GUIDELINES – Minimalist Version
The Learning Problem:
Because instructors and TAs don‟t know what good online teaching/TA‟ing practice is, they are
not able to provide the most effective support and instruction to distance learners, in comparison
with the support and instruction they provide to on-campus students. So, they need to learn and
emulate some models of good online teaching that include how to
1. reduce or respond effectively to problems online students are having.
2. connect (psychologically, emotionally) with online students.
Ideas (Decker) -
- show a live cam of pre- and post-class interaction, rather than the Stanford logo.
- It would be poss to set up a chat / video conf with interested student before class,
so they have an idea of the student‟s situation & concerns.
- SCPD could keep a “nominations” sections on their site – better to have them
ask the students periodically, rather than expect students to do it.
- TA could schedule time to have online discussion
- Professors could pick specific questions – at the end of class, all students can try
the questions, and then stay behind to follow up with the online chat.
Andy DiPaolo – interview -
Big challenge – how do you take a busy faculty member with commitments here, and
move them into industry to interact with them out there.
Industry students are generally older, more mature, more consumer like.
Challenge – how to get instructors to be more sympathetic to the more consumer-like
Why SCPD does this: Our challenge at school or engineering – is to craft a set of
relationships with industry. (3 types of relationships: support, development, research)
And drives revenue – 1/3 to tuition fees, 1/3 to academic, 1/3 to run SCPD.
Goal – to bring in 20% more revenue next year – major goal.
How do we get faculty to see their work as online instructors in the bigger picture of why
Stanford does this?
Calif Virtual Univ – on design team (97-98) it failed. Idea was how to work with
professors in a true online setting. Does it help me for tenure/promotion – if not, it
becomes 2nd tier … so if it‟s a true online play where faculty gets rewarded recognized
for it, then it will do better.
Orientation – how do we phrase the question to get them interested in attending
orientation? Would consider putting orientation solely online… but don‟t seem totally
keen on this. Still the need for real interaction.
– Sense of empathy for online learners – practicing professionals, maybe with
family, more responsibilities, etc. and the faculty member doesn‟t know about
that, and maybe doesn‟t really care – but faculty need to have a sense of
understanding about this.
– Try to lighten the load – what can i do to reduce the burden, online grading, extra
money for a TA, etc. – Here at Stanford if we can get a Strong Neutral, then we
win – trying to influence the group in the middle
– Sense of community – how do you get the online student to feel part of the class
community. (look at U of Phoenix – fabulous community building)
Future – 100% electronic delivery – no paper delivery of anything. That is a goal, and its
clear that we have to go that way, if we go to a world-wide play. Online students have to
adhere to the same calendar as in-class students. (USC has done it) Here they are
beginning to scan & deliver material online. Would re-invent it as an online play only.
Goal currently – that within 2 hours after class here, it‟s avail online for distance.
Question is – difference btwn how instructors approach teaching vs. learning. Some
profs teach traditionally – lecture & students follow it. Andy is an enthusiast for students
learning from each other. Action is often outside of class “did you understand that??
Ect.) there‟s the piece that SCPD is pushing to the individual learner outside of class. Ex.
Professor would give the intellectual material for out-of-class discussion, and then use
the class for discussion about the material, rather than lecture. – to get the students to
come to class.
U of Maryland – created video (humorous) vignettes of good/bad practices.
Idea – to use a colleague who is “good” b/c faculty are very competitive. Soft sense of
How do you get the testimonials from students who have had a good experience. Can a
student write a letter “i liked this… that you built a community.”
Some schools pay them to attend.
When it was a tv network – there was an opp for instructors to be filmed & reviewed if
they wanted… but they weren‟t doing it.
Maybe have an instructor observe himself & review by professional.
Historically v soft… Was not addressed by chairs of dept, but cam is more direct now.
Moment of truth - Trying to push back to our staff that every interaction with a students is
a positive one – SCPD can control this, b/c they can‟t really control the academics.
Sylvan – has a concierge service – are automatically generated emails, but
personalized. This is not how traditional universities do things… but they should consider
Cannot TELL instructors how to interact, but can INFLUENCE them.
