Syllabus Sample - Kansas State University

Dr. Rich Robbins 

570-577-1301 

rich.robbins@bucknell.edu 

EDCEP 837: Administration of Advising 

Spring 2011 

Required Text: Gordon, V., Habley, W., Grites, T., and Associates. (2008). Academic Advising: A 

Comprehensive Handbook (second edition). San Francisco: Jossey-Bass. 

Additional Required Readings and Information: available in PDF, Power Point, and web URLs as noted. 

Course Description: This course is designed to provide an opportunity for you to become familiar with the 

important theories, concepts, models, issues, applications, and other factors involved in the administration of 

academic advising in higher education settings. Assignments toward this goal include short papers, 

participation in on-line discussions, and submission of a cumulative portfolio. 

Kansas State University College of Education Vision, Mission, and Conceptual Framework 

Vision 

Preparing educators to be knowledgeable, ethical, and caring decision makers. 

Mission 

Our vision is fulfilled through: 

• delivery of exemplary instruction to students at the undergraduate and graduate levels; 

• production, interpretation, and dissemination of sound and useful research and scholarship; 

• leadership, collaboration, and service within the profession; and 

• promotion, understanding, and celebration of diversity. 

Conceptual Framework 

Our Conceptual Framework 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 teaching, research, service, and diversity. 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 (Foundations, Students and Learning, Content and Pedagogy, and Planning) 

2. Learning Environment 

3. Instruction 

4. Professionalism 

This course, a key part of an approved program in the College of Education, includes objectives in the following 

categories of the Conceptual Framework: 

1. Perspectives and Preparation 

• Developing a Mission Statement and Goals for Your Advising Program 

o Definition of a mission statement 

o Relationship to institutional mission statement 

o Relationship to local vision and goals 

2. Learning Environment

• Delivery of Advising Services 

o Models 

o Advisor loads 

• Use of Technology in Advising 

o Different medias 

o Issues 

3. Instruction 

• Identifying Outcomes for Advising 

o Advisor/process/delivery outcomes 

o Student learning outcomes 

• Advisor Training and Development 

o Advising as teaching 

o Components of effective advising 

• Assessment of Advising Programs 

o Assessment versus evaluation 

o Key factors 

o Assessment process 

o Utilizing existing instruments and resources 

o Communication of results 

o Acting on results 

4. Professionalism 

• Legal and Ethical Issues 

o Moral, ethical, legal issues 

o FERPA 

o Working with parents 

o ADA 

o Working with students in distress 

• Financial Management of Your Program 

o Institutional issues: rules, regulations, policies 

o Funding resources 

• Campus Environment and Politics 

o Navigating the campus environment 

o Building connections 

Course Objectives: This course will provide information, discussion, and feedback regarding the following 

topics in the administration of academic advising in higher education: 

I. Developing a Mission Statement and Goals for Your Advising Program 

a. Definition of a mission statement 

b. Relationship to institutional mission statement 

c. Relationship to local vision and goals 

II. Identifying Outcomes for Advising

a. Advisor/process/delivery outcomes 

b. Student learning outcomes 

III. Delivery of Advising Services 

a. Models 

b. Advisor loads 

IV. Use of Technology in Advising 

a. Different medias 

b. Issues 

V. Advisor Training and Development 

a. Advising as teaching 

b. Components of effective advising 

VI. Advisor Evaluation, Reward and Recognition 

a. Evaluation versus assessment 

b. Methods of advisor evaluation 

c. Developing and advisor evaluation instrument 

d. Role of evaluation in reward and recognition 

e. Forms of reward 

f. Forms of recognition 

VII. 

Legal and Ethical Issues 

a. Moral, ethical, legal issues 

b. FERPA 

c. Working with parents 

d. ADA 

e. Working with students in distress 

VIII. Financial Management of Your Program 

a. Institutional issues: rules, regulations, policies 

b. Funding resources 

IX. 

Campus Environment and Politics 

a. Navigating the campus environment 

b. Building connections 

X. Assessment of Advising Programs 

a. Assessment versus evaluation 

b. Key factors 

c. Assessment process 

d. Utilizing existing instruments and resources 

e. Communication of results 

f. Acting on results 

Learning Outcomes: Students will demonstrate an understanding of the above listed course objectives via 

authoring of appropriate papers, adequate completion of additional assignments, sufficient participation in online 

discussions, and submission of a correct cumulative portfolio. At the completion of the course, students 

will have a clearly delineated administrative description of their respective advising programs, including 

identified issues and the start of an overall assessment paradigm for their programs. 

