It All begins with a single step…

Melissa A. Basalla
IT ALL BEGINS WITH A SINGLE STEP… EDUC 802


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March 8 2020

Melissa A. Basalla, M.A.

June 2019 – Present California State University, LA Los Angeles, CA

Academic Advisor for the School of Natural and Social Sciences
PROFESSIONAL EXPERIENCE: *Advise students of proper courses for major, university, and general education requirements.


*Calculate grades, term GPA, and cum GPA.

*Organize and teach academic workshops.

*Work with entities on campus such as Admissions, Records, Financial Aid, Graduation, Testing, and
Major departments to coordinate academic success.

SUMMARY: June 2004 – June 2019 California State University, LA Los Angeles, CA

An educator with a distinguished 19-year career in Academic Advisor for Student-Athletes

the English and ESL classroom. Proven abilities to *Advise student-athletes of proper courses for major, university, and general education requirements.

instruct in a multicultural environment with *Create Excel spreadsheets to monitor ELM/EPT requirements and Early Start *Monitor student-
dedication, kindness, patience and imagination athlete progress of remedial courses and Writing Proficiency Exam.

leading to student improvement and increased *Organize study hall and tutoring for student-athletes.

confidence in academic writing and critical thinking *Calculate grades, term GPA, and cum GPA for Division use.
skills. Interested in an academic and challenging *Organize and teach academic workshops.

position to highlight and enhance my skills as an
*Monitor student-athletes’ academic progress through midterm reporting.
educator.
*Verify student-athletes’ eligibility for competition and practice.

*Work with entities on campus such as Admissions, Records, Financial Aid, Graduation, Testing, and
Major departments to coordinate academic success.
Email: [email protected]
*Volunteer for Athletic events such as Michelob/Pepsi Golf Tournament and the Billie Jean King Tennis
Event and Dinner/Auction. *Help Associate Athletics Director with Student-Athlete Advisory Committee
projects and fundraising activities.

*Serve as the Mascot, Eddie the Eagle when needed for athletic events.

Sept 2007 – Present Glendale Community College Glendale, CA

Part-time Associate Professor, Credit ESL

*Instruct students in ESL courses. Courses include ESL 151 (Hybrid and Online-Reading and
PROFESSIONAL EXPERIENCE: Composition V), ESL 141 (Grammar and Writing IV), and ESL 135 (Listening and Speaking III).

*Grade essays and comment on student work.


*Responsible for organization of class syllabi.

*Help students (one on one) achieve a comprehensible understanding of writing, reading, listening,
and speaking.

*Follow administrative criteria (add/drop, registration, and grading).

*Developing an ESL 151 (Composition V) online course to launch in Fall 2018.


Jan 2001 – June 2017 East Los Angeles College Monterey Park, CA

Part-time Associate Professor, Composition and Rhetoric


*Instructed students in Basic Writing and Composition. Courses include English 21 (English
Fundamentals), English 28 (Intermediate English), English 101 (College Reading and Composition I),
and English 103 (Composition and Critical Thinking), and ESL 005A (College ESL V: Writing and
Grammar)

*Graded essays and comment on student work.

*Organized class syllabi, rosters, and census rosters.


*Helped students (one on one) achieve a comprehensible understanding of writing, reading, and
grammar skills.


*Followed administrative criteria (add/drop, registration, and grading).

Sept. 2012 – June 2013 California State University, LA Los Angeles, CA

Part-time University Advisement Center Instructor, University 101

*Instructed students in an Introduction to Higher Education course (Univ 101). *Graded essays and
comment on student work.
PROFESSIONAL EXPERIENCE: *Organized Moodle (online teaching tool) discussions and journal assignments.




*Organized class syllabi. *Helped students (one on one) achieve a comprehensible understanding of
the University and Critical Reading.

*Submitted and graded student portfolios. *Followed administrative criteria (add/drop, registration,
and grading).


Feb 2001 – June 2004 California State University, LA Los Angeles, CA

Assistant Athletic Academic Advisor

*Advised student-athletes of proper courses for major and general education requirements.


*Calculated grades, term GPA, and cum GPA for Division use *Organized study halls and tutoring for
student-athletes.


*Monitored student-athletes’ academic progress through midterm reporting.

