Under Construction


“I Am Welcomed, Therefore I Belong”          Barbara O’Toole

As a learning college, South Piedmont promotes and celebrates learning as the process that changes and improves lives. This applies to our students, employees, and the college itself. We are an organization in which people continually expand their ability to grow and learn.

South Piedmont is guided by a Strategic Plan that highlights this focus on learning through our Vision (what we want to be), Mission (who we are), Values (what directs our decisions), and Strategic Directions (what actions we will take to fulfill the Vision and Mission).

Our Vision

To be the premier community college of choice, offering university transfer, career, and technical education, and workforce and economic development programming to prepare students to be productive citizens in the global community.

Our Mission

To foster life-long learning, student success, and workforce and community development.

Our Values

Quality, Service, Stewardship, and Respect

Our Focus Areas

Student Success: Enhance the learning environment to increase student goal achievement.

Business/Industry Partnerships: Enhance business and industry partnerships to provide programming that meets the current and future needs of employers.

Growth: Increase the percentage of Union and Anson county residents pursuing education or training through South Piedmont Community College.

Alternative Funding: Increase non-state funding through grants, fundraising, and funding partnerships.

Value-Driven Culture: Foster a culture that supports the college values of quality, service, stewardship, and respect.

To review South Piedmont’s current policies and procedures, they can be found at the following link: 

SPCC Policies and Procedures

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South Piedmont Community College (SPCC) takes great pride in providing students educational opportunities for learning and meeting life-long goals. The College’s mission, “Learning, Student Success, and Workforce and Community Development,” drives the College’s commitment to focus on the needs of all students. The development and planning of the Quality Enhancement Plan (QEP) has provided SPCC an opportunity to demonstrate its commitment to the learning process by enhancing the environment that supports student learning. Using broad-based involvement, institutional research, and best practices, SPCC has developed TRAC: Teaching Responsibility, Readiness, and Resourcefulness through Advising Connections.

Human Resources Overview

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Campus Resources

Visit any of our campus locations!

L.L. Polk Campus (LLP)

680 Highway 74
Polkton, NC 28135
Mailing Address:
PO Box 126, Polkton, NC 28135
LLP Map & Directions

Polk Campus Map

Old Charlotte Highway Campus (OCH)

4209 Old Charlotte Highway
Monroe, NC 28110
Mailing Address: PO Box 5041, Monroe, NC 28111-5041
OCH Map & Directions

Old Charlotte Highway Campus Map

Lockhart-Taylor Center (LTC)

514 North Washington Street
Wadesboro, NC 28170
LTC Map & Directions

Lockhart-Taylor Center Map

Tyson Family Center for Technology

3509 Old Charlotte Highway
Monroe, NC 28110
Tyson Family Center for Technology Map & Directions
Tyson Family Center for Technology Map

South Piedmont offers our students a wide array of support services to enhance and supplement their learning experience including

  • Tutoring and academic support
  • Library services
  • Career services
  • Counseling services
  • Disability services
  • Student Advising

… and much more.  Visit our CTLL to learn more!

Many of our students receive financial aid to help them reach success at South Piedmont.  

The Office of Financial Aid and Veterans Affairs assists students who have demonstrated financial need as determined by an approved need analysis system. Nearly 50% of SPCC students receive some form of state, federal, or local financial aid. A student’s ability to continue receiving financial aid
is dependent on many factors, and good communication regarding academic progress and attendance is critical.

Financial aid for eligible students pays for tuition and fees and allows students to charge books and other supplies in the campus bookstore. Awarded financial aid that remains after tuition, fees, and books are deducted is provided to the student in the form of a refund check. Refunds are distributed based on the start dates of courses throughout the semester.

Students who register for classes but never attend or withdraw are of particular concern to the Office of Financial Aid and Veterans Affairs. Reporting never attended (NA), instructor initiated withdrawals (WI), and students that have stopped attending are critical to ensuring the accuracy of financial aid awards and refunds. Students who withdraw from all of their classes before the 60% point of the semester will not be eligible for all of their awarded financial aid and may be required to return some of their awarded financial aid

The Center for Teaching, Learning, and Leadership (CTLL) offers professional development “one-stop shopping” by providing multimodal, accessible forms of purposeful learning opportunities for SPCC educators.  Instructors can use the professional development tools and calendar to help manage their professional growth. They can also visit any of the categories to choose from a variety of training resources and opportunities.  Finally,  they can keep up-to-date on announcements and upcoming events with “The Exchange” – the CTLL’s Newsletter.

Students and instructors can purchase textbooks, apparel, and much more at any of their campus locations or online at our SPCC Online Bookstore!

Textbooks are available for students at both College bookstores. The following return policies will apply:

General Merchandise Return Policy
All in-store or online returns and exchanges must be new, unused, and contain all original packaging and accessories. Merchandise must be received in store within seven (7) days of the receipt date. A form of personal identification may be required, including student I.D. or driver’s license. Some items cannot be returned if opened and may only be exchangeable for identical items, including music, movies, video games, electronics, software, and collectibles. Other restrictions may apply.

Refunds for credit card purchases will be credited back to the card. Any third-party checks (i.e., financial aid) will be credited back to the account; no refund is due to the customer. Clearance and season merchandise will be refunded at their current price.

Textbook Return Policy
For a full textbook refund, students must return merchandise in its original purchase condition with a dated receipt. Merchandise must be received in-store within seven (7) days of the first day of class.  Shrink-wrapped books must be returned new, unopened, and contain all original packaging and accessories. A form of personal identification may be required, including student I.D. or driver’s license. Some books are subject to a 10% restocking fee; other restrictions may apply. 

Refunds for credit card purchases will be credited back to the card. Any third-party checks (i.e. financial aid) will be credited back to the account; no refund is due to the customer.  Email Access
Faculty may access their Outlook email accounts when off-campus HERE .


4223 Old Charlotte Hwy, Suite 146

Monroe, NC US 28110

Phone  704-290-5848


South Piedmont Community College has made a commitment to become a Learning College.  What is the purpose of a learning college?  A learning college places learning first and provides educational experiences for learners any way, anywhere, any time. Its mission is not instruction but to produce learning with every student by whatever means work best. The college itself is a learner, continuously learning how to produce more learning with each entering student.  The college’s purpose is not to transfer knowledge, but to create environments that bring students to discover and construct knowledge for themselves and to make students members of communities of learners that make discoveries and solve problems. (Robert B. Barr and John Tagg)

From my earliest days as a Biology instructor, it became clear to me that teaching at a community college is much more than a job. It’s a genuine calling.  Unless you’re new to the profession, you’ve learned this too.  Every day in your classrooms, you see the academic challenges and successes of your students. But you also see them dealing with struggles uniquely common in the community college setting, including struggles seemingly irrelevant or far removed from the learning process. Many of our students contend with personal or family issues, learning challenges, financial stresses, and countless other obstacles to success in the classroom.

