The North Carolina Community College Advising Association (N3C2A) is made up of advising professionals and those interested in community college advising from across the state.  N3C2A promotes dialogue about effective community college advising, sponsors professional development opportunities, and partners with other organizations to advance to dialogue of advising practice, advisor growth, and improving community college system-wide advising. 

The National Academic Advising Association is an association of professional advisors, counselors, faculty, administrators, and students working to enhance the educational development of students.  Click on the web link and check out their website and all it has to offer.

Academic Advising Today is the quarterly electronic publication (e-zine) of NACADA: The Global Community for Academic Advising.  It exists to provide a venue for sharing of advising experiences and discussion of ideas related to the theory and practice of academic advising in higher education.

NACADA Article:  This article is based on a presentation by Jennifer Cannon and Danna Magness at the 2012 NACADA Annual Conference in Nashville, TN.

Advising First Year Students.

Many institutions struggle to integrate accreditation criteria for assessment with their efforts to improve and enhance programs for their students. In this climate, the interest in and need for assessment of our students’ academic advising experiences has become a major issue on our campuses.

The NACADA Academic Advising Core Competencies Model (2017) was developed by the association's Professional Development Committee.  The purpose of the model is to identify the broad range of understanding, knowledge, and skills that support academic advising, to guide professional development, and to promote the contributions of advising to student development, progress, and success.

Advising Resources

Advising & Student Support Redesign Project for North Carolina Community Colleges.  In the past decade, community colleges in North Carolina have faced significant challenges related to student success and completion. In an environment of continuous and rapid change, NCCCS advisors, counselors, and instructors have worked to help all student populations, including underserved groups, with enrollment, persistence, learning, and completing credentials.

​Institutions are searching for positive ways to increase student retention and success rates. Appreciative Advising harnesses the power of the organizational development theory of Appreciative Inquiry and the positive psychology literature to provide a framework for increasing adviser and student success.

From NACADA

PowerPoint from the November 14, 2013 advising training.

This PowerPoint was presented on August 11, 2015 to new academic advisors.  This is the first in a series of trainings.

This PowerPoint was presented on January 7, 2016 to new academic advisors.  This is the first in a series of trainings.

This PowerPoint was presented on April 14, 2016 to new academic advisors.  This is the fourth in a series of trainings.

PowerPoint from the August 9, 2016 advising training.

This PowerPoint was presented on August 17, 2016 to new academic advisors.  This is the first in a series of trainings.

This PowerPoint was presented on January 3rd, 2017 as an academic advising update for the 2017 spring semester.

This PowerPoint was presented on February 13, 2017 to new academic advisors.  This is the first in a series of trainings.

This PowerPoint was presented on March 6, 2017 to new academic advisors.  This is the second in a series of trainings.

This PowerPoint was presented on August 17, 2017 to new academic advisors.  This is the first in a series of trainings.

This PowerPoint was presented on September 21, 2017 to new academic advisors.  This is the second in a series of trainings.

This PowerPoint was presented on October 23, 2017 to new academic advisors.  This is the third in a series of trainings.

This PowerPoint was presented on October 23, 2017 to new academic advisors.  This is the third in a series of trainings.

This presentation was given on August 7, 2018 as part of an academic advising update for the Fall 2018 semester.

This presentation was given on September 4, 2018 as part of the academic advising training series for new academic advisors.

This presentation was given October 2018 as part of the academic advising training series for new academic advisors.

This presentation was given October 24, 2018 as part of the academic advising training series for new academic advisors.

This presentation was given January 10, 2019 as part of the academic advising training series for new academic advisors and adjuncts.

This presentation was given on August 14, 2019 as part of an academic advising update for the Fall 2019 semester.

This presentation was given on August 5, 2021 as part of an academic advising update for the Fall 2021 semester.

This presentation was given September 22, 2021 as part of the academic advising training series for new academic advisors and adjuncts.

This presentation was given September 29, 2021 as part of the academic advising training series for new academic advisors and adjuncts.

