Melissa

Van Drimmelen

Artifact H: Knowledge, Skills, and Competencies Analysis

ASSESSMENT KEY
Overall Competency Rating:
0= no exposure to and no experience in this competency
1= minimal exposure to but no experience in this competency
2= moderate exposure to and minimal experience in this competency
3= moderate experience in this competency
4= experience in this competency
5= much experience in this competency, basic master has been achieved
Specific Skill Rating:
(+)= highly competent
()= competent
()= area of improvement/experience needed
Evidence of Learning:
W= Work
I= Internship
C= Coursework
V= Volunteer work
O= Other

*Note: All competency descriptions are taken from the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010)

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Advising &
Helping
The Advising and
Helping competency
area addresses the
knowledge, skills, and
attitudes related to
providing counseling
and advising support,
direction, feedback,
critique, referral, and
guidance to
individuals and
groups.

Overall Rating:
0 1 2 3 4 5

Skill

Exhibit active listening skills (e.g., appropriately

establishing interpersonal contact, paraphrasing,
perception checking, summarizing, questioning,
encouraging, avoid interrupting, clarifying).
Establish rapport with students, groups, colleagues,
and others.
Facilitate reflection to make meaning from experience.
Understand and use appropriate nonverbal
communication.
Strategically and simultaneously pursue multiple
objectives in conversations with students.
Facilitate problem-solving.
Facilitate individual decision making and goal setting.
Challenge and encourage students and colleagues
effectively.
Know and use referral sources (e.g., other offices,
outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
Identify when and with whom to implement
appropriate crisis management and intervention
responses.
Maintain an appropriate degree of confidentiality that
follows applicable legal and licensing requirements,
facilitates the development of trusting relationships,
and recognizes when confidentiality should be broken
to protect the student or others.
Recognize the strengths and limitations of ones own
worldview on communication with others (e.g., how
terminology could either liberate or constrain others
with different gender identities, sexual orientations,
abilities, cultural backgrounds).
Actively seek out opportunities to expand ones own
knowledge and skills in helping students with specific
concerns (e.g., suicidal students) and as well as
interfacing with specific populations within the college
student environment (e.g., student veterans).

Specific
Rating

Evidence of Learning

Future Improvement &

Development

WC

COUN 510, Seeking

opportunities in my current
professional position to
practice this on a regular
basis. Learning the
resources available at each
institution and environment
I am in.

+
+

WC

WC
W
W

WC

W,C

W,C,V

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Skill

Differentiate among assessment, program review,

evaluation, planning, and research and the
methodologies appropriate to each.
Assessment,
Effectively articulate, interpret, and use results of
Evaluation, &
AER reports and studies, including professional
Research
literature.
Facilitate appropriate data collection for
system/department-wide assessment and
The Assessment,
evaluation efforts using up-to-date technology
Evaluation, and
Research competency and methods.
area (AER) focuses Assess trustworthiness and other aspects of
on the ability to use, quality in qualitative studies and assess the
design, conduct, and transferability of these findings to current work
settings.
critique qualitative
Assess quantitative designs and analysis
and quantitative AER techniques, including factors that might lead to
analyses; to manage measurement problems, such as those relating to
organizations using sampling, validity, and reliability.
AER processes and Explain the necessity to follow institutional and
the results obtained divisional procedures and policies (e.g., IRB
from them; and to
approval, informed consent) with regard to
shape the political
ethical assessment, evaluation, and other research
and ethical climate
activities.
surrounding AER
Explain to students and colleagues the
processes and uses on relationship of AER processes to learning
campus.
outcomes and goals.
Identify the political and educational sensitivity of
raw and partially processed data and AER results,
handling them with appropriate confidentiality
and deference to the organizational hierarchy.
Overall Rating:
Align program and learning outcomes with
organization goals and values.

