The professor stood before the class, donning a yellow button-down shirt with a slightly askew tie, a pair of slacks, and well-loved cowboy boots. He asked us to report our names, year in school, and “how you got yourself into this mess.” The question gave me a bit of anxiety and, when it was my turn to report, I lied. Name? Claire St. Peter (that was true). Year in school? Junior (also true). How I got myself into this mess? Obviously, I was very interested in the science of behavior (big lie). After all, the title of the course was the Natural Science and Technology of Behavior, so the response seemed like a good one. The truth was that I had never heard of the science of behavior, and I had registered for the class because it was an upper-division course that fit in my schedule. By the end of the semester, though, it wasn't a lie. I was sold on the power of a natural science of behavior.

Dr. Henry S. Pennypacker (who his students affectionately called Dr. P) was the professor who sold me on the science, and I wasn't the only one. I had the good fortune of taking several courses with Dr. P and then later coteaching these courses with him for years (it was during these later years that I shifted from calling him “Dr. P" to “Hank”). Hank made tremendous contributions to the science of behavior and to the transfer of that science to meaningful technologies. He coauthored a best-selling textbook on research methods that is now in its fourth edition. He saved lives by leveraging stimulus control and discrimination training to develop effective breast self-examination technologies (known as MammaCare). He was broadly passionate about education, helping to transform learning for students of all ages. He developed the Personalized Learning Center at the University of Florida and later founded the corporation, Precision Teaching of Florida. This corporation helped to lay the foundation for what is now the Behavior Analyst Certification Board. I hope that others will provide details on these important contributions in their memorial writings. Instead of reviewing all of Hank's broader accomplishments, I will focus on his teaching.

Student learning was enhanced because the course wasn't just about behavior analysis: the course was behavior analysis. Students learned about the course content in ways that forced them to interact with the subject matter and to think critically about how it applied to their lives. Course assessments were multifaceted: fill-in-the-blank cards, written essays, and oral responses. Assessments occurred weekly as the course material was learned, and students were required to master the content in one unit before moving on to the next. This approach allowed students to demonstrate that the content had been mastered while giving them latitude (in the oral assessment) to focus on the portions of the material that were most meaningful to them. Each student completed these assessments with a “manager” who had previously completed the course. The manager directed and graded the assessments and reported weekly to Hank about their students' progress. Students could readily ask questions of this peer that they might be hesitant to ask an instructor, and they also had accountability to a peer for completing the coursework.

Hank was a stickler for precision in thinking and language for both students and managers. Those who took the class will likely not forget why we say that we reinforce behavior rather than reinforcing people! His courses had exacting standards: students were to complete fill-in-the-blank flashcards orally at a rate of at least 3.6 correct per minute, with no more than 0.4 incorrect per minute. These standards were based on the responding of experts in the field (graduate students and Hank himself). But Hank also considered individual variation. For example, the standards for written performance were often set such that the student could write an essay about the science of behavior as quickly as they could write an essay about themselves. Here, passing required meeting the fluency goal and also entirely omitting incorrect or irrelevant statements. As Hank noted, “Students quickly learned to write quickly and succinctly!” (Pennypacker, 2016, p. 60), a skill that certainly had broad applications beyond Hank's course.

Students were required to conduct projects: one on their own behavior and one on the behavior of someone else. Hank did not prescribe the kinds of behavior that should be measured in projects, and the projects really ran the gamut from private events (students charting positive and negative thoughts about themselves) to very public responses (how many times newscasters used certain words) to things that weren't even really behavior (like the number of earthquakes per year in California from the earliest records in the late 1800s until the current day). No intervention was required. The point was merely for students to discover that behavior was orderly and that much could be learned from simply measuring and charting it. However, many students chose to intervene and successfully changed behavior that was meaningful to themselves or others.

Students had the skills to change behavior in meaningful ways because Hank always did a masterful job of blending rigorous natural science with humor, joy, and, quite often, song.1 Although a serious scientist and brilliant scholar, he never took himself too seriously. Embedded in the memorable examples were plenty of opportunities for students to respond, and Hank was a masterful shaper of behavior. He always considered the student's current repertoire and shaped their behavior to a polished final product. His students performed to high standards, and he gave them the flexibility to tailor their education.

The final examination in the course consisted of a one-on-one conversation with Hank. The student had to stay within the realm of behavior analysis, but the conversations were not scripted. Hank would ask follow-up questions, but he set the rule that he could not fully change the topic. Collectively, these approaches meant that students could find the meaning in the course material and see how it applied to issues that they cared about immediately and directly.

Hank was a great role model, and his students (myself included) found ways to incorporate the science of behavior into our teaching. We include mastery-based elements and precisely measure student performance, including student verbal behavior. We structure our courses to meet students where they are and to build our students' fluency. We connect our course content to material that is personally meaningful for our students. Although hard to hold a candle to Hank in this respect, we build in humor and strive to take the science seriously but not ourselves. Hank passed away on September 12, 2023, but his influence persists through the teaching, scholarship, and service of the many students who were fortunate enough to learn from him.

