Syllabus Sample - Division of Continuing Education - Kansas State ...

EDCEP 851
MULTICULTURAL ASPECTS OF ACADEMIC ADVISING
Doris Wright Carroll, Ph.D., Associate Professor
Reference No. 21741
Section ZA
3 hours graduate credit
Fall 2010
Doris Wright Carroll, Ph.D. Associate Professor
Special Education, Counseling and Student Affairs
369 Bluemont Hall 1100 Mid Campus Drive
Kansas State University
Manhattan, KS 66506-5312
Department: 785-532-5541
Cell phone: 785- 587-7423
Office: 785-532-5941
Fax: 785-532-7304
E-mail: dcarroll@ksu.edu

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TABLE OF CONTENTS
Professor Contact Information ……………………………………………………….. 4
Course Description ……………………………………………………………………. 4
Mission Statement …………………………………………………………………….. 4
COE Conceptual Framework …………………………………………………………. 4
Student Learning Outcomes ………………………………………………………….. 4-5
Course Objectives ……………………………………………………………………. 5
Textbooks ……………………………………………………………………………. 5
Technology Requirements …………………………………………………………... 6
Accommodation for Disabilities …………………………………………………….. 6
Campus Safety Statement …………………………………………………………… 6
Expectations for Online Class Conduct …………………………………………….. 6
Academic Dishonesty ……………………………………………………………….. 7
Course Requirements ………………………………………………………………... 7-12
Student Group Assignments ………………………………………………… 7
Main and Small Group Message Boards …………………………………… 7-8
Online Discussion ……………………………………………………….. 8, 14-16
Content Assessment ……………………………………………… 15
Online Participation…………………………………………………. 16
Online Expression…………………………………………………. 17
Multicultural Advising Team Project ……………………………………… 8

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TABLE OF CONTENTS
Multicultural Advising Portfolio …………………………………………………... 9, 11-14
Extra Credit ………………………………………………………………………… 8
Syllabus Orientation Quiz………………………………………….. 8
Individual Activities ……………………………………………….. 8
Grading Scale and Assessment of Learning ……………………………………… 9
Security and Virus Protections …………………………………………………… 9-10
Privacy and Online Communication ……………………………………………… 9
Copyright Information ……………………………………………………………. 9
Readings and Scheduled Activities ………………………………………………. 18-23

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EDCEP 851 MULTICULTURAL ASPECTS OF ACADEMIC ADVISING
Doris Wright Carroll, Ph.D., Associate Professor
Reference No. 21741
3 hours graduate credit
FALL 2010
Address: Doris Wright Carroll, Ph.D. Associate Professor
Special Education, Counseling and Student Affairs
369 Bluemont Hall 1100 Mid Campus Drive
Kansas State University
Manhattan, KS 66506-5312
Department: 785-532-5541
Office Hours: By appointment
Office: 785-532-5941
online or by phone
Cell phone: 785- 587-7423
Preferred method of contact Fax: 785-532-7304
E-mail: dcarroll@ksu.edu
Course Description. This course introduces students to the various cultural, ethnic, racial, and
linguistic issues associated with advising practice.
College of Education Mission Statement
The College of Education is dedicated to preparing educators to be knowledgeable, ethical,
caring decision makers through excellence in the: 1) delivery of exemplary instruction to
students at the undergraduate and graduate levels; 2) production, interpretation; and 3)
dissemination of sound and useful research and scholarship.
Conceptual Framework
The Conceptual Framework (CF) serves as a guide for fulfilling the College of Education’s
vision of preparing educators to be knowledgeable, ethical, caring decision makers, and
supports the university and college missions focusing on the development of a skilled workforce
through teaching, research, and service. The CF acknowledges the contributions of general
education, content area studies, and professional studies to the preparation of educators, and
organizes professional studies into four broad categories: (1) Perspectives and Preparation; (2)
Learning Environment; (3) Instruction; and (4) Professionalism. This course, as a key part of an
approved program in the College of Education, includes objectives in the following categories of
the Conceptual Framework.
Student Learning Outcomes
This course is designed to meet the student learning outcomes (SLOS) for the Master’s Degree
in Academic Advising. Course objectives listed below are derived and assessed within the
context of these four student-learning outcomes.