Grading: Grades will be based on the following: 

1) Papers: You are required to submit a total of six 1-2 page papers during the semester as noted on the 

schedule for a total of 120 possible points. These are short research papers, NOT reaction papers. One of the 

most important aspects of these papers is being able to answer the questions correctly, but concisely as well, 

referencing the appropriate resources in your text and other assigned materials and readings. Here are the 

instructions for the assigned papers:

1. All papers should be single-spaced, with 1” margins and Times Roman 12-point font. 

2. All papers must incorporate the assigned readings for the current Module. Information from or referring 

to any of the assigned readings, any course materials, or any other information considered an outside 

source must be cited appropriately in the text of the paper and a reference list must be included at the 

end of the paper. 

3. Referenced materials in the form of citations in the text and reference lists at the end should be in APA 

format. Teaching APA format is not part of the course. If you are unfamiliar with or need a refresher 

on APA format, please see the Purdue University APA site at 

http://owl.english.purdue.edu/owl/resource/560/01 

There is also an on-line tutorial on the APA website at 

http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx 

4. If you cut-and-paste information from a web site, please format the text so there is one font throughout 

your paper. Be sure to cite the web site appropriately both in the text and on the reference list. 

5. Papers should be submitted in the format of a written paper. Please do not simply cut-and-paste a list of 

items or quotes from a web site as your paper, or answer specific parts of the assignment in separate 

responses. You need to include information and discuss in paragraph form that flows logically in the 

form of a paper. 

6. Be sure to answer ALL parts of the assignment in order to receive full credit. 

7. Please identify your papers by titling the files "Paper Module # last name" - for example: Paper Module 

1 Robbins. THIS IS VERY IMPORTANT AS YOUR READER WILL BE RECEIVING 

MULITIPLE PAPERS EACH ASSIGNMENT. 

8. Please submit your papers in Microsoft Word format with the extension .doc. No .docx files, please! 

9. Be sure to meet all deadlines as identified on the course syllabus in order to receive full credit for your 

papers. Papers may be submitted early, but are due no later than the date identified for each in the 

course syllabus. Papers handed in late will only be accepted for possible credit if submitted within 24 

hours/1 day of the original submission deadline. Any paper submitted late but within 24 hours/1 day of 

the original deadline will receive 1/2 the points it would have if graded normally - which means that 

even if the paper if perfect, the best a late paper can receive would be 10 points out of 20. No papers will 

be accepted after 24 hours/1 day of the original deadline; you will receive no points for the assignment if 

turned in any later or not turned in at all. 

10. Please see a sample paper posted in the module titled “Syllabus and Sample Paper.” 

11. Upon receipt of your graded paper, you should review the comments and feedback made via the Track 

Changes function of Microsoft Word. Since your final portfolio will consist primarily of your revised 

reaction papers, you should ideally incorporate the feedback and make revisions as appropriate as soon 

as you receive your graded paper to avoid a time-crunch at the end of the course when putting your 

portfolio together. 

Evaluation of papers is based on analyzing and synthesizing the reading, application of material to advising 

situation and role, and correct use of language and mechanics. Each paper is worth 20 points for a total of 140 

possible points. Papers must be submitted by midnight (your time) of the due date; all due dates will be 

on a Monday to allow at least one full weekend to work on the assignment. Papers may be submitted early, 

but are due no later than the date identified for each on the course syllabus.

2) Additional Assignments: Module 6 includes an assignment in addition to the assigned paper worth 20 

points, while the assignment for Module 7 is not a paper but a different assignment worth 20 points. 

3) Discussion and Response Postings: Students are required to post comments and responses to the Discussion 

Board on topics for each of the 7 modules. Students are required to post at least one response to the instructor’s 

question, and are also required to post at least one response, comment, and/or question to a fellow student's 

comment or response. You may respond as much as you would like but must meet the criteria above. All 

responses will be due by midnight (your local time) on a Friday prior the due date for your assigned 

paper in order to allow you to incorporate relevant information from the discussion board into your 

paper. You will receive 10 points for each posting – therefore a total of 20 points for each assigned discussion 

board topic – for a total of 140 possible points. There are no post-deadline responses allowed for the 

discussion. 

