The BATS program trains students to be practitioners rather than researchers through an intensive 9-week summer course, teaching undergraduate seminars, and a project focused on acquiring practical skills. It emphasizes a dual focus on autism and organizational behavior management to prepare students for careers in both fields.
Exploring health learner experiences of, and attitudes to, feedback through e...JISC Netskills
Presentation by Susi Peacock and Sue Murray for the JISC Netskills workshop on How ePortfolios can support 21st Century Learning, Newcastle 30th March 2011
Exploring health learner experiences of, and attitudes to, feedback through e...JISC Netskills
Presentation by Susi Peacock and Sue Murray for the JISC Netskills workshop on How ePortfolios can support 21st Century Learning, Newcastle 30th March 2011
Applied Behavior Analysis Department Welcome Letter - The Chicago School of P...The Chicago School
http://www.TheChicagoSchool.edu Apply to start your Psychology Degree by enrolling with The Chicago School of Professional Psychology. The Chicago School is a not-for-profit, accredited institution with more than 3,500 students at campuses across the country (Chicago, Los Angeles and Orange Counties, Calif., and Washington, D.C.) and online. As the nation's oldest and largest graduate school devoted exclusively to psychology and related behavioral science, TCSPP offers more than 20 degree programs and a wealth of opportunities for international experiences.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
8
Applying Psychology: To Workplace,
to Life
Chapter Learning Outcomes
After reading and studying this chapter, students should be able to:
• comprehend the importance of networking in psychology and being active in the field, including
attending conferences and reading widely published works about human behavior.
• appreciate the high value of undergraduate research and know that many benefits can accrue from
involvement in research, including the establishment of a mentoring relationship with a faculty member.
• recognize the importance of national-level organizations to help organize and coalesce the broad field of
psychology into meaningful and value-added organizations such as APA, APS, and Psi Chi.
• describe basic graduate school admission strategies and know the next steps to be taken if a student
wanted to pursue this post-baccalaureate opportunity.
• describe the basic transitions processes from college to career and recognize the potential pitfalls and
behaviors that can get a new college hire demoted or fired, as well as know the behaviors that can lead
to hiring and promotion in the workplace.
• reflect on their psychology major as well as aspirational goals, whether related to a career or graduate
school, and understand some of the next steps to be taken after self-reflection and career planning.
• describe what it means to think like a psychologist, and to comprehend the basic, fundamental beliefs of
scientists trained in psychology and their accompanying views of the world.
Goodshoot/Thinkstock
lan66845_08_c08_p229-258.indd 229 4/20/12 2:51 PM
230
CHAPTER 8Introduction
Introduction
As an undergraduate, it’s easy to think of psychology as this very static discipline, and if you want more information about some type of behavior, you conduct a search and the information comes to you. As you fulfill the curriculum of your
undergraduate program, your professors and your online courses bring you information,
and your textbooks provide a wealth of knowledge about the subject matter. The Voices
from the Workplace feature box describes a passive approach to learning and under-
standing human behavior. Here I would encourage you to take a more active learning
approach—that is, if you want to get a sense of what psychology is all about, you have to
go and do psychology. We belong to an active and engaging discipline that is passionate
about all aspects of human behavior, and although we do share knowledge in various
forms of writing (journal articles, books, websites), interacting with peers and profession-
als in a conference setting can provide the energy and “juice” about the research enter-
prise. So I suggest that you go and do psychology: Work to become an active contributor to
our understanding of human behavior as well as a consumer of psychological knowledge.
Voices from the Workplace
Your name: Steve S.
Your age: 37
Your gender: Male
Your primary job title: Preside.
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
We analysed the examination pattern for IGNOU's MAPC course - taking into account every single examination for every single subject. Very useful, high-quality insights.