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1. Apply advising strategies to institutional advising programs and individual advising.
2. Apply theories of learning, student development, and career development to assist
students with their academic and career planning.
3. Understand the influence of multicultural factors on the advising relationship and the
content of advising with students.
4. Apply knowledge of the needs and characteristics of specific groups of students and
apply to academic advising.
Course Objectives: By the completion of this course, students will be able to demonstrate
competencies in the following content areas.
A. Perspectives and Preparation
1. Recognize institutional bias and understand its impact on advising.
2. Recognize the systematic, cultural biases within instruction and teaching.
3. Recognize the influence of privilege in advising activities.
B. Learning Environment
1. Recognize the cultural learning embedded within advising activities.
2. Recognize unique learning needs of each American socio-racial cultural group.
3. Recognize the cultural interpersonal barriers to advising.
4. Recognize the socio-political environmental barriers to advising.
C Instruction
1. Understand racial identity theories within advising contexts and settings.
2 Recognize the cultural limitations of existing advising models and approaches.
3 Recognize culturally appropriate advising interventions.
D. Professionalism
1 Understand the cultural elements into advising practice.
2 Recognize advising ethics and standards of practice.
3 Recognize multicultural advising competencies.
Required Textbooks.
Huff, L. & Jordan, P. (Eds. (2007). Advising Special Populations: Adult learners, community
college students, LGBTQ students, multicultural students, students on probation, undecided
students. Monograph Series, No. 17. Manhattan, Kansas: National Academic Advising
Association.
Watson, L.W., Terrell, M.T., Wright, D.J., and Associates. (Eds). (2002). How Minority Students
Experience College. Implications for Planning and Policy. Sterling, VA: Stylus.
Additional readings are posted in the class website in the course files and content folder. These
additional readings are so noted in the Module assignment and are noted in daily assignments.

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Technology requirements.
Students must have daily access to a computer with Internet and web capabilities. Students
should be able to access and review course materials daily. Computer memory must be sufficient
so that the students can send and receive messages and use web resources. The use of the K-State
Online Learning [KSOL] resource works best if students use a high speed or DSL connection.
For any technical questions, contact the IT Help Desk at 785-532-7722 or 1-800-865-6143. Their
website is http://public.online.ksu.edu/support/. As College of Education students, you are
entitled to utilize the Catalyst Center. The Catalyst Center operates Monday through Friday
during the regular semester. Their hours are as follows: Mondays -Thursdays: 7:30 a.m. - 10:00
p.m., Fridays: 7:30 a.m. - 3:00 p.m. Their phone number is 785-532-5926. See their website for
additional information at http://coe.ksu.edu/catalyst/.
Accommodation for Persons with Disabilities.
Any student with physical, emotional, mental, or learning disability that needs an
accommodation or other learning assistance in this course should talk immediately with the
instructor. It is the responsibility of the enrolled student to request the accommodation. Your
request for accommodation support will not affect your status in this class nor will it impact your
final grade.
Campus Safety Statement
Kansas State University is committed to providing a safe teaching and learning environment for
students and faculty members. In order to enhance your safety in the unlikely event of a
campus emergency make sure that you know where and how to exit your classroom quickly and
how to follow any emergency directives. To view additional campus emergency information
go to the University’s main page, www.k-state.edu, and click on the Emergency Information
button. This statement applies largely to residential courses and regards physical safety at each of
the three campuses.
Statement Defining Expectations for Classroom Conduct
All student activities in the University, including this course, are governed by the Student
Judicial Conduct Code as outlined in the Student Governing Association By Laws, Article VI,
Section 3, and number 2. Students who engage in behavior that disrupts the learning environment
may be asked to leave the class and could later be subject to disciplinary action. This guideline
includes your conduct in the online course as reflected through your postings online. As an
example, offensive, biased, and derogatory language and graphic representations are not
tolerated in this class. Sexually explicit language and its related graphics are unacceptable
conduct for this course. Students with concerns about this conduct standard are invited to talk
directly with Dr. Carroll regarding this guideline.

