Dr. Dennis K. McBride Connects Science and Public Service

By Ryan Heimer, NCAC Board Member

For Dr. Dennis K. McBride, public administration begins with a clear obligation: government works for—and reports to—the people. That conviction has guided a career spanning naval service, scientific research, higher education, and policy leadership, with a consistent focus on turning evidence into better public decisions.


An ASPA member since 1984, McBride serves on the National Capital Area Chapter Board and contributes to PA TIMES as a columnist exploring decision-making and evidence-based policymaking. He joined ASPA the same year he completed his postdoctoral MPA and MSPA studies, deepening a commitment to administrative and policy research that continues to shape his work.


McBride describes his guiding purpose as service toward “the measurable betterment of
mankind.” In practice, that means asking how public institutions can become more effective, where innovation can improve outcomes, and what the government can and should do.

Bringing Research Into Practice

McBride served 20 years as a naval officer and aerospace experimental psychologist, retiring as a Navy captain. His subsequent work included two assignments as a DARPA program manager and senior executive service within the Office of the Secretary of Defense.


As director of the Acquisition Innovation Research Center, he led a consortium of 24 research universities working to improve defense acquisition. The assignment brought together two enduring interests: rigorous research and the practical challenges of managing public institutions.


His work has also extended to the organization of national research programs. During his
presidency of the Potomac Institute for Policy Studies, from 2002 to 2009, McBride served on a senior advisory transition panel for an incoming secretary of homeland security. He helped inform the department’s organizational design and the establishment of its Science and Technology Directorate.


Across these assignments, the central challenge has been connecting specialized knowledge with decisions that carry public consequences.

Working Across Institutions

Today, McBride’s work continues across several sectors. He serves as president of the Institute for Regulatory Science and holds teaching appointments at Georgetown University, the Florida Institute of Technology, and Virginia Tech. He also serves as a Distinguished Research Fellow at the National Defense University.


His legal and regulatory work includes service on the Atlantic Legal Foundation’s Scientific Advisory Council and co-authoring amicus briefs for the U.S. Supreme Court. He considers helping courts and practitioners understand complex scientific and administrative questions among the most rewarding aspects of his career.


As president of NRx Defense Systems, he also focuses on advancing therapies and medical devices for PTSD and treatment-resistant depression.

A Commitment to Public Trust

Underlying McBride’s varied roles is a deep appreciation for the separation of powers and the discipline of nonpartisan public administration. He believes evidence, clear institutional responsibilities, and respect for constitutional boundaries help public servants navigate difficult questions and strengthen public trust.


He is particularly enthusiastic about the Intergovernmental Personnel Act mobility program, which enables temporary exchanges of expertise between government and eligible outside organizations. For McBride, these opportunities bring fresh technical knowledge into public service while strengthening connections among institutions.


Whether serving as an employee, appointee, elected official, or outside adviser, he regards
public service as an extraordinary privilege. His career reflects a continuing commitment to making that service informed, accountable, and useful to the people it serves.

Categories: ASPA News, I Am Public Administration, IAmPublicAdministration, NCAC Tags: Tags: , , ,

From the States to Washington: How Workforce Innovation Can Strengthen Public Service

ASPA National Capital Area Chapter explores skills-based hiring, physician licensing reform, and what state “laboratories of democracy” can teach the federal government

By Ryan Heimer, NCAC Board Member

Watch the recording of the event here: https://aspancac.org/recording-of-policy-innovation-in-the-states-ncac-webinar/

What can Washington learn from the states?

That question framed a recent ASPA National Capital Area Chapter conversation with Jonathan Wolfson, a public policy developer, legal advisor, policy advocacy strategist, and former senior government executive. The discussion examined an increasingly important idea in public administration: some of the most consequential innovations in government do not begin in Washington. They emerge in states, where policymakers can experiment with new approaches, learn from implementation, and provide lessons that may eventually inform national policy.


Wolfson focused particularly on two workforce challenges with implications far beyond state government: expanding skills-based hiring by removing unnecessary college-degree requirements and creating new licensing pathways for physicians trained and licensed outside the United States.


Together, the two examples offered a broader lesson for public administrators. Workforce policy is not simply an HR function. It is increasingly a question of government capacity: Who can serve? What qualifications actually matter? How can the government reach overlooked talent? And how do we maintain standards while removing barriers that no longer serve the public interest?

States as Laboratories of Democracy

Wolfson began with the familiar description of states as the nation’s “laboratories of democracy.” Across health care, artificial intelligence, procurement, social programs, and workforce policy, states have room to try different approaches to common problems.


That experimentation matters because the stakes of trying something new nationally can be enormous. A state can test an approach on a smaller scale, discover weaknesses, adjust implementation, and give other governments evidence to consider before following its lead.

Wolfson emphasized that this willingness to experiment crosses partisan lines: both Republican-and Democratic-led states have pursued innovative approaches when policymakers identify a problem and see an opportunity to address it.

The result is not that every state innovation succeeds. The value is that experimentation creates knowledge.


During the conversation, Wolfson pointed to Tennessee, Utah, and Washington State as examples of states that, in his assessment, have demonstrated a willingness to test new approaches. He also observed that smaller states can sometimes have advantages as policy innovators because experimentation can occur at a more manageable scale before a policy is considered elsewhere.


That brings the conversation directly to workforce policy.

Breaking the “Paper Ceiling”

For decades, a bachelor’s degree became a default qualification for many positions, even when the work itself did not necessarily require four years of college.


Wolfson highlighted the growing movement toward skills-based hiring, in which employers examine what a person can actually do rather than using a degree as a universal proxy for ability.


One example came from Maryland. Wolfson recounted the case of an experienced IT security professional who had worked for the National Security Agency and came from a military background but lacked a college degree. When he sought a position with Maryland state government, the degree requirement made him ineligible despite his experience. The case raised a straightforward question: if someone demonstrably possesses the necessary skills, why should the absence of a degree automatically close the door?