For many of these students, you are the face of South Piedmont Community College. Your efforts, sometimes heroic, in helping them to reach their potential and to find success—perhaps defined differently for every student—is important work. We must reimagine, every day if necessary, what a community college can be to find new ways to help our students succeed. That often means going well beyond working with them to gain a grasp of the subject matter. It frequently means giving them a place to belong and demonstrating how much we care about them and their success.

A big part of my job, my calling, is to remove any obstacles that may stand in your way.  Whether you are a new or long-serving member of the South Piedmont faculty, I hope you find great joy in your work here, including the satisfaction that comes from a meaningful collective purpose. Great things are in SPCC’s future. I am excited to be a part of it with you.

Thank you for all your excellent work, in and out of the classroom, and for all the wonderful ways you are pursuing your calling. I am thankful that you have chosen to do that at South Piedmont Community College.
Let’s make it a great year.

Dr. Maria Pharr, President
South Piedmont Community College

Instructional Colleagues:
In many ways, colleges are defined by their faculty and instructors. South
Piedmont Community College is shaped by a faculty with critical and
interconnected missions of teaching, service, and scholarship that bring
engagement, ideas, perspective, and partnerships to our students, each other, and our communities.

It is an exciting time to be at South Piedmont. As a College, we are experiencing growth in many ways. Enrollment has grown, we are expanding physical
resources to better serve our students, we are actively engaged with community and industry partners and our students are taught and mentored by faculty who are at the forefront of innovation.
In my role as Vice President of Academic Affairs and Chief Academic Officer, I offer thanks for your dedication to our students, your programs, and our Mission as a College, and I support you in your roles as instructors. I welcome your ideas for the advancement of teaching and learning at our College and hope that you reach out if I can be of assistance.  Wishing you the best for a successful and happy academic year.
Carl Bishop
Vice President of Academic Affairs /Chief Academic Officer
Division of Academic Affairs
South Piedmont Community College

In order to find out more detail about the tabs in “Instruction and Advising,” please check out our Faculty Handbook.

Please walk through each of the tabs below to get a glimpse of the tools available to you as a South Piedmont instructor as well as the expectations of you as a new member of our team.  We are excited to have you on board!

Check out this year’s Academic and Course Calendars to understand our dynamic offerings here at SPCC.

Accurate attendance tracking is imperative to academic success and SPCC tracking and reporting.  This responsibility falls not only within each class period but at the 10% census date of the semester.

Looking for the census date for your course? 

  • SPCC GO!
  • Click to View Roster or Enter Grades
  • Select your course
  • Click on Deadline Dates
  • The census date is the same as  “Last day to drop without a grade”

Web Attendance Tracking Instructions (How-To Guide)

10% Census Tracking Report  (How-To Guide)

NA Student Log

Inclement Weather (How-To Guide)

Faculty must keep accurate and up-to-date attendance and grade records for all classes. Such documents are required for internal accountability, demonstrating compliance with NCCCS audit requirements, and for assessment purposes. Attendance record verification is directly related to the amount of FTE revenue generated by the College. Inaccurate records result in loss of FTE funding received in subsequent years.
Faculty will be provided access to the web attendance class roster in WebAdvisor on the start date of the class. Faculty will receive an email with detailed instructions for completing 10% and the final attendance at the beginning of each semester. Read the instructions carefully! They are revised each semester. Faculty must submit the 10% roster within 24 hours of the census date.  Faculty are responsible for knowing the census date of each of their classes. 

QUESTIONS?  Kathleen Coggins, 704-993-2402, kcoggins@spcc.edu

Academic Freedom
In accordance with the Southern Association of Colleges and Schools Commission on Colleges, the Board of Trustees shall guarantee and protect academic freedom for all faculty and students at the College.  The Board of Trustees Bylaws, Article V, Section 4A, states South Piedmont Community College is dedicated to the dissemination of knowledge, the engineering and development of skills, competencies, and understandings, and to the nurture of those personal and intellectual habits and attitudes which are peculiar to responsible individuals in a free, open, and democratic society. The Board of Trustees, therefore, shall guarantee and protect academic freedom in the College. The Board shall likewise require the exercise of responsible judgment on the part of the personnel of the College as they exercise academic freedom in accomplishing the objectives of the College.  Faculty are entitled to freedom in research and the publication of the results, subject to approval by the College’s Institutional Review Board, and the adequate performance of other academic duties. Research or publications for monetary return should be based on an understanding with the administration and guidelines from the North Carolina Community College System.

Faculty are entitled to freedom in the classroom in discussing his or her subject but should be careful not to introduce into classroom teaching controversial matter which has no relation to the subject.

Faculty are members of a learned profession. When writing or speaking as citizens, they should be free from institutional censorship or discipline, but their position in the community imposes special obligations. As persons of learning, it should be remembered that the public may judge their profession and the institution by their utterances. Hence, they should at all times be accurate, exercise appropriate restraint, show respect for the opinions of others, and make every effort to indicate that they are not an institutional spokesperson.  Any employee who believes his or her academic freedom rights have been violated may seek resolution through the existing grievance and appeal procedure in the SPCC Due Process-Complaints and Grievances Policy.

Academic Integrity
SPCC’s Academic Integrity Policy and accompanying procedure addresses student rights and responsibilities regarding academic dishonesty. This policy applies to all students, including those in distance learning courses and non-credit programs.

Students enrolled at South Piedmont Community College are responsible for upholding standards of academic integrity. An academic integrity violation includes but is not limited to the following: cheating,
plagiarism, fabrication/falsification, and complicity in academic dishonesty.

Cheating is an attempt to use or actual use of unauthorized materials in any format to complete an academic exercise. Cheating also includes the communication of unauthorized information during an academic activity or exercise.

Cheating includes, but is not limited to, copying another student’s homework, classwork, or required project (in part or in whole) and presenting it to the instructor as one’s own work; or giving, receiving,
offering, and/or soliciting information on a quiz, test, examination, or other academic exercises.
Plagiarism is the copying of any published work such as books, magazines, audiovisual programs, electronic media, and films or copying the theme or manuscript of another individual. It is plagiarism when one uses direct quotations without proper credit or when one uses the ideas of another without giving proper credit. When three or more consecutive words are borrowed, the borrowing should be recognized according to the conventions appropriate for the assignment (APA style, MLA style, etc.).
Self-plagiarism is the unauthorized use of one’s own previous work without the express permission of both the instructor to whom the previous work was submitted and the instructor to whom the work currently is being submitted.
Fabrication/falsification is an attempt to deceive the instructor in his/her effort to fairly evaluate an academic exercise. Fabrication/falsification may include presenting dishonest information related to an academic activity or exercise, or creation of or altering information or citations related to an academic activity or exercise.
Complicity in academic dishonesty refers to intentionally giving unauthorized assistance to someone else who engages in academic dishonesty.
It is the student’s responsibility to learn more about how to avoid academic dishonesty. If upon investigation the instructor determines there is an academic integrity violation, the student will be held accountable as stated below:
 The instructor, after consulting with his/her supervisor, will notify the student in writing of the details of the academic integrity violation, which may include a formal warning, a reduced grade on an assignment, or a reduced grade in the course.
 The instructor will send the student’s name along with detailed evidence and documentation of the violation to his/her supervisor, Dean, and the Assistant to the Vice President of Academic Affairs to be added to the student’s permanent academic record.
 The Assistant to the Vice President of Academic Affairs will notify the appropriate Dean if there are previously documented offenses in the student’s file. The Dean will determine the disciplinary action for the violation. Sanctions range from the minimum of a reprimand to a maximum of suspension depending on the severity and number of violations.
 The Dean will notify the student in writing electronically and by physical mail of the disciplinary action for the violation. Notification will be sent to the student’s college email address and the home address on record. A copy of the disciplinary action letter will be sent to the Vice President of Academic Affairs/CAO, and the Assistant to the Vice President of Academic Affairs to be added to the student’s permanent academic record.
 The student may appeal the academic integrity violation and/or the disciplinary action resulting from the violation by submitting a letter addressed to the Student Appeals Team in care of the Vice President of Academic Affairs/CAO no later than five (5) days following notification to the student of the disciplinary action.
 The Student Appeals Team will hold a hearing within ten (10) working days of the receipt of the appeal.
 The decision of the Student Appeals Team will be final.