Students viewed as slackers, and that they are not quite up to par.
Idea – can TAs/Instructors get an understanding of the students‟ current situations?
TAs might not be aware of how the admission works, and that their department admitted
How faculty experience and TA experience is different
Make students more visible
Perception of online students
Class List - Inform TA of how many students and their info
PRESENTATION (HOW TOs)
How to produce syllabus
BEST PRACTICES [Note: is this just video clips, or text?]
Styles of teaching work well
Range of present practices
Glitches in planning
Successful/ unsuccessful prototype
Involving the CTL (?)
MANAGING ONLINE STUDENTS
Timely feedback to online students
Supporting students – how to be a good online TA
Support from SCPD available (e.g., SCPD Course Advisors,…)
FEEDBACK ON ORIENTATION (homework/exams, delivery & collection)
How to involve online students in groups and teams
To SCPD regarding Orientation
ADDITIONAL COMMENTS FOR SCPD
Instructors need a way to monitor how well their online students are following the
lecture – pie-in-the-sky idea: to have a “dashboard” that shows “red alert” when a lot
of online students are confused during the lecture…
Teaching on Television and Online
Faculty and Teaching Assistant Guidelines
Academic Year 2002-2003
Stanford Center for Professional Development
Stanford Center for Professional Development
Guidelines for Teaching on Television and Online
Section 1: The SCPD Students
The SCPD Enrollment Options and
Students‟ Educational Goals …………………………. 1
HCP, NDO, Audit
How SCPD Students Learn About Stanford Courses..………. 2
SCPD Class List …………… ………………………………. 4
SCPD Delivery Systems
Local and Remote Students
Section 2: Teaching Presentations on TV and Online
Visual Guidelines in Presenting …………….. ……………. 5
firstname.lastname@example.org ….………………………… 6
Use of the Overhead Camera …….………………………… 6
Audio/Visual Services ……… …………………………….. 7
Dress for Best Picture Quality ……… …………………………….. 7
Communicate with the Technical Crew ………………………….. 7
Section 3: Scheduling Practice/Review Sessions
Scheduling a Weekly Problem Session ……………………….. 9
Scheduling a Review Session, Extra Session, Extra Long
Session, and/or Tape Ahead ……………………….. 9
Section 4: Management of Assignments and Exams
How Students Receive Course Materials, Return Assignments ….. 11
How Professors and TAs Provide Course Materials to SCPD
Receive Students‟ Completed Assignments …….. 12
Management of Exams ……………………………………... 13
SCPD Courier Locations On Campus …………………………... 14
Forms That Students Might Need ………………………………... 15
Section 5 : Resources ………………...………………………………………. 17
Guidelines for Teaching on Television and Online
The Stanford Center for Professional Development (SCPD), in collaboration with
Stanford faculty and industry experts, develops and delivers academic and professional
education to meet the career-long education needs of technical professionals,
managers, and executives. The SCPD delivers education through the Stanford
Instructional Television Network (five television channels, videoconferencing, videotape
and satellite) and Stanford Online.
These guidelines are offered to support professors and teaching assistants in
successfully teaching on television and online through the SCPD education delivery
THE SCPD STUDENTS
Throughout the course, you will be teaching both students in the classroom and students
who are learning at a distance. For the Academic programs and credit courses, the
distance learning students are employees of the SCPD member companies and
organizations – primarily for profit firms in industry, but also non-profit organizations and
government research organizations. These students expect to have the same learning
experience as on-campus students, and are in
turn required to meet the same course requirements expected of on-campus students.
The SCPD Enrollment Options and Students’ Educational Goals
Graduate Degree Study
Honors Coop Program (HCP): HCP students apply to and must be accepted by
graduate degree programs through the regular department admissions process.
Matriculating in a Stanford graduate degree program, they implement degree study on a
part-time basis and at a distance where possible. Most HCP students are in Master‟s
programs, with a few in Engineer and Doctoral programs. Although studying part-time,
HCP students have the same University privileges as on-campus students, and can
come to campus for classes not available at a distance.