PLEASE NOTE: the assigned papers and discussion questions require you to apply information from 

your course assignments to the administration of academic advising at an institution of higher education. 

If you are not currently in an administrative academic advising or related position at an institution, you 

should identify an institution with which you are either familiar or can easily access their administration 

of academic advising information. This may require you to make personal contact with an academic 

advising administrator to serve as a resource for the course. By formally identifying an institution and 

utilizing that school's information throughout this course, you will become more familiar with foundation 

and practice of the administration of academic advising, and higher education practices in general, than 

if the questions were answered hypothetically. 

4) Submission of a Cumulative Portfolio: At the completion of the course, students will have a clearly 

delineated administrative description of their respective advising programs, including identified issues and the 

start of an overall assessment paradigm for their programs. The final portfolio will be a culmination of all of 

the readings, assignments, and other aspects of the course and will be worth 100 points. Detailed directions for 

the final portfolio can be found below. 

Total possible points = 390 

A = 351 - 390 points 

B = 312 - 350 points 

C = 273 - 311 points 

D = 234 - 272 points 

PLEASE NOTE: Instructions and deadlines for all graded assignments and activities are listed below. 

There is no extra credit opportunity for this course. 

Module 1. Developing a Mission Statement and Goals for Your Advising Program 

Campbell, S. M. (2008). Vision, Mission, Goals, and Program Objectives for Academic Advising Programs. In 

V. Gordon, W. Habley, and T. Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), 

chapter 14. 

Habley, W. R. (2005). Developing a mission statement for the academic advising program. NACADA 

Clearinghouse of Academic Advising Resources. www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Mission- 

Statements..html 

Paper Assignment: In a 1-2 page paper – 

• Delineate your institutional mission statement

• Delineate your local mission statement (if you have one) 

• If you do not have a local mission statement, develop a tentative one for purposes of this course 

• Delineate your programmatic goals for the academic advising of your students 

• If you do not have clearly identified programmatic goals, develop several tentative ones for purposes of 

this course 

• Identify/track how your local mission statement relates back to your institutional mission and forward to 

your programmatic goals 

Paper for Module 1 is due by midnight (your time) on Monday, January 31, 2011 

*Be sure to submit your responses to the Module 1 discussion board topic by midnight (your time) Friday, 

January 28, 2011 

Module 2. Identifying Outcomes for Advising 

Schuh, J. H. (2008). Assessing Student Learning. In V. Gordon, W. Habley, and T. Grites (Eds.) Academic 

Advising: A Comprehensive Handbook (2 nd edition), chapter 23. 

Robbins, R. L. (2009). Evaluation and assessment of career advising. In K. Hughey, D. N. Burton Nelson, J. 

Damminger, and B. McCalla-Wriggins (Eds.) The Handbook of Career Advising (chapter 12). San Francisco: 

Jossey-Bass. (pages 268-271 of .pdf) 

View Power Point presentation #1: “Advising Outcomes” 

Paper Assignment: Based on your local mission and goals (as identified in Module 1) and the information 

provided in the reading and Power Point presentation – 

• Identify two process/delivery outcomes for your advising program and at least two outcome measures 

for each 

• Identify two student learning outcomes for your advising program and at least two outcome measures 

for each 

Assignment for Module 2 is due by midnight (your time) on Monday, February 14, 2011 


February 11, 2011 

Module 3. Delivery of Academic Advising 

King, M. C. (2008). Organization of Academic Advising Services. In V. Gordon, W. Habley, and T. Grites 

(Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 15. 

Hemwall, M. K. (2008). Advising Delivery: Faculty. In V. Gordon, W. Habley, and T. Grites (Eds.) Academic 

Advising: A Comprehensive Handbook (2 nd edition), chapter 16. 

Self, C. (2008). Advising Delivery: Professional Advisors, Counselors, and Other Staff. In V. Gordon, W. 

Habley, and T. Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 17. 

King, N. S. (2008). Advising Delivery: Group Strategies. In V. Gordon, W. Habley, and T. Grites (Eds.) 

Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 18.

Habley, W. R. (2004). Advisor load. NACADA Clearinghouse of Academic Advising Resources. 

www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/advisorload.htm 

Leonard, M. J. (2008). Advising Delivery: Using Technology. In V. Gordon, W. Habley, and T. Grites (Eds.) 

Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 19. 

Carter, J. (2007). Utilizing Technology in Academic Advising. NACADA Clearinghouse of Academic Advising 

Resources. http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Technology.htm 

Multari, R. J. (2004). The Economics of Technology in Advisement Services. 

http://www.psu.edu/dus/mentor/040826rm.htm 

Steele, G. (2005). Distance advising. NACADA Clearinghouse of Academic Advising Resources. 

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/adv_distance.htm 

View Power Point #2: “Delivery of Advising: Models and Systems” 


• Identify your current advising model, advising loads, and delivery methods of advising 

• Relate the specific model(s), advising loads, and delivery method(s) to the assigned readings, including 

the positive and negative aspects of each 

• Identify and discuss the current technologies used on your campus to deliver academic advising; be sure 

to identify both the positive and negative aspects of these technologies 

Paper for Module 3 is due by midnight (your time) on Monday, February 28, 2011 


February 25, 2011 

Module 4. Advisor Training, Evaluation, Reward, and Recognition 

Appleby, D. C. (2008). Advising as Teaching and Learning. In V. Gordon, W. Habley, and T. Grites (Eds.) 


Brown, T. (2008). Critical Concepts in Advisor Training and Development. In V. Gordon, W. Habley, and T. 

Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 20. 

Drake, J. K. (2008). Recognition and Reward for Academic Advising in Theory and Practice. In V. Gordon, 

W. Habley, and T. Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 26. 

Folsom, P. (2008). Tools and Resources for Advisors. In V. Gordon, W. Habley, and T. Grites (Eds.) 


Fox, R. (2008). Delivering One-to-One Advising: Skills and Competencies. In V. Gordon, W. Habley, and T. 

Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), chapter 22. 

View Power Point presentation #3: “Advisor Training and Development” 

View Power Point presentation #4: “Advisor Evaluation”


• Describe the advisor development/training that occurs in your program and on your campus; relate your 

respective advisor development/training practices to the assigned readings and information from the 

Power Point presentation 

• Describe the advisor evaluation practices that occur in your program and on your campus; relate your 

respective advisor evaluation practices to the assigned readings and information from the Power Point 

presentation 

• Describe the advisor reward and recognition practices that occur in your program and on your campus; 

relate your respective advisor reward and recognition practices to the assigned readings and information 

from the Power Point presentation 

• As an advising administrator, describe your ideal structure for advisor training and development, 

evaluation, reward and recognition in your program 

Paper for Module 4 is due by midnight (your time) on Monday, March 14, 2011 


March 11, 2011 

Module 5. Legal and Ethical Issues 

Lowenstein, M. (2008). Ethical Foundations of Academic Advising. In V. Gordon, W. Habley, and T. Grites 


Richard, M. M. (2008). Legal Foundations of Academic Advising. In V. Gordon, W. Habley, and T. Grites 


Fisher, K. (2005). Ethical decision making in academic advising. NACADA Clearinghouse of Academic 

Advising Resources. www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Ethical-Decisions.htm 

Robinson, S. (2004). Legal issues for advisors: A primer. NACADA Clearinghouse of Academic Advising 

Resources. www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/legal.htm 

Van Dusen, William R., Jr. (2004). FERPA: Basic guidelines for faculty and staff a simple step-by-step 

approach for compliance. www.nacada.ksu.edu/Resources/FERPA-Overview.htm 

Family Educational Right to Privacy Act (FERPA). www.ed.gov/policy/gen/guid/fpco/ferpa/index.html 

Kepic, G. (2005). Causes and Implications of Parental Involvement in the Advising process. NACADA 

Clearinghouse of Academic Advising Resources. www.nacada.ksu.edu/clearinghouse/AdvisingIssues/Parental- 

Involvement.htm 

Menezes, M. D. (2005). Advisors and parents: Together building stronger advising relationships. NACADA 

Clearinghouse of Academic Advising Resources. 