Intellectual Property

SPCC’s intellectual property policy and accompanying procedure address ownership of materials,
compensation, copyright issues, and use of revenue from the creation and production of all intellectual property. The policy applies to all students, including those in distance learning courses and programs; all faculty, including those teaching distance learning courses and programs; and all college staff.
Intellectual property is defined as any intellectual or creative work that can be copyrighted, patented, or trademarked. South Piedmont Community College (SPCC) encourages the development, writing, invention, and production of intellectual property designed to improve the productivity of the College or to enhance the learning environment.  The ownership of intellectual property will be determined according to the following conditions:
The employee or student retains ownership and any revenue generated in any of the following situations:
 The work was created independently and as a result of the individual’s initiative. The College did not request it.
 The work is not a product of a specific contract or assignment made as a result of employment or affiliation with the College.
 The work was not prepared within the scope of the employee’s job duties.
 The work was produced by an employee or a student without funds, resources, or facilities owned or controlled by the College.
The College retains ownership if the above criteria are not met or if any of the following criteria apply:
 The work is prepared within the scope of the employee’s job duties.
 The work is prepared within the scope of class assignments.
 The work is the product of a specific contract or assignment made in the course of the employee’s or student’s affiliation with the College.
 The development of the work involved facilities, time, or other resources of the College including but not limited to release time, grant funds, college personnel, salary supplement, leave with pay, equipment, or other materials or financial assistance.

The College retains and controls all rights to license or sell any intellectual property owned by the College. Any revenues generated from intellectual property owned by the College and shall be treated as institutional funds to be used to support the needs of the College.  When it is foreseen that commercially valuable property may be created, the College and the employee or student should negotiate an agreement for ownership and sharing of benefits and compensation before the creation of the property. Any agreement, whether occurring before or following the creation of the property, will be negotiated with the President of the College.  Upon the emergence of issues or disputes relating to intellectual property, the President will appoint an ad hoc Intellectual Property Committee, composed of equal numbers of faculty and staff, to make recommendations to the President concerning the disposition of the issue. In cases where a student is involved, a member of the Student Government Association will also be appointed to the committee. The
President will make the final decision on the issue.

Faculty Role in Assessment
With the changing technologies, increasing online methods of instruction, and shifting generational characteristics, our ability to accurately evaluate our students’ learning is critical to our continued improvement as an institution. In response to these changes, assessment at SPCC includes course level assessment and the use of student ePortfolios, which are recognized as an optimal way to document learning over time.

Program Learning Outcomes (PLOs) identify the knowledge, skills, or attitudes that graduates should demonstrate after completing a specific academic program. They are the broad skill sets unique to each program of study in which mastery is: a.) required to transfer to other institutions
of higher education successfully, or b.) to function successfully in that particular field or occupation.

Course Learning Outcomes, listed in every course syllabus, describe the knowledge, skills, or attitudes that students learn in a given course. Course learning outcomes are the building blocks that form the foundation for program learning outcomes.

Core Skill Outcomes, sometimes referred to as employability or soft skills, are skills that competent and valuable employees in any field or industry should demonstrate. As an institution, SPCC has identified five (5) Core Skill outcomes that graduates of every associate’s degree program should acquire. They are Critical Thinking, Technology, Written Communication, Oral Communication, and Cultural Literacy.

Core Skill Outcomes Assessment Procedures
SPCC’s Core Skills are assessed by Arts and Sciences full-time faculty in Taskstream using associated Core Skills rubrics. Every full-time faculty, regardless of their academic program, is required to educate and encourage students from every curriculum program to submit Core Skills
artifacts to the correct area in Taskstream.

Each school within the Division of Academic Affairs (School of Arts and Sciences, School of Applied Science and Technology, and School of Health and Public Safety) has an individual Core Skills Directed Response Folio (DRF) program in Taskstream where students submit artifacts and some submit ePortfolio links in addition to their artifacts.

The School of Arts and Sciences requires their program graduates to submit ePortfolios for Core Skills assessment, which provides them with the opportunity to reflect on and showcase the best work created during their course of study. Students upload the ePortfolio link and separate
submission of associated artifacts for each Core Skill to the Arts and Sciences Core Skill DRF program in Taskstream. 

Students in the School of Health and Public Safety and the School of Applied Science and Technology may submit recommended assignments or other chosen artifacts to represent their mastery of each of the Core Skills. Students upload artifacts to the Taskstream Core Skills DRF Program for that particular school. Faculty may contact their supervisor or the Department of Institutional Effectiveness for additional information regarding Core Skills assessment.

Cap Enrollments

 The number of students enrolled in a class is called the “cap.” It is based on maximizing student learning, room size, available lab stations, and guidelines of external accrediting organizations. 

When planning the schedule each semester, supervisors may discuss with faculty the cap at which to set the enrollment numbers for courses. During SPCC’s registration period, it may be determined that the student enrollment cap for a class should be increased. The supervisor, in consultation with the faculty and the dean, will evaluate the feasibility of increasing the cap. If enrollment after raising the cap becomes sufficient to warrant a second section of the class, it may be considered an over-enrolled class that meets the criteria for giving faculty credit for teaching two sections of that course.

Food and drink are not allowed in the classrooms. Faculty who want to plan a special event with students should notify their immediate supervisor to assist in reserving a special facility.

Faculty should see that classrooms are left in order for subsequent use. Chairs and desks should be returned to their original positions and boards wiped clean for the next class. Faculty teaching in computer classrooms should ensure that all students have left the room and that the doors are closed and locked.

Facility and equipment repair and maintenance needs should be reported to immediate supervisors.  A WORK ORDER REQUEST is required for any work to be done by the Facility and Property Services Department staff. This is work requested that deviates from the staff’s usual daily routine. 

Any request that will cost a significant amount of money will be placed in a deferred maintenance file and will be done as money is available. Verbal requests and emails will not be accepted as work orders.