Certificate and Course Study
Non-Degree Option (NDO): NDO students apply through SCPD to take a course for
credit as non-matriculated students. While taking the course for credit, they are not in a
Stanford degree program, and must apply for each course that they want to take. They
submit transcripts of prior academic achievement for review by the professor/department
and approval for admission to the specific course. NDO students may be interested in
one course that is relevant to their job, be working toward one of over 25 academic
certificates for professional development, or be exploring Stanford‟s education before
applying for degree study. They receive a computer account, have access to Terman
and Green Libraries on campus, undertake all homework assignments and projects, and
are expected to meet the same course requirements as degree students. They are
tested on course content and graded along with other students in the course.
Viewing Courses Without Credit
Auditors: Auditors are allowed only to view the classes and to receive course
materials. They do not participate in any other way in the course. Stanford has no
commitment to provide any academic interaction with auditors.
How SCPD Students Learn About Stanford Courses
The SCPD students look to several major sources to obtain information about upcoming
The primary sources are the
Course description in the SCPD Course Portfolio (SCPD website) and
Course webpage maintained by the professor
SCPD Academic Courses and Programs guide (hardcopy)
SCPD course advisors (CS, EE)
Course descriptions on the Web
The accuracy and currency of these webpages are important to distance learners‟
selection of courses appropriate to their interests and background. Since SCPD students
are not on campus, they do not have as many avenues as on campus students to learn
about courses, for example, department flyers, discussion with professors and fellow
students. In addition, if there are special requirements for the courses, they are less able
to obtain information on
these special requirements, for example, team requirements for project courses, special
department signup procedures for courses, or required on campus laboratory
experiences. Please review the SCPD course description for your course and send any
updates and corrections to the SCPDWebmaster@forsythe.stanford.edu.
Stanford Course Webpage
If you would like consultation on setting up a course webpage, please contact Jeremy
Sabol at the Center for Teaching and Learning: 5-4164, email@example.com
SCPD Course Advisors
Finally, there are graduate students in two departments (Computer Science; Electrical
Engineering) who provide course advising to SCPD distance learners. A new service to
SCPD students, course advising has proved to be very valuable in helping students
select the appropriate course for their interests and background. Course advisor
websites can be accessed through the SCPD Home Page http://scpd.stanford.edu .
SCPD Class List
You will receive a class list of the SCPD students that are registered in the class you are
teaching or supporting. At the beginning of the quarter, SCPD Registration sends two
copies of a preliminary class list of students to the professor‟s administrative support
person. After the SCPD financial deadline date, a final class list is sent. Class lists from
SCPD only include SCPD students – not oncampus students. The on-campus student
list is provided by the University Registrar.
For each student, the SCPD class list provides:
Name and contact information (email, phone)
Company where employed
Location as local (within approximately 50 miles of campus) or remote
Type of student/enrollment option (HCP, NDO, Auditor)
Course delivery method for the student: Broadcast, Videotape, Online,
If you receive calls from the SCPD students saying the professor said they do not
appear on his/her class list, it is because the University has a deadline date different
from the SCPD‟s deadline date. If at the end of the quarter when the student is still not
on the class list, call 5-3016 and SCPD Registration will resolve the problem.
SCPD Delivery Systems
SCPD offers courses through a range of educational technologies. At the time of
enrollment application, SCPD students select the delivery method of their choice from
the delivery options for the course of their interest. Students selecting Stanford Online,
Broadcast or Videoconferencing may be expected to keep pace with the on campus
class; those selecting Videotape can only view the class after the videotape has been
delivered. They will have difficulty keeping pace with the on campus class, and are
usually given four to seven extra days to return completed coursework.
Stanford Online delivers courses on the Web via streaming video for both low
and highbandwidth end-users. Courses are posted to the Internet within two
hours of the live class. Students communicate with the professor and teaching
assistants asynchronously through email and other applications utilized in the
course by the professor. In addition, teaching assistants often have office hours
that allow distance learners to ask questions by phone.
