Spring Quarter FAQ
On this page:
Last updated 5/11/2020
These FAQs address Spring quarter 2019-20.
These FAQs exist to clarify any changes to policy and/or practice due to the changes made to address COVID-19. If your question is not addressed here, you may assume that the standard university policy and/or practice still stands.
NOTE: New questions and/or new content will be noted by the date they are added at the start of the question. The information below will be periodically updated.
Academic Calendar for Spring Quarter 2019-20
Course Design and Delivery
Recording Courses
Academic Accommodations through the Office of Accessible Education [OAE]
Grading and Assessment
Incompletes, N Grades, and Repeat Grades
Course Materials and Student Learning Resources
Stanford Honor Code and Fundamental Standard
Program Changes and Major Requirements
UG General Education Requirements
Graduate Program Milestones
Academic Calendar for Spring Quarter 2019-20
(4/24/2020) Will there be an end-quarter period (aka ‘dead week’) or finals week during Spring quarter 2019-20?
The last day of instruction will be Wednesday, June 10, which is also the final day of Spring quarter. There will be no final exam period in Spring quarter 2019-20, therefore there will not be an end-quarter period (aka ‘dead week').
Course Design and Delivery
(4/7/2020) Has the definition of a unit of credit changed for Spring quarter 2019-20?
No. The definition of a unit of credit has not changed. Each unit of credit is understood to represent approximately three hours of work per week for the average student. See Stanford’s Unit of Credit Policy for more information.
(3/19/2020) What resources can help instructors design courses for remote instruction and adapt course assessments, including exams, to a remote teaching and learning environment?
The Center for Teaching and Learning can help, and information about consultations and workshops are on the help page of the Teach Anywhere site. Instructors teaching lab, studio, performance, fieldwork, and other experiential-based courses may find it especially helpful to consult with CTL staff.
Information about tools and technologies to support remote instruction can be found on the how tos and collaboration tools section of the Teach Anywhere website. Recommendations for equipment to fit your teaching style are on the Remote Teaching Setup page.
Email the Learning Technologies & Spaces Canvas team if help is needed identifying and implementing solutions to provide course content and materials via Canvas or other online options. If you have technology questions but don’t know which team to contact, call 650-725-HELP (instructors select option 5 on the menu).
(4/7/2020) If an instructor has identified a back-up instructor for contingency planning, how can that instructor be added to the Canvas site?
If an instructor has identified a back-up instructor for their course, they may add that instructor to their Canvas course space. Go to the People tool, click People, enter their SUNet ID, select the Teacher role, click Next > Add Users.
This will not give the back-up instructor access to the course’s grade roster. If the back-up instructor needs to enter final grades for the course, they must be added to the grade roster in Axess.
(3/27/2020) Can instructors use attendance policies to require students to attend real-time (synchronous) class sessions?
Attendance policies must take into consideration that some students may experience difficulties beyond their control limiting their ability to attend Spring quarter courses in person (e.g., unreliable internet connections, illness, etc.). Real-time attendance requirements should be grounded in pedagogical reasons, and should build in flexibility and ways for students to make-up missed content.
Instructors should clearly communicate whether their course requires real-time attendance or whether it can be taken asynchronously.
(4/7/2020) Can a TA require synchronous attendance for section meetings?
Yes, an instructor may require synchronous attendance for section meetings, even if the course lecturers are offered asynchronously. An effective practice is for courses to adhere to the university’s standard class meeting times, as meeting outside of these times may unintentionally result in a time conflict for enrolled students.
(3/27/2020) What options are available if a student cannot or chooses not to join the Zoom session using video?
There may be reasons that prevent a student from being able to join a class using video, such as limited internet access. Students can join a Zoom session using only audio with their video turned off. A student may also participate in the Zoom session as a phone call.
An instructor can invite students to use video if students are able and feel comfortable doing so. If an instructor has pedagogical reasons for preferring video participation (e.g., seeing faces and body language creates a greater sense of social connection), they should explain those reasons to students.
(3/27/2020) How can an instructor adapt assignments that require social contact to an online experience?