This presentation was given January 9, 2023 as part of the academic advising training series for new academic advisors and adjuncts.

Training Videos from 2023 for faculty and adjuncts.

This form provides a step-by-step look at how to go about the advising/registration process.  Access the PCC Academic Advising Center to find many important advising documents discussed within this document.

During the registration process, use this form to record what courses you have registered the student for.  Record other valuable information about the student, using this form, for your records.

This form is used to help the student plan out their academic pathway by semester.  Students can use this form as a guide to know what courses to take each semester.  This form can also be used to project what semester a student may graduate.

Use this form when a student initiates the course withdrawal process. This replaces the old Drop/Add carbon copy forms (which are in low supply).  The back section is for instances when students want to withdraw from a course, but do so via email or phone (not in person).  The old ones can still be used till they are gone, as far as I know.

Use this form in situations when you wish to withdraw a student from your course, or courses, due to the fact that they are now beyond the possibility of passing the course with an acceptable grade. Instructor-initiated withdrawals are typically used when a student no longer communicates with you.  They stop submitting work, stop responding to emails and phone calls, or stop attending class sessions.

In order to substitute one course for another in a student’s program of study, you must fill out the following form and return it to the college registrar.  This form must be filled out and returned before the 10% point.  Core courses cannot be substituted.  For more information about your program's core courses and what can and cannot be substituted, see your program's Curriculum Standard listed on the NCCCS website.  If you are in need of assistance, contact Neil Callahan ext. 3042.

In order to substitute more than one course for another in a student’s program of study, you must fill out the following form and return it to the college registrar.  This form must be filled out and returned before the 10% point.  Core courses cannot be substituted.  For more information about your program's core courses and what can and cannot be substituted, see your program's Curriculum Standard listed on the NCCCS website.  If you are in need of assistance, contact Neil Callahan ext. 3042.

This form is used to update student information.  Use this form for address changes, name changes, curriculum changes; etc.

If a student wishes to register for 18 or more semester hours, you must fill out this form and get the proper approvals.

Use this form to address the issue of students taking more online courses than the advisor thinks is wise.

Use this form to change a student from one academic catalog of record to another.  A student can only upgrade to a newer academic catalog.  They cannot change to an older academic catalog.  This form is not required if the student misses a semester (fall or spring).  If this is the case, they automatically come under the newest catalog.

Generic Form to ask for course waiver.

This form is only to be used to change a grade.

If you have a student who would like to receive credit by examination for a course you teach, use this form.  This form and a copy of the test is to be turned in to the Office of the Registrar upon completion.

Use this form to document how you verified the identity of your students in fully online courses each semester.  Fill out a form for each fully online course you teach.  Submit them to your Program Chair and the Director of Institutional Effectiveness near the end of each semester.

This form is used to document instances of plagiarism and academic dishonesty.

Use this form to request color printing privileges.  Submit this form to the VP of Instructional Services via email.

Use this blank form when you are asked by Student Services to complete a transcript evaluation on an outside transcript.  Once completed, return this form to Student Services.  Complete all transcript evaluations in a timely manner. Student will not receive credit for transferred coursework until you complete and submit this form.

Pamlico Community College has a 5 year rule in the General Catalog.  It is up to the advisor to accept any courses over 5 years.  Normally the only courses not accepted over 5 years are Math and Science courses in technical degree programs.  See the college registrar for any questions you may have.

When a student is given an incomplete grade for a course, use this form to document what you and the student have agreed upon as far as completing course requirements.  This form is not used to remove an incomplete.  There is another form for that process.

MS Word Version

This form is used to remove an incomplete. All signatures must be on this document before it is accepted and processed by Student Services.

Use this document to evaluate High School AP course credit on the Community College level.

The latest version of the Distance Learning Procedures Manual.  For more information, contact the Distance Learning Coordinator (dl@pamlicocc.edu)

The latest version of the PCC Faculty Handbook.  For questions about the Faculty Handbook and its contents, speak to your Program Chair.