For more, visit https://psylearners.psychotechservices.com/search/label/Question%20Paper%20Pattern
Applied Behavior Analysis Department Welcome Letter - The Chicago School of P...The Chicago School
http://www.TheChicagoSchool.edu Apply to start your Psychology Degree by enrolling with The Chicago School of Professional Psychology. The Chicago School is a not-for-profit, accredited institution with more than 3,500 students at campuses across the country (Chicago, Los Angeles and Orange Counties, Calif., and Washington, D.C.) and online. As the nation's oldest and largest graduate school devoted exclusively to psychology and related behavioral science, TCSPP offers more than 20 degree programs and a wealth of opportunities for international experiences.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
8
Applying Psychology: To Workplace,
to Life
Chapter Learning Outcomes
After reading and studying this chapter, students should be able to:
• comprehend the importance of networking in psychology and being active in the field, including
attending conferences and reading widely published works about human behavior.
• appreciate the high value of undergraduate research and know that many benefits can accrue from
involvement in research, including the establishment of a mentoring relationship with a faculty member.
• recognize the importance of national-level organizations to help organize and coalesce the broad field of
psychology into meaningful and value-added organizations such as APA, APS, and Psi Chi.
• describe basic graduate school admission strategies and know the next steps to be taken if a student
wanted to pursue this post-baccalaureate opportunity.
• describe the basic transitions processes from college to career and recognize the potential pitfalls and
behaviors that can get a new college hire demoted or fired, as well as know the behaviors that can lead
to hiring and promotion in the workplace.
• reflect on their psychology major as well as aspirational goals, whether related to a career or graduate
school, and understand some of the next steps to be taken after self-reflection and career planning.
• describe what it means to think like a psychologist, and to comprehend the basic, fundamental beliefs of
scientists trained in psychology and their accompanying views of the world.
Goodshoot/Thinkstock
lan66845_08_c08_p229-258.indd 229 4/20/12 2:51 PM
230
CHAPTER 8Introduction
Introduction
As an undergraduate, it’s easy to think of psychology as this very static discipline, and if you want more information about some type of behavior, you conduct a search and the information comes to you. As you fulfill the curriculum of your
undergraduate program, your professors and your online courses bring you information,
and your textbooks provide a wealth of knowledge about the subject matter. The Voices
from the Workplace feature box describes a passive approach to learning and under-
standing human behavior. Here I would encourage you to take a more active learning
approach—that is, if you want to get a sense of what psychology is all about, you have to
go and do psychology. We belong to an active and engaging discipline that is passionate
about all aspects of human behavior, and although we do share knowledge in various
forms of writing (journal articles, books, websites), interacting with peers and profession-
als in a conference setting can provide the energy and “juice” about the research enter-
prise. So I suggest that you go and do psychology: Work to become an active contributor to
our understanding of human behavior as well as a consumer of psychological knowledge.
Voices from the Workplace
Your name: Steve S.
Your age: 37
Your gender: Male
Your primary job title: Preside.
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
We analysed the examination pattern for IGNOU's MAPC course - taking into account every single examination for every single subject. Very useful, high-quality insights.
For more, visit https://psylearners.psychotechservices.com/search/label/Question%20Paper%20Pattern
Dead Man Test Blues: A Final Fiesta Project completed during the Conditioning and Learning course at WMU. This project is based on the Principles of Behavior Analysis 7th Edition authored by Dr. Dick Malott and Joseph Shane.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Unsubscribed: Combat Subscription Fatigue With a Membership Mentality by Head...
Letter to prospective_grad_students
1. Dear Prospective Grad Students,
The Behavior Analysis Training System (BATS) at Western Michigan University (WMU) is
one of the best MA-level behavior analysis service-provider training programs in the world. We
specialize in training behavior analysts to work with pre-school autistic children, and this
training readily transfers populations.
Western Michigan University’s behavior analysis graduate program is one of the best behavior
analysis programs in the world and was one of the first of ten programs to be accredited by the
Association for Behavior Analysis (ABA). Plus, WMU’s Psychology department was the first
program to receive the award for Enduring Programmatic Contributions in Behavior Analysis
from the Association for Behavior Analysis.
In addition, our curriculum has been pre-approved by the Behavior Analysis Certification Board
(BACB), which means it’ll be easier for you to become a Board Certified Behavior Analyst
(BCBA).