The SCPD broadcasts courses, both live and tape-delayed, through microwave
technology. SCPD member companies within an approximate 50-mile radius,
ranging from San Francisco to San Jose, may arrange to receive the broadcast.
A telephone talkback system is available for students in worksite classrooms to
ask questions and contribute directly to class.
Students also may select to participate in courses via compressed video. This
technology allows students at remote sites in the US and overseas to participate
actively in Stanford classes. Video monitors in the SCPD classroom provide the
visual connection for faculty and campus students.
Videotape instruction, originally only available to students at remote sites, is now
an options for students in both local and remote company sites. This delivery
option requires shipment of videotapes and delays the student‟s participation in
the course by as many as five days.
Local and Remote Students
Local students work at member company sites within approximately 50 miles of
Stanford‟s campus. They participate in class primarily by television broadcast or
via Stanford Online. Local students may be expected to keep pace with the class
and turn in assignments, projects, and examinations on the same schedule as
on-campus students. Some leeway may be needed to allow for the delivery of
hardcopy materials to the student and for return of completed homework.
Remote students work at member company sites outside the local radius. They
participate in class by videotape, videoconferencing, or via Stanford Online.
> Remote students viewing by videotape are usually granted an extra
four(4) to seven (7) calendar days to submit homework and other
coursework (professor‟s discretion) in order to accommodate the delay
before the students actually receive and can view the class video.
> Remote students viewing via Stanford Online may be expected to
submit homework and other coursework on the same due date as on-
campus students, with some consideration for delays in delivery due to
transport from a remote site.
TEACHING PRESENTATIONS ON TV AND ONLINE
To insure that your presentation is successfully captured on television, please adhere to
the following guidelines:
Visual Guidelines in Presenting
Personal computers are available in each of our studio/classrooms for presentations and
demonstrations, including access to the Internet.
For class presentations, we recommend use of PowerPoint (preferred) or .pdf or .ps
whenever possible. If standard overheads are used, follow the same guidelines as those
for PowerPoint presentations. When creating your PowerPoint slides, please keep the
following tips in mind.
Font Size: Use at least 24 point type for body text (28 point is preferred).
Font Type: Use bold print with upper and lower case letters.
Colors: Keep it simple, more is not always better. Light colored text on dark
background work best.
Additional tips: When presenting a list of items, beware of using numbered
steps. Numbers indicate order (usually of importance or consequence). So, if you
do not want to imply order, use bullets instead.
AVOID USING ALL CAPITAL LETTERS FOR BODY TEXT. READERS
CANNOT MOVE FROM ONE CAPITALIZED WORK TO ANOTHER WITH
When PowerPoint cannot be used for presentation, use large clear lettering, symbols,
and diagrams for course presentation notes viewed through camera shots.
The SCPD provides a notepad for making notes on television, captured by the overhead
When using a notepad and the overhead camera for presentation:
Use the yellow notepads and the felt pens that are provided
Except when writing, keep your hands/pen off the notepad
Print rather than using cursive
Write large and legibly
To communicate clearly using the classroom chalkboard:
Use the large, yellow chalk that is provided
Write on one board at a time
Print rather than using cursive
Write large and legibly
When you have finished writing, move away from the board
In preparing and using handouts in class:
Orient handouts in landscape (as opposed to portrait) format
you are going to mark-up your handouts during the lecture, use the felt pens
provided rather than ball-point pens
Refrain from keeping your hands, pens, etc. over your handouts as this will
block what you have written.
Email electronic copy of all visuals – PowerPoint presentation, graphics,
handouts – to SCPD for inclusion on Stanford Online. Send them to scpd-
Use of the Overhead Camera
We prefer not to use traditional overhead projectors as they defeat all of the
technologies incorporated in the room. Instead, we ask that you transfer your
transparencies to hard copy (paper) that can be placed on the instructor's desk and shot
with the overhead camera. The camera, located above the lecturer‟s desk allows the
presentation of written materials on the TV monitors in the classroom.