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Statement of Academic Dishonesty
Academic integrity is an essential professional skill, and a professional necessity. Students learn
best in a classroom that is free of cheating, academic dishonesty, even within an online class.
The KSU Honor and Integrity System handles academic integrity issues for all students,
including distance and online students.
Kansas State University has an honor system based on personal integrity, which is presumed to
be sufficient assurance that, in academic matters, one's work is performed honestly and without
unauthorized assistance. Undergraduate and graduate students, by their registration, acknowledge
the jurisdiction of the Honor and Integrity System. The policies and procedures of the Honor and
Integrity System apply to all full and part-time students enrolled in undergraduate and graduate
courses on-campus, off-campus, and via distance learning. A grade of XF can result from a
breach of academic honesty. The F indicates failure in the course; the X indicates the reason is an
Honor Pledge violation. A component vital to the Honor and Integrity System is the inclusion of
the Honor Pledge, which applies to all posted comments and assignments, examinations, and all
other course work undertaken by students in this class. The Honor Pledge is implied, whether or
not it is stated:
On my honor, as a student, I have neither given nor received unauthorized aid
on this academic work."
This code is the academic integrity standard for this course. Students who have questions
regarding the Honor and Integrity System should phone 785-532-2595 or access their website at
http://www.ksu.edu/honor/. The Honor and Integrity System e-mail address is
. Students who have academic integrity concerns are asked to discuss those
matters with Dr. Carroll immediately.
Course Activities and Requirements
Student Groups Assignment. This class has a large enrollment, which can make class
participation and interaction a challenge. For this reason, class members will be assigned to small
student groups ranging in size from 14-20 students. Four students groups are created for this
class. The instructor will assign students randomly to a student-learning group of approximately
6-10 students. Additional groups could be added as this class and enrollment needs so dictate.
Main level message board. Each group will post comments in the main level message board
that is created for your small group. Members of your small group are asked to post comments
and questions daily and weekly in your group’s main level message board. You will keep this
small group for the entire semester.
To access the main message board, go to the course webpage. Look to the left column to find the
link, Message board. Click on the link, and it will take you to the message boards. Look for your

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group’s name among the message boards. Click on this link, and your week’s message board will
open.
Local small group message board. A second small group message board is located within the
website. That small group local message board is only for the group’s use in sending message to
each other, posting shared group materials, and for virtual communication. The second, local
board is not designed for daily postings. Rather, it should be used for small group project and
assignment communication. If you have any difficulty accessing either message board, contact
the IT Help Desk immediately.
To access your local small group message board, go to the course webpage. Look to the left
column to find the link, Groups. Click on the link, and it will take you to your small group
message board.
Graded Class Requirements
1. Online Class Discussion. Knowledge is shared and information is disseminated using online
learning exercises and open discussion. Students are expected to participate weekly in all
on-line activities and discussions. Weekly participation involves two essential elements: a)
posting your responses, reactions, and critical analysis to assigned readings; and b) asking
and responding to questions that prompt further discussion regarding the week’s topic. The
quality and quantity of your participation is used in determining your class grade.
Collaboration is permitted in selected class exercises as determined by the Instructor.
Online discussion and participation are assessed in determining your class grade. Students
must make a minimum of one posting and respond critically to two class members each
week. 100 points are awarded to this activity. Three assessment rubrics are used to
determine online participation, expression, and content. Each of these criteria is awarded a
maximum of 100 points each. The assessment criteria for participation are presented later in
this syllabus.
2. Multicultural Advising Syllabus Team Project. While assigned to student groups, students
will be asked to complete a multicultural advising syllabus team project. All class student
groups will be presented the same case scenario. The purpose of this advising team project is
for the team to design at least one multicultural advising intervention that will help the cohort
students described in the case.
Student members are asked to work with class members within their assigned student groups
to complete this team project. Additional details regarding the case scenario will be presented
during the first four weeks of class. The team project is assigned a maximum of 100 points.
Multicultural Advising Syllabus Team Projects are due on Friday, December 3, at 11:59
PM CST. Groups should submit their team syllabi in the respective team drop Box.
3. Multicultural Advising Portfolio. The portfolio is a document that characterizes a student’s
multicultural awareness, knowledge and skills as they are related to advising professional
activities. The portfolio is used in this course to document your learning in this course. A full