The concept has sometimes been described as breaking the “paper ceiling”—the barrier workers face when they possess relevant skills gained through military service, apprenticeships, employment, or other routes but lack the credential traditionally used to screen applicants.


The policy does not mean eliminating education requirements everywhere. A physician still needs appropriate medical credentials; an engineer performing work requiring professional engineering expertise still needs the necessary qualifications. The question is whether a degree requirement is actually connected to the work being performed.


Wolfson said states implementing these reforms have increasingly placed the burden on agencies to justify degree requirements rather than treating them as the default.


That distinction is important. Skills-based hiring is not about lowering standards. Properly implemented, it is about making standards more meaningful.

Implementation Matters as Much as the Policy

Removing a degree requirement on paper is relatively easy. Building a hiring system capable of evaluating skills is much harder.


That point became an important part of the ASPA discussion.


Wolfson identified leadership as one of the key ingredients. In states where governors and senior officials treated skills-based hiring as a genuine management priority—not merely an executive order or announcement—agencies began examining open positions, reconsidering job descriptions, and determining which qualifications were truly necessary.


He cited Utah, Virginia, Maryland, and Colorado in discussing this implementation work. Maryland, for example, developed an internal dashboard to track the process of eliminating unnecessary degree requirements.


This gets to the heart of public administration. Policy announcements alone do not produce outcomes. Implementation requires leadership, management capacity, measurement, and people willing to do the less visible work of translating a reform into everyday operations.


It also requires agencies to answer a deceptively difficult question:
What skills does this job actually require?


As artificial intelligence becomes increasingly capable of helping applicants answer traditional knowledge-based assessments, that question will become even more important. Wolfson noted that governments may have to rethink how they verify skills in an environment where AI can generate answers that previously required an applicant to possess the information personally.

A Second Workforce Problem: America Needs Doctors

The same underlying principle—looking beyond traditional pathways while protecting standards—appeared in Wolfson’s second major example: physician licensing.


The United States faces significant physician workforce challenges, particularly in primary care and rural communities. Wolfson argued that one potential source of talent has historically been difficult to access: physicians who are already trained and licensed to practice medicine outside the United States.


Historically, state licensing systems generally required internationally licensed physicians to repeat a U.S. residency before becoming fully licensed, even when they had substantial professional experience abroad. Exceptions existed, but they were limited.


States have begun experimenting with another model.


Wolfson described laws creating pathways through which internationally licensed physicians can work toward full state licensure when sponsored by qualifying health care institutions and practicing under specified supervision. The approach attempts to maintain safeguards while recognizing that a physician’s previous training and professional experience may have substantial value.

He illustrated the human consequences with the story of a Ukrainian refugee in Virginia who had been a psychiatry professor and physician in Ukraine but, because he could not practice medicine under the licensing structure then applicable, was instead advertising power-washing services in his neighborhood.


For public administrators, the example raises a larger question: How much talent already exists in our communities that our institutions simply do not know how to use?

Human Capital Is Mission Capacity

Perhaps the most consequential theme of the evening was that workforce policy cannot be separated from the government’s ability to accomplish its mission.


Wolfson described human capital strategy as increasingly central to governing because the government ultimately needs people with the appropriate knowledge and skills to turn policy into action. At the same time, an aging workforce means experienced employees will continue leaving public service, taking years of institutional knowledge with them. Recruiting and developing the next generation therefore becomes part of maintaining government capacity itself.


Technology—including AI—may change how that workforce operates, but it also creates new challenges.


One participant raised concerns about critical thinking in an AI-enabled workplace. Wolfson responded that experienced professionals often recognize questionable AI output because they already possess enough subject-matter knowledge to know when something does not look right. Someone without that foundation may accept an incorrect answer with much greater confidence.

That makes mentorship, professional development, and knowledge transfer increasingly important—not less important—in an AI age.


Wolfson reflected on his own early professional experiences, when more experienced colleagues invited him into meetings and activities that allowed him to observe how the work was actually done. Those informal opportunities helped build judgment that cannot always be captured in a manual, job description, or AI prompt.

A Stronger Workforce Requires a Wider Door

The two central reforms discussed during the event may initially seem unrelated. One concerns state hiring requirements; the other concerns physician licensing. But they share a common principle.


Government should maintain meaningful standards while continually asking whether yesterday’s barriers are still necessary to achieve today’s public purposes.


Removing an unnecessary bachelor’s-degree requirement does not mean education has no value. Creating alternative pathways for internationally trained physicians does not mean abandoning medical standards. Both policies instead ask public institutions to distinguish between a qualification that protects quality and a qualification that has become an unnecessary barrier.


That is a difficult distinction—and precisely the kind of question public administrators are called upon to answer.


The conversation also demonstrated why federalism remains an important source of policy learning. States can experiment. Federal agencies can contribute data, expertise, and scale.

Local governments can identify where policies meet the realities of communities. Researchers and practitioners can evaluate results and share lessons across jurisdictions.


As the ASPA NCAC discussion showed, the most useful policy innovation may not always be a dramatic new program. Sometimes innovation begins with a simpler question:

What is standing between capable people and the opportunity to serve—and does it still need to be there?


For a public sector confronting workforce shortages, technological disruption, demographic change, and growing demands for effective service delivery, the answer could shape not only how the government hires, but how well the government performs.

Categories: Current Events, Federalism, Leadership, NCAC, Policy, Public Administration Toolbox Tags: Tags: , , ,

Member Spotlight: Hao Sun, Ph.D., Bridging Research and Policy: A Career at the Intersection of Public Finance, Governance, and Global Sustainability

Featuring Board Member Dr. Hao Sun, Associate Professor in the School of Civic Leadership, Business & Social Change at Gallaudet University in Washington, D.C., as well as Chief Economist & Policy Advisor (Non-Resident) with Days Global Advisors

Public administration rarely happens within a single lane. It crosses government, academia, economics, law, finance, nonprofit organizations, and the communities public servants ultimately serve. For Hao Sun, Ph.D., that intersection has defined a career devoted to connecting rigorous research with practical public service.


