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This policy explains the requirements and process for MSW students to request transfer of graduate course credit into the MSW program. It outlines eligibility criteria, credit limits, required documentation, and review procedures.

This policy document explains when and how MSW students may request exemption from selected Generalist year courses based on equivalent prior coursework. It outlines eligibility requirements, required documentation, review procedures, deadlines, and course objectives used to evaluate exemption requests.

This document outlines the School of Social Work's policies and procedures for the doctoral comprehensive examination, including the requirements for the qualifying paper, oral examination, and dissertation proposal, as well as the consequences of failing any portion of the examination.

This policy document describes the University of North Carolina School of Law’s curriculum structure, instructional procedures, course management practices, examination expectations, grading procedures, and related faculty responsibilities. Its purpose is to guide consistent academic and instructional administration across the Law School.

This policy explains which PharmD course revisions must be submitted to the UNC Eshelman School of Pharmacy Curriculum and Assessment Committee for review and approval. It also describes the committee’s role in reviewing PharmD syllabi for quality assurance on a regular cycle.

This policy establishes the elective credit requirements PharmD students must complete to be eligible for graduation, including the minimum number of total elective credits and ESOP PHCY elective credits. It also identifies how elective requirements apply to students in dual-degree, certificate, RASP, and Radiopharmacy pathways.

This policy provides clear and consistent guidance on when to create new course sections versus new courses, helping ensure instructional quality while balancing administrative feasibility, faculty workload, and financial sustainability. It establishes decision rules and roles to promote alignment across programs and avoid unnecessary administrative complexity.

This Policy establishes the hourly limit of scheduled and required educational activities in which a student can be engaged each week for all courses in the Foundation Phase of the University of North Carolina at Chapel Hill (“University”) School of Medicine’s (SOM) Medical Doctorate (MD) program.

This Policy establishes requirements regarding the USMLE Step examinations that University of North Carolina at Chapel Hill (“University”) School of Medicine (SOM) students must complete to progress in the SOM’s Medical Doctorate (MD) curriculum (“Curriculum”) and qualify for entry into the National Residency Match Program (NRMP).

The purpose of this policy is to establish the charge, composition, and voting privileges of the Foundation Phase Committee at the School of Medicine.

This Procedure provides the schedules, timelines, and requirements for the review of the University of North Carolina at Chapel Hill ("UNC-Chapel Hill") School of Medicine’s (SOM) student competencies and enabling competencies for each education phase and for the overall education program.

This Procedure provides the requirements and guidelines for the University of North Carolina at Chapel Hill ("University") School of Medicine's (SOM) dissemination of competencies and enabling competencies in accordance with the phases of the curriculum. By implementing specific dissemination paths during each phase, the SOM can ensure that all students, faculty, preceptors, residents and fellows receive and are informed about the school competencies, enabling competencies and learning objective

This Policy outlines the requirements for the establishment of an evaluation cycle for the review of the School of Medicine’s student competencies and enabling competencies based on the School of Medicine’s curriculum and education phases.

This Procedure establishes the processes to which Physician Assistant (PA) Program (Program) students (Students) must adhere for the End of Curriculum Assessment Written Examination.

The University of North Carolina at Chapel Hill adopted guidelines in 2006 on donations and curriculum development. The purpose of these guidelines is to promote early consultation with faculty about potential donations that have a material effect on the curriculum. Donations affecting the curriculum may originate within the university development office or within academic units. In most cases, faculty members will be unified in their desire to accept a proposed donation affecting the curriculum