*Verified student-athletes’ eligibility for competition and practice.

*Volunteered for Athletic events such as Michelob/Pepsi Golf Tournament and the Billie Jean King
Tennis Event and Dinner/Auction.

Jan. 2001 – Jan 2002 California State University, LA Los Angeles, CA


Part-time English Instructor, Composition and Rhetoric

*Instructed students in Basic Writing and Composition. Courses include English 95, 96, and 101

*Graded essays and comment on student work.


*Organized class syllabi.

Dec 2000 – Jan 2001 Saint Thomas More Elementary School Alhambra, CA

Substitute Teacher for Language Arts Program (5th – 8th grade)

*Substituted for the Language Arts teacher when she was ill
PROFESSIONAL EXPERIENCE: *Followed the main teacher’s lesson plans and graded papers



Sept. 1999 – Dec. 2000 California State University, LA. Los Angeles, CA

English Instructor (Teaching Assistantship), Composition and Rhetoric

*Instructed students in Basic Writing and Composition.


*Graded essays and made comments on student work.

*Responsible for organization of class syllabi.

*Helped students (one on one) achieve a comprehensible understanding of writing.


*Submitted and graded student portfolios.

*Follow administrative criteria (add/drop, registration, and grading).

Jan. 1996–Dec. 1999 California State University, LA Los Angeles, CA


School of Business Advisement Center, Graduate Assistant

*Inputted student programs and data into OASIS.

*Advised students on University policies, procedures, articulation agreements and
deadlines.

*Involved with University Outreach and Orientation.


*Assisted advisers with graduation, reinstatement, and major program procedures.

EDUCATION:

Spring 2019 – Present Drexel University Philadelphia, PA.
EDUCATION: EdD, Educational Leadership with concentration in Learning Technologies



- Started April 1st 2019 will pursue an EdD in an online three year program.

Spring 2012 – 2013 California State University, Fullerton Fullerton, CA


Postsecondary Reading Certificate, awarded June 2013.

-4.00/4.00 - 16 credits completed.

Sept. 2005 – March 2007 California State University, LA Los Angeles, CA

M.A., Teaching English to Speakers of Other Languages, awarded March 2007.


- 4.00/4.00 -45 units completed.

*Dean’s List and Honors Awarded 2005-06, 2006-07

Sept. 1996–Dec. 2000 California State University, LA Los Angeles, CA


M.A., English Literature, awarded Dec. 2000.

- 3.68/4.00 - 45 units completed.

*Awarded the Potter Raskin Scholarship, 1997. *Dean’s List 1996, 1997.


1989-1994 Indiana University of PA Indiana, PA.

B.S., Biological Sciences, Minors: Chemistry and Psychology: Awarded May 14,
1994.

*Who’s Who among Universities and Colleges, 1994.

Fall 2019 – Present Glendale Community College Glendale, CA.

ESL 151 Level Leader

COMMITTEES AND PROJECTS: *Mentor new instructors regarding ESL 151 course for the ESL Credit Program.

*Attend monthly ESL Division meetings to stay appraised of policy and procedures for the ESL Credit
program.
*Report to the ESL Credit department chair about instructor progress and problems with ESL 151.


January 2018 – August 2019 Glendale Community College Glendale, CA.
Distance Education Mentor


*Mentor new instructors to the distance education hybrid and online teaching for the ESL Credit
Program.

*Attend monthly CoDE (Committee of Distance Education) meetings to stay appraised of policy and
procedures for the ESL Credit program.

*Report to the ESL Credit department chair any new policies and procedures for DE.

Summer 2018 – Present Glendale Community College Glendale, CA.

OEI Committee Member

*Collaborate with the OEI project to implement more OEI courses into GCC’s current online program.

*Work to complete OEI compliance for my current online ESL 151 course.

*Completed an OEI Evaluators course to learn current policies and procedures and evaluation
techniques for OEI based courses.

Summer 2018 – Present Glendale Community College Glendale, CA.

OER (Online Educational Resource) Project

*Working with two other colleagues to develop online and free textbook sources for ESL 151 teachers.

*Researching articles, activities, handouts, and resources to add to a Canvas Resource Page dedicated
to OER.

PROFESSIONAL DEVELOPMENT:


*Member of the California Association of

Teaching English as a Second Language
(CATESOL) (2007-Present).