Dr. Sun is an Associate Professor in the School of Civic Leadership, Business & Social Change at Gallaudet University in Washington, D.C., as well as Chief Economist & Policy Advisor (Non-Resident) with Days Global Advisors. His research focuses on public budgeting, financial management, governance, and the challenge of translating academic research into useful guidance for policymakers and public institutions.


But his path to the classroom began inside the government itself.

From Albany to Washington

Dr. Sun began his public-service journey with approximately three years at the New York State Division of Criminal Justice Services in Albany. He later spent two years at the Rockefeller Institute of Government before serving another two years as a Senior Research Analyst at the Brookings Institution’s Center for Technology Innovation and its Race, Prosperity, and Inclusion Initiative.


Moving from a state agency to an applied policy institute and then a national think tank helped shape the way he approaches research today. At Gallaudet, he studies public budgeting, financial management, and governance with an emphasis on turning research into information that can be used by federal, state, and international decision-makers.


That connection between scholarship and practice has produced an impact extending well beyond academia.


Research Dr. Sun contributed to during his time at Brookings has subsequently been cited by institutions including the Federal Reserve Banks, World Bank, United Nations, Inter-American Development Bank, and European Commission. His work has also appeared in congressional testimony and statements submitted for congressional hearings and has been referenced in legal scholarship and major news organizations.

For Dr. Sun, seeing research travel from a working paper into the hands of policymakers, regulators, journalists, and other decision-makers reinforced an important lesson: rigorous and independent research can itself be an act of public service.


Evidence matters because better information can help people make better decisions—whether those decisions are being made in a state office in Albany, a federal institution in Washington, or an international organization working across borders.

For Dr. Sun, seeing research travel from a working paper into the hands of policymakers, regulators, journalists, and other decision-makers reinforced an important lesson: rigorous and independent research can itself be an act of public service.


Evidence matters because better information can help people make better decisions—whether those decisions are being made in a state office in Albany, a federal institution in Washington, or an international organization working across borders.

Sustainability Through a Global Lens

That philosophy can also be seen in Dr. Sun’s recent work on sustainability.


He is the corresponding author of Waste Management for Global Sustainability: A Comparative Analysis of China–US Policies and Practices, published by Springer Nature in 2025. The work examines waste management comparatively, bringing together perspectives from China and the United States.


Waste management may initially sound like a technical or environmental subject, but it raises fundamental public-administration questions: How should governments design sustainable systems? How do institutions balance environmental, economic, and social considerations? What policies work in different political and administrative environments? And what can countries learn from one another?


Dr. Sun’s work encourages readers to approach those questions comparatively rather than assuming that complex public problems stop at national borders.


He is also co-author of Seismic Imprint: The World Needs You! and contributes to the broader scholarly community as an Associate Editor of the Journal of Sustainable Business and the American Journal of Economics and Business Administration, as well as an Advisory Committee Member of the Global Corporate Governance Institute.

Opening Doors for the Next Generation

Yet one of the experiences that most clearly reminds Dr. Sun why public service matters did not come from a publication or citation.


It came from his students.


For several years, Dr. Sun has coordinated academic visits and professional engagement opportunities connecting Gallaudet students with the World Bank and International Monetary Fund, exposing students directly to careers in international finance and development.


One student, Matteo Giansanti, went on to complete a World Bank Group internship. Other students subsequently began following that example and applying to the program themselves.

The experience reinforced a broader definition of service for Dr. Sun: public service is not limited to what an individual accomplishes personally. It also includes the opportunities that person creates for others.


For educators, mentors, managers, and public administrators, that idea carries particular weight. The impact of service can continue through the people who are encouraged, taught, mentored, or simply shown a possibility they had not previously imagined for themselves.

Learning to Serve the Community

Perhaps the most personal example of Dr. Sun’s philosophy comes from his experience at Gallaudet.


When he arrived at the university, he had no background in American Sign Language (ASL). Rather than treating that difference as a permanent barrier, he committed himself to learning the language of the community he serves.


Through years of daily study and practice, he reached ASLPI Level 3. Today, he can teach his classes directly without an interpreter and has even been able to interpret for his own students while attending events at the World Bank and IMF in Washington.

The experience illustrates the advice he offers future public servants:

Don’t stay in one lane, and don’t assume you’re ever finished learning.

Economics, law, finance, public policy, and administration may be taught as separate disciplines, but the problems practitioners encounter rarely respect those boundaries. Effective public service therefore requires curiosity, adaptability, and a willingness to continue learning.

For Dr. Sun, adaptability also means recognizing that serving a community requires understanding the people within it—not simply understanding the policy problem on paper.

A Commitment That Crosses Borders

That commitment to service began long before his career in Washington.


As a college student in Beijing, Dr. Sun spent three years volunteering as an interpreter with the Soong Ching-ling Memorial Residence/Foundation, which he describes as one of China’s earliest and largest foundations.


Today, that commitment continues in Washington through his service on the Board of the Greater Washington Asian Deaf Association (GWADA). After completing his first year on the board, he is beginning his second year of service, extending his involvement with the Deaf community beyond his responsibilities at Gallaudet.

From Beijing to Albany and from Brookings to Gallaudet, a common thread runs through Dr. Sun’s career: knowledge becomes most valuable when it is placed in service to others.


His work demonstrates how public administration can connect research with policy, classrooms with careers, global challenges with local communities, and scholarship with action.


It also offers an important reminder for the ASPA community. Public service is not confined to a particular job title or level of government. It can happen inside an agency, university, think tank, nonprofit organization, classroom, professional association, or community.


What connects those spaces is the willingness to use one’s knowledge and position to strengthen institutions, improve decisions, and open opportunities for others.


For Dr. Hao Sun, that is what it means to serve.

