<br />Create and revise course material<br /><ul><li> Develop programmed instruction
    93. 93. Develop creative ways to teach self-</li></ul> management skills<br /><ul><li> Orchestrate the online component of the class</li></ul>Not my purse<br />Online component<br />
    94. 94. Roles of the MA Student<br />Facilitate the Growth of Red Facial Hair<br />I feel like something is… missing?<br />
    95. 95. Roles of the MA Student<br />Facilitate the Growth of Red Facial Hair<br />YARGH, that be much better!!!<br />
    96. 96. The Good News<br />Self-Management is unique because it is a teaching system. <br />With the help of Dr. Malott, MA students make all of the decisions about the course. <br />The system is young; therefore, MA students have much input on the future direction of the course. <br />We work hard and have fun! <br />
    97. 97. The Good News<br />We work hard…<br />…and have fun!<br />
    98. 98. Grad School Prep (GRE)<br />Manager: Tareyn Moss<br />
    99. 99. Here’s the problem…<br />Undergraduate students are waiting until the last minute to study for the GRE and to get everything together for grad school applications.<br />The procrastination devil is inside us all!<br />
    100. 100. PsiChi<br />The Writing Center<br />Weekly Seminar<br />There are 2 sections of the GRE Prep course in which we check student tasks as well as announce any student opportunities for valuable experiences such as:<br />Professional Conferences<br />
    101. 101. Grading<br />In seminar, students show proof of task completion. Tasks include GRE practice tests and graduate school application material.<br />Students are then quizzed over math and verbal material. <br />
    102. 102. Research Study Techniques<br />Whoa…I think <br />I found something.<br /><ul><li>It is important to research the best study techniques so we can better prepare students for the GRE.</li></li></ul><li>Update/Develop Course Material<br />Please help our stress levels!!!<br />Whoa…I think <br />As we continue to evaluate the system, materials for students are updated and additional tools are added to make studying for the GRE and applying for grad school less stressful!<br />
    103. 103. Questions or Comments?<br />
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