Curriculum changes, as well as additions to program content, are approved through the SPCC Curriculum Review and Assessment Team.  Please complete the Curriculum Approval Form.

Faculty Absences

When a faculty member of SPCC is unable to meet his/her seated class(es), the expectation is that arrangements will be made for the class to meet so that seat time will not be lost.  They are not to be followed for school closings due to inclement weather.

Planned Absence

  • Email your immediate supervisor of the seated class(es) that you will miss.
  • Email all students in the class(es) that you will be absent and how the class will “meet” during your absence.
  • Make arrangements for class time to be covered in one of the following ways:

Another faculty member “teaches” your class(es).

  1. Attendance must be taken; a sign-in sheet is recommended.
  2. A lesson plan for that day must be provided.

An assignment comparable to what would be done if the class had met is posted in Moodle.

  • Students must be told that they must log in to the course site at the time of the seated class or before the seated class meets again.
  • The assignment must be clearly marked in Moodle as “Seated Class Assignment for MM/DD/YY.”
  • Students not completing the assignment in Moodle will be counted absent for that class date.

An assignment comparable to what would be done if the class had met is set up in one of the SPCC libraries. Note: This arrangement must be approved in writing by the library staff.

  1. Attendance must be taken; a sign-in sheet is recommended.
  2. A lesson plan for that day must exist.

Retain all documentation as proof that the seated class time was covered even though you were absent. Your immediate supervisor or the college’s curriculum auditor may ask for copies of your documentation.


Unplanned Absence

  • Notify your immediate supervisor as soon as you realize that you will not be able to meet your seated class(es) and notify both Nancy Price (OCH campus) and Teresa Downer (LLP campus) via phone or email. If none of these individuals are available, contact the receptionist for the appropriate campus. Your immediate supervisor, Nancy, or Teresa will post a notice in your classroom directing students to your Moodle course site for the assignment.
  • Post in Moodle an assignment comparable to what would be done if the class had met.
  • Retain all documentation as proof that the seated class time was covered even though you were absent. Your immediate supervisor may ask for copies of your documentation.
  • Students must be told that they must log in to the course site at the time of the seated class or before the seated class meets again.
  • The assignment must be clearly marked in Moodle as “Seated Class Assignment for MM/DD/YY.”
  • Students not completing the assignment in Moodle will be counted absent for that class date.

Faculty Office Hours

All full-time faculty must designate a minimum of five (5) office hours per week.

Adjunct faculty are encouraged to schedule sufficient time before and after class meetings to be available to students. An adjunct faculty office is available on both the OCH campus and the LLP campus. Adjunct faculty should designate on their course syllabus the times and locations of their availability.

Online faculty are required to post and maintain virtual office hours throughout the course.



The Family Educational Rights and Privacy Act is a Federal law that protects the privacy of a student’s educational records. The law applies to all schools receiving funds from certain programs of the U.S. Department of Education. 

Student educational records are confidential and may not be released without the written consent of the student. All faculty have the responsibility to protect educational records in their possession. Some information is considered public (sometimes called “directory information”). This information can be released without the student’s written permission. However, the student may opt to consider this information confidential as well. Directory information is name, address, phone number, dates of attendance, degrees received, major program of study, height, and weight of athletes. Directory information should be released only after consultation with the Vice President of Student Affairs. Faculty have access to information only for legitimate use in completion of responsibilities as a college employee. Need-to-know is the basic principle. Faculty should not release any
information until they talk to the office responsible for student records or the Vice President of Student Affairs.

Faculty must assign a letter grade for each student registered for a class. The grading scale for all courses, except Developmental Education classes and those classes where an accrediting agency mandates otherwise, will be a 10-point scale:
A = 90 – 100; B = 80 – 89; C = 70 – 79; D = 60 – 69; F = 0 – 59
Faculty teaching classes in a program where an accrediting agency mandates otherwise should check with the appropriate division or department chair for the grading scale to use.

Other grades that may be used as appropriate:
W Withdrawal – Use this grade for students who withdraw from a course.
WI Withdrawal by Instructor – Use this grade for students who are
withdrawn from a course by a faculty member for excessive absences.
AU Audit – Students should declare their intention to audit a class at
registration or no later than the mid-point of the course. (Refer students
to a counselor for completion of appropriate form.)
I Incomplete – Do not use this grade except in special cases and only with supervisor approval. When giving a student an “I” grade, faculty are required to provide make-up opportunities after the course is over, enter the student’s last date of attendance and expiration date, and fill out a change-of-grade form. Note: Incompletes are automatically changed to a grade of “F” unless the grade change form is submitted by the end of the next semester, including the summer term. See “Incomplete or ‘I’ Grades” for more information.

To find out more about the Incomplete grade process and how students can appeal a grade, check out the faculty handbook.

Posting Grades
Faculty are strongly discouraged from posting grades for tests and exams outside of any
classroom or office. The Moodle grade book is the recommended alternative.

Full-Time Faculty
Full-time faculty are expected to perform the duties outlined in his or her faculty job description.  Additionally, full-time faculty are expected to:
 Serve as student academic advisors.
 Serve on SPCC teams.
 Participate in scholar, teacher, and practitioner professional development.
 Adhere to academic policies and procedures.

Full-time faculty responsibilities fall mainly into three areas:
1. Learning facilitation includes duties associated with planning, teaching, assessing, advising, and counseling.
 Teach the required number of contact hours Fall and Spring semesters.
 Teach assigned classes according to SPCC policies, the College Catalog, and approved
 Meet all classes as scheduled by the College, beginning and ending classes at the
scheduled times.
 Develop course syllabi and post in Moodle according to SPCC requirements.
 Organize course content and use effective instructional techniques to motivate students
to achieve student learning outcomes, program outcomes, and Core Skill outcomes.
 Utilize class time and resources effectively.
2. Institutional service includes responsibilities that support South Piedmont Community College by serving on teams, mentoring faculty, marketing programs, recruiting students, guiding student organizations, developing and assessing curriculum, contacting prospective student employers, and supporting administrative functions.
 Maintain the required number of office hours, Monday through Friday, at times reasonably convenient for students’ schedules.
 Work on campus, including meetings and training, a minimum of thirty (30) hours a week, four (4) days a week.
 Participate in the selection and development of textbooks, library resources, and other instructional materials to support student learning.
 Develop measurable program outcomes and student learning outcomes.
 Design and revise curricula when appropriate.
 Develop, implement, and evaluate academic assessment measures and results to improve student learning and instruction.
 Maintain up-to-date and accurate records of attendance and grades and submit administrative documentation in a timely and responsible manner (turning in syllabi, 10%or census rosters, final attendance rosters, grades, class and office hours schedule, etc.)
 Participate in divisional or departmental meetings, faculty meetings, College-sponsored activities, and professional development activities.
 Participate in graduation exercises in academic regalia unless excused by the President.
 Serve as an academic advisor to assigned programs and students.
 Participate in registration periods when scheduled.
3. Professional development includes responsibilities associated with staying current in the discipline as well as in the field of technology.


