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This document provides detailed, rank-specific examples of the performance, impact, and recognition criteria used to evaluate School of Nursing faculty for appointments and promotions in the areas of research, teaching, and service. It serves as a practical guide to help faculty understand what is expected of them at each rank — assistant professor, associate professor, and professor — rather than prescribing a rigid checklist.

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 document establishes the College of Arts and Sciences' policies and procedures for conducting post-tenure reviews of tenured faculty members every five years. The purpose is to promote faculty development, ensure continued professional productivity, and provide accountability through a systematic evaluation process that includes peer review and, when necessary, faculty success plans for improvement.

The purpose of this document is to provide information and guidance to faculty members regarding the Adams School of Dentistry (“ASOD”) Workload Policy. This ASOD Workload Policy provides expectations of the overall yearly workload to be assumed by all faculty members based on their individual responsibilities within the ASOD.

This policy establishes the right of patients, family members, and staff to submit suggestions and concerns about Campus Health services, patient care, and safety, and ensures those submissions are reviewed and addressed appropriately. It also outlines the procedure for collecting, documenting, routing, and responding to suggestions and concerns, including external escalation options such as the Joint Commission and CMS.

This document explains the Hussman School of Journalism and Media's Faculty Workload Policy requirements and reflects our current standards as expressed in the School’s Appointment, Promotion, and Tenure (APT) Guidelines and Faculty Handbook.

The purpose of this workload policy is to describe the minimal and essential duties of faculty members at the School of Social Work (“SSW”). This policy promotes teaching and instructional excellence; scholarly and research productivity; and service and community engagement equity; and recognizes that pursuing individual professional and scholarly interests must be balanced against teaching and instruction as well as service and community engagement obligations.

This Policy establishes the time by which University of North Carolina at Chapel Hill (“University”) School of Medicine (SOM) Medical Doctorate (MD) degree program students (“Students”) must receive the results of Summative Assessments and final grades, with Summative Narrative Comments, if applicable.

The purpose of this Policy is to establish the composition of the Student Progress Committee (SPC), its protocol for convening a meeting, and the conditions for Level 1 and Level 2 Actions at the School of Medicine.

This Policy establishes the charge, composition and voting privileges of the Individualization Phase Committee within the Office of Medical Student Education in the School of Medicine.

To establish the Charge, composition, and voting privileges of the Application Phase Committee at the School of Medicine (SOM).

The School of Nursing (SON) at the University of North Carolina at Chapel Hill (“UNC-Chapel Hill” or “University”) expects all students to be treated fairly, and that evaluations of their academic performance, standing, and progress will be conducted objectively. Students who believe they were unfairly, unjustly, or erroneously treated must follow this Policy to appeal.

This policy describes expectations for calibration of faculty who instruct and assess predoctoral DDS students.

​​​​​​​This procedure outlines the process for the Chancellor’s periodic review of University Vice Chancellors.

The policy serves these purposes by articulating expected percentages of effort associated with work within the domains of research, teaching, service, and administration at the UNC-Chapel Hill School of Education.