Melanie Brady

Melanie Brady, EdD, MEd, MSN, FNP-C, BSN, CCRN, PHN, BA is an associate adjunct professor and has served on the USC Rossier faculty since 2012. Melanie has been faculty for multiple programs including Organizational Leadership and Change (OCL), Educational Leadership (EDL), Master of School Counseling (MSC Online and face-to-face), and Master of Arts in Teaching (MAT). Her career with USC Rossier began with the master's programs in 2012, with EDL in 2013, with OCL in 2014, and was instrumental in launching Online Masters in School Counseling (MSC) with the faculty and serving as a course designer and a lead faculty. She has served as a dissertation associate for multiple cohorts and current is a dissertation co-chair. In addition, she has served on several prestigious committees for USC Rossier and the greater USC research community. For the University Research Committee on diversity, she examined diversity in research, staff and students across campuses, programs on and off campuses, and schools. 

Brady’s current research focus is on the dimensions of metacognition and the influence of educational technology, including the effective use and conditions surrounding improving student learning outcomes, and enriching the academic and career pathways from K–12 to higher education. Brady provided the expertise in research and oversight of multiple programs across agencies to guide the AB 86 planning grant for seamless transition to academic and career pathways for a large California Consortia. Under  Brady’s leadership, two university surveys were conducted. One for the BioMed and STEM programs at USC and another for Southern California public schools' K–12 science programs that focus on the most at-risk in urban education. Further grant submissions are in process that focus on improving diversity in STEM programs. Additional research interests have branched into culturally sensitive approaches to addressing persistent problems of society in health promotion for traditionally underrepresented groups. Results from her research efforts are published in refereed journals and have been presented at several local and national conferences as well as having contributed to the direction of the University. 

NSF Racial Equity Grant: developing the grant with Viterbi and HBCU, committee member (2021-2022).

Good Neighbor's Grant with Drain Michale Gray of Viterbi. Developed the objectives, metrics, and analytics for the grant. Awarded (2012).

Awarded the Opportunity to submit PAR-17-053: Research Education: Initiative for Maximizing Student Development (IMSD) by the USC Office of Research Program (R25; 2017)

University Research Committee (URC) on Diversity Appointed by USC Vice President of Research Randal Hall and Academic Senate President Ginger Clark (2016-2017; 2017-2018)

Nominated for Dissertation of the Year (2012)

Doctoral:  

OCL - EDUC 522 Accountability (2014-2021 Instrumental in on-boarding new faculty); 732 Organizational Capacity for Change

EDL – EDUC 522 Accountability, 536 Research Methods, 523 Diversity (substitute)

Masters:

MSC – EDPT 502 Learning Theory for School Counselors, EDCO 511 (course lead to launch program online) Introduction to School Counseling, 541 Counseling Theory for School Counselors, EDUC 508 (designed sync materials, served as course coordinator/instructor) Creating communities of Interest, EDUC 612 (original course developer/lead faculty/instructor)  Human Development for School Counselors, Research Methods for School Counselors and MFT

MAT - EDUC 676 Literacy Across Curriculum

MFT - EDUC 893 Counseling Through the Lifespan

Master’s in Science Preventive Medicine:

History of Health Promotion in the U.S.

Undergraduate:

Learning and Memory; Educational Psychology

• Brady, M. L., Seli, H., & Rosenthal, J. (2013a). "Clickers" and metacognition: A quasi- experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers & Education. 65(2013), 56-63. doi: http://dx.doi.org/10.1016/j.compedu.2013.02.001
• Brady, M. L., Seli, H., & Rosenthal, J. (2013b). Metacognition and the influence of polling systems: How do clickers compare with low technology systems. Educational Technology Research and Development. 62(6), 885-902. doi: 10.1007/s11423-013-9318-1
• Brady, M. L., & Forest, C., (2018). Metacognition, formative assessment, and student perspective:  Learning about metacognition through in-class comparison of response systems. Journal of Physician Assistant Education. 29(2). doi: 10.1097/JPA.0000000000000203
• Brady, M. L., Forest, C., Rosenthal, J., & Hocevar, D. (2020). Anonymous versus public student feedback Systems: Metacognition and achievement with graduate learners.  Educational Technology Research and Development, 1-20. 10.1007/s11423-020-09800-6
• Brady, M., & Hocevar, D. (2022) Reliability and Validity of the Metacognitive Self-Regulation in Lecture Scale. Advanced Sage Publishing, 1-20.

Educator, Educational Psychologist, and Researcher serving to promote change on macro and micro levels 

The dimensions of metacognition and the influence of educational technology in learning, including the effective use and conditions surrounding improving student learning outcomes, enriching the academic and career pathways from K–12 to higher education, and conditions surrounding health promotion—all to foster sustainable change in systems and organizations.

Racial Equity in STEM Education  (EHR Racial Equity; in process) Collaborative grant partnering with an HBCU to provide 4th–8th grade tutoring to promote success in STEM programs using remote technology designed specifically for education rather than for workplace/office meetings.

Good Neighbors Grant Program, USC with Los Angeles Community Partners 2019 awarded - Supported the grant submission objectives, outcomes, and workshops. The grant has been directed at improving STEM education for the most at-risk students with Partner LAUSD.

BioMed Pipeline (a NIGMH Limited Grant PAR-17-053 –Awarded the opportunity by the  Office of University Research to submit on behalf of USC 2016-2017) and the Educational Pipeline (ED-Grant- 022317-001, a Title V Grant 2016) to improve the diversity of the Pipeline in STEM programs at USC, the surrounding community, and beyond.

BioMed Grant Development Committee, Keck at USC. (2017-2018) GMNIH PAR-17-053  - Awarded opponent by the Office of research to submit a Limited Grant on behalf of USC Internal report reference see publications listed on the CV.

California Commission on Teacher Credentialing: 1) Single Subject with CLAD; 2) Pupil Services Credential School Counseling; 3) Pupil Services Credential Child Welfare and Attendance

California Board of Registered Nursing: 1) Family Nurse Practitioner, 2) Registered Nurse, 3) Public Health Nurse     

American Academy of Nurse Practitioners, FNP-C    

American Association of Critical-Care Nurses, CCRN