Adjunct Faculty
Adjunct faculty are expected to support all facets of student learning and to adhere to academic policies and procedures. Adjuncts are encouraged, but not required, to participate in divisional or departmental meetings and to participate in professional development activities.

Adjunct Faculty Responsibilities
 Teach assigned classes according to SPCC policies and approved syllabi.
 Meet all classes as scheduled by the College, beginning and ending classes at the scheduled times.
 Provide a syllabus to all students through Moodle.
 Provide an electronic copy of each syllabus to his or her immediate supervisor before the first class meeting.
 Participate in the selection and development of textbooks, library resources, and other instructional materials and delivery methods to support student learning.
 Organize course content and use effective instructional techniques to motivate students to achieve student learning outcomes, program outcomes, and Core Skill outcomes.
 Utilize class time and resources effectively.
 Maintain up-to-date and accurate records of attendance and grades and submit administrative documentation in a timely and responsible manner (turning in syllabi, 10% or census rosters, final attendance rosters, grades, etc.).
 Schedule sufficient time before or after class meetings to meet with students as needed.
 Develop, implement, and evaluate academic assessment measures for designated Core Skill or program outcomes.
 Add additional content, perspectives, daily work, etc., as appropriate to prebuilt online and seated courses to personalize and improve the learning environment, while remaining consistent with course standards.

Course revision is considered an integral part of the ongoing instructional programs at the College. Faculty are responsible for keeping the courses they teach current.  From time to time, new courses may need to be fully developed, or existing courses may need significant revisions. In these two situations, supplemental pay or release time may be considered based on documented justification. To request approval for course development, please complete
the appropriate Course Development Form.

The importance of safe practices cannot be overstated. Faculty are responsible for ensuring that students are well versed in the proper use and care of equipment.  Equipment should be inspected before and after use to ensure that it is in good working order. The classroom area should contain no uncontrollable hazards. Damaged or unsafe equipment should be reported promptly. Machinery, equipment, and processes that involve hazardous operations should be carefully explained and supervised. Faculty should enforce the use of proper protective clothing and equipment. 

Faculty should be aware of College emergency procedures (brightly colored SPCC Emergency Procedures booklets are located in every classroom) and should point out the nearest emergency exits to students.

Students should be reminded that there is safety in numbers and encourage students, particularly during evening hours, to walk to their cars in groups. Evening security guards are available to escort students to their vehicles at student request.

Emergency Medical Assistance
If an accident or other medical emergency occurs during supervised activities, such as in
a classroom, shop, organized student event, etc., where faculty are in charge, the person in charge will, or direct a responsible person to, call 911. The security guard or switchboard receptionist on the appropriate campus or site should then be contacted and given the following information:
 Name of person calling
 Building and room number or other specific location
 Nature of the injury or illness
 Name of the injured, if available
If an accident or other medical emergency occurs on College property in situations other than supervised activities, any student or employee in the vicinity is encouraged to take the initiative and contact the closest person of authority or call the security guard or switchboard receptionist and accomplish the other actions as outlined above.

The person in charge will direct any available and willing personnel to a location where they can direct the incoming emergency responders to the scene of the incident.

After the emergency has ended and the EMS departs, the security guard or Director of Security and Safety will investigate the incident and complete an incident report. If an accident involves an automotive vehicle, the security guard or switchboard receptionist will notify the appropriate law enforcement agency as soon as possible.

Incident reports should be completed by college employees who are witnesses to an event whenever an incident such as an injury, disruptive behavior, theft, assault, or suspicious activity happens. The original report should be turned in to the Director of Security and Safety. (SharePoint>Forms>General Forms>New Incident Report)

College insurance or the injured party’s personal health insurance will normally cover the cost of ambulance service in emergency situations. No individual should be subjected to unnecessary physical pain or suffering. Therefore, no person in the College, acting in good faith to obtain emergency medical care for another to prevent pain or suffering, will be held responsible for the cost of such care. Persons acting in good faith to help the injured in emergency situations are generally absolved of liability by the Good Samaritan Law in the event the emergency aid is not successful.  Faculty who are injured on the job will report the incident or accident immediately to the Safety Office. If the faculty member cannot make the report, it should be made by his or her supervisor. The Director of Security and Safety will notify the Human Resources Office as quickly as possible or within 24 hours.

Emergency Notification System
All buildings on SPCC campuses are equipped with an Emergency Notification System.  Emergency strobes are located strategically in each building. Each color light has been assigned a specific action as follows: 

(rojo) (por favor salga del edificio)
(amarillo) (tormenta – mantengase lejos de ventanas y puertas)
(verde) (no peligro – todo normal)
(azul) (cerrado – mantengase en su lugar y cubrase

Faculty should direct students as to what specific action to follow in these emergency situations. If faculty need additional information on this or other safety and security matters, they should refer to the “SPCC Emergency Procedures” booklet located in each classroom on all campuses, contact their department chair, or the Director of Security and Safety.

Emergency Evacuation
In the event of a fire, bomb threat, or other emergency requiring evacuation of a building, faculty should ensure the orderly exit of all students. Faculty are responsible for checking rooms for remaining students before leaving the building and directing students to the nearest exit or stairway (not an elevator).  Faculty should notify the Director of Security and Safety if a person with a physical disability is enrolled in his or her class due to OSHA requirements for specialized evacuation procedures. The faculty should also assign someone in the class to assist in the evacuation of the person with a physical disability.  Faculty and students should not re-enter the building until told it is safe by the Director of Security and Safety or the Incident Commander of the scene.

School Closing Due to Inclement Weather or Other Unscheduled Closings

Inclement Weather (how-to-guide)
Moodle course websites are to be used to make up blended and web-enhanced classes canceled due to inclement weather or extenuating circumstances that cause the College to be closed.  Clinical time missed in health programs will be made up as appropriate when working with external facilities.  Carefully follow the guidelines below to meet all state audit compliance requirements.

Failure to follow any of the steps below will mandate the missed time to be physically made up by students and instructors alike in the classroom.

Documentation Procedure
1. Design and implement a make-up activity that must be completed by the students within ten (10) days of the missed class (i.e., February 10 for a February 1 snow day). It can be due sooner. In the case of prolonged school closings or closings that affect the start or end dates of the semester, special instructions will be provided.
2. Create a learning unit that includes content and assignments. Keep in mind that valuable instructional time and student learning time are being replaced—and the auditor can check this—so make the learning activities worthwhile. They should help move the students closer to reaching the learning outcomes for the course. Consider the amount of time missed when designing the activity. An activity to make up three (3) hours of class time should be more substantial than one made up one (1) hour of class time.
3.  Clearly label the activity in Moodle as a make-up for the missed class, including the specific date that was missed. Use this model: MAKE UP FOR MARCH 15, 2019. Both students and the FTE auditor must understand that this learning unit is replacing a regularly scheduled seated class session that was missed due to school closing.
4. Require students to submit assignments or activities using Moodle (assignment function,
discussion board, or anything that will time and date stamp the activity). Time and date stamps are needed to document that students completed the unit and made up the day missed within the required period.
5. Provide screenshots or other verification of the Moodle assignment submission, discussion board activity, grade book with grading dates, etc.; anything that documents submission of the assignment or activity for each student. This documentation must prove that each student completed the activity by the due date and will serve as evidence for the state auditor that the day was sufficiently made up.
6. Email all documentation to the Internal Auditor within ten (10) days of the assignment due date. Make sure in the email to provide the course, section number, and the date of the missed class, such as BIO 166 2W2 for Friday, March 11, 2019.
7. Students not completing the assignment on or before the due date must be counted absent on the date the school was closed.