www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Advisors-Parents.htm 

Stack, C. (2003). Talking with the parents of advisees. The Mentor : An Academic 

Advising Journal. www.psu.edu/dus/mentor/030714cs.htm 

Americans with Disabilities Act. www.eeoc.gov/policy/ada.html

Harper, R. & Peterson, M. (2005). Mental health issues and college students. NACADA Clearinghouse of 

Academic Advising Resources. www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Mental-Health.htm 

View Power Point #5: “Working with Parents” 

View Power Point #6: “Working with Students in Emotional Crisis” 


• Describe and discuss an ethical or legal issue you as an advising administrator have experienced relevant 

to academic advising on your campus, involving parents, FERPA, students with disabilities, and/or 

students in distress, describing: 

o The situation and issues 

o How you dealt with it 

o How the situation/issue and your response to it relates to the assigned readings and/or Power 

Point presentations 

Paper for module 5 is due by midnight (your time) on Monday, March 28, 2011 


March 25, 2011 

Module 6. Campus Environment, Campus Politics, and Funding 

Advising Administrators’ Tips for Dealing with Funding Reductions. NACADA Clearinghouse of Academic 

Advising Resources. www.nacada.ksu.edu/Clearinghouse/admintips.html 

Bultman, J. E., Vowell, F. N., Harney, J. Y., Smarrelli, J., & Ames, S. (2008). Campus Administrator 

Perspectives on Advising. In V. Gordon, W. Habley, and T. Grites (Eds.) Academic Advising: A 

Comprehensive Handbook (2 nd edition), chapter 27. 

Davis, K. J., Vallandingham, D., & Christman, P. D. (2008). Advising Administrator Perspectives on Advising. 

In V. Gordon, W. Habley, and T. Grites (Eds.) Academic Advising: A Comprehensive Handbook (2 nd edition), 

chapter 28. 

Funding Suggestions to Stretch Your Budget. NACADA Clearinghouse of Academic Advising Resources. 

www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Funding.htm 

Grites, T. (2003). Determining the worth of an advising unit. The Academic Advising News, 26 (1). 

www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/worth.htm 

View Power Point #7: “Advising and the Campus Environment” 

View Power Point #8: “The Cost of Attrition: An Economic Formula” 


• Identify the stakeholders for your academic advising program 

• Identify protagonists/supporters and antagonists/detractors 

• Discuss how you, as an advising administrator, would include all of the above parties in gaining support 

for your program

Additional Assignment: 

• Calculate the general worth of your advising program based on the Grites (2003) reading or calculate the 

cost of attrition for your institution as per Power Point #8 

Both the Paper and the Additional Assignment for module 6 are due by midnight (your time) on Monday, April 

11, 2011 

*Be sure to submit your responses to the Module 6 discussion board topic by midnight (your time) Friday, April 

8, 2011 

Module 7. Assessment of Academic Advising 

Robbins, R. L. (2009). Evaluation and assessment of career advising. In K. Hughey, D. N. Burton Nelson, J. 

Damminger, and B. McCalla-Wriggins (Eds.) The Handbook of Career Advising (chapter 12). San Francisco: 

Jossey-Bass. (pages 280-285; tables 12.1, 12.2, and 12.3; pages 289-290 of .pdf file) 

National Academic Advising Association. (2006). NACADA concept of academic advising. 

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-advising-introduction.htm 

NACADA Core Values (4 parts) 

NACADA. (2004). NACADA statement of core values of academic advising. From the NACADA 

Clearinghouse of Academic Advising Resources Web site: 

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm 

NACADA. (2004). NACADA statement of core values of academic advising: Introduction, From the NACADA 


http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values-Introduction.htm 

NACADA. (2004). NACADA statement of core values of academic advising; Declaration. From the NACADA 


http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values-Declaration.htm 

NACADA. (2004). NACADA statement of core values of academic advising: Exposition. From the NACADA 


http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values-Exposition.htm 

Council for the Advancement of Standards in Higher Education (CAS) Standards and Guidelines for Advising. 