When preparing visuals for use with the overhead camera, there are several things you
can do to tailor them for the television screen:
Place all information on horizontally oriented (or „landscape‟) 8"1/2 x 11" pieces
Leave a one-inch border all the way around the page
Use a large print (24-point font or larger). Smaller fonts are barely legible to
television or classroom viewers.
Special pens, notepads and chalk are provided for notes that you may wish to write
Please use them!
Technology Available with 24 Hours Advance Notice Required
The following technology is available in SCPD classrooms with advance notice: 35mm
slide projection, overhead projection, videotape playbacks (VHS/SP mode), and the use
of a Macintosh computer. Contact SCPD at least 24 hours before your lecture. VGA
connections are also available in each of the studios/classrooms to connect PC or Mac
Laptops. Please call Brian Cabbab at (650)725-3005 with your specific requests. If you
do not contact us at least 24 hours in advance, we cannot guarantee that these services
will be available.
Copyright Releases for Videotapes Shown in Class
Videotapes shown in televised classes must have signed releases (see attached form)
or written authorization from the copyright holder. You do not need to deliver your
videotape to SCPD prior to your presentation, simply give 24 hours advance notice and
bring it with you on the day of your lecture. VHS tapes must be in Standard Play (SP)
and cued to the proper point. Additionally, make sure to bring the signed release or
authorization with you and deliver it to the technical crew before he lecture.
*UNAUTHORIZED FILMS OR VIDEOTAPES WILL NOT BE AIRED BY SCPD*
Release Forms are required for guest speakers
Guest speakers, who are not affiliated with Stanford University, must sign a “permission
to use” form (attached) prior to the start of his/her lecture. This release grants Stanford
the permission to use, encode, digitize, and transmit their participation in the course. If
this form is not signed, SCPD will not record or broadcast his/her portion of the
Dress for Best Picture Quality
Please DO NOT wear solid white clothing or clothing with high contrast (e.g. black and
white stripes, white shirt with black pants, shirts or jackets with small checked patterns or
thin striped patterns).
High contrast clothing creates a moire pattern that can be extremely distracting. Also,
jewelry on the writing hand creates spikes in the video signal.
Communicate with the Technical Crew
Please set aside ten minutes prior to your lecture to discuss the format of your
presentation with your technical crew. This will also allow them time to instruct you in the
proper placement of the microphone and to show you where you should put your
hardcopy visuals on the instructor's desk. We find that good communication with the
crew usually results in a smoother presentation for the viewers.
SCPD broadcasting or classrooms:
Brian Cabbab, (650) 725-3005, brian.cabbab@.stanford.edu
Anton Chiang, (650) 723-4239, firstname.lastname@example.org
SCHEDULING OF PRACTICE/REVIEW SESSIONS
SCPD and your academic department schedule the time and classroom location of the
regular class sessions of courses. Practice and review sessions need to be scheduled
separately by the professor or TA.
Scheduling a Weekly Problem Session
Many courses hold regular weekly problem sessions. In order to provide time on the
schedule for all courses, problem sessions are limited to 50 minutes/week until all
sessions have been scheduled. Afterwards, requests for a longer period of time will be
accommodated, if possible.
To schedule a weekly problem session:
Contact your department coordinator and/or the SCPD Schedule Coordinator, Brian
Murakami, email@example.com via email. In your email please indicate:
The course number and instructor
Three (3) preferred times of when you would like to have your weekly problem
The date of when you'd like to begin the weekly sessions
Your room preference or how many seats you will require
the problem session must be broadcast live
Your department contact or Brian Murakami will then reply to you with confirmation of
the time, room and channel number of the broadcast.
Scheduling a Review Session, Extra Session, Extra Long Session,
and/or Tape Ahead
Many courses hold review sessions or extra sessions in preparation for midterm
and final exams. These sessions are occasional and are scheduled individually.
In addition, professors sometimes need to tape a class session ahead of
schedule when they are unable to teach a class session. Such Tape Aheads are
scheduled as needed. Professors are allowed to schedule up to three (3) Tape
Aheads during a quarter without charge. After three, there is a charge per Tape
Ahead session. Contact Brian Murakami.
