MELANIE BOOTH, Ed.D.
I am a consummate learner and practitioner of:
- teaching, learning, and assessment in higher education;
- adult learning and development;
- experiential learning;
- Prior Learning Assessment;
- faculty learning and professional development;
- higher education quality assurance / accreditation;
- and the learning-focused use of technology.
I spend my professional time as a Vice President of the WASC Senior College and University Commission. In addition to supporting some of the WASC institutions through the accreditation process, I also lead the planning and development of the agency’s educational programming.
To learn more about me, please feel free to:
- visit my profile on LinkedIn
- follow my PrattleSquawks on Twitter, or
- see my visual resume on Vizualize.Me
Feel free to contact me directly as well: firstname.lastname@example.org
CURRENT PROJECTS & PROFESSIONAL PREOCCUPATIONS
- Co-facilitating a Community of Practice focused on developing the theory and practices of heutagogy in this open learning world. (Because for me, learning is not about withdrawing content. Let’s talk competence and capability, instead!)
- Peer reviewing articles for PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment
- Peer reviewing articles for The International Review of Research in Open and Distance Learning
- Attempting to work with Twitter as a tool for my own learning. (So far, so good!)
PRESENTATIONS & PUBLICATIONS
Booth, M. Adult Learners as Scholars of their Experiences: Prior Learning Assessment in the 21st Century. Presentation at WASC Academic Resources Conference. San Diego, CA. April 2013.
Booth, M. & Lamoreaux, A. Prior Learning Assessment 101. Presentation at WASC Academic Resources Conference. San Diego, CA. April 2013.
Panelist: Higher Education Assessment Roundup. Oregon Program Evaluators Network Conference. March 2013.
Booth, M. From Input, to Information Literacy, to Impact: Assessing Library-based Learning. Presentation at IUPUI Assessment Institute, October 2012
Introduction to Prior Learning Assessment (Faculty & Staff Professional Development Workshop). Tangaza College: Nairobi, Kenya. October 8 – 11, 2012.
Booth, M. (October 2012). Boundaries and student self-disclosure in authentic, integrated learning activities and assignments. New Directions in Teaching and Learning Number 131. San Francisco, CA: Jossey-Bass.
Booth, M. and Harriet L. Schwartz (October 2012). We’re all adults here: Clarifying and maintaining boundaries with adult learners. New Directions in Teaching and Learning Number 131. San Francisco, CA: Jossey-Bass.
Booth, M. (July/August 2012). Learning Analytics: The New Black. Educause Review.
Booth, M. (August 25, 2011). Assessment as an act of care. Guest post: University of Venus, InsideHigherEd.
Booth, M. & Esposito, A.J. (2011). Mentoring 2.0 – High tech/high touch approaches to foster student support and development in higher education. In C. Wenkel (Ed.), Higher education with social media: Applications in student affairs, enrollment management, alumni, careers, and other functions. Bingley, UK: Emerald Publishing.
In this chapter, the authors – heralding from two very different kinds of higher educational institutions (one small, private, liberal arts university on the west coast and one large public university on the easy coast) – discuss how social media tools such as Facebook, blogs, LinkedIn, and YouTube have allowed them new ways to mentor and advise their traditional and non-traditional student populations. 2012 Outstanding Author Contribution for Cutting Edge Technologies in Higher Education.
From Dichotomy to Confluence: A Bi-Coastal Appreciation of Advising-as-Mentoring. Presented with Art Esposito from Virginia Commonwealth University at the Penn State Division of Undergraduate Studies Fall 2010 Academic Advising Conference, October 2010.
In this workshop, the presenters compared and contrasted their two very different populations of students within their two very different institutional contexts: traditional and nontraditional (adult) students at a large four-year public and a small four-year private universities. In doing so, they analyzed their roles as mentors and revealed similarities in advising philosophies. Attendees reflected on significant differences in student populations, institutional contexts, and programmatic roles and expectations to reveal what is likely a similar approach to supporting student development and success: advising as mentoring.
Participants in this interactive session learned the story of one university’s efforts to intentionally and thoughtfully integrate service into the institution’s Strategic Plan. Working together, participants identified principles of strategic planning and culture-building that they could apply to their own efforts of creating and supporting a culture of service across their institutions.
In this interactive session, participants discussed ways in which adult educators can use various social media tools to connect with and engage their learners, and to expand learning communities. We also considered the implications for educators and learners in using these technologies for educational and mentoring purposes.
Reflections on PLA: Is the Revolution Still a Revolution? Presented with Cindy Stevens and Annalee Lamoreaux at the Adult Higher Education Alliance Conference, Chicago, IL. 2009.