NACADA Clearinghouse of Academic Advising Resources. 

www.nacada.ksu.edu/Clearinghouse/Research_Related/CASStandardsForAdvising.pdf 

View Power Point #9: “Assessment of Academic Advising” 

Assignment: Complete the appropriate assessment matrices (process/delivery outcomes assessment and student 

learning outcomes assessment) utilizing the following as outcomes and identifying two measures for each – 

• Two CAS Standards for Advising which are relevant to your program (one process/delivery outcome 

and one student learning outcome) 

• The two process/delivery outcomes and relevant measures identified in Module 2

• The two student learning outcomes and relevant measures identified in Module 2 

NOTE: be sure to use just one process/delivery outcome assessment matrix and just one student learning 

outcomes matrix and complete each listing all of the appropriate outcomes and measures from the above - you 

will have one process/delivery outcomes matrix with three different process/delivery outcomes, measures, etc. 

identified, and one student learning outcomes matrix with three different student learning outcomes, measures, 

etc. identified 

Assignment for Module 7 is due by midnight (your time) on Monday, April 25, 2011 

*Be sure to submit your responses to the discussion board topic by midnight (your time) Friday, April 22, 2011 

Final Portfolio 

Develop a final portfolio consisting of all papers and assignments, arranged by Modules 1 through 7 

corresponding to each Module as titled above. This will require that you incorporate feedback and suggestions 

from each section’s respective paper assignments and discussion board discussions into a final cumulative 

portfolio. As such, it will provide you with the opportunity to arrange your individual administrative description 

of your specific advising program in a complete and final format for future use. 

Your final portfolios are due to your reader in WORD format no later than midnight (your time) Friday, May 

13, 2011. For each section included in the portfolio, it is expected that you will consider and incorporate all 

feedback given on your module papers and other graded assignments, and any additional information you deem 

important from the discussion questions to be included in the revisions of your module papers and assignments. 

Your revised module papers and assignments will constitute the bulk of your portfolio. 

Revised individual papers should be provided in the Track Changes format, with your original text, 

reviewer’s comments and suggested revisions, and your final revisions clearly discernable. 

You CANNOT use the “Cut-and-Paste” function of Word to do this, as that function loses the “Track 

Changes” feedback. You need to use the “Insert Text” command if you use Word 2003, or the “Insert File” 

function if you use Word 2007. If you are not familiar with these functions, you should access the “Help” 

function of your Word program to learn how to use it. 

Here are the directions for inserting a file into another file. Please note that for Word 2007 you cannot 

simply "insert file": 

Word 2003 

Click on the Insert menu 

Click on File (you may have to expand the menu list to see this option) Locate the file you wish to insert 

Double-click to insert 

Word 2007 

Click on the Insert tab 

Click on the arrow next to Object (on the far right) Click on Text from File Locate the file you wish to 

insert Double-click to insert 

This function will allow you to insert all of your individual files into one large cumulative file. You will 

need to make sure you watch for blank pages and page endings, although those shouldn't be too much of 

an issue.

If you are using Word 2010, you will need to refer to your user guide and help function as I am unaware 

of how to merge files in that version. 

The portfolio should consist of 8 sections, with the first 7 corresponding to the individual module of the course 

and the last being a final reflection consisting of a paragraph or two regarding your final thoughts about the 

course - what you have learned, what made the biggest impact on you, how you may use the knowledge gained, 

etc. (see “Final reflection” below). 

I. Mission, Goals, and Outcomes for Academic Advising 

II. Identifying Outcomes for Advising 

III. Delivery of Academic Advising 

IV. Advisor Training, Evaluation, Reward, and Recognition 

V. Legal and Ethical Issues 

VI. Campus Environment, Campus Politics, and Funding 

VII. Assessment of Academic Advising 

VIII. Final Reflections 

Final Reflection 

In a one-page response, please discuss what you have learned from the course, what information or material 

learned made the biggest impact on you, how you feel you will use the knowledge gained in your professional 

career. 

The portfolio should be submitted as one document, with the section title on a separate title page prior to the 

materials for each respective section. All that is required to be in each section of the final portfolio is the 

revised reaction paper and any additional revised assignments from each respective section of the course, 

along with your final reflection. 

Don’t over-think the final portfolio! The idea is for you to have a final and complete document incorporating 

all of the work you have done during the semester. It is designed to be a relatively easy way to get a lot of 

points at the end of the semester as well. 

Be sure to submit your portfolio no later than Friday, May 13, 2011.

Syllabus Sample - Kansas State University

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