Categories: I Am Public Administration, IAmPublicAdministration, Member Spotlight, NCAC Tags: Tags: , ,

Why I Serve: Marcos Fabian on Evidence, Institutions, and the Quiet Work of Public Service

Featuring Marcos Fabian, PhD Candidate in Policy Analysis, University of Maryland School of Public Policy

Public administration is often most successful when the public never has to think about it. A bank remains stable. A family keeps its savings. A child receives an education. A public institution quietly performs the work it was created to do. For Marcos Fabian, a PhD candidate in Policy Analysis at the University of Maryland School of Public Policy, those often-unseen successes capture something fundamental about the meaning of public service.


Fabian’s path to public administration has taken him from Mexico City to College Park, Maryland, connecting practical experience inside public institutions with a growing commitment to rigorous policy research. Today, his academic work examines human capital formation and measures how environmental shocks affect children’s health and education.


But his understanding of public service began well before his doctoral studies.


Fabian started his professional career with the Association of Supervisors of Banks of the Americas in Mexico City, an international association of public institutions that brings together authorities responsible for banking supervision throughout the Americas. He spent five years leading the organization’s research unit.


It was there that he encountered a form of public service that rarely makes headlines.


When financial supervision works properly, Fabian observed, the results can be almost invisible.


People generally do not notice the bank that does not fail or the saver who does not lose a lifetime of deposits. Behind those outcomes, however, are public servants carrying enormous responsibilities. The supervisors Fabian worked alongside had devoted their careers to protecting financial systems and the people who depend upon them.


That experience shaped his understanding of what it means to serve.


Public service, in Fabian’s view, does not require an audience. Some of its most consequential work happens quietly, performed by professionals who place the interests of society ahead of their own and accept responsibility for protecting people they may never personally meet.

Public Institutions Changed His Life

Fabian’s commitment to service is also deeply connected to his own educational journey.


He recognizes that he has personally benefited from the very institutions that public administrators build and sustain. He was educated in public institutions, received scholarships and advanced academically because of the work of teachers, administrators and other public servants—many of whom he never met. Giving something back to those institutions and to society is consequently part of what motivates his career.


That sense of responsibility eventually led Fabian toward another dimension of public service: research.


His professional experiences demonstrated that policy decisions are only as strong as the evidence supporting them. Producing reliable evidence, however, requires more than collecting information. It requires rigorous methods, careful analysis and a willingness to distinguish between conclusions supported by evidence and assertions that are not.


For Fabian, that challenge has become increasingly important.


At a time when careful analysis can sometimes be treated as equivalent to unsupported claims, public administrators still must make decisions. Agencies still must act. Communities still depend upon institutions to solve problems, allocate resources and make choices with real consequences for people’s lives.


Fabian therefore sees his career at the intersection of two worlds: the practical experience of working within public institutions and the rigorous methods of policy research. By bringing those perspectives together, he hopes to better understand public policy and contribute meaningful evidence to decision-making.


His story is also a reminder that public administration encompasses far more than the people whose names appear in headlines. It includes researchers producing evidence, regulators protecting financial stability, educators expanding opportunity and administrators maintaining institutions that millions of people rely upon every day.


Sometimes the clearest evidence that public administration is working is precisely that nothing goes wrong.


That quiet responsibility—to protect people one may never meet, strengthen institutions and make decisions grounded in evidence—is at the heart of why Marcos Fabian serves.

Categories: Essay Contest, I Am Public Administration, IAmPublicAdministration, Leadership, Member Spotlight, NCAC Tags: Tags: ,

Who Will Serve? A Conversation with Vince Micone

Fellow for Democracy and Public Service  National Academy for Public Administration and The Bridge Alliance Education Fund

Q: Looking across your career in multiple federal agencies, local government, academia, and nonprofit leadership, what is the defining thread that connects your work in public service?

A: Some of the most important lessons I’ve learned about public service didn’t come from Washington—they started in Butte, Montana.

Public service has been the throughline of my career, but it really began much earlier. My Uncle Mike served as mayor of my hometown when I was growing up. Watching him lead and serve the community shaped my understanding of what government can accomplish when it is focused on people. He showed me that public service isn’t about titles or politics; it’s about improving lives, solving problems, and strengthening communities.

Those early experiences inspired me to pursue a career in public service and eventually led me to opportunities across federal agencies, local government, higher education, and nonprofit organizations. 

While the missions have varied, one thing has remained constant: public service is ultimately about people—both those we serve and those who choose to serve.

Whether you’re a city manager, a teacher, a police officer, a budget analyst, or a cabinet secretary, the goal is fundamentally the same: helping communities thrive and leaving institutions stronger than you found them.

Q: You’ve led large enterprise functions such as HR, acquisition, operations, and shared services. What does it take to make those functions work effectively?

A: Many people think management functions are “back office” activities. I couldn’t disagree more.

Citizens may never meet the acquisition professional who awards a contract, the HR specialist who recruits talent, or the IT professional who keeps systems running. But those individuals determine whether government can actually deliver on its promises.

One lesson I’ve learned throughout my career is that government succeeds or fails not only through policy, but through execution. Great ideas only matter if organizations have the people, systems, and leadership necessary to bring them to life.

That’s why I’ve always believed that effective management isn’t separate from mission delivery—it is mission delivery.

Q: What were some of the biggest barriers you’ve encountered when leading organizational change?

A: Culture is almost always harder to change than process.

Organizations often know what needs to be done. The challenge is building trust, aligning incentives, and helping people understand why change matters. Organizational charts don’t determine success. Success depends on leaders who can create an environment where people understand their role, see how their work contributes to the mission, and feel empowered to solve problems.

When people understand the “why,” they are much more likely to embrace the “how.”

Q: You’ve served in both operational and oversight roles. How do you balance accountability with performance?

A: Accountability and performance are not competing priorities. The strongest organizations recognize that transparency, oversight, and performance are essential components of mission success.

Public trust is built through competence as much as communication. Citizens want government to be responsive, but they also expect it to be accountable.

