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Competency Model Design and Assessment Appendix A Chronology of Portfolio and Competencies Project Chronological History Competency/Portfolio Project University of Kansas Prepared by Raymond Hummert, Academic Advisor, School of Public Affairs and Administration March 7, 2001: Faculty, Practitioner, and Student representatives met with Dr. David G. Williams, West Virginia University, to discuss professional portfolios and the West Virginia assessment model. Discussion on the use of portfolios included • Faculty evaluation of student performance • Personal self-evaluation • Career planning • Job search tool March 30, 2001: Chuck Epp and John Nalbandian met with John Gaunt, dean of School of Architecture and Urban Design, to discuss use of portfolio by architects. In the field, portfolios were used for a long time that were generally graphic narratives that showed past professional development as well as well as had a limited use for future development. Portfolio concept solidified. April–May 2001: Faculty begins discussing portfolio concepts. August 2001: Faculty approves Student Portfolio Policy. Summer 2001: Faculty, practitioners, and Intern Option students meet for the first time to discuss the portfolio project. The discussion centered on ICMA competencies. Importance of faculty review was emphasized. Summer 2002: Faculty meets with second class of Intern Option students. Bill Carswell, School of Architecture and Urban Design, to discuss use of portfolios by architects made presentation. List of competencies were expanded beyond ICMA. Creativity and flexibility were encouraged as a professional development tool. Review by supervisors, faculty, and others encouraged. April 2003: Portfolios were discussed and reviewed by outside consultant (Bill Hansell). Emphasis was on professional development. Portfolio Project was evaluated by first class. Results were mixed, but generally favorable with encouragement to proceed with the recommendations: • Portfolios took two forms: (a) Compilation of materials and reflection and (b) Expanded resume. • Use a faculty mentor. • Share with mentors other than faculty. Journal of Public Affairs Education 161
H. Getha-Taylor et al. Summer 2003: Faculty meets with third class of Intern Option students to discuss portfolios. Portfolios in the academic setting were discussed with representatives from the Writing Center, English Department, California State University, Long Beach, and the University of Kansas Portfolio project. Emphasis was given to process, importance of writing, and reflective nature of portfolio. October 2003: Portfolio discussion was made part of Professional Development Seminar. April 2004: Personal development was emphasized along with professional development in professional Development Center. Consultant reviewed/discussed portfolios (Jim Keene). Evaluation of second class of Intern Option students. Response was good to concept. Recommendations included • Use as a self-development tool. • Use as a tool to connect with students. • Connect students with faculty in the second year of MPA program. Summer 2004: Faculty meets with Intern and Career option students. Discussion centered on use of portfolio as professional and personal development. Process was better defined with emphasis on reflection, writing, evaluation, and lifelong learning process. April 2005: Consultant (Linda Barton) and Practitioner in Residence (Carol Gonzales) discussed portfolios and continual learning. Portfolios have to be individualized to be relevant. Evaluation of third class. Portfolio better used by students. Consultants were impressed by concept. The discussion emphasized the individuality of the process/document. “Screw it! It is not theirs.” April 2005: John Nalbandian convenes the Mid America Competency Summit to discuss learning in PA Departments. Representatives from regional NASPAA schools attended an afternoon session at KU to talk about outcomes based education and where their schools were programmatically. MU, UNO, UMKC, and Iowa State University (via phone) were present as well as NASPAA representatives: Steven Maynard-Moody, Laurel McFarland (NASPAA executive director via conference phone) Spring 2006: Hummert surveys graduates on use of portfolios. Graduates responding to the survey recommended • Provide students a better outline of what needs to be learned, or define competencies more clearly. • Provide guidelines and a mechanism for both the student and the person evaluating the student. Spring 2006: Nalbandian assigned an optional research paper in PUAD 834 on competencies. It consisted of • A review of literature • A collection of lists and identification of competencies that commonly appear in managerial/public service arena 162 Journal of Public Affairs Education
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