The Student Release Form (FERPA Form) should be filled out if a student would like to grant permission to another individual to inquire about their academic business at PCC.

The old version of PCC’s Official PowerPoint Template with the light house logo. I am not sure if a new one with the current logo was ever made.

The new PCC Letterhead with new logo.

Use this form to show how you made up missed class time/course work.

Use this form to show how you made up missed class time/course work.

The QEP, or Quality Enhancement Plan, is an initiative that outlines a new, long-term strategy chosen by a college to enhance learning for its students. It complements the college’s existing programs to improve the learning environment, strengthens student learning outcomes, and supports its mission.

The Pamlico Community College (PCC) Quality Enhancement Plan (QEP), “Learning Like a BOSS at PCC: Boosting Online Student Success (BOSS),” is the result of a comprehensive and collaborative effort to identify student needs and enhance student learning. Mirroring state and national trends predating COVID-19, from 2015-16 to 2019-20, total course enrollments in online classes at PCC rose from 1,278 to 1,902–a 48.8% increase (NCCCS, 2020). Simultaneously, students in online courses have had lower success (as measured by A/B/C/P grade and average course grade) and a higher withdrawal rate.

Following a multi-year topic selection and development process involving focus groups, surveys, research, presentations, and dialogue with stakeholders inside and outside the college, the QEP committee established three desired outcomes.

1. Increase success rate (A/B/C/P) of online courses 10% above baseline.
2. Increase average course grade of online courses 10% above baseline.
3. Decrease withdrawal rate of online courses 10% below baseline.

The Quality Enhancement Plan is an integral component of the reaffirmation of accreditation process and is derived from an institution’s ongoing comprehensive planning and evaluation processes. It reflects and affirms a commitment to enhance overall institutional quality and effectiveness by focusing on an issue that the institution considers important to improving student learning outcomes and/or student success. The document submitted by the institution demonstrates that its QEP (a) has a topic identified through its ongoing, comprehensive planning and evaluation processes; (b) has broad-based support of institutional constituencies; (c) focuses on improving specific student learning outcomes and/or student success; (d) commits resources to initiate, implement and complete the QEP; and (e) includes a plan to assess achievement. The On-Site Reaffirmation Committee reviews the document and conducts interviews to determine whether the institution has demonstrated compliance with Standard 7.2.

The PCC Transfer Center offers a wealth of information that will aid any individual interested in transferring to a university or college once they have completed their two-year degree.  This virtual resource can also be accessed through the Student Portal located on the PCC Website.

A critical component of ensuring successful degree completion of students transferring from a North Carolina Community College is quality advising. Guiding students on the appropriate educational path and providing support along the way is the role of the transfer advisor at the community college and university levels. The goal of this site is to offer transfer professionals information and resources to assist them with the important work of supporting transfer student success.

The Advisor Resources section has some good information.  Some of the information contained in the Transfer Toolbox already exists in the PCC Transfer Center.

Transfer Advising Workshop:  Davidson CC (March 1, 2018)

Transfer Advising Workshop:  Davidson CC (March 1, 2018)

This playbook is a practical guide to designing and implementing a key set of practices that will help community college and four-year college partners realize the promise of the transfer process.

This handout serves as an overview of the Advising and Student Support Redesign Project.

Basic financial aid information for transfer students.

This site is full of useful information for all teaching faculty.

The Virtual Learning Community (VLC) is a collaborative effort of the North Carolina Community College System for developing online course content and providing support services for the benefit and success of distance learning students, educators, and eLearning administrators.

Located courses at communities colleges all over North Carolina.  Need a course not offered at PCC?  You can use the VLC to locate that course at a sister institution in NC.  Once you have taken that course and scored a grade of C or better, you can transfer it back to PCC to fulfill local graduation requirements.  See Meredith Beeman in Student Services to see how financial aid can be used to do this.