CTL has consolidated a list of resources on how to adapt courses with special emphasis on social contact (for e.g., labs, studio courses, and performing arts courses) to an online format.
(4/1/2020) What steps can an instructor take to prevent “Zoombombing” of a course meeting?
“Zoombombing” is when an uninvited individual attends and interrupts an event. University IT has developed guidelines for protecting Zoom meetings.
(3/27/2020) How might an instructor or TA conduct office hours or review sessions?
The following Teaching Guides on Teach Anywhere offer resources on conducting office hours:
- Learning Technologies & Spaces managing office hours in Zoom
- VPUE PWR/SIS on Office Hours (page 9)
- GSB teaching guide, “Hold live office hours”
(3/19/2020) How can an instructor support a student pursuing independent research, an honors thesis, or capstone project?
Faculty advisors are encouraged to be flexible and to work with individual students to identify a plan for the completing research, honors theses, or capstone projects.
While research activities have been curtailed in labs, libraries, or other spaces, advisors are encouraged to consider alternative options for students to finish their project. Options may include readings, data analyses, written reports, further project planning, or working with different materials.
Recording Courses
(3/27/2020) Should instructors record their Spring quarter course meetings, audio, and/or video?
The Office of Accessible Education (OAE) encourages all instructors to record their class sessions. OAE may need to access those recordings for the purpose of captioning, creating transcripts, or production of alternate format. Additionally, some students may be approved for an accommodation to record the session individually in order to ameliorate their specific functional limitations, and the instructor controlling the recording allows for them to post it to Canvas so that all enrolled students (including those in different time zones or other non-ideal learning environments) may benefit.
However, there may be classes where there are pedagogical reasons not to record a session or part of a session because of the sensitive nature of the topic. Instructors should alert students in the class to this at the start of the course, and, if pausing recording during a session in order to move into a sensitive discussion topic, remind students to pause their individual note-taking or lecture capturing methods.
(3/27/2020) Do instructors need student permission to record their course meetings?
No. If the streaming and viewing of the recorded sessions are limited to in-class use (e.g., when the recording is made available via Canvas and the access is limited to students in your class), instructors do not need to obtain consent from students.
As stated in the University’s Consent to Use of Photographic Images policy, when a student enrolls in a course, they agree to the University’s use and distribution of the student’s image or voice in photographs, videotapes, electronic reproductions, or audiotapes of classes.
Instructors should, however, provide advance notice and be transparent with students about whether their course will be recorded.
If an instructor plans to share the content outside of their class (e.g., make it public), they will need to obtain consent from the appropriate Dean’s or Vice Provost’s office.
(3/27/2020) Can an instructor post their lectures to YouTube or other websites?
No. Due to statutory and regulatory compliance issues associated with public posting of recorded lectures (e.g., student privacy, copyright), instructors should not post video content on any site other than their Stanford Canvas course site. Within Canvas, Zoom and Panopto are available for posting a course’s videos.
(3/27/2020) If an instructor records their course meeting, is the recording the intellectual property of the instructor or university?
The course meeting recording remains the intellectual property of Stanford University; there is no difference because it is remote instruction.
(3/27/2020) May students record course sessions without permission?
No. Students may not audio or video record class meetings without instructor permission (recording and broadcasting courses policy). If the instructor grants permission, students may keep recordings only for personal use and may not post recordings on the internet, or otherwise distribute them.
Students who need lectures recorded for the purposes of an academic accommodation should contact the Office of Accessible Education.
(3/27/2020) May students post course recordings of any kind to the internet or other media?
No. Students may not post recordings of any kind on the internet, or otherwise distribute them.
Academic Accommodations through the Office of Accessible Education [OAE]
(4/24/2020) How can students request a new or updated accommodation through the OAE for Spring quarter 2019-20?
The Office of Accessible Education has new information specifically related to COVID-19 on their website.
Students who want to register with the OAE should start at OAECONNECT.stanford.edu and click Register with the OAE.
Students already registered with the OAE may schedule appointments with their disability advisers by email, phone, or via OAECONNECT.stanford.edu and clicking on My Disability Adviser.