0 1 2 3 4 5

Specific
Rating

Evidence of Learning

W,C

Future Improvement &

Development
Coursework Research,
Research for M.A. project.
Taking opportunities to use
assessment in my current
professional position and
gain skills in how to convey
the results of assessment to
others as well as how to use
that assessment to improve
things at my institution

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Equity, Diversity, &

Inclusion

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Identify the contributions of similar and diverse

people within and to the institutional environment.
Integrate cultural knowledge with specific and relevant
diverse issues on campus.
Assess and address ones own awareness of EDI, and
articulate ones own differences and similarities with
others.
Demonstrate personal skills associated with EDI by
participating in activities that challenge ones beliefs.
Facilitate dialogue effectively among disparate
audiences.
Interact with diverse individuals and implement
programs, services, and activities that reflect an
understanding and appreciation of cultural and
human differences.
Recognize the intersectionality of diverse identities
possessed by an individual.
Recognize social systems and their influence on people
of diverse backgrounds.
Articulate a foundational understanding of social
justice and the role of higher education, the institution,
the department, the unit, and the
individual in furthering its goals.
Use appropriate technology to aid in identifying
individuals with diverse backgrounds as well as
assessing progress towards successful integration
of these individuals into the campus environment.
Design culturally relevant and inclusive programs,
services, policies, and practices.

W,C,O,V

W,C,O,V

Actively looking for and

participating in events or
programs that let me learn
about cultures and identities
different from my own.
Participating in the SUSDA
Identity groups and table talks.

The Equity,
Diversity, and
Inclusion (EDI)
competency area
includes the
knowledge,
skills, and attitudes
needed to create
learning
environments that are
enriched with diverse
views and people. It
is also designed to
create an institutional
ethos that accepts
and celebrates
differences among
people, helping to
free them of any
misconceptions
Demonstrate fair treatment to all individuals and
and prejudices.
Overall Rating:
0 1 2 3 4 5

change aspects of the environment that do not

promote fair treatment.
Analyze the interconnectedness of societies worldwide
and how these global perspectives impact institutional
learning.

W,C,O,V

W,C,O,V

W,C,O,

W,C,O,V

W,C,O,

W,O

W,O,V,C

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Skill

Articulate ones personal code of ethics for

student affairs practice, which reflects the
Ethical Professional ethical statements of professional student
Practice
affairs associations and their foundational
ethical principles.
Describe the ethical statements and their
The Ethical
foundational principles of any professional
Professional Practice associations directly relevant to ones working
competency area
context.
pertains to the
Explain how ones behavior embodies the
knowledge, skills, and ethical statements of the profession, particularly
attitudes needed to in relationships with students and colleagues, in
understand and apply the use of technology and sustainable practices,
ethical standards to in professional settings and meetings, in global
ones work. While
relationships, and while participating in job
ethics is an integral search processes.
component of all the Identify ethical issues in the course of ones job.
competency areas,
Utilize institutional and professional resources
this competency area to assist with ethical issues (e.g., consultation
focuses specifically
with more experienced supervisors and/or
on the integration of colleagues, consultation with an associations
ethics into all aspects Ethics Committee).
of self and
Assist students in ethical decision making and
professional practice. make referrals to more experienced
professionals when appropriate.
Demonstrate an understanding of the role of
beliefs and values in personal integrity and
Overall Rating:
professional ethical practices.
Appropriately address institutional actions that
0 1 2 3 4 5
are not consistent with ethical standards.
Demonstrate an ethical commitment to just and
sustainable practices.

Specific
Rating

Evidence of Learning

W,O

W,O

W,C

W,C,O

Future Improvement &

Development
Develop a personal code of
ethics and decide what is
important to me as a
professional. Take aspects
from my personal experience,
work experience, coursework,
and learning from others.
Look for resources that are
available to me at any given
institution and being able to
relay those to students.

