• Check your unofficial transcript to see if you have completed 24 or more credits.
• If you have completed 24 or more credits (excluding developmental math (DMA) or developmental reading and English (DRE), contact the Transfer Resource Center for advising.
• If you have fewer than 24 credits, contact an advisor using the information on this page.

To look up who your advisor is in MyCollege:

• Log in to MyCollege.
• Click on "Student Services."
• Click on "My Profile." Your assigned advisor's name should be listed on this page.

If you are completing a fully online program, you will receive information on completing a pre-advising form after you attend orientation in order to get started with academic advising.

If any of the following describe you, please contact Counseling Services for advising: 

• current Central Piedmont student who wants to change from one pre-health program to another pre-health program
• current Central Piedmont student who wants to change your current Central Piedmont program to a pre-health program
• new to Central Piedmont and have transferred in credits from a previous college(s)

Healthcare programs

If you cannot come in-person to a Central Piedmont campus for advising, you can contact the online advisor. Learn about which services the online advisor can and cannot provide before contacting the online advisor.

Visiting students, contact the online advisor about registration.

You should also be able to find advisor information for your program on your program of study's page. If you are not assigned an advisor and are not in a pre-health, Associate in Arts, or Associate in Science program, please contact an advisor or counselor at your nearest campus, or contact advising support for assistance.

To make the most of your time and ensure you are ready to meet with an advisor, review the following checklists:

• first time in college advising checklist (PDF)
• prior/previous college credits advising checklist (PDF)

Current students, add a note in your calendar to call/email to make an appointment with your assigned faculty advisor:

• for no later than September for fall terms
• for no later than February for spring and summer terms

Make an appointment early to avoid long waits and meeting with a general advisor or counselor (unless required). Take note of when the college is closed on the college calendar, as student and other campus services are not available when the college is closed.

To make an appointment with an advisor or counselor, call the Advisement and Student Success Center for your campus. If this is the first time you've ever attended any college, call First Year Advising for information. Please pay attention to the campus you select for your appointment

Walk-in times and appointment options vary by campus and may change due to other college or department operations — contact your desired campus to verify availability. Students experiencing a personal crisis will be seen by a counselor without an appointment. To cancel an appointment, you must contact the campus directly.

If, indeed, advising is viewed as part of a retention and student success strategy, it cannot be narrowly defined. At Central Piedmont, advising is viewed as an integrated, developmental process that contributes to a student’s total college performance. In that sense, advising helps students consider life goals, career goals, career opportunities, and deal with personal issues. To foster total student development, the college operates within the framework of an integrated counseling and advisement system which includes faculty, staff, academic advisors, counselors, and peer advisors. If the current literature on academic advising has one central theme, it is that of shared responsibility. The use of faculty, counselors, academic advisors, and peer advisors makes for a well-integrated advising system. The iCAN involves the academic and student development communities in collaborative ways to enhance student success. In addition, students are not just recipients of advice, but partners in the advising process. The iCAN is based on Terry O’Banion’s Model of Advising, which was introduced in 1972. However, the system is not linear in approach, but rather more fluid and integrated. Since community college students bring with them a constellation of needs, our approach to advising must be a developmental one. Consequently, there is a critical need for a collaborative effort of both academic and student development staff.

The Original O'Banion Model

In 1972, Dr. Terry O’Banion outlined a method of academic advising that incorporates five elements of the advising process. There are certain skills, knowledge, and attitudes required by the personnel who provide advising services for students for each element:

1. exploration of life goals
   1. knowledge of student characteristics
   2. understanding of decision- making process
   3. knowledge of psychology and sociology
   4. skills in counseling techniques
   5. appreciation of individual differences
   6. belief in worth and dignity of all men
   7. belief that all have potential
2. exploration of vocational goals
   1. need all skills mentioned under life goals, plus knowledge of vocational fields
   2. skill in interpretation of tests
   3. understanding of changing nature of work in society
   4. acceptance of all fields of work as worthy and dignified
3. exploration of program choice
   1. knowledge of programs available in the college
   2. knowledge of requirements of programs (special entrance requirements, fees, time commitments)
   3. knowledge of university requirements for transfer programs
   4. knowledge of how others have performed in the program
   5. knowledge of follow-up success of those who have completed the program
4. exploration of course choice
   1. knowledge of courses available
   2. knowledge of any special information regarding courses (pre-requisites, offered only in certain times, transferability, does the course meet graduation requirements?
   3. rules and regulations of the college regarding probation and suspension, limit on course load (academic and work limitations)
   4. knowledge of honors courses or remedial courses
5. exploration of scheduling options
   1. knowledge of schedule
   2. knowledge of the systems of scheduling and changing the schedule
   3. knowledge of work and commuting requirements

From "An Academic Advising Model" by Terry O’Banion, AAJC Journal, March, 1972.

Since the advising system is an integrated, developmental process, the chief administrative responsibilities rest jointly with the Vice-President for Instruction and the Vice-President for Enrollment and Student Services. The iCAN is based upon a matrix of policies, procedures, personnel, services, and publications that are coordinated on a college-wide basis by the Advisement Management Team.

Through an effective advising system, the college seeks to:

1. Ensure that all students have access to reliable counseling and advising services.
2. Provide students with timely performance data which enables them to make informed academic decisions.
3. Provide on-going training and professional development activities for all persons involved in the advising process.
4. Help each individual involved in the advising process to understand that each advising opportunity is a learning opportunity. Advising is teaching and each advisor has a responsibility to promote learning.
5. Assist students in their personal, career, and intellectual development.
6. Assist students in their consideration of career goals by relating their interests, abilities, skills and values to the world of work.
7. Assist students in developing an educational action plan that correlates with their life goals and objectives.
8. Assist students in developing decision-making skills and a sense of autonomy, and assist in proper assessment of progress toward established goals.
9. Provide students with information on policies, procedures and programs of the college to increase their awareness of the wide range of services and educational opportunities available.
10. Provide regular systematic evaluation of advising services and adjust or modify advising services based on these evaluations.

Learn more about core values of academic advising on The Global Community for Academic Advisors (NACADA) website.