(4/24/2020) Should instructors do anything differently for students who have Office of Accessible Education (OAE) Academic Accommodations?
Instructors must continue to provide academic accommodations as approved by the OAE. Students with OAE academic accommodations should provide instructors with a letter outlining their approved accommodations. If a student has new or updated accommodations, the OAE will provide the student with a new letter to give to instructors. In some cases, OAE may reach out directly to an instructor to let them know that a letter is forthcoming.
(4/24/2020) If an instructor is offering a take-home exam and a student has an OAE academic accommodation for additional test-taking time, does that extended time also apply to a take-home exam situation?
The specific accommodation for take-home exams is based on the nature of each student's disability. Most OAE academic accommodation letters indicate that additional time is required for any timed exams. This includes timed exams that are taken at home. Other OAE letters indicate students should receive extended time on non-timed take-home exams as well. The OAE advisor listed on a student’s academic accommodation letter can assist with the interpretation and provide guidance on the implementation of a specific accommodation.
(5/11/2020) How are academic accommodations for additional exam time being applied in Spring quarter 2019-20 when all exams are administered remotely?
Since all exams are administered remotely in Spring quarter 2019-20, the following applies to academic accommodations for additional exam time:
- An exam window of 24 hours or less is considered to be a timed exam, additional time must be provided as outlined in the student letter.
- An exam window of more than 24 hours is considered to be an untimed exam similar to take-home exams. In this situation, additional time accommodations do not apply unless indicated in a student’s OAE letter.
Instructors or students with questions about an OAE-approved exam time accommodation should contact the Disability Advisor listed on a student’s letter.
(4/24/2020) For a timed take-home exam, how much time should be granted to students with an Academic Accommodation for additional time?
If a student has an academic accommodation for additional time on timed exams, this will be indicated on their letter from the OAE.
Instructors must apply the additional time to the entirety of the exam window offered to students. For an exam administered in a 1-hour window:
- A student with time-and-a-half (1.5X) should have 1.5 hours for the exam.
- A student with double time (2.0X) should have 2 hours for the exam.
If an instructor is administering a take-home exam which is designed to take 2 hours for which all students in the course have 24 hours to complete and submit their work, and the exam is not timestamped:
- A student with time-and-a-half (1.5X) would have 36 hours to complete the exam
- A student with double time (2X) would have 48 hours to complete the exam.
This is no different from how take-home exams have worked in prior quarters when a student has this accommodation identified in their letter.
If an instructor is administering a take-home exam which is designed to take 2 hours for which all students in the course have 24 hours to complete and submit their work, and the exam is timestamped:
- A student with time-and-a-half (1.5X) would have 3 hours to complete the exam.
- A student with double time (2X) would have 4 hours to complete the exam.
The exam time is extended but the availability window is not extended - unless explicitly stated on the letter.
The OAE advisor listed on a student’s academic accommodation letter can assist with the interpretation and provide guidance on the implementation of a specific accommodation. If a student asserts that their accommodation is not being interpreted correctly, please direct them to their Disability Adviser for clarification and/or revision.
(4/24/2020) If a student’s instructor is not providing the OAE-approved academic accommodation for an exam, paper, project, other assignment, who should the student contact?
When an instructor is not providing a student’s approved academic accommodation, the student should contact their OAE advisor.
Grading and Assessment
(4/27/2020) What assessments are permitted during Spring quarter 2019-20?
Instructors can use any means of assessment during Spring quarter aside from a closed book exam. Assessments include, but are not limited to, open book exams and quizzes, papers, and projects.
Quizzes and exams are subject to the Honor Code rules that govern administration of take-home exams, in that they must be open book and can be time-limited only if electronic timestamps are in place.
(4/27/2020) What kind of resources are available to a student in an open book exam?
Open-book exams place no limitations on the materials or resources that a student may access during the exam. Instructors should clearly set expectations for academic work (e.g., citation), and identify actions that are not permissible (e.g., collaboration with other students).
Consulting another person does not fall under the definition of an open book resource unless specifically permitted by the instructor. Rather, consulting another person is considered collaboration and is generally unpermitted.