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description and grading criteria for the multicultural competence portfolio is presented at the
end of this syllabus. 100 points are awarded to this learning activity. Final Portfolio is
due on Friday, November 19 at 11:55 PM CST.
4. Extra Credit Activities. Students can earn extra credit points for a variety of professional
development and community activities that are related to our course topic. Such activities
include presentations at local, regional, or national conferences, attendance at such
professional development workshops, and civic activities such as voting in upcoming local,
state, or national election. Students can earn from 5-10 points per extra credit event, up to a
maximum of 50 points.
Orientation Quiz. This quiz is designed to acquaint students with the information contained
in the course syllabus. It is a ten-point quiz that is taken within the course website. This quiz
is awarded a maximum of 10 (ten) extra credit points.
Grading and Assessment of Learning
Students’ grades for this course are determined based on the activities that are listed below.
Aside each activity is a number point total awarded for each learning assignment.
Portfolio 100
Advising Syllabus Team Project 100
Online content 100
Online expression 100
Online participation 100
__________________________________
TOTAL POINTS POSSIBLE 500
Extra credit scores are added to the final points are the end of the semester.
Orientation Syllabus Quiz 10 points.
Individual activities
5-10 points per event.
Grading Scale
A= 500- 450
B= 449- 400
C= 399- 350
D= 349-300
F= < 300 you are in trouble!
Security and Virus Protections. Students are responsible for removing any local server
firewalls or security devices that impede their access to the K-State Online site. Each individual
student is responsible for checking daily for viruses and for helping the class to remain virusfree.
Students who find a virus within any posted file or document should notify Dr. Carroll
immediately at 785-587-7423. Indicate which file and the virus detected, if known. The IT Help
Desk can assist you in locating free, downloadable virus software.

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Privacy and On-line Communication. Using KSU electronic communication for classroom
learning may be considered public communication and subject to review by a third party. For this
reason, students should be advised that their electronic communication in this class is not
confidential. Students are advised to exercise care and responsibility when they communicate online.
For additional information concerning electronic communication, students are advised to
review KSU’s Electronic Mail Policy and other related KSU technology polices.
Copyright Information. Doris Wright Carroll, Ph.D., Associate Professor, has copyrighted all
EDCEP 851 course materials, except where indicated. This copyright pertains to the syllabus,
lectures, notes and lecture materials developed in all format including electronic, written, oral
and print communication. Copyrighted materials that are included in this class will have the
requisite permission for students to download the classroom materials.

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Multicultural Advising Portfolio Guidelines
What is a Multicultural Advising Portfolio?
The Multicultural advising portfolio is an electronic document that characterizes a student’s awareness,
knowledge, or skills related to multicultural advising. It is a learning resource that is designed to help
you assess your multicultural advising skills and learning. Additionally, it is an assessment document
that is used to assess a student’s learning in this course.
What is the format?
Each student is free to choose which electronic format is best suited for your portfolio. Students should
specify the particular word processing software used and indicate the size of the portfolio in an e-mail to
the instructor at the time you submit your portfolio using the electronic drop box in the website. You can
add other features including, but not limited to: video streaming, pod casts, or other similar technology.
Students who desire to use virtual identities in such technologies as SecondLife © must have this
technology approved before using it in the portfolio. A portfolio should be a maximum of 20 doublespaced
pages in length or 140 KB.
What elements must be included in the portfolio?
The content of the portfolio is left to the creativity of the individual student. Students are encouraged to
be creative in the development of their multicultural advising portfolios. A student must consider how
best to provide evidence of the seven student learning outcomes for this project.
These guidelines are designed to assist you as you create your portfolio. The following elements must be
included in the portfolio.
1. Outline
2. Statement of objectives
Provides evidence of the following areas:
3. Operational definition of advising
4. Advising self-awareness
5. Advising services
6 Institutional climate
7. Privilege awareness
8. Retention
9. Academic curricula
Submits the following self-assessment with finished portfolio.
10. Multicultural Advising Portfolio Self-Assessment.

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What documentation can be included in the portfolio?
The following descriptions are examples of artifacts; this list is not exhaustive, however.
Narrative descriptions or statements about multicultural advising
Description of multicultural experiences or events
Drawings or artistic representations of events
Songs and any musical representations
Photos, film clips, video presentation
Programs, fliers, or other scanned documentation
Electronic documentation from websites or online resources
Model or graphic depictions of multicultural activities
Personal reflections
Journals or journaling activities
Second language observations or transcriptions
Book chapters, journal articles, etc.
What material should I avoid?
Documents and artifacts that are illegal and violate state, federal, or international laws.
Copyrighted and propriety materials for which approval has not been secured.
Offensive language, as defined by KSU university handbook policies.
Plagiarized items
Items obtained through academic integrity violations
Pornographic artifacts and documents
Materials that are downloaded illegally or bootlegged
Documents that violate KSU technology and data security policies
Materials that contain a virus or spy ware
Documents that violate Institutional Research Board (IRB) guidelines
Portfolio Grading Criteria
Students are evaluated with regard to how well a student demonstrates multicultural advising awareness,
knowledge, and skills according to the portfolio assessment criteria. Seven assessment criteria are used
for the portfolio. Students should illustrate their competency in the seven assessment dimensions listed
below.
Using a 7-point Likert scale, a rating of 1 indicates little or no evidence of multicultural awareness or
skill while a score of 7 indicates exceptional multicultural advising skill or awareness on that particular
dimension. Total points possible for this activity = 100.