The most successful organizations I’ve worked in embrace accountability as a tool for improvement rather than viewing it as a burden. When organizations are willing to learn from mistakes, measure results, and continuously improve, they become stronger and more effective.

Q: From your perspective, where do federal management challenges most often originate—structure, culture, incentives, or leadership?

A: All four matter, but leadership is often the deciding factor.

Strong leaders can overcome imperfect structures, outdated processes, and competing incentives. They create clarity, establish priorities, and build trust.

I’ve also learned that leadership isn’t just about making decisions. It’s about creating conditions where good decisions can be made throughout an organization. The best leaders don’t try to have all the answers. They build teams that are capable of solving problems together.

Q: Artificial intelligence is transforming every sector. What should public leaders be thinking about?

A: AI presents tremendous opportunities, but it also raises important questions.

There’s no doubt it can help governments improve service delivery, streamline operations, and make better decisions. At the same time, it raises critical issues involving governance, ethics, transparency, workforce readiness, and accountability.

Ultimately, the AI conversation isn’t really about technology—it’s about leadership. The challenge is ensuring that innovation strengthens public trust, improves outcomes, and expands opportunity while remaining grounded in democratic values.

For public leaders, the question isn’t whether AI will be used. It’s whether we will use it in ways that strengthen public trust, improve outcomes, and keep people at the center of decision-making. Technology should always serve people, not the other way around.

Q: Public trust in institutions remains a major challenge. What are the warning signs leaders should watch for?

A: When people stop raising concerns, leaders should worry.

Healthy organizations encourage questions, dissent, and constructive disagreement. When employees become reluctant to speak up, leaders lose one of their most valuable early-warning systems. Problems rarely emerge overnight; they often develop because people no longer feel comfortable sharing concerns, challenging assumptions, or offering different perspectives.

Leaders have a responsibility to create environments where people feel safe raising issues, proposing new ideas, and engaging in honest dialogue. Trust isn’t built through slogans or mission statements. It’s built through consistent actions that demonstrate respect, transparency, accountability, and a willingness to listen.

I think that lesson applies beyond organizations and to our democracy as well. Public trust depends on our ability to disagree without becoming disagreeable. Civility doesn’t require unanimity, and compromise isn’t a sign of weakness—it’s an essential feature of self-government.

Our system was intentionally designed to accommodate different viewpoints and distribute power. Federalism, checks and balances, and separate but equal branches of government were not accidents; they were deliberate choices made by the founders to ensure that no single voice or institution would dominate. That can make governing messy at times, but it is also one of the great strengths of our republic.

Strong institutions, like strong organizations, are built when people feel heard, leaders remain accountable, and we remember that disagreement can be a source of strength rather than division. 

Each one of us bears responsibility.  How do we respond to neighbors with whom we disagree?  How do we show we respect the family member who has political views completely different from our own?  How do we handle dissent without compromising our values?  These questions are baked into our democracy and our culture.  It starts with each of us.

Q: In your role with the National Academy of Public Administration and other organizations, what concerns you most about the future of public service?

A: The challenge that concerns me most is attracting and developing the next generation of public servants.

Many young people are looking for careers that provide purpose, impact, flexibility, and opportunities for growth. Public service offers all of these. The challenge is ensuring that we tell that story effectively and create workplaces that meet the expectations of a new generation.

We need to modernize how we recruit talent, develop leaders, and communicate the value of public service. The mission hasn’t changed, but the way we reach people must.

Q: You’ve spent time recently speaking with students in Arizona State University’s Next Generation Service Corps. What gives you hope?

A: The students themselves.

There’s a narrative that younger generations have become cynical about government and public service. That’s not what I’ve seen.

Despite unrelenting headlines about workforce disruptions, political polarization, and declining trust in institutions, many of these students remain deeply committed to making a difference. They understand that governments endure, communities will always need capable leaders, and opportunities to serve will continue to emerge.

Their optimism gives me hope.

What struck me most was that they haven’t given up on public service. They simply want organizations that demonstrate purpose, authenticity, innovation, and impact.

Q: What should public institutions do differently to attract and retain talent?

A: We need to do a better job telling our story.

Young people want to know how their work contributes to something larger than themselves. They want meaningful work, opportunities for growth, and organizations that embrace innovation while remaining grounded in ethics and accountability. In many ways, those motivations are no different from what inspired people when I started my career.

We need to connect careers in government to the outcomes that matter most to communities and to the values that motivate people to serve. We need to do a better job telling the story of public service using the tools that reach the next generation.

Q: After a long career in public service, what core leadership principle has stayed with you the most?

A: One of the most important lessons I’ve carried with me throughout my career is a simple idea: people support what they help to create.

I first encountered that concept as an undergraduate at Arizona State University in a class taught by Neil Giuliano, who later became one of the most transformative mayors in Tempe’s history. Neil taught us that lasting change doesn’t happen when leaders simply announce decisions—it happens when people are invited into the process, their perspectives are heard, and they have a meaningful role in shaping the outcome.

I’ve found that principle to be true whether you’re leading a federal agency, serving on a local commission, managing a nonprofit organization, or teaching students. Inclusive decision-making doesn’t mean everyone gets their way, but it does mean people understand how decisions are made and feel their voices matter.

Some of the best ideas I’ve encountered have come from people closest to the work, not from the corner office.

Q: What advice would you give to early-career public servants who want to lead with integrity and impact?

A: First, remember that leadership is not about position—it’s about service.

Second, stay curious. The best leaders are lifelong learners. They seek different perspectives, ask thoughtful questions, and remain open to new ideas.

Finally, invest in relationships. Public service is a team sport. Your reputation for integrity, collaboration, and follow-through will often matter more than any title you hold.

If you focus on serving others, solving problems, and helping your colleagues succeed, you’ll be amazed by what a group of committed people can accomplish together.

Q: As we approach America’s 250th anniversary, what gives you the most hope about the future of public service?

A: Every generation inherits the responsibility of strengthening our Nation and preparing it for those who will follow.

