Celeste Harvey

I believe in the capabilities of all students--and respect anyone who pursues a degree with passion and commitment. There is a quote from B. F. Skinner, the father of Behaviorism that, "the rat is always right." Although some criticize this comment as being irrelevant to people, I believe it also applies to the process of education. I believe students learn when they have access to a variety of methods of instruction, beyond the classic lecture format, to break-out groups and hands-on assignments. If a student is struggling, it's my job as an educator to assess the reasons for difficulties with learning the material, and adjust or provide supplemental aids to improve the learner's experience. The "student is always right"--if the student isn't learning, it is our job to determine how to better guide the student.

In the field of behavior analysis, our emphasis is on the improvement of socially significant behavior that provides the individuals we serve with better quality of life. The pursuit of quality of life means different things to different people. For some, it may mean greater access to simple preferences; for others, it may mean increased independence with regard to daily living skills. For still others, it may mean increases in personal liberties and freedom. Finding out what people need to be successful and teaching the requisite skills is a great challenge for scientist-practitioners in behavior analysis, whether a client under our treatment is very young or very old. Furthermore, the need for collaboration with other professionals only strengthens our capabilities in the helping professions. Collaboration is key to making changes that benefit the individuals we serve.

I first "knew" I wanted to be in a helping profession in the third grade. My elementary school added a special education wing to the campus, and each morning, the children entered the building next door with adaptive equipment like wheelchairs, or braces. I asked the teacher why we couldn't play with the kids who went to the other building. She explained that they had "special needs." The next year, my teacher, Mrs. Strahle, started mainstreaming children with disabilities into a regular education classroom. I was a peer buddy to a kid who sometimes flapped and made noises in class. I would ask him to be still and focus on the classwork. Years later, Mrs. Strahle is still a teacher at the same elementary school, and I served as major advisor for her daughter in a master's program in applied behavior analysis. Her daughter graduated from the program 5 years ago, and now works as a school behavior analyst. I have been fortunate to have a few experiences like this. If anyone is reading this and wants to chat, perhaps we can enjoy a cup of tea or coffee and talk about what shaped your interests as well. Life has funny ways of teaching us what we should do.

I have two pieces of advice. First, graduate school is not a sprint, and it's not quite a marathon. It's more like a marathon with multiple embedded sprints. Get organized as soon as you start a course. As soon as you get the syllabus for a course, really read it, and start scheduling time for finishing projects. Pace yourself. Set smaller goals that lead to the larger ones.

Second, I say to find your "squad" early. I remember a professor years ago telling us to look to the left, right, in front, and in back of us in the room. He then explained, "quite a few of these students will not be here by the end of the course. Plan accordingly." I view this example differently. Look left, right, in front, and behind you at the up-and-coming professionals. These are the colleagues you'll rely on to help you through thick and thin for years to come. They will be there to give you tough advice and feedback. Be the person who reciprocates and collaborates with others. Be inclusive rather than isolationist.

Second, I say to find your "squad" early. I remember a professor years ago telling us to look to the left, right, in front, and in back of us in the room. He then explained, "quite a few of these students will not be here by the end of the course. Plan accordingly." I view this example differently. Look left, right, in front, and behind you at the up-and-coming professionals. These are the colleagues you'll rely on to help you through thick and thin for years to come. They will be there to give you tough advice and feedback. Be the person who reciprocates and collaborates with others. Be inclusive rather than isolationist.