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Student Portfolios as Object and Process—Ray Davis and Ray Hummert

Ray Hummert and MPA student review a sample portfolio

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Background

Project grew from collaboration
The University of Kansas Masters in Public Administration program (MPA) relies on collaborations between its graduates, faculty, and practitioners to create a rich, vibrant curriculum. One result of the collaborative nature centering this program was the creation of a portfolio project. Several faculty members were aware of other departments and universities that utilized a portfolio, and they thought such a project could have benefits for our students. We realized that we shared several beliefs about the strengths of portfolios. Portfolios are used in a wide variety of professional disciplines and academic settings. In the academic setting, portfolios tend to be structured documents meeting specific requirements that demonstrate past, present, and future learning on the part of the student. Learning is documented through projects as well as reflective writing showing measurable progress in a specific field of study with evaluation by faculty.

After investigating diverse portfolio models, our department worked together to draw up a plan for a MPA portfolio. We decided that our portfolio project would be both an object and a process, and that students would have the freedom to adapt it to their learning needs.

| Implementation

Implementation

Students begin portfolios first semester
Students begin the two-year MPA program in the summer term. At that time, we also begin the portfolio project. We have a collaborative introduction that includes speakers who are current students, former students, faculty, and field practitioners. Through panel discussions, these various individuals relate how they approached the portfolio. They describe their reaction to it, how it helped their growth as a student, and its impact on them as a job candidate and employee. We also provide examples of completed portfolios. The portfolio work extends over the entire two years of graduate work, both the first year in the classroom and the second year as an intern in the field. A close identification with a mentor chosen by the student also provides a life-long benefit of friendship and professional advice.

The student portfolios utilize many different and unique formats. Writing is important in all of these formats, and the best portfolios tie these formats to written reflective statements. Writing helps record student development over time, provides a vehicle for dialogue between student and faculty, demonstrates improved writing skills, reinforces learning by critically evaluating performance against established goals, becomes a living document, and provides ownership for learning to the student.

| Student Performance

Student Performance

Portfolios and professional development
Over the three years that we have used the portfolio, we have seen students mature as professionals through the writing that centers the project. The portfolio writing makes visible ideas revolving around in heads of students. They have a record of their ideas and experiences that they can tap into as they encounter new ideas and situations. The portfolio develops around student interests, such as competencies, school materials, and work experiences. Student reflections give them a sense of their progress and what they want to do. In the second year of the MPA degree, students have moved off campus to their internships and have only three formal meetings with the MPA faculty. During that year, the portfolio unites their fieldwork with academic work in a visible, powerful manner.

We have observed that portfolios move students to consider the concrete elements of their work and studies. They also point out that reflection is important, in particular because it is analytical. Many students continue using a portfolio during their professional careers as they have found it helps them understand work issues that they encounter.

| Reflections

Reflections

Value of approach proven
From my viewpoint, this mode of student evaluation required slightly more work than a traditional approach, but it was more rewarding and easier to implement. Final course instructor evaluations increased significantly compared to previous years. These methods, based on the Society for Biomaterials workshop suggestions, have shown how valuable it is to use group work and an interactive project with a medical device.

Because of its success, I plan to expand the hands-on, interactive class work in other graduate courses. I also will adapt the Society for Biomaterials panel recommendation that students become involved in a course on design and development of a biomedical device. I am currently developing a new graduate course titled Biomedical Product Development that will build on the ideas established in the Biomaterials course. The project development in this new course will rely on partnerships with regional industries and our technology transfer office, as well as student collaborations with each other.

| Summary

Project Summary

Students in the KU Masters in Public Administration program develop portfolios to demonstrate their growth and their successful preparation for their professions.

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