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Skill

Describe the foundational philosophies,

disciplines, and values on which the profession is
built.
Articulate the historical contexts of institutional
types and functional areas within higher
The History,
Philosophy, and Values education and student affairs.
competency area
Describe the various philosophies that define the
involves knowledge,
profession.
skills, and attitudes that Demonstrate responsible campus citizenship.
connect the history,
Demonstrate empathy and compassion for
philosophy, and values student needs.
of the profession to
Describe the roles of both faculty and student
ones current
affairs educators in the academy.
professional practice.
Explain the importance of service to the academy
This competency area and to student affairs professional associations.
embodies the
Articulate the principles of professional practice.
foundations of the
profession from which Articulate the history of the inclusion and
exclusion of people with a variety of identities in
current and future
higher education.
research and practice
Explain the role and responsibilities of the
will grow. The
student affairs professional associations.
commitment to
Explain the purpose and use of publications that
demonstrating this
incorporate the philosophy and values of the
competency area
ensures that our present profession.
and future practices are Explain the public role and societal benefits of
informed by an
student affairs and of higher education generally.
understanding of our
Articulate an understanding of the ongoing nature
history, philosophy, and of history and ones role in shaping it.
values.
Model the principles of the profession and
communicate the expectation of the same from
Overall Rating:
colleagues and supervisees.
Explain how the values of the profession
0 1 2 3 4 5
contribute to sustainable practices.

History,
Philosophy, &
Values

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,C

Learn more about the history

of this field through
coursework. Display behavior
and attitudes that I would
want students to exhibit. Find
Mentors in the field that I
respect to learn from them
how I can improve as a
professional.

W,C
W,C,V,O

W,C

W,C

W,C
W,C

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Human &
Organizational
Resources
The Human and
Organizational
Resources competency
area includes
knowledge, skills,
and attitudes used in
the selection,
supervision,
motivation, and formal
evaluation of
staff; conflict
resolution; management
of the politics of
organizational
discourse; and the
effective application of
strategies and
techniques associated
with financial resources,
facilities management,
fundraising, technology
use, crisis management,
risk management, and
sustainable resources.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Describe appropriate hiring techniques and institutional

hiring policies, procedures, and processes.
Demonstrate familiarity in basic tenets of supervision and
possible application of these supervision techniques.
Explain how job descriptions are designed and support
overall staffing patterns in ones work setting.
Design a professional development plan in ones current
professional position that assesses ones strengths and
weaknesses in ones current position, and establishes action
items for fostering an appropriate level of growth.
Explain the application of introductory motivational
techniques with students, staff, and others.
Describe the basic premises that underlie conflict in
organizational and student life and the constructs utilized
for facilitating conflict resolution in these settings.
Effectively and appropriately use facilities management
procedures as related to operating a facility or program in a
facility.
Articulate basic accounting techniques for budgeting,
monitoring, and processing expenditures.
Demonstrate effective stewardship and use of resources (i.e.,
financial, human, material)
Use technological resources with respect to maximizing the
efficiency and effectiveness of ones work.
Describe environmentally sensitive issues and explain how
ones work can incorporate elements of sustainability.
Develop and disseminate agendas for meetings.
Communicate with others using effective verbal and
nonverbal strategies appropriate to the situation in both
one-on-one and small group settings.
Recognize how networks in organizations play a role in how
work gets done.
Understand the role alliances play in the completion of goals
and work assignments.
Describe campus protocols for responding to significant
incidents and campus crises.
Explain the basic tenets of personal or organizational risk
and liability as they relate to ones work.

W,O

Continue to participate in
hiring process at work. Build
my skills by experiencing these
at different types of
institutions. Ask for
opportunities to become more
competent and seek out how
current practices could be
improved. Knowing the

W,O

W,C

W,V
W,C,V,O

W
W

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Law, Policy, &

Governance
The Law, Policy, and
Governance
competency area
includes the
knowledge, skills, and
attitudes relating to
policy development
processes used in
various contexts, the
application of legal
constructs, and the
understanding of
governance structures
and their impact on
ones professional
practice.

Overall Rating:
0 1 2 3 4 5

Skill

Explain the differences between public and private

higher education with respect to the legal system and
what they may mean for students, faculty, and staff at
both types of institutions.
Describe the evolving legal theories that define the
studentinstitution relationship and how they affect
professional practice.
Describe how national constitutions and laws influence
the rights that students, faculty, and staff have on public
and private college campuses.
Explain the concepts of risk management and liability
reduction strategies.
Explain when to consult with ones immediate supervisor
and campus legal counsel about those matters that may
have legal ramifications.
Act in accordance with federal and state/province laws
and institutional policies regarding nondiscrimination.
Describe how policy is developed in ones department
and institution, as well as the local, state/province, and
federal levels of government.
Identify the major policy makers who influence ones
professional practice at the institutional, local,
state/province, and federal levels of government.
Identify the internal and external special interest groups
that influence policy makers at the department,
institutional, local, state/province, and federal levels.
Describe the public debates surrounding the major policy
issues in higher education, including access, affordability,
accountability, and quality.
Describe the governance systems at ones institution,
including the governance structures for faculty, staff, and
students.
Describe the system used to govern or coordinate ones
state/province system of higher education, including
community college, for-profit, and private higher
education.
Describe the federal and state/province role in higher
education.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,C