(Malott, R. W., Vunovich, P. L., Boettcher, W., & Groeger, C. (1995). Saving the world by
teaching behavior analysis: A behavioral-systems approach. The Behavior Analyst. 18, 341-
356.)
BATS is untraditional and probably differs from what you’re used to and might anticipate; so
here’s some info to help you decide whether BATS would be a good fit for you:
BATS trains students to be autism practitioners, not researchers.
Why? Because most people end up being practitioners, rather than researchers, even if
they were trained to be researchers, and even if they earn a PhD. Essentially no one with
an MA degree ends up being a researcher. (Malott, R. W. (1992). Should we train
applied behavior analysts to be researchers? Journal of Applied Behavior Analysis.
25, 83-88.)
BATS mainly trains MA students, not PhD students.
Why? Because there is a bigger need for behavior analysts with MAs than with PhDs,
and most other faculty members concentrate on training PhDs.
However, BATS does admit a new PhD student every year or so, usually from the
students who have gotten their MA with me.
A fair number of my MA students do enter PhD programs, after their MA, either at
WMU or elsewhere.
Incidentally, BATS admits up to 15 MA students each year.
BATS MA students do an MA project rather than an MA thesis.
Why? Because the MA project is designed to help students acquire practitioner skills,
whereas an MA thesis is designed to help students acquire researcher skills.
2. Incidentally, doing a project rather than a thesis seems to neither hinder students from
later entering PhD programs nor slow them down in getting their PhD degree.
Incidentally #2, BATS students almost always get their MA degree in 2 years, which is at
least one year less then most other MA students get their degrees, largely because they do
the MA project rather than a research thesis.
Incidentally #3, this means BATS does not provide the opportunity for either basic or
applied experimental research at the MA level.
Typically the MA project consists of teaching an undergrad seminar in behavior analysis
for two semesters. Sometimes the students only teach for one semester and do some other sort
of project in the other semester.
Why?
o Because by the time you have taught behavior analysis for a semester or two, you
have really mastered the subject matter, a mastery you can’t get by merely being a
student.
o Because, you’ll learn our behavior-based instructional and performance-
management technology. And eventually, most of you will end up managing and
doing staff training as part of your job, so you will then be able to make excellent
use of the training you will be receiving here.
In addition to teaching the seminars, the MA project consists of an R&D project,
involving the supervision of an undergrad Psychology Honors assistant.
You will start your WMU grad experience with Behavioral Boot Camp, an intense 9-week
training program that starts in early June and ends in early August. In this seminar we cover two
courses: Psy 6100 and Psy 6710.
Why?
o Because, by early August you will have a better conceptual understanding of the
principles of behavior and their relation to applied behavior analysis than the
majority of PhD behavior analysts in the Association for Behavior Analysis.
o Because, you will be way ahead of most everyone else in the other behavior
analysis courses you take during your first year in the MA program.
o Because you will then be ready to teach the undergrad behavior-analysis seminars
in the coming fall.
o Because you will have an opportunity to bond with your BATS cohort.
We meet 3 hours/day, 5 days/week, including July 4th.
As soon as it is available, we will post on DickMalott.com info on how to register for Psy
6100 and Psy 6710, along with their syllabi.
What’s the workload? Heavy.
Most world-class professionals in any field work about 60 hours a week. And that’s what
we would expect of you.
During our Behavioral Boot Camp, you will have time for nothing else.
3. During the first year, you will have time for little else than your MA project and your
courses, though you may be able to squeeze in some sort of 10-hour/week job, if one
comes your way.
During the second year, you will probably have a little more breathing space, depending
on the courses you take.
What’s the WMU financial support? Close to zip.
Usually nothing’s available for MA students.
There might be an occasional paid opportunity to work with an autistic child in an in-
home program.
Also, if you qualify for financial aid, you also qualify for a paid work-study position, and
I would encourage you to apply for such a position. BATS has a lot of work you could
be involved with and make a little money, at the same time.
In addition, a few of our students occasionally manage to get a grad assistantship in
another department.
