Professional Development Report: Academic Year 2021-2022

I finished my second full year at Winona State this spring and my fourth as a full-time faculty member in higher education. I have learned a lot this year from my colleagues and students. My complete Curriculum Vitae.

Criteria 1:  Demonstrated ability to teach effectively and/or perform effectively in other current assignments. Goals are aligned with University Priorities.  
GoalEvidence
1.1 Develop blended and online coursework for EDUO 800/1 & 2, EDUO 802, EDUO 804, EL 622, & EL 654Documented modules developed in D2L based upon the departmental template. Screenshots from LDRS 614, LDRS 618, & LDRS 646 in student view.
LDRS 614 Change Leadership Syllabus D2L Sample Materials
LDRS 618 Scholarship Syllabus
Current Grade Distributions Summer 2018 through Spring 2021
1.2. Administer course evaluations and make changes based on feedback. The primary course modifications were:
1) to add additional exemplars to LRDS 614 and LDRS 618
2) leave the course end date blank so students could return to their materials, particularly for LDRS 618.
3) updated Thesis and Capstone Handbook to address student concerns July2020version; January2021version
4) updated the Word APA formatted template after each course January2021version
5) drafted an MS Word thesis template for students
1.3 Assist in the revision of the Thesis and Capstone Handbook (in conjunction with T. Waterbury and K. Larson).Thesis and Capstone Handbook June 2020 version
Thesis and Capstone Handbook Jan. 2021 version
1.4 Develop and revise the doctoral program handbook and other materials
1.5 Utilize formative assessment to revise instruction as necessary for student successOpening course survey responses:
Open survey results Spring & May 2021
End of course surveys include:
Discussion Post Feedback LDRS 618 Fall 2020
End of course Feedback LDRS 614 Spring 2021
Discussion Post Feedback LDRS 618 Spring 2021
End of course Feedback LDRS 618 Spring 2021
Exemplars were added to LDRS 614 & LDRS 618 based upon this student feedback.
Pre-residency Survey:
Cohort 2 2021

Criterial 2:  Scholarly or creative achievement, or research

GoalEvidence
2.1 Assist others in submitting articles for publicationBalliu, J. & Baule, S. M. (2022). COVID-19’s Influence on Mental Health Among Collegiate Student-Athletes. Essays in Education, 28, Article 3.
2.2 Serve as a thesis advisorServed as an advisor for the following student theses:

Importance of Coaches’ Communication: A Pathway to Understanding the Effect on High School Female Athletes and Body Image
2.3 Continue to serve as the assistant electronic editor for Military Collector & Historian.Continue to serve as Assistant Electronic editor. Contact as Webmaster (electronic editor).
2.5 Submit articles for publication in a range of journals and newsletters
Listed as a Featured Contributor to eSchoolNews (K-12 focus) https://www.eschoolnews.com/featured-contributors/   Listed as a Featured Contributor to eCampusNews (Higher Ed focus as well) https://www.ecampusnews.com/featured-contributors/

Peer-Reviewed Articles
Baule, S. M. (2021). Engaging students in asynchronous online courses in Simonson, M. & Seepersaud, D. 43rd AECT Annual Proceedings: Selected Research and Development Papers, v 1. 49-59.
Baule. S. M. (2020, Fall/Winter). Vital topics in school finance for new principals, Journal of School Business Management, 32 (2), 6-20.
Baule, S. M. & Leeper, T. (2020, July 15). Navigating student gender identity issues. Journal of Cases in Educational Leadership. 1-10.

Professional Articles
Baule, S. M. (2020). PD for successfully launching a 1:1 program, in Dillon, R. (ed.) IDEAS to Connect Your Classroom, Illinois Digital Educators Alliance, 53-62. Available at https://www.ideaillinois.org/IDEA-Authors.
Baule, S. M. (2021, May 5). Post-COVID plans should focus on program values and evaluation. eCampusNews.
Baule, S. M. (2021, May 4). Post-COVID plans should focus on program values and evaluation. eSchoolNews.
Baule, S. M. (2021, February 2). Easy ways to ensure feedback supports student success. eCampusNews.
Baule, S. M. (2020, November 25). Reimagining the school help desk. eCampusNews.
Baule, S. M. (2020, November 19). Reimagining the school help desk. eSchoolNews.
Baule, S. M. (2020, October 29). Strategies for individualized feedback during pandemic learning. eCampusNews.
Baule, S. M. (2020, September). Inclusion: Supporting gender minorities and non-binary students, Wisconsin School News.
Baule, S. M. (2020, August 10). Cybersecurity and user productivity: An important balance. eSchoolNews.
Baule, S. M. (2020, August 4). Cybersecurity and user productivity: An important balance. eCampusNews.
Baule, S. M. (2020, August). Secure and protect: Student and staff data remains vulnerable to attacks and theft, American School Board Journal.