Reflecting on Thomas’ (2000) contention that PLA is a “quite revolution” in higher education, this session was an inquiry-based conversation in which participants reflected on the pre-conference PLA workshop as well as their own PLA-related experiences with this theme in mind. To what extent is PLA revolutionary?
Social Media! Facebook! Linked-in! Blogging! How important is it? (It is!) Workshop presented at Life By Design NW. 2009.
Prior Learning Assessment (PLA) is an academic program that provides opportunities for adult undergraduate learners to earn college credit for college-level learning obtained through non-college experiences. PLA programs can be highly attractive to prospective students, and can also create opportunities (and challenges) for Registrars. In this interactive workshop, participants:
- Reviewed different kinds of PLA programs,
- Learned about managing PLA programs from different institutional perspectives, including Admissions and the Registrar,
- Considered the benefits of PLA programs for the institution, and
- Engaged with each other to identify implications to their own institutions and departments.
A Match.com for Mid-Life Adults in Higher Education: Prior Learning Assessment & Career Planning and Development. Presented with Jackie Fowler and Lynn Brown at the Student Success and Retention Conference, Portland, OR. 2009.
In this interactive workshop, participants considered the natural and intentional synergy between two seemingly disparate programs designed to promote access and success for mid-life adult learners in higher education: Prior Learning Assessment and Career Planning & Development. Several key themes – including the role of critical reflection, life and career transitions, lifelong development, goal clarification, and the identification of transferable skills and knowledge – were highlighted. Participants also engaged with each other to consider their own institutional possibilities for program “matches” and to generate ideas for addressing the needs and assessing the learning of mid-life adults in higher education.
Prior to 2009
Booth, M. & Fowler, J. (2008). Prior Learning Assessment: An Avenue for Access to Higher Education for Adult Learners. Presentation at the Student Success and Retention Conference, Portland State University. Portland, OR.
Booth, M. (2007). Becoming and Being Self-Directed: Adult Undergraduate Students’ Experiences & Implications for Adult Educators. Presentation at the Adult Higher Education Alliance Conference. Dayton, OH.
Booth, M., Sasser, J., Brown, L. & Abbott, K. (2007). Lifelines, lenses and livelihoods: Supporting adult learners in higher education. Presentation at the Oregon Women in Higher Education Annual Conference. Portland, OR.
Booth, M., & Lamoreaux, A. (2006). Reflections from the non-traditional road to a doctorate: Adult learner practitioners as adult learners in doctoral programs. Presentation at the Adult Higher Education Alliance Conference. Dallas, TX.
Booth, M., & Lamoreaux, A. (2004). Feedback as dialogue: Accelerating development and transformation through the Learning Process Paper. Presentation at the Council of Adult and Experiential Learning Conference. Chicago, IL.
Booth, M., Taylor, K., & Lamoreaux, A. (2004). Self-reflective writing, reconstructive learning and adult development. Paper presented to the Adult Education Research Conference. Victoria, B.C.
Booth, M., Taylor, K., & Lamoreaux, A. (2003). Using the ‘F’ word: A faculty development program about feedback to facilitate student learning. Presentation to the Council of Adult and Experiential Learning Conference. San Diego, CA.
Booth, M., & Taylor, K. (2003). Using the ‘F’ word: A faculty development program about feedback to facilitate student learning. Presentation to the Western Association of Schools and Colleges Conference. Irvine, CA.
I provide contractual and consulting services to support teaching, learning, assessment, prior learning assessment, faculty development, accreditation, and academic program review and development. Past clients include:
- Tangaza College, Nairobi, Kenya (in partnership with School for New Learning, DePaul University)
- School for New Learning, DePaul University
- The Washington Center for Internships and Academic Seminars
- American Council for Education
- Valdosta State University and the University of Georgia Higher Educational System
- Oregon Institute of Technology
Feel free to email me at email@example.com for more information about services I can provide.
- American Council on Education (ACE) College Credit Recommendation Service – Evaluator
- Adult Higher Education Alliance (AHEA) – Past Board Director (2008-2010)
- Association for the Assessment of Learning in Higher Education (AAHLE)
- Council for Adult and Experiential Learning (CAEL)
- Professional and Organizational Development Network in Higher Education (POD)
- B.A. in English – Teacher Preparation, Humboldt State University
- M.A. in English – Rhetoric & Writing Studies, San Diego State University
- Ed.D. – Educational Leadership & Change in Higher Education, Fielding Graduate University
Research Focus: Adult Learning and Development in Higher Education
- Graduate Certificate – Applied Linguistics / Teaching ESL – San Diego State University
- Graduate Certificate – Online Teaching & Learning – CSU East Bay
- WASC Assessment Leadership Academy (March 2011 – February 2012)