Class Section Numbers signify the type and location of the course.  Find out more about how the section numbers are determined.

At the beginning of each semester, SPCC will set up each course with a MOODLE site.  The instructor is required to into their site and change all initial information to the course including such things as the Syllabus, Course and Instructor, Course Procedures, Course Schedule (same as the schedule in the syllabus, and the Welcome Letter.

In addition to any administrative changes, the instructor is required to update all due on dates on assignments so that they appear on the MOODLE calendar.

If the Calendar in MOODLE is not visible the instructor should add it as a block to their page.  To do this click on “Add a Block” and select Calendar.

Instructors should alert students, their counselor, or their advisor about issues pertaining to their success at SPCC.

Laura Grego, 704-272-5340, lgrego@spcc.edu

At times, instructors will need to complete forms based based on student behaviors.

Student Behavioral Conduct Violation

Any student enrolled at South Piedmont Community College has the responsibility to uphold the rules and values of the college, and the right to a fair and equitable conduct process. Contact Angela Burleson at aburleson@spcc.edu or 704-272-5301.

Title IX Sexual Discrimination and Sexual Harrassment

Sexual Harassment, as defined by Title IX, is a specific type of sex discrimination/harassment that includes, but is not limited to, Sexual Assault, Dating Violence, Domestic Violence, and Stalking.

See Something, Say Something

This referral form is to report observed behavior the reporter sees as concerning, worrisome, or threatening and warrants concern for the safety of the College community and/or the safety of the individual. 

Academic Integrity Violation:  

Use this reporting form to provide detailed information pertaining to a student’s (or students’) academic integrity violation which occurred in your current course.

At times, students may need to withdraw from a class or instructors will need to withdraw students based on attendance.

Student Initiated Withdrawal
Students may withdraw from any or all classes after the 10% point and through the 70% point of each semester without a grade penalty. The student must submit the appropriate withdrawal form and speak to a counselor.

Instructor Initiated Withdrawal
Faculty may withdraw students who violate the attendance policy as outlined in the course syllabus. If a student’s absences in a course exceed 12.5 percent of the course contact hours, faculty may submit an Instructor Initiated Withdrawal form through SharePoint forms and a grade of “WI” (Withdrawal by Instructor) will be assigned. Before submitting the Instructor Initiated Withdrawal form, the faculty must attempt to notify the student of the impending withdrawal. The 12.5 percentage is calculated by doubling the number of course contact hours as listed in the College Catalog. For example, the 12.5 percent point for a three (3) contact hour course is six (6) class hours. The College does not differentiate between “excused” and “unexcused” absences in calculating course attendance.

Administrative Withdrawal
After the 70% point, students may seek an administrative withdrawal by providing appropriate documentation stating their extenuating circumstances. Withdrawals are accepted by the Vice President of Student Services office until two (2) weeks before the classes ending. In cases where
the Vice President of Student Services formally approves the withdrawal, the student will be assigned a grade of “W.” Note: Not all administrative withdrawals are approved.

Course syllabi are a vital part of the instructional process. Faculty are expected to provide students with a syllabus and general orientation to their course in Moodle at the start of the course. Before the beginning of the semester or term, faculty must submit an electronic copy of their syllabi to their immediate supervisor for approval. Faculty then upload the approved text of the syllabi to the Moodle course site. This document becomes a contract between faculty and students and may not be altered after the semester begins. Faculty may make changes to the Course Schedule section of the syllabus template, which is labeled “Tentative.”  A master course syllabus has been developed for each curriculum course offered by the College.  Adjunct faculty will receive the master syllabus from his or her immediate supervisor.
Each master syllabus contains the following:
 Course name
 Course number
 Number of hours
 Course description
 Pre- and co-requisites
 Student learning outcomes
 Methods of evaluation
 Grading scale
Adherence to established policies is important because syllabi provide documentation of course policies, procedures, and expectations when students file grade complaints and appeals. Moodle grade books should not be altered to differ from established syllabus guidelines.

Interested in coordinating your own training session to share with your peers?  Speak with your Director about details and then complete the Professional Development Request form. 

Make-Up Testing
Faculty can arrange to send students who need to make-up tests, quizzes, or examinations to the Testing Center on either campus. A test proctor will monitor all make-up exams. Faculty must submit an electronic Exam Proctoring Form in Etrieve at least 48 hours before the student’s scheduled appointment. The student must make an appointment online by selecting Class Related Testing Appointment.  Click here for more information 

Proctoring Services
The Testing Center offers proctoring services under special circumstances. This service is available to on-site and off-site faculty and students for the administration of make-up testing (see “Make-Up Testing”), accommodation testing, and external agency testing.

The Testing Center is not capable of testing entire classes or serving as a “substitute” for absent faculty. Under special circumstances, the Testing Center will consider proctoring online math course examinations when a faculty member does not reside in the SPCC service area. Click here for full procedure details.

Student Support Services

Check out the incredible learning support services South Piedmont offers its students to promote academic success!

How can you help your students choose courses and navigate their education toward a career that fits their life goals?

SPCC provides comprehensive CAREER SERVICES for enrolled students, recent graduates and alumni at every stage of career development:

  • Counseling and assessment of one’s career interests, values, personality, strengths and skills
  • Discovery and exploration of various career paths and occupations
  • Guidance with immediate and long term goal setting and planning for career, education and training
  • Development & practice for employment readiness skills (job searching, networking, writing and interviewing)
  • Ongoing support for graduates and alumni to seek and retain long term employment

CAREER COACH:  An online tool to help students assess strengths and preferences, choose careers that fit those characteristics and then search live websites for job opportunities in the field!  This tool even helps them narrow down the SPCC courses that align to their career of choice.

Counselors in the SPCC COUNSELING CENTER can help students with a variety of challenges that might affect their academic progress. Individual sessions and group workshops are available to help students address the following:

    • Time and stress management
    • Test anxiety
    • Adjusting to College
    • Academic probation and intervention
    • Course withdrawals
    • Community resource referrals

Counselors also provide assistance with the following:

QUESTIONS?  Erica Andrews, 702-272-5345, eandrews@spcc.edu

Disability Services ensures that students with disabilities have equal access to educational opportunities at South Piedmont.

Disability Services is in the process of implementing a new platform, Accommodate, which will allow students to apply for disability accommodations electronically.  Faculty can view the approved disability accommodation letters for students in their classes in Accommodate.