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Multicultural Portfolio Assessment Dimensions
1. Shows multicultural advising self- awareness.
2. Defines multicultural advising operationally.
3. Applies multicultural advising to curriculum and academic settings.
4. Applies multicultural principles to advising service delivery.
5. Understands how privilege shapes multicultural advising.
6. Shows how multicultural advising influences student retention.
7. Recognizes how institutional climate influences multicultural advising.
Portfolio Assignment Deadlines
A Portfolio Outline is due on Friday, October 15 at 9: 59 PM CDT. Submit your 1-2 page
outline using you small group drop box. Do not use e-mail to submit your outline.
Final Portfolio is due on Friday, November 19 at 11:55 PM CST. Submit your materials to
your small group drop box. Optional: Students can post their portfolios, or any portion of it, to a
special message board created for sharing them with others.

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Multicultural Advising Portfolio Self-Assessment Checklist
Directions: This matrix is designed as a practical tool for students as they identify and evaluate their multicultural advising skills to
include in their multicultural advising portfolio. Students are invited to rate themselves on each dimension. In each box, a student can list
examples of multicultural advising performance in that area. If you have strong evidence in self-awareness for example, in the first box you
would list activities that demonstrate your strong evidence rating. What you list is entirely up to you. It could be attending community
events, doing reading, attending lectures, or volunteer activities. This rating scale is designed as a student-learning tool to guide a student’s
multicultural advising skill development.
Name: ____________________________________________
Date: _____________________________________________
Self -Rating of Multicultural advising Performance
Content Areas Strong evidence Some Evidence minimal evidence Very little evidence No Evidence
5 4 3 2 1
Shows
Multicultural
advising
Self-Awareness
(Awareness)
Defines
multicultural
advising
operationally.
(Awareness)
Applies
multicultural
advising to
academic settings
& curriculum.
Applies
multicultural
principles to
advising service
delivery
Understands how
privilege shapes
multicultural
advising
Shows how
Multicultural
Advising influences
student retention
Recognizes how
institutional climate
influences
multicultural
advising.
Copyright 2006 Doris Wright Carroll, Ph.D., Associate Professor, Kansas State University. Manhattan, KS.

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Criteria for Assessing Participation
During this class, online discussion will be assessed using three elements: content, expression,
and participation. These elements are adapted from the work of Bauer & Anderson (2000) and
involve the use of rubrics for assessing participation.
Rubric for Online Content Assessment
Content includes the degree to which students acquire an understanding of the essential material
presented within the course. Additionally, this content rubric evaluates the degree to which a
student can apply this material to practical situation and show an ability to analyze the content
[critical thinking]. 100 points are awarded to this activity.
Points
Skills
90-100 Demonstrates excellence in grasping key multicultural concepts; shows ability to
apply these concepts to advising settings; can apply these concepts during case
analysis; provides strong evidence in support of multicultural applications of
multicultural applications of concepts; readily offers new interpretations on
multicultural discussion materials.
80-89 Shows evidence of understanding for most of the major multicultural concepts; can
agree or disagree with ideas when asked; Provide good evidence in support for
opinions; offers an occasion divergent opinion about multicultural concepts.
70-79 Has a shallow grasp of multicultural material; rarely takes a stand on discussion issues;
offers inadequate levels of support for opinions. Shows little application of
multicultural concepts and ideas to advising.
60-69 Shows little to no significant understanding of material; makes few comments about
discussion issues; offers a weak support for opinions.
50-59 Shows no understanding of the material. Shows naiveté or ignorance regarding
multicultural concepts. Postings are infrequent and present a narrow worldview about
multicultural groups.