Internship at different
institution types than I
currently have experience in to
learn the differences between
them. NASPA opportunities
that may help me become
more competent in this area.
Being cognizant of what is
happening at the state and
federal level of policy making
that could affect my
institution.

W,C

W,C,O
W

W,C

W,C

W,C

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Leadership
The Leadership
competency area
addresses the
knowledge, skills, and
attitudes required of a
leader, whether it be a
positional leader or a
member of the staff,
in both an individual
capacity and within a
process of how
individuals work
together effectively to
envision, plan, effect
change in
organizations, and
respond to internal
and external
constituencies and
issues.

Overall Rating:
0 1 2 3 4 5

Skill

Specific
Rating

Evidence of Learning

Future Improvement &

Development

Describe how ones personal values, beliefs, histories, and

perspectives inform ones view of oneself as an effective leader.
Identify ones strengths and weaknesses as a leader and seek
opportunities to develop ones leadership skills.
Identify various constructs of leadership and leadership styles
that include but are not limited to symbolic, expert, relational,
and inspirational.
Identify basic fundamentals of teamwork and teambuilding in
ones work setting and communities of practice.
Describe and apply the basic principles of community building.
Use technology to support the leadership process (e.g., seeking
feedback, sharing decisions, posting data that support decisions,
using group-support website tools).
Understand campus cultures (e.g., academic cultures, student
cultures) and collaborative relationships, applying that
understanding to ones work.
Articulate the vision and mission of the primary work unit, the
division, and the institution.
Explain the values and processes that lead to organizational
improvement.
Identify institutional traditions, mores, and organizational
structures (e.g., hierarchy, networks, governing groups, nature
of power, policies, goals, agendas and resource allocation
processes) and how they influence others to act in the
organization.
Explain the advantages and disadvantages of different types of
decision-making processes (e.g., consensus, majority vote, and
decision by authority).
Think critically and creatively, and imagine possibilities for
solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and
those with diverse perspectives to make informed decisions.
Explain the impact of decisions on diverse groups of people,
other units, and sustainable practices.
Articulate the logic used in making decisions to all interested
parties.
Exhibit informed confidence in the capacity of ordinary people
to pull together and take practical action to transform their
communities and world.
Identify and introduce conversations on potential issues and
developing trends into appropriate venues such as staff
meetings.

W,O,C

C,W,O

W,C

Look for opportunities

available to me to gain
experience working as a leader
and as part of a team member
like being on E team for
SUSDA. Participating in
committee work at my
institution to gain a wide range
of experiences on different
types of teams.

W,O,V
W
W

W,C,O
W

W,O
W

W,C,O

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Skill

Identify key elements of ones set of personal

beliefs and commitments (e.g., values, morals,
Personal
goals, desires, self-definitions), as well as the
Foundations
source of each (e.g., self, peers, family, or one
or more larger communities).
The Personal
Identify ones primary work responsibilities
Foundations
and, with appropriate ongoing feedback, craft a
competency area
realistic, summative self-appraisal of ones
involves the
strengths and limitations.
knowledge, skills, and Describe the importance of ones professional
attitudes to maintain and personal life to self, and recognize the
emotional, physical, intersection of each.
social, environmental, Articulate awareness and understanding of
relational, spiritual, ones attitudes, values, beliefs, assumptions,
and intellectual
biases, and identity as it impacts ones work
wellness; be selfwith others; and take responsibility to develop
directed and selfpersonal cultural skills by participating in
reflective; maintain activities that challenge ones beliefs.
excellence and
Recognize and articulate healthy habits for
integrity in work; be better living.
comfortable with
Articulate an understanding that wellness is a
ambiguity; be aware broad concept comprised of emotional,
of ones own areas of physical, social, environmental, relational,
strength and growth; spiritual, and intellectual elements.
have a passion for
Identify and describe personal and professional
work; and remain
responsibilities inherent to excellence.
curious.
Articulate meaningful goals for ones work.
Identify positive and negative impacts on
Overall Rating:
psychological wellness and, as appropriate, seek
assistance from available resources.
0 1 2 3 4 5
Recognize the importance of reflection in
personal and professional development.