My father served in World War II. He was part of what Tom Brokaw famously called the Greatest Generation—a generation that answered the call to service, defeated tyranny, and helped secure freedom for millions around the world. Their sacrifice and sense of duty always inspired me. Other generations in my lifetime carried that work forward—leading the civil rights movement, expanding opportunity, advancing equality, and continuing the unfinished work of building a more perfect union.

As we celebrate our nation’s 250th anniversary, I am reminded that America’s story has always been written by people willing to serve something larger than themselves. Every generation has faced challenges that seemed daunting in the moment, yet each has found leaders willing to step forward and answer the call.

The future of public service won’t be determined by legislation, budgets, or technology. It will be determined by whether talented people choose to serve—and whether we create institutions worthy of their commitment.

What gives me hope is the next generation.

I’ve spent time with students and emerging leaders across the country, and I see a generation that cares deeply about purpose, impact, and community. They want to solve problems, strengthen institutions, and make a difference in the lives of others. They may approach service differently than previous generations, but their commitment is real.

Our responsibility is not simply to prepare them for leadership. It is to invest in them, learn from them, and create pathways for them to contribute. We must build organizations that welcome their ideas, value their talents, and give them opportunities to lead.

I am optimistic because I believe the next generation is ready.

The question is whether we are ready for them—and whether we will leave the door open wide enough for them to walk through it.

Q:  The most rewarding part of your career? 

A: That’s actually an easy question.

Growing up in a modest family from a small Montana mining town, I could never have imagined the opportunities that public service would provide. I’ve had the privilege of serving in remarkable organizations, working on issues that matter, and contributing in ways that my younger self could never have envisioned.

But when I look back, the most rewarding part of my career isn’t a title, an award, or a position.

It’s the people.

When I think about my career, I don’t think first about the positions I’ve held. I think about the people who walked alongside me on the journey—the mentors who opened doors, the colleagues who became friends, the employees who taught me as much as I taught them, and the students who continue to inspire me. Every success I’ve had is, in many ways, a reflection of the people who invested in me, challenged me, and helped me grow.

Public service has allowed me to build friendships that span decades, work with incredible teams, and witness the best of what people can accomplish when they come together in service to others. 

And the good news is, I think I still have a few chapters left to write.

Categories: Member Spotlight, NCAC, Policy, Public Administration Toolbox Tags: Tags: , ,

Why I Serve: From Coal Country to Public Service

When people think about public administration, they often think about government offices, regulations, budgets, and policies. While those are certainly important parts of the profession, my experience has taught me that public administration is ultimately about people. It is about ensuring that workers return home safely to their families, that communities remain strong, and that Government fulfills its responsibility to serve the public good.


I currently serve as a Mine Safety and Health Inspector with the Mine Safety and Health Administration (MSHA), an agency within the U.S. Department of Labor. MSHA’s mission is to prevent death, illness, and injury from mining and promote safe and healthful workplaces for America’s miners. Every inspection, investigation, health survey, and enforcement action supports that mission. The work often takes place far from public view, but its impact is measured in lives protected, injuries prevented, and families kept whole.


For me, this work is deeply personal.


I was raised in southern West Virginia, where coal mining is woven into the identity of our communities. Mining is more than an industry in Appalachia. It has shaped our towns, schools, churches, and families for generations. Many of us grew up knowing miners, working alongside miners, or having family members whose livelihoods depended on the mines.


My connection to mine safety began long before I ever became an inspector. My grandfather worked for MSHA and spent his career helping protect miners throughout the region. Growing up, I heard stories about inspections, accident prevention, and the responsibility that comes with ensuring workplace safety. I did not fully appreciate it at the time, but those conversations were my first introduction to public administration in action. My grandfather showed me that
Government could make a direct and meaningful difference in people’s lives. He demonstrated that public service was not simply a profession—it was a calling.


That legacy eventually inspired me to pursue a career with MSHA myself.


I entered federal service through the Pathways Program, which provides opportunities for students and recent graduates to begin careers in public service while developing the technical knowledge and practical experience necessary to succeed. The program allowed me to combine my academic background, interest in public policy, and commitment to worker safety into a career that directly serves the public.


A defining moment in that journey was attending the National Mine Health and Safety Academy in Beckley, West Virginia. Located just miles from where I grew up, the Academy serves as the central training facility for federal mine inspectors and mine safety professionals from across the nation. It is responsible for training the next generation of inspectors who will carry out the mission of the Mine Act, the Miner Act, and protect miners in every mining region of the country.

As a member of the Mine Training Technician Program, I spent months immersed in training that covered every aspect of mine safety and health for metal/nonmetal and coal mines. The Academy’s curriculum includes inspection procedures, accident prevention, investigations, industrial hygiene, emergency response planning, mine technology, and management techniques. Students train in simulated underground mines, specialized laboratories, and hands-on environments designed to prepare inspectors for real-world conditions.


The training was demanding, but it reinforced something important: mine safety is about far more than enforcing regulations. Effective inspectors must understand mining operations, recognize hazards, communicate effectively, and build credibility with miners and operators. The goal is not simply to identify violations. The goal is to prevent accidents before they occur.


Graduating from the National Mine Academy remains one of the proudest moments of my career. Standing alongside fellow graduates from across the country, I realized that we were joining a long tradition of public servants dedicated to one purpose: ensuring that every miner has the opportunity to return home safely at the end of the day. It was especially meaningful knowing that I was continuing a legacy that my grandfather had helped build decades earlier.


My commitment to mine safety was further shaped by one of the defining events in modern Appalachian history: the Upper Big Branch Mine disaster.


Like many people in southern West Virginia, I lived near the communities affected by the tragedy. On April 5, 2010, an explosion at the Upper Big Branch Mine claimed the lives of twenty-nine miners and became the deadliest U.S. coal mining disaster in nearly forty years. For people outside the region, it was a major news story. For those of us who lived here, it was deeply personal.