Note Taking:

● Student volunteer notetakers can upload notes directly into Accommodate
and the notes will be available to the accommodated student.
● Accommodated student remains anonymous.

Test Taking:

1. Student schedules an appointment through Accommodate to test in the Testing Center.
2. Faculty will receive a notification through Accommodate when the student schedules the
3. Faculty uploads the exam into Accommodate.
4. Testing Center administers and proctors the exam.


Library services are available at the Horne Library on the L. L. Polk campus and the Library on the Old Charlotte Highway campus.

Go to https://www.spcc.edu/libraries/ to check for current library hours, useful tools, and instructions on using and accessing the online catalog and electronic databases.


Circulation Policy for Faculty

The online catalog is available at https://www.spcc.edu/libraries/. Books may be checked out for 30 days; videos and DVDs may be checked out for two weeks if they are instructional. All DVDs for personal viewing are limited to a two-day checkout period. All materials must be returned at the end of each semester regardless of when checked out.

SPCC belongs to the Community College Libraries in North Carolina (CCLINC) consortium. That means faculty can place a hold on available items not only at SPCC but from any of the 50 other community colleges in the consortium. There are links to these schools on the online catalog homepage.

If faculty seek materials outside of the CCLINC consortium, the library staff can accommodate requests through Interlibrary Loan.


Library Collection, Computers, Software

Resources include books, magazines, videos, and DVDs. The librarians welcome and need faculty input to develop a strong collection. Each librarian is assigned subjects that they are liaisons to on their campus.

It is recommended faculty visit the libraries each semester to review the materials for their subject and recommend additional materials for purchase, as this helps to ensure that materials are current and relevant. Allied Health and Nursing faculty should review their materials annually for accuracy and currency for their accreditation.

Also, faculty are given vendor catalogues as they become available. If there is any time during the school year that faculty would like to make a request, they can do so by emailing, calling or visiting the library.

If there are materials faculty would like to place on reserve for classes, contact library personnel with a request.

The libraries have computers with high-speed Internet access and the Microsoft Office suite.


NC LIVE is an electronic resource of over 100 databases available to faculty, students, and staff. It is an excellent and reliable resource for full-text magazine and journal articles and offers a wealth of specialized databases in many subject categories. Streaming film and audiobook databases are also part of the collection. NC LIVE resources can enrich course content when integrated into any curriculum. Access is available on all computers on campus at https://www.nclive.org. Faculty can use their active directory account to access the library’s electronic resources off campus.


Library Instruction and Information Literacy

The library is a fundamental part of students’ learning experiences, and library staff routinely support them in their educational endeavors. As stated in the syllabus template, all students are strongly encouraged to attend a library instruction session as part of SPCC’s commitment to institutional effectiveness and student success. It is critical for students to learn how to use the resources in the library effectively. Many classes require research projects and papers that use those resources.

The standard library instruction session serves as an orientation to the library and includes general information on how to use the online catalog and NC LIVE, how to recognize citations and credible information, and how to identify magazines and journals. However, more faculty are gravitating toward a customized, hands-on information literacy workshop. These workshops can be tailored specifically to address course content. Faculty who would like to bring their class to an instruction session can contact one of the librarians to set up an appointment.


Additional Library Services

The library staff offers in-class instruction on subjects such as plagiarism, MLA style, and APA style. Contact the campus librarians for additional help.

Want something special? Let the library staff on campus help by collaborating on class research projects together.

QUESTIONS?  Dana Glauner, dglauner@spcc.edu, 704-290-5269

Some of our faculty are assigned as faculty advisors for our students.  Multiple resources can be helpful in serving our students.

In order to best advise our SPCC students, first consider who they are…

How can you help your students choose courses and navigate their education toward a career that fits their life goals?

Career Coach:  An online tool to help students assess strengths and preferences, choose careers that fit those characteristics and then search live websites for job opportunities in the field!  This tool even helps them narrow down the SPCC courses that align to their career of choice.

QUESTIONS?  Laura Grego, 704-272-5340, lgrego@spcc.edu

SPCC students can benefit from being proactive and accessing the Academic Support Center’s services. Why wait until the last minute to write that paper, study for a test, or to maintain good standing in a specific course. Help your students learn how to access and maximize the resources SPCC has to offer through SPCC ACADEMIC SUPPORT CENTER.
  • Professional Tutors and respective areas of expertise
  • Registration made easy online or call the Academic Support Center
QUESTIONS?  Contact Marsha Thomas, mthomas@spcc.edu, 704-993-2411

Student Programs and Opportunities

South Piedmont has numerous dynamic programs and opportunities for our students to enrich and enhance their experience here!

South Piedmont Community College partners with local business and industry to create apprenticeship and pre-apprenticeship programs that meet the workforce needs of Union and Anson counties.

QUESTIONS?  Russell Carpenter at rcarpenter@spcc.edu, or 704-290-5892

ASSOCIATES OF ARTS IN A YEAR (AAY) is a fast-track degree program. 

The Program offers experiences inside and outside of the classroom to provide a transformative education that draws on connections between different fields of study and real life. Extra-curricular activities involve educational field trips and team-building exercises that the students and instructors can relate back to class work. Instructors in AAY can also use imagination and creativity when working with instructors they are paired with to find common themes and push interdisciplinary lessons. 

Outside of the program, instructors can refer any student with a minimum 2.8 GPA, proven work ethic, and the goal to obtain an Associate degree.

Questions? Contact Ryan Brown,  rbrown@spcc.edu, 704-272-5446 


South Piedmont Community College offers a number of courses for individuals that are seeking to complete their career in less than a year. Schedules are flexible, which include weekend and evening classes. Classes range from 4 weeks to 12 months.  Careers include healthcare, truck driving, welding, office administration, and more. Career in a Year Booklet

SPCC’s Compass Education Program is an academic-based program for adults with intellectual/developmental disabilities. Our purpose is to help students gain the needed math, reading, writing, and soft skills required for higher education and employment.

Through South Piedmont’s University Transfer Program, students can explore degree plans with SPCC’s university partners to see how their transfer credits will fit into their four-year degree goals.

College Transfer Pathways are available to high school students and consist of transferable general education courses and are roughly half of a full associate’s degree. All courses within these pathways are transferable to the four-year state universities and most private four-year colleges and universities. 

Career and Technical Pathways:  Students who are interested in one of several Career and Technical Education areas can start earning college credits at SPCC while in high school. They will receive an associate’s in Applied Science Degree.

Early College:  Anson County Early College and Union County Early College are small public high schools that are located on the campuses of South Piedmont Community College in Polkton and Monroe, respectively. Students simultaneously earn their high school diploma and college credits towards a transferable associate degree or career certificate. 

SPCC’s English as a Second Language (ESOL) program provides academic opportunities for non-native English speakers who are learning to communicate in the English language.

An ePORFOLIO is a learning website that tells the story of your student’s academic and professional development. It supplements the traditional one-page resume and can be included with the many university and employment applications that students complete to transfer or to get a job.