What are the MA-training goals? BATS trains people in autism, with a sub-specialty in
organizational behavior management (OBM) and behavioral systems analysis (BSA).
BATS also encourages all the autism-specialty students to get a strong background in
OBM and BSA, because, with an MA or PhD degree, you will probably be doing a lot of
staff training and management, and will be involved in designing, administering, and
evaluating an autism program (system) wherever you work.
Although no longer designed for students whose primary interest is OBM, BATS also
encourages students interested in OBM and BSA to get a strong background in autism.
o Because that’s where the jobs are,
o Because our current economy is making jobs in business and industry much more
scarce than a few years ago,
o Because their OBM training really sets them up well to work in human
services/education settings (e.g., autism) training and managing staff,
o And because autism may be the area where they and behavior analysis can have
the biggest impact on improving the quality of the lives of the most people.
Incidentally, BATS practica provide most of the staffing for the preschool-autism,
discrete-trial classroom in our intermediate school district’s Croyden Avenue School.
This is an excellent program and a wonderful autism and OBM training opportunity. And
this is where you will be doing your autism practicum.
Therefore, all BATS MA students dual track with a specialty in autism and a sub-
specialty in OBM/BSA. This means BATS students do a 750-hour autism practicum and
a 150-hour OBM/BSA practicum. In addition, BATS students take at least one autism
course and one OBM/BSA course, typically more in one of the two areas depending on
your interests. And BATS students still graduate in two years, at least a year shorter than
most programs.
As part of their training to be professional behavior analysts, BATS students attend all of
our departmental colloquia, and the following four conferences/conventions: Mid-
American Association FOR Behavior Analysis (MABA), Behavior Analysis Association
4. of Michigan (BAAM), Association for Behavior Analysis Annual and Autism
Conferences.
In addition, BATS MA students must apply for the Board Certified Behavior Analyst
(BCBA) exam before they graduate, so they can take that exam soon after they graduate.
If you’ve already applied to the psych MA program, you might ask, Why you and Malott?
Most of you listed me as your first choice to be your advisor. So the answer’s obvious for
you.
The rest of you listed me as an alternate choice or didn’t list me, but your first choices
were unable to accept you. Our faculty want to make sure that as many good applicants
as possible get a chance to attend WMU; so I looked at the promising applications that
might be a good fit with me and BATS. And you looked like an excellent fit.
Some of you may have applied to the PhD program, though you don’t have an MA.
That’s cool, but I admit students into the MA program first; and then go from there, later
helping them enter a PhD program, either with me or someone else at WMU or
elsewhere.
Some of you may have applied to one of our WMU Psych programs other than Behavior
Analysis. That’s cool, but because they were not able to take you into that program, I
wanted to give you a chance to consider the Behavior Analysis Program, as your interests
seemed to be equally compatible with that program, and you should be able to get the
training you’re looking for.
BATS also provides MA students with the opportunity to obtain the Temporary Limited
License to Practice Psychology in the State of Michigan. This is an option for individuals
wishing to stay in the state of Michigan after obtaining their degrees.
If you receive an offer from WMU, in addition to replying to the Psychology department
concerning your acceptance of this offer, please promptly email the following info to
DickMalott@DickMalott.com:
Full name
Current/temporary address
Permanent address (e.g., parent address)
Current phone number
Permanent phone number
“Accept”, “decline”, or “still considering” the offer for admission into our MA program
in Behavior Analysis.
One last point: students who join BATS need to have a laptop computer with Microsoft Office,
including PowerPoint.
If you have questions, please feel free to contact me by email (DickMalott@DickMalott.com) or
phone (269-372-1268).
I do hope it works out that you’ll be joining us. We’ll work hard, learn a lot, accomplish a lot,
and have a great time.
5. (Might read this before you start Boot Camp) Principles of Behavior 5th ed. (formerly EPB)
Sincerely,
Richard W. Malott, PhD, BCBA
Behavior Analysis Program
Department of Psychology
Western Michigan University
Kalamazoo, MI 49009
DickMalott@DickMalott.com
Fax: (269) 387-4550
Phone: (269) 372-1268