The effects of the disaster extended far beyond the mine itself. Families lost fathers, sons, brothers, and friends. Churches held memorial services. Schools supported grieving children. Entire communities mourned together. In southern West Virginia, it often seemed that everyone knew someone who was connected to Upper Big Branch.


The tragedy served as a painful reminder that behind every safety standard, every inspection, and every regulation is a human story. Safety requirements do not exist because someone decided to create more paperwork. They exist because previous generations paid a terrible price for lessons learned through injury, illness, and loss of life.


That lesson stays with me every time I enter the mine.


When I conduct an inspection today, I am not simply evaluating compliance with federal regulations. I am helping ensure that history does not repeat itself. Every citation issued, every hazard corrected, and every conversation about safety has the potential to prevent an injury or save a life.


One of the most meaningful aspects of my work is that success is often invisible.

When a hazard is corrected before an accident occurs, there is no headline. When equipment is repaired before it fails, no one outside the operation may ever know. When ventilation systems function properly, when miners receive appropriate training, or when health hazards are addressed before workers become sick, those successes rarely attract public attention.


Yet these preventative outcomes represent public administration at its very best.


The public often notices the government when something goes wrong. As public servants, however, much of our work is dedicated to ensuring that things do not go wrong in the first place. Whether it is a mine inspection, a public health program, an emergency management plan, or infrastructure maintenance, successful public administration often means preventing problems that never become visible to the public.


This perspective became even clearer during my graduate studies.


While serving with MSHA, I completed a Master of Public Administration at Marshall University. My studies exposed me to the broader field of public service and helped me understand how mine safety fits into the larger mission of government. Courses in public management, ethics, organizational leadership, budgeting, policy analysis, and governance reinforced what I was seeing in the field every day: effective government creates public value.


My education also strengthened my belief that public service requires both technical competence and human understanding. Data matters. Technology matters. Regulations matter. But none of those things are the mission themselves. They are tools that help us serve people more effectively.


That lesson has become increasingly important as Government enters an era defined by rapid technological change. I have a strong interest in emerging technologies, artificial intelligence, data analytics, and innovation in public administration. These tools have tremendous potential to improve decision-making, enhance safety, and increase government effectiveness. However, technology should never replace the fundamental human purpose of public service.


Whether using advanced analytics or conducting a mine inspection, the mission remains the same: protecting people and improving lives.


Outside of my federal service, I have continued to seek opportunities to contribute to the broader public service community. Through my involvement with the American Society for Public Administration, Young Government Leaders, and AFGE Local 3181, I have had the opportunity to connect with public servants from across the country who share a common commitment to service.


Recently, I was honored to be selected as the Local Y.O.U.N.G. Coordinator for AFGE Local 3181, helping engage the next generation of federal employees and public servants. The role focuses on leadership development, inclusion, mentorship, and ensuring that younger workers have opportunities to contribute their ideas and perspectives to the future of public service.

These experiences have reinforced something I have come to believe strongly: the future of public service depends on our ability to prepare the next generation of leaders while preserving the values that have guided previous generations.
If there is one lesson I would share with future public servants, it is this: never lose sight of the people behind the policy.


Every regulation affects a worker.


Every budget affects a family.


Every decision affects a community.


The best public servants understand both the technical and human dimensions of their work.


They pursue excellence in their profession while remaining grounded in empathy, integrity, and
service.


My journey—from growing up in the coalfields of southern West Virginia, to following in my grandfather’s footsteps at MSHA, to attending the National Mine Academy, earning an MPA, and serving miners across the region—has taught me that public administration is ultimately about stewardship.


We inherit institutions built by those who came before us. We learn from the successes and failures of the past. And we carry a responsibility to leave those institutions stronger than we found them.


That is why I serve.


I serve because every miner deserves to return home safely.


I serve because strong communities depend on effective public institutions.


I serve because public service can make a real difference in people’s lives.


And I serve because the lessons learned through generations of sacrifice, including tragedies like Upper Big Branch, must never be forgotten. Through vigilance, professionalism, and a commitment to service, we honor those lessons and help build a safer future for the communities we call home.

Categories: I Am Public Administration, IAmPublicAdministration, Leadership, NCAC, Public Administration Toolbox Tags: Tags: , , , ,

Summary of the ASPA National Capital Area Chapter 2026 Annual Meeting

The 2026 Annual Meeting of the ASPA National Capital Area Chapter highlighted the importance of public service, innovation, leadership, and community engagement across all levels of government. Chapter President Whitney Meerhoffer opened the meeting by recognizing board members, longtime chapter leaders, new board members,
and volunteers whose dedication supports the chapter’s mission of connecting people to improve government and promote the value of public service.

Keynote Address: Mayor Emily Jabbour

The featured keynote speaker was Emily Jabbour, the newly elected mayor of Hoboken, New Jersey, and a former federal civil servant with 19 years of service at the Administration for Children and Families. Mayor Jabbour reflected on her transition from federal service to local government leadership, emphasizing that meaningful systems change can occur at every level of government—not just in Washington. She discussed how her experience as a federal performance officer shaped her commitment to data-driven decision-making, accountability, and communicating public value to citizens.

Mayor Jabbour highlighted several themes:

  • Performance and Accountability: Citizens want to understand how the government uses their tax dollars and what results are being achieved.
  • Innovation in Local Government: While local governments often lack the resources available at the federal level, innovation can be achieved through partnerships, technology, and learning from peers.
  • Technology and AI: AI and data analytics can improve government operations, though many essential public services will always require human involvement.
  • Community Engagement: Listening to residents through surveys, office hours, and public meetings helps reduce conflict and improve policy outcomes.
  • Public Service Leadership: Success depends on maintaining clarity of mission, building trusted networks of advisors, and remaining committed to public service values despite challenges and political pressures.
  • Mayor Jabbour also shared her personal journey into public service, which began through advocacy on gun violence prevention after witnessing an active shooter drill in her daughter’s preschool. Her involvement with Moms Demand Action eventually led to her election to the Hoboken City Council and later to the mayor’s office.