To schedule a review session, extra session, or tape ahead:
Contact your department coordinator or the SCPD Schedule Coordinator, Brian
Murakami (firstname.lastname@example.org ) via email. In your email please indicate:
The course number and instructor's name for reference, as well as:
The type of session you would like the schedule
Three (3) choices of times and the date that you prefer
Your room preference or how many seats you will require
the session must be broadcast live
Your department contact and/or Brian Murakami will then reply to you with
confirmation of the time, room and channel number of the broadcast.
MANAGEMENT OF ASSIGNMENTS AND EXAMS
Timely delivery of class handouts, examinations, and other course material is important
to the distant learner. SCPD services include duplication and distribution of handouts
and exams to distance learners, and receipt of completed homework and exams from
How Students Receive Course Materials, Return Assignments
Delivery to Company Sites: Couriers and Shipping
The SCPD sends course materials and videotapes to company sites daily. In turn, the
SCPD receives completed work from the students daily. SCPD Distribution date-stamps
and logs all materials sent to and received from students.
Local Sites with 3+ Students
If there are at least three (3) students at a local company site, an SCPD courier delivers
course materials and pick up students‟ completed assignments, examinations, and other
course deliverables at the company site. The courier schedule for the current quarter is
posted on the SCPD website.
> SCPD couriers leave Stanford every morning before 9:00am.
Other Sites – Remote and Local
For all other students at Domestic or International sites, SCPD ships materials and
receives students‟ completed assignments, examinations, and other course deliverables
via a shipping service, US Mail, or fax. Where appropriate, hardcopy materials are
scanned and sent to students via the Internet.
> SCPD ships materials to distance sites by 3:00pm via UPS overnight.
Student Submission of Coursework to Stanford: Route Form
Students return homework and exams to SCPD, or, if instructed to do so, directly to the
professor or TA. If received by SCPD, Distribution will date-stamp and log the receipt of
the homework or exam and distribute received material to the professor through the
department via Campus Courier at 1:00pm daily.
If you advise students on SCPD logistics, make sure that students know
Each page of the completed homework or exams sent to SCPD must have the course
number and the student’s name on each page. If the faxed pages become separated,
it is extremely difficult for SCPD to reassemble the student‟s coursework or even to know
if some pages are missing.
List the total number of pages being faxed, so that SCPD knows when all pages have
The student must submit a Route Form with completed homework and exams. The
form may be found at: http://scpd.stanford.edu/scpd/support/
Homework, exams, and other coursework may be faxed to SCPD Distribution at:
(650) 736-1266 or
How Professors and TAs Provide Course Materials to SCPD, Receive
Students’ Completed Assignments
On Campus Pickup and Delivery: Couriers to Departments
An SCPD courier will pick up and deliver class materials daily beginning at 1:00pm at a
designated area in the building where the professor has an office. Student coursework
received after 1:00pm will be delivered the next business day. See the attached chart for
the campus courier schedule and delivery location in each department.
Facilitate Rapid Delivery to Students:
> SCPD will make copies of class handouts and exams for both SCPD students and
oncampus students. Provide a master copy to SCPD through the On Campus Courier or
at the SCPD Distribution Office, Durand 4th Floor, Rm 410.
> All handouts should be given to SCPD two days in advance of the class whenever
possible so that distance learners can have the materials when they view the class. If
possible, even more lead time is preferable, since there is often a delay at the company
site in delivering materials to the student, once the material is received from SCPD.
> If handouts are posted on the web, SCPD will not make copies for SCPD students,
unless the students have a problem retrieving them from the web. Please send a copy of
all handouts to SCPD or direct SCPD Distribution to the handout on the Web, so SCPD
can provide a copy to students who have difficulty accessing the material on the Web.
Campus Courier Schedule
> Handouts copied by SCPD for on-campus students will be delivered to the designated
area around 8:30am every morning.
