Academic Advising

Academic Advising

Welcome to the Integrated Counseling and Advisement Network (iCAN)! Advising plays an essential part in student persistence and success. Academic Advising assists new and current Central Piedmont students who are completing a degree, diploma, or certificate. Which courses should you take next? When will registration start? Talk to your faculty advisor and find out the answers to these and many other questions.

How Advisors Can Help You

Learn more:

If you find that the iCAN does not provide some information which would help you as an advisor or student at Central Piedmont, please complete the iCAN support form.

Talk to an Advisor or Counselor at Your Nearest Campus

We offer numerous ways for you to talk to an advisor or counselor.

  • Find Your Academic and Faculty Advisors

    You will be assigned an academic advisor during your first semester (after completing orientation, students pursuing fully-online programs will receive information on completing a pre-advising form in order to get started with academic advising). Students at Central Piedmont also have a faculty advisor for each program of study offered. Select your program of study to find out your faculty advisor's contact information. Remember that faculty are unavailable when the college is closed.

    You can find out who your academic advisor is in MyCollege:

    • log in to your MyCollege account and click on "Students"
    • under "Communication" on the left side, find "E-mail My Advisor(s)"
    • to find additional contact information for your advisor, search by their last name through the employee e-directory

    What if I Am Not Assigned an Advisor?

    • Pre-health students should meet with an advisor or counselor at your nearest campus
    • Students planning to transfer to a four-year institution should check your college email for communication from your advisor. If you do not have any communication from an advisor or counselor, you may not have been assigned a specific advisor or counselor and you will need to meet with or speak to a transfer advisor.

    If you are not assigned a faculty advisor and are not in a pre-health or college transfer program, please speak with an advisor or counselor at your nearest campus or contact iCAN support for assistance.

  • Making an Appointment

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

    Current students should make an appointment:

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

    It is recommended that you make an appointment early to avoid long waits and meeting with a general advisor or counselor (unless required). Add a note in your calendar to call/email to make an appointment with your assigned faculty advisor. 

    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. Take note of college closings on the academic calendar, as student success services and other campus services are not available during these times. 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.

  • iCAN Support Form

    For advising, program changes, and other detailed questions, please complete the iCAN support form.

About Academic Advising at Central Piedmont

  • Advising Model

    Terry O'Banion Model of Advising

    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.

  • Administration and Coordination

    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.

  • Advisement Management Team

    The Advisement Management Team is composed of Advisement Coordinators from each academic division and Counseling and Advising. All advisement management team coordinators assist in the coordination of the Integrated Counseling and Advising Network (iCAN). Each coordinator is responsible for disseminating information, handling inquiries, making changes or contacting appropriate people when changes need to be made, ensuring that systematic advisement skills training is provided, and functioning as a member of the advisement management team.

    The advisement management team has the responsibility of training all advisors, for the development of iCAN policies and procedures, for recognition and reward of exemplary advising, for development of advisor handbooks, for evaluation and monitoring of the system, and for making any necessary adjustments. The advisement management team reports the status of the iCAN on a regular basis to the Vice-Presidents for Instruction and Enrollment Management and Student Services.

    Advisement Management Team Coordinators 2017-2018

    Co-chairs:

    Coordinators:

    • Theresa Russo

      • program area: Digital Media, Journalism, and Communication
      • term: 2017-2020
    • Matthew Alexander and Mark Paterno
      • program area: Applied Technologies, Construction Technologies, Harper Campus
      • term: 2016-2019
    • Sheri Zehrung
      • program area: Mathematics
      • term: 2017-2020
    • Vivian Wright
      • program area: Business and Accounting
      • term: 2016-2019
    • Roger Stroope
      • program area: Behavioral and Social Sciences
      • term: 2015-2018
    • Lester Sisk
      • program area: Information Technology
      • term: 2015-2018
    • Carol Davis
      • program area: Engineering Technology
      • term: 2017-2020
    • Roxanne Watson
      • program area: Arts and Hospitality
      • term: 2016-2019
    • Megan McCann
      • program area: Health Sciences, Nursing
      • term: 2015-2018
    • Gary Walker
      • program area: ACA, English and Humanities, Foreign Language
      • term: 2015-2018
    • Larry Vandeventer
      • program area: Science
      • term: 2017-2020
    • Faye Harvin
      • program area: Professional Careers, Cato Campus
      • term: 2017-2020
    • Chris Jolly
      • program area: Health and Human Services, Health & Cosmetology
      • term: 2017-2020
    • Jeri Guido
      • program area: Public Safety, Transport Systems, Merancas Campus
      • term: 2017-2020
    • Lisa Godwin
      • program area: Early Childhood, Harris Campus
      • term: 2017-2020
    • Erin Rumble
      • program area: Counseling Services
      • term: 2016-2019
    • Alexander Pineres
      • program area: Advising
      • term: 2015-2018
    • Kunta Gregg
      • program area: Advising
      • term: 2015-2018
    • Jenn Chander
      • program area: Career Services
      • term: 2016-2019
    • Laurie Linn
      • program area: Transfer Advising
      • term: 2017-2020
    • Elizabeth Mitchell
      • program area: Faculty Advising Training
      • term: 2017-2020
    • Tieren Scott
      • program area: Online Advising Developer
      • term: permanent

    You can learn more about each coordinator in the Central Piedmont employee directory.

  • Commitment to Advising

    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.