The ePortfolio is started early in your student’s program and completed near the end of the program.  The assignments, projects, essays, etc. that are included in the e-Portfolio are called “artifacts.”  These artifacts can also be used as course assessments.


Tammy Frailly, tfrailly@spcc.edu, 704-290-5829


The FIRST YEAR EXPERIENCE (FYE) program is a learning community developed to offer a comfortable adjustment to college life for first-year students. Students in FYE take classes together during their first year and participate in events outside of class to form bonds with each other. Instructors of FYE courses can leverage the fact that students are taking the same classes together by collaborating on instruction or designing an interdisciplinary assignment.

New students are referred to FYE when registering for classes in the Advising Center. Students in the second semester or later are not eligible for the program. 


Ryan Brown,  rbrown@spcc.edu, 704-272-5446 


South Piedmont provides many opportunities for students to widen their horizons through globalized learning options.

Global Scholars of Distinction

Students who are interested in travel, international business, and globally related careers can be encouraged to participate in the Global Scholars Program.  It provides scholarship, internship, service learning, and employment opportunities for students as well as providing a global learning foundation for the university and career.  

Study Abroad

Looking forward to opportunities to study abroad in London, Paris and Japan in 2022!

Virtual Study Abroad

Virtual study abroad is a platform where students can engage and connect locally and internationally on education. These virtual study abroad programs will encompass a range of learning opportunities across countries and cultures in a variety of programs that include business, global perspectives, humanities, and science.  More coming soon!


Tammy Frailly, tfrailly@spcc.edu, 704-290-5829

Dr. Kira Ferris, kferris@spcc.edu, 704-290-5211

SPCC’s High School Equivalency program offers reading, writing, mathematics, critical thinking, and communication instruction to prepare learners to successfully pass either of the following nationally recognized high school equivalency assessments:

  • The GED® is a computer-based test offered through our Pearson Vue testing labs. 
  • The HiSET® is a paper-based test offered on campus in both Anson and Union Counties. 


Pre-Honors is an academic program that trains students for the Honors program. It gives them the tools, resources, and practice needed for Honors and future success in life. It opens all students to the experience of scholarly research and study, even if they do not initially see themselves as “highflyers.” It can also instill a sense of confidence and curiosity in students that they carry with them while at SPCC and beyond. Instructors can integrate a Pre-Honors project in any curriculum class. After completing a Pre-Honors agreement, students can work with their instructors to design a project around a topic of interest.

Any curriculum student with an appetite for learning can be referred to Pre-Honors. 


Honors is a program designed to immerse students in the focus areas of university honors: undergraduate research, leadership, and service during their two-year college program. 

Students who have excelled in past courses can be encouraged to participate in the South Piedmont Honors program.  Honors projects can be integrated into existing courses.  These projects can be designed through the course and then  presented at the conclusion of the semester.


Tammy Frailly, tfrailly@spcc.edu, 704-290-5829

Ryan Brown,  rbrown@spcc.edu, 704-272-5446 

Have a student who has discovered a topic that has piqued their interest and wants to learn more?  Point them to the UNDERGRADUATE RESEARCH PROGRAM.  Students have the freedom to choose a topic, develop a project, and ultimately answer that initial inquiry question. Projects could be embedded in an existing course or extend outside the realm of the course.  They can be creative expression projects or how-to videos as well as traditional research.

Instructors may be asked to mentor and guide students through their research experience.


Stephen Silvoy, ssilvoy@spcc.edu, 704-290-5266

Work-Based Learning (WBL) is an opportunity for students to earn academic credit by working for an employer in a position directly related to their field of study.

For a one credit class, the employer and student will coordinate a weekly schedule totaling 160 hours during the semester.


Instructor Performance Evaluation and Professional Development

Ongoing growth and development of our instructors are key to the success of South Piedmont’s students.  A strong performance evaluation system, faculty promotion opportunities, and purposeful professional development underlie this process.

The Faculty Performance Review is completed annually between faculty and his or her supervisor. Due dates are as follows:
 9-month and 10-month Faculty – Performance Review Period would be the month of April and
Annual Performance Appraisals would be due to Human Resources by the end of April/beginning of May.
 12-month Staff, Instructional Staff, and Faculty – Performance Review Period would be the month of May and Annual Performance Appraisals would be due to Human Resources by the end of May.
 Mid-Year Review Period evaluating progress on goals or performance objectives for all faculty and staff would be the months of October and November. No forms are due to Human Resources for Mid-Year Review.


Promotion Process (Full-time)

SPCC has adopted a system for faculty promotion and rank to recognize outstanding faculty, encourage faculty development, and recruit quality faculty. All full-time curriculum faculty, including program directors and department chairs, are eligible for the promotion. A separate process exists for adjunct faculty. Faculty may be hired with rank. Promotion criteria consist of years of service in full-time, college-level faculty positions (three years between each promotion), and excellence in teaching, scholarship, and service. The responsibility for documenting faculty performance for promotion rests with the faculty applying for promotion. Faculty document their eligibility through ePortfolios, peer references, student references and evaluations, and other relevant materials. Faculty receive both cash and non-cash compensation packages with each promotion.

Faculty Ranks
 Instructor
 Assistant Professor
 Associate Professor
 Full Professor

Timeframe for Promotion
Faculty must serve three (3) years in a rank before being eligible for promotion to the next rank; however, faculty may begin the application process during the fall of the third year of a particular rank,
with promotion, if awarded, taking place in the fall of the fourth year.
Faculty may apply years of full-time service as college-level faculty at other institutions toward placement into a rank if the faculty meets other eligibility criteria for the promotion. Adjunct service does not count toward promotion.  The first time a faculty member applies for rank, he or she may apply to the highest rank for which he or she is eligible. However, once placed into a rank, faculty may not skip ranks or retroactively apply years
of service.

Seated Class Faculty Observation Form

This form will be used to assess your performance in the classroom for your performance evaluation.

Online Faculty Observation Form

This form will be used to assess your performance in an online course for your performance evaluation.

Smart Goals Evaluation

This form will align your performance using SMART goals.

Professional Development (Center for Teaching, Learning, and Leadership)

Faculty must complete the  PROFESSIONAL DEVELOPMENT LOG to track their professional development.

Please note:

The log is completed annually for the professional development activities completed from April 1st through March 31st.  A new log is initiated at the start of the next professional development year.

When initially creating the log you will complete and hit Submit (see screenshot 1).  The next time you add an activity to your form you will no longer find it under New General Forms, the log will now be accessed on the right side of the Forms under Submitted General Forms 

During the professional development year you will continue to add to the form and after adding simply hit Save before you close the form (see screenshot 2).

Screenshot 1:

Screenshot 2:

Please visit our Center for Teaching, Learning, and Leadership to find our professional development policy, log, and request for funding.

Onboarding Suggested Class Schedule

  • Nuts and Bolts of MS Teams
  • Creating Your Class Moodle
  • First Day of Class: Starting off on the Right Foot
  • Workplace Harassment
  • Diversity, Equity and Inclusion
  • Environmental Health and Safety
  • Testing and Assessment
  • Meet Your Campus Resources (overview)