*Member of the National Teaching English as

a Second Language (TESOL) (2007-present).



*Member of the National Athletics Academic

Adviser Association (N4A) (2010 to present).


*Member of the National Association of

College Department Advisors (NACDA)

(2016-present).



*Member of the California Faculty

Association (CFA) and American Federation
of Teachers (AFT) – 2000 to present

SPECIAL SKILLS:


*Ability to work with computer programs

such as: Microsoft Word, Excel, Powerpoint,

Windows 7, Oasis Programs, PeopleSoft,

GET (CARR) Scheduling Program, Word

Processing Programs, Apple programs and
applications, and Internet. I am versed in

Blackboard, Moodle and Canvas teaching

since I have taught a Hybrid course online for

five years and now one online course for

Glendale Community College. Also, I can

maneuver social media such as Facebook,

Instagram, and Twitter.


*Ability to work within a multicultural and

diverse environment.

Through these three criteria, the teacher can become keenly aware of the individuals

TEACHING PHILOSOPHY: needs and abilities to allow for the greatest amount of input for the student context to motivate


students to learn. In addition, the teacher gains knowledge related to the students’ capability as a


Ah Teaching! How do I love thee, Let me count the ways! learner and can develop, move, and enhance the students’ abilities through planned activities that

guide them along the developmental scale. Through scaffolding, teachers may utilize their own
When deciding on a philosophy to govern a teacher’s method and structure in

the classroom, the ideas must be poignant, yet definitive. I subscribe to three creative context to motivate students to learn. The teacher must not only become an observer of a

basic criteria for teaching. student’s learning abilities, but also a student who continues to grow through the observations and


1. To provide students with a safe and secure environment in which to lessons in the classroom.

learn, express ideas, and develop skills that will be building blocks to In order to become an effective teacher, the individual must learn from the teaching


other courses. mishaps and recast or redirect to enhance the learning experience for the student. To be a good

2. To provide students with the most current and up-to-date tools to build teacher, we must not only love the subject matter, but also love the process we creatively develop


better skills and gain a competitive edge in a growing technological for the classroom to help the young and old minds that come to us, eager to gain knowledge and


world. absorb the plethora of information we can impart onto them. Teaching allows the individual to

3. To help students become crucial thinkers and analyzers of information become a facilitator of ideas, knowledge, and growth and mold those who wish to be learners


and use tolerant, unbiased methods to deal with other people’s opinions into outstanding, educated citizens.

especially when they differ from their own beliefs.

INSPIRATION COMES FROM



EVERYWHERE AND



ANYWHERE…JUST LOOK UP!








INSPIRATIONAL QUOTES are kind of my

thing. I draw great strength from the words

of others. Since I am an aspiring writer, you


can see why. I hope one day to inspire others

as much as the great writers, filmmakers, and

teachers have inspired me to reach for my

goals, dreams and aspirations. Moreover, to

never allow others to remove my power and


ability to do so with their negative words,

actions, or deeds.

INFOGRAPHIC:



MY WORLD EXPRESSED IN



BUBBLES…

TWENTY-FOUR HOURS OF TECHNOLOGY:









Where does all the time go?

View of Knowledge - the neurological View of Knowledge - Students’ knowledge and View of Learning – Students are at a
and cognitive sciences look at how the How theory informs instruction – six stages meaning is framed around their experiences. certain level of development through
brain processes, stores, and retrieves or “brain targets” of the teaching and the process of learning they come to
information. learning process supports the student's understand more information and
development as they learn new information. Constructivist incorporate it into their cognitive