According to Laura Ascione, editorial director, eSchoolMedia, as of July 2, 2021, the eSchoolNews and eCampusNews article had more than 3400 views.
2.6 Submit proposals to present at professional conferences or other venuesNational Presentations
Baule, S. M. (2021, February). Engaging students in online courses. TCEA Convention & Exposition. Austin, TX (virtual).
Baule, S. M. (2020, November). Engaging students in asynchronous online courses. AECT National Conference, Tallahassee, FL (virtual).
Baule, K. A. & Baule, S.M. (2020, October). Preparing the next generation of pain management nurses. ASPMN National Conference, Minneapolis, MN (virtual).
Baule, S. M. (2020 August). Engagement in asynchronous online courses, 2020 Knowledge Without Boundaries Research Summit. Phoenix, AZ.
Duke, R., Irish-Glass, J, Rizzo, J. & Baule, S. M. (2020, May). Key questions to ask as you evaluate your technology program. CoSN 2020 Annual Conference, Washington, DC.

State and Regional Presentations
Baule, K A. & Baule, S.M. (2021, May). Orienting, mentoring, and the pain nurse. ASPMN Pacific Northwest Chapter Meeting (virtual).
Baule, S. M. (2021, February). Engaging students in asynchronous online courses. IDEAcon. St. Charles, IL (virtual).
Baule, S. M. (2020, November). Effective methods of searching for OER materials. IETC2020, Springfield, IL. (virtual).
Baule, S. M. (2020, June). Improving student engagement in online discussion forums. LTDC Virtual Showcase. UW System, Madison, WI. (virtual).

Local Presentations
Baule, S.M. (2020, October). Preparing for teacher interviews. Kappa Delta Pi, Winona, MN.
  Criteria 3:  Evidence of continuing preparation and study.  
GoalEvidence
3.1 Participate in the TNT Online teaching Bootcamp workshop.Completion of TNT Online Course Bootcamp.
3.2 Lead the WSU BOSA accreditation process, June 2021BOSA accreditation report
3.3 Actively participate in professional organizations including AASA, AECT, IDEA, and SOLAR.Membership and conference participation, etc.
2020-2021 Memberships
3.4 Become competent with D2L and WSU instructional tools through participation in ASA workshops, etc.Completion of ASA workshops, etc.
Quality Matters Basics (3/2021)
Using HTML Templates in D2L (09/2020)
Communications with Students via Intelligent Agents (09/2020)
Participated in ASA OER workshops:
What to Complete for OER Process (11/2020)
Packback Webinar (AI discussion tool) (11/2020)
Culturally Response Pedagogy and Open Ed Pedagogy (2/2021)
3.5 Invite other faculty to review and provide constructive input on my D2L coursesInvited K. Larson to LDRS 618 D2L sandbox to provide feedback.
Collaborated with L. Jonas in teaching EL 651 & EL 656
Supported J. Sonnenburg in teaching EL 658
Screenshots supporting the above statements
Shared EDUO 800 drafts with Ed.D. steering committee for comments.
  Criteria 4:  Contribution to Student Growth & Development.  
GoalEvidence
4.1 Assist students with IRB approvalStudent IRB approvals
4.2 Actively engage in student researchSubmitted manuscripts or a copy of the published articles. See 2.2 and 4.1.
4.3 Transition into the role of academic advisor for Educational Leadership students.Currently have 23 master and licensing students.
4.4 Build positive professional relationships with studentsEnd of course surveys include:
Discussion Post Feedback LDRS 618 Fall 2020
End of course Feedback LDRS 614 Spring 2021
Discussion Post Feedback LDRS 618 Spring 2021
End of course Feedback LDRS 618 Spring 2021
4.5 Create and modify student assignment rubrics and course content based upon student inputCourse surveys, modified materials, rubrics, etc.
4.6 Serve as licensing review officer for K-12 certificationWorkload Listing 2021
4.7 Collaborate with other departments to provide students with interdisciplinary courseworkIntegration of interdisciplinary materials into CIIL certificate courses; worked with IT staff to better integrate technology tools into D2L coursework.

Criteria 5: Service to the university and community.

GoalEvidence
5.1 Serve as department representative to the Graduate CouncilMeeting minutes. This meeting also includes the approval of changes to the K-12 licensing programs and CIIL courses.
5.2 Serve on other University committees as requestedServed on K-12 Educational Leadership Advisory Committee  
Serve on the University’s Digital Communications Committee
Serve on the College of Education’s Assessment Committee
Served on Education Doctoral Steering Committee
Served on Summer 2021, Fall 2021, and Spring 2022 WSU Minnesota K-12 Licensure Review Panels
Represent WSU at BOSA meetings
5.3 Revise LDRS and EL courses as requestedSyllabi, course materials, Curriculog materials, etc.
LDRS 614, LDRS 618, EL 651, & EL 656
5.4 Continue to mentor current educators and former students as they move to positions to which they aspire.Names provided upon request
5.5 Actively participate in department workUpdated CIIL program and helped revise thesis/capstone handbook.
Drafted revisions for the K-12 licensing web pages.
5.6 Serve as a member of the Rochester Public Library Board beginning in January 2022.