Specific
Rating

Evidence of Learning

W,O,C

W,C,O

O,W,

W,C

W,O

W,O,V

Future Improvement &

Development
Constantly be exploring myself
and reflecting on my learning.
Going for opportunities that I
am drawn to such as being
involved in SUSDA and going
on SU retreats. Have time for
self care outside of work and
the SDA program. Finding the
right balance between the
many aspects of myself right
now. Maintain and make time
for my support network of
friends and family.

Melissa Van Drimmelen

ACPA/NASPA
Competency Area

Skill

Articulate theories and models that describe the

development of college students and the
Student Learning & conditions and practices that facilitate holistic
Development
development.
Articulate how differences of race, ethnicity,
nationality, class, gender, age, sexual
The Student Learning orientation, gender identity, disability, and
and Development
religious belief can influence development
competency area
during the college years.
addresses the
Identify and define types of theories (e.g.,
concepts and
learning, psychosocial and identity
principles of student development, cognitive-structural, typological,
development and
and environmental).
learning theory. This Identify the limitations in applying existing
includes the ability to theories and models to varying student
apply theory to
demographic groups.
improve and inform Articulate ones own developmental journey
student affairs
and identify ones own informal theories of
practice, as well as
student development and learning (also called
understanding
theories-in-use) and how they can be
teaching and training informed by formal theories to enhance work
theory and practice. with students.
Generate ways in which various learning
theories and models can inform training and
teaching practice.
Identify and construct learning outcomes for
both daily practice as well as teaching and
Overall Rating:
training activities.
Assess teaching, learning, and training and
0 1 2 3 4 5
incorporate the results into practice.

Specific
Rating

Evidence of Learning

Future Improvement &

Development

W,C

Go outside my comfort zone

and taking opportunities to
train and teach students.
Learning to incorporate
learning styles that are
different than my own to
reach a wide range of students.
Practice taking theory and
putting it to practice to use in
the field more consciously.

Melissa Van Drimmelen

My Three-Year Professional Development Plan

Objective 1: Gain skills in the teaching aspects of the field and how to convey different ideas to students and different types of learners.

2013 Strategy: Group project for theory

2014 Strategy: Internship opportunities in this area
2015 Strategy: Opportunities for training and teaching environments through work experience

Objective 2: Gain more experience with research in the field that will prepare me for pursuing my PhD in the future

2013 Strategy: Practice with research in class like the group project for theory
2014 Strategy: M.A. Project
2015 Strategy: Seek out other researchers for feedback and improvement

Objective 3: Become knowledgeable in student development theory as well as the direction that theory is going in and be able to put the theory into
practice.

2013 Strategy: Focus on learning the theories that exist. Consider how they do or do not apply to different groups
2014 Strategy: Consciously put theories to practice in my work environment
2015 Strategy: Learn about new theories and take professional development opportunities to stay current with new modes of thinking and
directions

Objective 4: Become familiar with the Law, Governance, and policy that inform Higher Education

2013 Strategy: Register to take Higher Ed Law course

2014 Strategy: Gain knowledge of how different institutions function in this area through internship
2015 Strategy: Stay current on the ever-changing policies and laws that affect the field at various levels.

Objective 5: Expand my knowledge of identities that are different than my own

2013 Strategy: Participate in the identity groups through the SUSDA community
2014 Strategy: Attend NASPA webinars and conference workshops that focus on student groups or identities I do not have experience in
2015 Strategy: Look for opportunities to expand my knowledge outside of work and school like in volunteering.