(4/2/2020) Can an instructor offer a midterm or other exam outside of the regular class meeting period?
Some courses have routinely scheduled midterm exams at times other than the regular class meeting. In this transition to remote learning, instructors are advised not to schedule a midterm at a specified alternate time. They may, however, administer a timed take-home midterm if electronic time stamps are used. Instructors are encouraged to be flexible as to when a student may access and submit the exam.For example, an instructor may identify a 24-hour period in which students may access and submit a completed exam that is designed to take an hour.
Students with approved OAE academic accommodations for additional on take-home exams should be provided with the additional time.
(4/2/2020) Does a timed take-home exam violate the Honor Code?
No. A timed take-home exam does not violate the Honor Code. If the exam has electronic timestamping and students are aware that their exam start and end time will be tracked electronically, this is permitted.
4/27/2020 What resources are available for instructors developing assessment for Spring quarter 2019-20?
The Teach Anywhere site includes instructor resources for remote exam administration.
(3/30/2020) How should instructors provide feedback to students if the course has a mandatory S/NC grading basis?
Although all spring grades will be S/NC (except for SLS, GSB and SoM), two things remain true: (i) for a student to learn, they need robust, valuable feedback that indicates how they are doing in a course, and (ii) it is necessary to be able to demonstrate that students met the learning goals of the course. Therefore instructors should record observations on assignments and other course elements that enable them to provide feedback and evaluate student learning.
Although final grades will be S/NC, instructors may assign numeric or letter grades on specific assessments.
(4/1/2020) Can an instructor or department adopt a more restrictive definition of a Satisfactory (S) grade?
Stanford University defines the grade of S as representing academic performance that is “satisfactory” and equivalent to letter grade of C- or better. Instructors or departments may not adopt more restrictive definitions of the S grade.
(3/30/2020) Should instructors maintain shadow grades of students in their courses?
As stated in https://healthalerts.stanford.edu/2020/03/27/spring-quarter-grading-policy/, “faculty [are being asked] to continue to track grades in courses, so that students get feedback on their performance”. It is recommended that instructors use broad bands such as A, B, C, rather than try to precisely define grade boundaries that include A , A-, B etc, to maintain the spirit of a S/NC quarter in which it is understood that in many cases a letter grade would not necessarily reflect student achievement on an individual basis.
(3/30/2020) Can a student ask an instructor to disclose a shadow grade in a letter of recommendation?
As stated in https://healthalerts.stanford.edu/2020/03/27/spring-quarter-grading-policy/, a student can request that an instructor include a shadow grade in a letter of recommendation. However, the disclosure can only happen in a letter that is being written for the student by the instructor. A student cannot ask instructors to disclose shadow grades to another letter writer.
(4/1/2020) Can an instructor hold an “in-class” or take-home exam during the last week of the term?
Yes, an in-class exam or quiz may be held in the last week of classes provided that it does not exceed the length of the class period. Similarly, if a take-home exam is assigned, it should be designed to take no longer than a class period and it must be due no later than the end of the final class period. This policy recognizes the fact that students will have other final assessments, such as papers and projects that will be due at the end of the quarter.
Exams in the final week of the term may not replace a typical three-hour final exam offering. There is no finals week in Spring quarter 2019-20 in order to give instructors and students time to complete course material.
(4/27/2020) Why can’t an instructor assign a three-hour final exam in the last week but they could assign a three-hour midterm in week 8?
Students will be finishing up work in week 10. In recognition, exams in the final week cannot exceed the length of the class period.
(4/7/2020) Can an instructor set longer midterm exams because there is no final exam?
In setting midterms exams, instructors must respect the time that students need to spend on their other classes, and they should not deviate from the midterm exam length that they would have used if the class were held in person. Instructors should not seek to replace finals with three-hour exams at other times in the quarter. Instructors can give extra midterms to assess student learning. For example, in a course that typically has a one midterm and a final exam, the instructor might want to set three midterms spaced through the quarter.
(4/1/2020) Can an instructor assign a final project or final paper?
Yes, an instructor can assign a final project or final paper to be due no later than the end of the final class period. Final projects or papers may be the culmination of scaffolded assignments throughout the quarter.