The Faculty Resources Site has a whole section full of Moodle Resources.  If you have further questions about Moodle, contact the Distance Learning Coordinator (dl@pamlicocc.edu) or Neil Callahan ext. 3042

Syllabus Builder information

The UNC System InfoCenter contains downloadable reports and data tables and interactive data tools. The InfoCenter supports transparency and accountability to North Carolina taxpayers and other stakeholders, and it supports efforts to increase the University’s efficiency and impacts.

This Google Drive site contains information about RISE from community colleges across the state. 

The RISE Process at PCC.  This document serves as a crosswalk and information guide to help you place your students in English & math based on the new RISE guidelines.  For further questions, please contact Cameron Kishel ext. 3041 or Neil Callahan ext. 3042.

A useful document to help you interpret items in the Datatel STAC as they relate to RISE and English/Math course placement.

The master RISE Placement Testing Guide from the state.  It is also located on the back of the PCC RISE Crosswalk document.  Note: RISE Placement Test score of 70 to earn tier credit (not 75 as listed below) due to COVID-19.

Reinforced Instruction for Student Excellence: RISE program overview

An academic advisor training for RISE from another school.

An overview of RISE.

RISE:  Reinforced Instruction for Student Excellence.  This method will replace the current DMA/DRE method statewide by Fall 2020.  RISE Presentation given at Pitt Community College (July 2018).

Nathan Stout (Craven CC) RISE Presentation from February 2020

The RISE Process at PCC.  This document serves as a crosswalk and information guide to help you place your students in English & math based on the new RISE guidelines.  For further questions, please contact Cameron Kishel ext. 3041 or Neil Callahan ext. 3042.

Learn more about placement tests and how to interpret these scores.

The master RISE Placement Testing Guide from the state.  It is also located on the back of the PCC RISE Crosswalk document. Note: RISE Placement Test score of 70 to earn tier credit (not 75 as listed below) due to COVID-19.

Learn more about placement tests and how to interpret these scores.

Learn more about placement tests and how to interpret these scores.

A useful document to help you interpret items in the Datatel STAC as they relate to RISE and English/Math course placement.

This document explains how to look up multiple measures in the Ellucian (Datatel) Colleague system.  If the student shows a “Yes”, they have met Multiple Measures requirements.  No math or English placement test is required.  They can be enrolled in any math or English courses based on program requirements.

This document explains the procedure for registering students for Transition English (BSP 4002) & Transition Math (BSP 4003).

Use this form to register students for Transition English (BSP 4002) & Transition Math (BSP 4003). Once completed, return the LEIS Form to Lori Giles via e-mail. The students will only be registered in Colleague (Datatel) after they begin instruction.  This will be completed by the Continuing Education Department.

Use this tool to convert your ExamView exam into a usable format on Moodle.  For a demonstration of how it works, contact Neil Callahan, Brinson Room 435 ext 3042.

Students should fill out this form as they complete certificates, diplomas, and degrees.  The student must then submit the document to student services.

The PCC Policy Manual as of May 2019.  Also available on the PCC website.

Effective Fall 2015.

This PowerPoint serves as a training tool to help you understand how to use the Ellucian (Datatel) Colleague system.  This information was created August 2020.  For more information or training, contact the College Registrar in Student Services.

This document explains how to pull a student program evaluation using (PSPR) on the Ellucian (Datatel) Colleague system.  It also discusses what to look for on the evaluation document to make sure all the information is up-to-date and correct.

This document explains some of the most common mnemonics used in the Ellucian Colleague (Datatel) system.

A useful document to help you interpret items in the Datatel STAC as they relate to RISE and English/Math course placement.

What the codes in the Datatel STAC screen mean and stand for.

Basic information and training for how to utilize the Aviso software.

This document is useful when using the Aviso Test Score Tab in the Aviso software.

This document will help you improve your use of Early Alerts in Aviso and the Notes feature.

A list of the different Note Types and Alert Types you may use within the Aviso System.

Aviso Coaching is the transformational coaching solution that empowers coaches, engages students, and boosts retention.