> Handouts to be copied MUST be in the designated area every day before 1:00pm. If
you miss the 1:00pm campus pick up, you have until 2:45pm to bring the handouts to the
SCPD Distribution office, Durand, 4th floor, Rm 410. All handouts must have an
SCPD Copy Order Form attached.
> If you miss all of these deadlines, you can take the materials to Pulse for copying with
early morning delivery to SCPD Distribution, 4th floor of Durand.
Submitting Requests to SCPD: Copy Order Form
Requests for SCPD duplication and distribution services are made using the SCPD
Copy Order Form.
Copies of this form along with the SCPD class list are sent to the professor‟s
administrative support person at the beginning of the quarter. It is very important that
out the form completely, providing SCPD with all the information requested on the
This information ensures that you receive the handouts you have requested for all
students (distance and on-campus).
Make sure that you put the course number and handout number on each page of
the handouts you send SCPD.
If you leave out information or do not label the pages of your handouts, SCPD will not
know who wanted what copied, how many copies, by when, for what course. If the
pages of the handouts become separated, the course number and handout number on
each page assists SCPD in finding and reassembling your handouts.
Keep track of your handouts by number using the worksheet provided by SCPD
The examination section of the form should only be filled out if you are sending an
exam for duplication and distribution.
If you need more SCPD Copy Order Forms, please contact the SCPD Distribution Office
Management of Exams
SCPD students are now required to identify an exam monitor and file an Exam Monitor
Form with SCPD at the beginning of the quarter. An exam monitor may be the
educational coordinator at the site (if there is a coordinator), the student‟s manager, or
Human Resources personnel. The monitor is contacted by SCPD Distribution to make
arrangements around delivery, monitoring, and return of exams. This form is available
online at: http://scpd.stanford.edu/scpd/support/
Both local and remote students must fill out this form, even if the professor requests that
the local students come to campus for exams.
SCPD Courier Location On Campus
Pickup and Delivery of Course Materials
Pickup at 1:00pm Daily
Building Floor Room Additional Information
Durand 3rd AA Office area From elevator go left, straight to end of hallway
3rd SCPD Lobby and Registration
Basement Hallway At end of Hallway, look for cabinet in corner; retrieve and place mail
in appropriate folders
Terman 2nd Copy room Next to Rm 259
4th Rm 465 Access code is 315
Bldg 500 Lobby Outside reception As you walk in
Bldg 530 Lobby Outside reception As you walk in
CIS Lobby Behind front desk As you walk in
Packard 1st Reception See Vicky Carillo
2nd Rm 213
3rd Rm 366
Gates 1st Rm 169
3rd Rm 377
Forms That Students May Need
The following forms are available on the SCPD website under Help and FAQ:
SCPD Enrollment Application Form
Exam Monitor Form
Certificate Request Form
Help Request Form
Contact the SCPD Distribution Office at (650) 725-3015.
Televised Presentations, SCPD Classrooms, and Technical Support
Brian Cabbab, Broadcast Operations Manager, (650) 725-3005,
Anton Chiang, Stanford Online Supervisor, (650) 723-4239, email@example.com
Karl Schwoob, Stanford Online Technical Support, (650) 736-0774,
SCPD Distribution (Course Materials; Student Coursework)
SCPD Distribution Coordinators, (650) 725-3015
Fax for Students: (650) 736-1266; (650) 725-4138
Scheduling Problem Sessions
Brian Murakami, Broadcast Traffic Coordinator, (650) 723-7807, firstname.lastname@example.org
SCPD Enrollment and Student Services
SCPD Registration Coordinators, (650) 725-3016, email@example.com
Fax: (650) 725-2868
Other University Resources
Center for Teaching and Learning
Teaching Consultation & Evaluation: Robyn Dunbar, (650) 723-3920,
Oral Communication: Doree Allen, (650) 725-4149, firstname.lastname@example.org
Technology, Teaching, and Website Consultation:
Jeremy Sabol, (650) 725-4164, email@example.com
CourseWork (University Web Software)
Course Communication Network (CCNet)
EE Online Course Management Tool