(3/27/2020) What are the Honor Code guidelines for take-home exams?
The Honor Code applies to all exams, including take-home exams. All members of the Stanford community are expected to uphold the Honor Code in all academic work, including exams.
An exam measures a student’s understanding in their own voice of course material. Take-home exams are open-book, meaning students can consult any resource available to them, but not other people. Consulting another individual is considered collaboration. Plagiarism of work for the take-home exam is prohibited.
Instructors are encouraged to identify the actions that are and are not permissible (e.g., collaboration, citation expectations) in the syllabus and the first class session.
Incompletes, N Grades, and Repeat Grades
(4/24/2020) If a student has an Incomplete grade in a Spring quarter 2018-19 course and needs more time to submit their work, what are the options?
If an undergraduate student requires additional time to complete work due to exceptional circumstances, they should meet with their Academic Advisor in VPUE to discuss a Request to Change Course Enrollment for an Extension of an Incomplete. This request will require the approval of the instructor. Extensions of an Incomplete generally are for no more than one quarter.
Graduate students who may require additional time to complete work due to exceptional circumstances should discuss the need for an extension to the time limit with their advisor and the course instructor. Students may request an extension of the deadline for resolving an incomplete by submitting the Petition to Change Course Enrollment (Graduate Student) available as an eform in Axess.
(4/24/2020) If a student has a grade of Incomplete from Spring quarter 2018-19 and the remaining work is a final exam to be taken in Spring quarter 2019-20, what options are available since final exams will not be administered?
While there is not a final exam period in Spring quarter 2019-20, the instructor and the student can identify a time that an exam from a previous quarter can be completed. The instructor should administer an exam that is as consistent as possible with the exam that was administered to other students in the 2018-19 course, with the caveat that all remote exams must be open book.
Although all grades in Spring quarter 2019-20 are S/NC, the completed grade must be recorded in line with the grading basis chosen by the student when they enrolled in the course.
In some cases and with instructor consent, it may be appropriate for the student to request an extension of the Incomplete period.
(4/24/2020) How should an instructor update N grades from Autumn and Winter quarter 2019-20 for students completing continuing courses in Spring quarter 2019-20?
An instructor can update prior term grades in Axess under the Teaching tab. After entering the S grade for Spring 2019-20 quarter, the instructor can change Terms to grade both Autumn and Winter. If the student enrolled in the course in Autumn and Winter for a Letter grade, the instructor can enter the letter grade the student earned in those quarters.
(4/24/2020) If a student is enrolled in a continuing course and earned grades of N in previous quarters, what grade will they receive for the previous quarters?
The grades for the prior terms will be based off of that term’s grading basis. For those courses enrolled as Letter grade, the student will earn a letter grade for those terms and a S grade for Spring 2019-20.
(4/24/2020) If a student completes the work for a course in which they received an Incomplete in a previous quarter, what is the grading basis for the course?
The course will be completed under the grading basis chosen by the student in the previous quarter.
(4/24/2020) If a student enrolls in a course in Spring quarter 2019-20 that they completed in a previous quarter (‘repeats a course’), what grade will they receive?
The student will receive an S/NC for the course taken during the Spring quarter 2019-20, and an RP will replace the original grade recorded for the course.
Course Materials and Student Learning Resources
(3/27/2020) What learning resources are available for students?
Resources for students, including a guide on how to learn in a remote environment, are available on the learnanywhere.stanford.edu website.
(3/19/2020) Will Stanford library resources be available to instructors and students remotely?
Yes. Stanford Libraries is working to make course reserves available electronically, where possible. More information about course reserves can be found at the Stanford Libraries website.
(3/19/2020) How may an instructor create an electronic course reader or post materials on Canvas?
An instructor should contact the Stanford Bookstore to obtain appropriate copyright permissions to share materials with students enrolled in their course.
An instructor must have copyright permissions for each text used, including any materials posted to Canvas.
(3/27/2020) May students post course materials of any kind to the internet or other media?
No. Students may not post course materials of any kind on the internet, or otherwise distribute them.