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Rubric for Assessing Online Participation
Online Participation includes the number or frequency of online postings to case analysis, daily
assignments, discussion or bulletin boards, and so forth. Students must make a minimum of
one posting and respond critically to two class members each week. 100 points are awarded
to this activity.
Points
Skills
90-100 Contributions are immediate, prompt, timely, relevant, and self-initiated; comments
and reactions are posted freely on all assignments throughout the entire course. There
is no attempt to dominate the discussion; Shows strong evidence of respect for
divergent opinions.
80-89 Contributions are self-initiated. Comments and reactions are posted but not in a timely
way. Student follows discussion and responds during discussion. Engages in some
critical thinking and challenges others interpretation of the readings and research.
Shows good evidence of respect for divergent opinions.
70-79 Student keeps up with the discussion; needs an occasion prompting to contribute;
participates in some conversations or discussions more than others. Show some
evidence of respect for divergent opinions.
60-69 Participation is spotty; picks and choose topics in which to get involved; does
perfunctory postings when prompted; take little initiative in posting information;;
Shows little evidence of respect for divergent opinions.
50-59 Student rarely participates freely; makes short, irrelevant remarks; shows no evidence
of respect for divergent opinions.

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Rubric for Assessing Online Expression
Expression involves two components: 1) formal postings, assignments, and projects and (2)
online discussion. In general, expression can provide a degree of clarity to content (Bauer &
Anderson, 2000). Great ideas are lost if they are not expressed well. Bean & Peterson (1998)
note that good writing is tied closely with good scholarship. In this assessment rubric, writing
style, grammar, and language are seen an important criteria. Students are encouraged to use
appropriate grammar when composing comments for posting or when preparing formal postings
such as projects and assignments. 100 points are awarded to this activity.
Points
Skills
91-100 Uses complex, grammatically correct sentences on a regular basis; expresses
multicultural ideas and concepts clearly, concisely, and cogently in a logical manner;
uses words and phrases that demonstrate a high level of vocabulary; has very few
misspellings.
81-90 Sentences are grammatically correct; ideas are readily understood. Multicultural ideas
and concepts are presented globally in a logical manner. Some misspellings and
confusing phrases.
71-80 Sentences are grammatically correct; ideas are readily understood but show signs of
disorganization; some transitions between concepts are missing; there are occasional
misspellings.
61-70 Show poor use of language confuses and garbles much of the message. Only an
occasional idea is presented clearly; language is disjointed; there is an overuse of the
simple sentence and repetition of words; paragraphs are often unrelated to each other.
51-60 Writing is largely intelligible. There are incomplete sentences and frequent
misspellings. There is a poor organization to paragraphs and to ideas presented therein.
< 50 Not acceptable; failing.
Source for online assessment rubrics: Bauer, J.F & Anderson, R. S. (2000). Evaluating students’ written
performance in the online classroom. In R. Weiss, D.S. Knowlton, & B.W. Speck (Eds). Principles of Effective
Teaching in the Online Classroom. New Directions for Teaching and Learning, 84 (winter). San Francisco, CA:
Jossey-Bass, 65-71. These rubrics have been modified to fit the requirements for this course.

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EDCEP 851 MULTICULTURAL ASPECTS of ACADEMIC ADVISING
Doris Wright Carroll, Ph.D., Associate Professor
Schedule of Activities and Text Reading Assignments
Fall 2010
Date
Topical Reading and Assignments
The course textbook abbreviations used in this schedule are as follows: Huff & Jordan = H & J;
Watson, Terrell, & Wright, and Associates = Watson.
Instructions. Reading assignments for each module are contained within designated modules
located in the files section of the main course website. If you are unable to open or read any class
file, contact Dr. Carroll immediately by phoning 785-587-7423. Readings are located in the files
section of the course website. Most documents are created using PDF, rtf, or MS Word 2004.
Class readings and assignments may change as learning needs so dictate. Whenever changes
are made in a course assignment, it will be reflected in the course announcements. Students will
be sent an e-mail to inform the class of the changes. The latest schedule changes are reflected in
the most recent course syllabus located in the course website.
Special Note: A module week begins on Monday at 12:01 AM and ends on Saturday, at
11:59 PM. There are no Sunday class assignments.
Module 1 What is Multicultural Advising?
Week 1
August 23-28
Introduction to course. Defining Advising
Review course syllabus and related materials. Complete Advising is_____ Exercise.
Located in the course content. Take Orientation Quiz that is located in course
content files.
Readings
CAS Advising Standards and Values; Core Values of Advising, Concept of Advising,
UNESCO Descriptions of Advising [located Module 1].
Hemwall, M. K. & Trachte, K.C. (2005, fall). Academic advising as learning: 10
Organizing Principles. NACADA Journal (25) 2, 474-482 [PDF].
The Orientation Quiz is available until Friday, August 27 at 11:55 PM CDT.