教授站在全班同学面前，穿着黄色系扣衬衫，领带稍稍歪斜，下身是一条休闲裤，脚上是人们喜爱的牛仔靴。他要求我们报出姓名、就读年份，以及“你是如何陷入困境的”。这个问题让我有点焦虑，轮到我汇报时，我撒了谎。姓名？克莱尔·圣彼得（这是真的）。在校年级？初级（也是如此）。我是怎么让自己陷入这样的困境的？显然，我对行为科学非常感兴趣（弥天大谎）。毕竟，这门课程的名称是《行为自然科学与技术》，所以反响似乎不错。事实是，我从未听说过行为科学，我注册了这门课程，因为这是一门适合我日程安排的高级课程。然而，到了学期末，这并不是谎言。我被行为自然科学的力量所折服。

亨利·S·彭尼帕克博士（他的学生亲切地称他为 P 博士）是向我推销这门科学的教授，而我并不是唯一一个。我有幸与 P 博士一起学习了几门课程，然后与他共同教授这些课程多年（正是在这些年里，我从称他为“P 博士”改为“汉克”）。汉克取得了巨大的成就他对行为科学以及将科学转化为有意义的技术做出了贡献。他与人合着了一本关于研究方法的畅销教科书，目前已是第四版。他通过利用刺激控制和辨别训练来培养有效的乳房自我来拯救生命-考试技术（称为 MammaCare）。他对教育充满热情，帮助改变各个年龄段学生的学习方式。他在佛罗里达大学开发了个性化学习中心，后来创立了佛罗里达州精准教学公司。该公司帮助为现在的行为分析师认证委员会奠定了基础。我希望其他人能够在他们的纪念文章中提供有关这些重要贡献的详细信息。我不会回顾汉克所有更广泛的成就，而是重点关注他的教学。

学生的学习得到了加强，因为课程不仅仅是行为分析：课程就是行为分析。学生学习课程内容的方式迫使他们与主题互动，并批判性地思考如何将其应用到他们的生活中。课程评估是多方面的：填空卡、书面论文和口头回答。学习课程材料后，每周都会进行评估，学生必须掌握一个单元的内容，然后才能进入下一单元。这种方法允许学生证明内容已经掌握，同时给予他们自由度（在口头评估中）来关注材料中对他们最有意义的部分。每个学生都与之前完成课程的“经理”一起完成这些评估。经理对评估进行指导和评分，并每周向汉克报告学生的进展情况。学生可以很容易地向同龄人提出问题，而他们可能会犹豫是否要问老师，而且他们还对完成课程作业的同龄人负有责任。

汉克坚持学生和管理者思维和语言的精确性。参加过这门课程的人可能不会忘记为什么我们说我们强化行为而不是强化人！他的课程有严格的标准：学生必须以每分钟至少 3.6 题正确率、每分钟不超过 0.4 题的速度口头完成填空抽认卡。这些标准基于该领域专家（研究生和汉克本人）的回应。但汉克也考虑了个体差异。例如，书面表现的标准通常是这样设定的：学生可以像写一篇关于自己的文章一样快地写一篇关于行为科学的文章。在这里，通过要求达到流畅性目标，并且完全省略不正确或不相关的陈述。正如汉克所说，“学生们很快就学会了快速而简洁地写作！” （Pennypacker，2016 年，第 60 页），这项技能无疑在汉克的课程之外有着广泛的应用。

学生们被要求开展项目：一项是关于他们自己的行为，一项是关于别人的行为。汉克没有规定应该在项目中衡量的行为类型，而且这些项目确实涵盖了从私人事件（学生绘制关于自己的积极和消极想法）到非常公开的反应（新闻播音员使用某些词语的次数）的范围。这甚至都不是真正的行为（比如从 1800 年代末的最早记录到今天，加利福尼亚州每年发生的地震次数）。不需要干预。重点只是让学生发现行为是有序的，并且通过简单地测量和绘制图表可以学到很多东西。然而，许多学生选择干预并成功改变了对自己或他人有意义的行为。

学生们有能力以有意义的方式改变行为，因为汉克总是出色地将严谨的自然科学与幽默、欢乐和歌曲相结合。1 尽管他是一位严肃的科学家和才华横溢的学者，但他从不把自己看得太严肃。这些令人难忘的例子中蕴藏着大量的机会让学生做出回应，而汉克是一位出色的行为塑造者。他总是考虑学生当前的技能，并塑造他们的行为，使其成为完美的最终产品。他的学生表现出高标准，他为他们提供了定制教育的灵活性。

课程的期末考试包括与汉克的一对一对话。学生必须留在行为分析的范围内，但对话没有照本宣科。汉克会提出后续问题，但他规定自己不能完全改变话题。总的来说，这些方法意味着学生可以找到课程材料中的含义，并了解它如何立即直接应用于他们关心的问题。

汉克是一个伟大的榜样，他的学生（包括我自己）找到了将行为科学融入我们教学的方法。我们纳入基于掌握的元素并精确衡量学生的表现，包括学生的言语行为。我们构建课程以满足学生的实际情况并培养学生的流利程度。我们将课程内容与对学生个人有意义的材料联系起来。尽管在这方面很难与汉克相提并论，但我们以幽默为基础，努力认真对待科学，但不认真对待我们自己。汉克于 2023 年 9 月 12 日去世，但他的影响通过许多有幸向他学习的学生的教学、学术和服务而得以延续。