Chapter Service Award

The chapter recognized Paula Asdourian for over a decade of service to ASPA and nine years of leadership on the chapter board. Paula’s contributions included managing communications, newsletters, member engagement, and supporting chapter operations. President Meyerhoeffer praised her professionalism, dedication, and positive
impact on the organization.

Student Essay Contest Winners

Vice President Joshua Lier announced the winners of the chapter’s annual student essay contest, which received more than a dozen submissions on contemporary public administration issues. All their papers can be found on the NCAC Website.

Third Place:

Marcos Fabian – Language and Robots, Children Words, Adult Prompts, and the New Human Capital Explored language, generative AI, and implications for human capital inequality.

Second Place:

Lydia Woodley – The Storm Ends: Bureaucracy Begins: Rebuilding Recovery Around Social Equity Examined disaster recovery, social equity, and policy reforms.

First Place

Zara Casar – Rethinking the Role of Bureaucrats in Democratic Governance: The Case of Social Welfare Policy in the United States


Argued that modern bureaucrats play critical roles beyond implementation, serving as policy influencers, negotiators, entrepreneurs, and decision-makers. Her presentation highlighted the evolving relationship between democracy and bureaucracy and emphasized the need for accountability, transparency, and public value in contemporary governance.

State of the Chapter

In her State of the Chapter remarks, President Whitney Meyerhoeffer reflected on the value of public administration as a profession and the role ASPA NCAC plays in supporting practitioners, scholars, students, and public servants. She emphasized that public administration often works quietly behind the scenes but remains essential for implementing policy, delivering services, and maintaining public trust.

Looking ahead, the chapter plans to:

  • Expand programming focused on innovation, AI, and practical governance challenges.
  • Strengthen partnerships with organizations such as Young Government Leaders.
  • Continue hosting member-driven discussions through its popular “Drinks and Conversations” series.
  • Enhance chapter governance, sponsorship opportunities, and member engagement.
  • Foster collaboration among practitioners, academics, and students across all levels of government.

Overall Theme

The meeting underscored a common message echoed throughout the keynote, award presentations, student essays, and chapter updates: effective public service depends on mission-driven professionals who combine expertise, innovation, accountability, and community engagement to improve government and create public value. Whether at the federal, state, or local level, public administrators remain essential stewards of democratic governance and institutional trust.

Categories: Essay Contest, Event, Leadership, NCAC, Policy, Politics, Public Administration Toolbox Tags: Tags: , , ,

ASPA NCAC Honors Paula Acevedo for Outstanding Service and Leadership

The ASPA National Capital Area Chapter is proud to recognize Paula Acevedo for her outstanding service, leadership, and dedication to both the chapter and the public service profession.

Paula has been a member of ASPA for 11 years and served on the NCAC Board of Directors for nine years, from 2017 to 2026. During her tenure, she played a critical role in supporting the chapter’s communications and member engagement efforts, serving as Communications Chair, Newsletter Managing Editor, and website manager.

Throughout her years of service, Paula consistently demonstrated a commitment to excellence and a willingness to step forward wherever support was needed. Her contributions helped strengthen communication with members, enhance the chapter’s visibility, and ensure important chapter information remained accessible and engaging.

Beyond her volunteer leadership, Paula exemplifies the values of public service in her professional role as a Grants Management Specialist at the National Institute of Allergy and Infectious Diseases. During the unprecedented challenges of the COVID-19 pandemic, she continued to serve with dedication and professionalism while maintaining the positive, can-do attitude that colleagues and fellow board members have come to know and appreciate.

Paula’s leadership has been marked not only by her hard work and reliability, but also by her kindness, resilience, and unwavering commitment to supporting others. She has been a valued colleague, a trusted board member, and a role model for both public servants and ASPA members.

On behalf of the ASPA National Capital Area Chapter, we extend our sincere gratitude to Paula for her years of service and congratulate her on this well-deserved recognition.

Categories: Annual Conference, ASPA News, Leadership, NCAC Tags: Tags: , ,

Marcos Fabian Wins Third Place in the 2026 Student Essay Contest

NCAC congratulates Marcos Fabian for winning Third Place of the National Capital Area Chapter’s (NCAC) 2026 Public Administration Student Essay Contest for the essay Language and Robots: Children Words, Adult Prompts, and the New Human Capital

Marcos Fabian is a PhD candidate at the University of Maryland’s School of Public Policy and, along with the distinction of winning the Chapter’s Essay Contest, will receive a cash award of $750 that we hope will go toward furthering your education and a three-year membership to the American Society for Public Administration.

Marcos joined us at our Chapter’s Annual Meeting on June 4.

A link to view the recording of the meeting will be posted when we have it.

Congratulations, Marcos, on winning Third Place for your essay in our Chapter’s 2026 Student Essay Contest!

Categories: Annual Conference, Essay Contest, Leadership, NCAC, Policy Tags: Tags: ,

Lydia Woodley Wins Second Place in the 2026 Student Essay Contest

NCAC congratulates Lydia Woodley for winning Second Place of the National Capital Area Chapter’s (NCAC) 2026 Public Administration Student Essay Contest for the essay The Storm Ends, Bureaucracy Begins: Rebuilding Recovery Around Social Equity

Lydia Woodley is a master’s student at the Trachtenberg School of Public Policy and Public Administration at The George Washington University and, along with the distinction of winning the Chapter’s Essay Contest, will receive a cash award of $1,500 that we hope will go toward furthering your education and a three-year membership to the American Society for Public Administration.

Lydia joined us at our Chapter’s Annual Meeting on June 4.

A link to view the recording of the meeting will be posted when we have it.

Congratulations, Lydia, on winning Second Place for your essay in our Chapter’s 2026 Student Essay Contest!

Categories: Annual Conference, Essay Contest, Leadership, NCAC, Policy Tags: Tags: ,