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Week 2
August 30 – September 4
Social Justice and Cultural Self-Awareness
Gilbert, Cornelius K (2005). Improving Academic Advisor Preparation Through
Cultural Self-Awareness Academic Advising Today. Volume 28, Number 3 [PDF].
Stewart, J. (2010). Academic Advising in Canada - Is the Canadian Advising System
Really Different from the American Advising System? Retrieved from NACADA
Clearinghouse of Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Canada.htm. [PDF]
Lantta, M. (2008). Supporting Social Justice through Advising. Academic Advising
Today. Volume 31, No. 2 June 2. Retrieved from NACADA Clearinghouse of Academic
Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Canada.htm. [PDF]
Week 3
September 6-11
Defining Multiculturalism and its Meaning for Academic Advising
Labor Day Holiday is observed Monday, September 6. Official University Holiday.
There are neither class activities nor assignments for this day.
Reading. Watson. Introduction, ix –xxii, Ch. 1.
Module 2 Theories of Student Development
Week 4
September 13-18
Developmental theories and Social Class: Applications for Academic Advising
Student development theories and their role in multicultural advising. Pascarella, E. &
Terenzini, P. (2005). Theories and models of student change in college. How College
Affects College Students. Volume 2. A third decade of research, pgs. 18-64.
(Note: for students who have taken EDCEP 838, this chapter reading is a review).
Evans, N, Forney, D S, Guido, F M, Patton, L, & Renn, K. (2010). Student Development in
College. Theory, Research, and Practice. Second Edition (pp 47-81). San Francisco: Jossey
Bass. [PDF]
Ostrove, J. & Long, S. (2007). Social Class and Belonging. Implications for college
adjustment. The Review of Higher Education. 30,4, 363-369. [PDF]

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Week 5
Racial Identity Development. Critical Race Theory [CRT]
September 20-25
Racial and cultural identity development in people of color. Therapeutic Implications. In
Sue, D.W. & Sue, D. (2008). Counseling the Culturally Diverse. 5 th Edition. New York:
Wiley, 233-258.
Torres, Vasti; Howard-Hamilton, Mary F.; Cooper, Diane L. (2003). Dominant cultures,
oppression, and other societal factors affecting the identity development of diverse
populations. Identity development of diverse population: Implications for teaching and
administration in higher education. ASHE-ERIC Higher Education Reports, v. 29 no. 6, 17-
31.
Patton, Lori D. McEwen, Marylu, Rendón, Laura, & Howard-Hamilton, Mary F. Critical
Race Perspectives on Theory in Student Affairs. [PDF] Discusses critical race theory as it
applies to student services. Compares CRT to other identity theories.
Week 6
White Racial Identity. Privilege in Academic Advising
September 27- October 2
Heinze, Peter (2008). Let’s Talk about Race, Baby: How a White Professor
Teaches White Students about White Privilege & Racism. Multicultural Education. 16, no.1
Fall 2008, pgs. 2-11. [PDF]. Defines privilege in college settings and offers suggestions for
managing it in a classroom setting.
Last word. I Why White Students Need to Learn About Their Own Race. Wolfe Taylor,
Betty Jeanne. Diverse Issues Higher Education. 25 no. 21, Nov. 27, 2008, p. 19. [PDF}
White racial identity development. Therapeutic Implications. In Sue, D.W. & Sue, D.
(2008). Counseling the Culturally Diverse. 4 th Edition. New York: Wiley, 203-228. [PDF]
Week 7
Sexual Identity Development
October 4 - 9
Bilireau, B. & Renn, K. (2005). Analysis of GLBT developmental models and implications
for practice. In Gender Identity and sexual orientation. New Directions for Student
Services. no. 111. Fall. 25-39.