Mariale Hardiman Learning memory. This is what Vygotsky

Brain-Targeted called the i+1 or Zone of Proximal
Development.
View of Learning – encourages
repeated rehearsals of content, skills, Learning
and concepts so that the information How theory informs instruction - Teachers make a
becomes part of students’ long-term curriculum plan which enhances their students' logical
memory systems. Learning Theories for and conceptual growth. Instead of telling, the teacher
Higher Education must begin asking questions. Instead of answering Vygotsky
questions that only align with their curriculum, the
View of Knowledge instructor allows the student to come to conclusions on
Students learn by Transformative their own instead of being told.
challenging their Learning
current thinking.
They are then
encouraged to use How theory informs View of Knowledge - Students motivation to learn
critical thinking and View of Learning – instruction - Teachers create Self-Directed is high, since they are creating their own
questioning to Students use critical opportunities for critical Learning knowledge. Their interest shape the learning.
consider if their self-reflecting to thinking through providing
underlying consider their beliefs content that introduces new View of Learning - learners work on
assumptions and and experiences, and ideas. Students then need the How theory informs instruction – Scaffold authentic problems and tasks of their own
beliefs about the over time, change opportunity to engage with choice and are still provided learning
world are accurate. dysfunctional means new content through instruction is the guided technique by modeling support in context to their problems.
desired behavior, providing explanations about
of seeing the world. journaling, dialoguing with concepts with illustrations, inviting learners to
other students, and critically participate in a task in which the instructor acts more
Jack Mezirow questioning their own like a guide, and gradually withdrawing instructor Malcolm Sheperd Knowles
assumptions and beliefs. support to pave way for learner independence.





Learning Theories Concept Map: When does learning begin? NOW!



CONCEPT MAP OF COURSES:








































This is not me, but it expresses sometimes how I feel.

A DAY (YEAR) IN THE LIFE OF MELISSA:
























I think I am addicted to Disneyland.




Beside my professional experience,
education and professional development, I Living in Southern California, I am
like to travel and explore new places
whether that is in California or the rest of never really bored. With so many
the United States. places to go and things to see, AND,
the weather is always SUNNY!

My favorite animal is the Koala Bear. With
the Australian fires, I was able to adopt one
to help get them back into the wild.
VEGAS, VEGAS, VEGAS….. NAME: Kweekey


















Museums are a fun activity on rainy days. And you can

learn a lot to take into the classroom. This is the Broad

Museum in Downtown LA.








My family and I love Vegas. We visit at

least once or twice a year. It is one of
those places you get sick of, but always

come back. The most I have ever won is

$400.00. Beginner’s Luck!
This balloon dog was inside.

Speaking of the bro……


BTW...SPEAKING OF DOGS...HERE IS MY

NIECE, SUE.


Yes ladies, that

beard is real!

















My brother and sister in law live in AND…No matter where I may roam…I

Seattle, WA. I go to visit when I can. This will always be a STEELERS fan!

little bakery makes doggie cupcake

treats (and human treats too)!

Being I was born and raised in

Pennsylvania; I was raised with hunting.

AND… I started hunting when I was 12 years



old. I haven’t been part of the culture for
many years since living in California. But
I always love to hear my families hunting

stories (i.e. Tall Tales).






























I do not believe this buck exists in

reality…this may be photo shopped.
I think this one started because LOL!
my dad liked Larry Bird.

DID YOU KNOW THAT PENNSYLVANIA IS THE




SNACK CAPITAL OF THE UNITED STATES…








Apparently, all great snacks come from
Pennsylvania. AND…they are hard to find
in other states if at all.



Amish Peanut Butter Pie
Lebanon Bologna





Whoopee Pies







And don’t get me started on trying to find a good
hoagie or cheese steak out West…






When I ask for a
hoagie, I get a lot
of blank stares.

ALL GOOD THINGS EVENTUALLY COME TO AN END, BUT




THAT DOES NOT MEAN THERE ARE NOT MORE GOOD



THINGS WAITING ON THE HORIZON…






Get out there and find them!




































This may require a class first.
The end is just a new

beginning…Take the first step!

Bibliography


Esthermsmth. (September 2017). "Transformative Learning Theory (Mezirow)," in Learning





Theories. https://www.learning-theories.com/transformative-learning-theory-



mezirow.html.



Hardiman, M. (2018). The Brain-Targeted Teaching. http://braintargetedteaching.org/index.cfm.




K-12 Teacher Newsletter. (n.d.). Constructionist Learning Theory. Teachnology, Inc.




https://www.teach-nology.com/currenttrends/constructivism/





Saxena, S. (2013). “How technology supports self-directed learning.” EdTechReview.




https://edtechreview.in/news/824-how-technology-supports-self-directed-learning





Whitman, G. & Kelleher, I. (2016). NeuroTeach: Brain science and the future of education. New




York: Rowman & Littlefield.