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This policy establishes baseline teaching expectations for Department of Social Medicine faculty with primary appointments in Social Medicine. It also sets procedures and criteria for reducing teaching responsibilities based on external salary support while maintaining the department’s instructional commitments.

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

This Policy outlines the University of North Carolina at Chapel Hill School of Medicine's general process for evaluating its Medical Doctorate degree program curriculum.

This policy is designed to ensure that individuals assigned instructional responsibilities for credit-bearing courses are qualified to teach at UNC-Chapel Hill. The University establishes and documents instructors' qualifications in accordance with the University's quality standards and the Principles of Accreditation established by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

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.

These procedures outline the Department of Psychology and Neuroscience’s procedures for evaluating faculty performance every three years and determining merit-based salary raises. It defines the criteria, required materials, evaluation process, rating system, and how scores translate into advisory recommendations for raises.

This Policy establishes the University of North Carolina at Chapel Hill School of Medicine’s requirements to ensure faculty members serving in Student Advocacy Roles do not participate in the assessment, evaluation, academic decisions, or promotion of the Medical Doctorate degree program students they advise or are related to.

This Policy outlines the mechanisms by which residents and fellows who supervise and/or assess medical students in the University of North Carolina at Chapel Hill School of Medicine’s (SOM) Medical Doctorate degree program (“Program”) learn about the Program’s objectives, learning objectives for their specific course or clerkship, the required clinical encounters and skills they will be supervising and/or assessing, SOM and/or Program policies, and basic teaching and assessment practices.

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.

This policy is intended to define, encourage, and measure teaching in a way that is consistent with the University of North Carolina at Chapel Hill’s mission and complies with UNC System Policy 400.3.1 and its implementing regulation 400.3.1.1[R]. This policy also provides recommendations for Units to establish their own guidelines for teaching effectiveness.