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Module 3 Special Populations in Academic Advising
Week 8
October 11 - 16
Undecided, and students on probation
Readings: H & J. Chs. 5-6.
Advising International Students and Students of Color
Starobin, S. (2006. Summer). International students in transition. Changes to access
to U.S. Higher Education. New Directions for Student Services, no. 114. (Summer).
Pgs. 63-71.
Castillo Clark, E. & Kalionzes, J. Advising students of color and international
students. In V.N Gordon, W.R. Habley, & T.J. Grites, (Eds.). (2008). Academic
advising: A Comprehensive handbook (2nd ed.). San Francisco: Jossey-Bass, 204-225.
Multicultural Advising Portfolio Outline is due on Friday, October 15 at 9: 59 PM
CDT. Submit a one to two-page outline using you small group drop box.
Do not use e-mail.
Midterm Participation Self-Assessments are due on Friday, October 15 by 5
PM CDT. Post a one-page self-assessment narrative in the respective small
group drop box. Details on this activity will be located in the daily course
announcements.
Week 9
October 18 - 23
First-generation Latino students.
Torres, V. Reiser, Al, LePeau, Lucy, Davis, Laura, Ruder, J. Case Studies: A Model
of First-Generation Latino/a College Students’ Approach to Seeking Academic
Information. NACADA Journal, 26 (2), 65–70.
Students with Disabilities and Course Accessibility issues. Levinson, Edward M. and
Palmer, (2005, April). Eric J. Preparing students with disabilities for School-to-Work
Transition and Post school Life. [PDF].
Week 10
Gay, Lesbian, Bisexual, Transgendered, and Questioning Students
October 25-30
Gay, Lesbian, Bisexual, and Transgendered Students (GLBT). H & J Ch. 3.
Rankin, S.( 2005, Fall). Campus Climates for Sexual Minorities. New Directions for
Student Services, no. 111, 17-23. PDF is located In Module 3 course files.

22
Week 11
Multicultural Voices in Academic Advising
November 1-6
Students’ voices in multicultural advising. Watson Chs. 4-6
Module 4 Cultural Interventions for Academic Advising
Week 12
November 8-13
Multicultural Advising H & J Ch. 4
Alessio, C. When College Advising Must Cross Cultural Gaps. The Chronicle of
Higher education, vol. 1 July 7, 2006 supplement. [PDF]
Lamont , B.J. East Meets West - Bridging the Academic Advising Divide.
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/East-Meets-West.htm. Retrieved
August 22, 3008 from NACADA Clearinghouse of Academic Advising Resources Web
site.
Week 13
November 15 -20
No Readings or weekly postings this week.
Multicultural Advising Syllabus Project is introduced and assigned to student groups.
Check course announcements and Module 4 listings for details regarding this team
assignment.
Final Portfolio is due on Friday, November 19 at 11:55 PM CST. Submit your
materials to your small group drop box. Optional: Students can post their portfolios,
or any portion of it, to a special message board created for sharing them with others.
Module 5 Future issues in Advising and Best Practices
Week 14
November 22-26
Student Holiday from Monday, Nov. 22-through Sunday, November 28. Regular classes
resume on Monday, November 29 th . There are no new graded assignments during this
week. Groups can elect to work on their Multicultural Advising Syllabi Projects during this
break. The website remains open throughout all this student holiday week. The KSU
campuses remain open Mon-Wed. November 22-24 and are closed 25-26.

23
Multicultural Online Assessment Extra Credit Activity
Multicultural Online Assessment Feedback. In a special message board, Dr. Carroll will invite
your participation in a Tilford Group Online Assessment project by providing feedback about
the multicultural advising portfolio and the participation rubrics.
Two special message boards are created especially for this project. Participation in each
message board is awarded 5 points each, for a total of ten (10 Points for these activities.)
Details regarding the activity will be posted in the course website.
Week 14
November 29- December 4
Multicultural Advising Syllabus Team Projects are due on Friday, December 3 at 11:59
PM CST. Groups should submit their team syllabi in the respective team drop Box.
Week 15
December 6-11
Future Issues in Multicultural Advising
Reading. Watson. Ch. 7
Multicultural Advising Syllabus Team Projects are available for viewing all of finals week.
Online course evaluation is released.
Week 16
December 13-16
Finals Week
There are no readings or assignments during this week.
Multicultural Advising Syllabus Team Projects are available for viewing all of finals week.
Online course evaluation continues until December 20.
Deadline for class grades to be submitted to iSIS is Monday, December 20.
Copyright 2010 Doris Wright Carroll, Ph.D., Associate Professor, Kansas State University.
This copyright pertains to the syllabus, lectures, notes and lecture materials developed in all format including
electronic, written, oral and print communication, except where indicated otherwise.
Revised 8/13/2010
dwc