Stanford Honor Code and Fundamental Standard
(3/19/2020) Does the Honor Code still apply in a remote teaching and learning environment?
Yes. The Honor Code applies in a remote teaching and learning environment. Students also are expected to uphold all aspects of the Honor Code.
(4/24/2020) Does the Fundamental Standard apply in a remote teaching and learning environment?
Yes. The Fundamental Standard still applies. Instructors and students are encouraged to report suspected violations of the Fundamental Standard to the Office of Community Standards. For certain violations, a report to other offices may be appropriate. For example:
(4/7/2020) What recommendations does the Office of Community Standards have for upholding the Honor Code in a remote teaching and learning environment?
The Office of Community Standards has the following recommendations for instructors and the following recommendations for students.
(4/24/2020) What are the Honor Code guidelines for take-home exams?
The Honor Code applies to all exams, including take-home exams. All members of the Stanford community are expected to uphold the Honor Code in all academic work, including exams.
(4/24/2020) Is it allowable for a take-home exam to be closed-book?
No. As stated in the Interpretations of the Honor Code, “If take-home examinations are given, they should not be closed-book examinations…” Open-book exams place no limitations on the materials or resources that a student may access during the exam. Instructors are encouraged to identify the actions that are and are not permissible (e.g., collaboration, citation expectations).
(4/24/2020) Do other aspects of the Honor Code remain in effect for a take-home exam?
Yes. The Honor Code requires take-home exams to be open-book. However, during a take-home exam students also are expected to uphold the other aspects of the Honor Code.
(5/11/2020) When taking a remote exam, is it allowable for students to consult websites such as tutoring services, question & answer sites, or similar services?
No. Using sites such as Stack Overflow, Quora, Chegg, online tutors, social media, or Q&A forums is prohibited unless expressly permitted by the exam instructor.
The Board of Judicial Affairs (BJA) clarified that use of these sites for the purpose of completing exams is considered unpermitted aid and a violation of the Honor Code.
(5/11/2020) If an instructor or TA finds their exam or p-set question on a site such as Coursehero, Chegg, or Stack Overflow, can they respond to it on the site?
An instructor or TA may respond to the question on the site by identifying themselves, and:
- Confirming that use of information posted to the site for the purpose of completing the p-set or exam is a violation of the Stanford Honor Code;
- Requesting that the student who posted the question remove the question from the site
- Requesting that the student who posted the question contact the instructor
(5/11/2020) If an instructor of TA finds their exam or p-set question on a tutoring, question and answer, social media, or other website and wants to file an Honor Code concern, what should they do?
If the student who posted the p-set or exam question is identifiable, the instructor or TA may file a concern with the Office of Community Standards regarding a potential Honor Code violation.
If the student who posted the p-set or exam question is not identifiable, or if the instructor or TA has questions about whether to file a concern, they should request a consultation with the Office of Community Standards by emailing community_standards@stanford.edu.
(5/11/2020) If an instructor finds their exam or p-set question on a tutoring, question and answer, social media, or other website, how might they address this in grading student work?
The instructor may decide not to include the shared question in grading work for all students enrolled in the course. Or, the instructor may decide to keep the question. This decision should be consistently applied for all students in the course and communicated to all students.
The instructor may decide to examine all responses for unexpected levels of similarity across students. Please note that plagiarism detection software should only be used for this purpose with clear, advance notice. If student responses indicate that impermissible collaboration may have occurred, the instructor should file an Honor Code concern.
(4/24/2020) Is it allowable for a take-home exam to be time limited?
Yes. Take-home exams can be administered with time limits and align with the Honor Code if electronic time-stamps are used that record when a student opened the exam and when they submitted the exam. This allows instructors to give students a longer length of time (e.g., one or more days), during which they must take the exam within a set period (e.g., one hour).
Electronic time-stamping removes any undue temptation for students to misrepresent their start and end times and thus violate the Honor Code. Electronic timestamps represent a technological advance that was not possible when the Interpretations of the Honor Code were first written.
In the absence of independent timestamps, a time limit may not be imposed on a take-home exam.
(4/24/2020) How should an instructor incorporate time for a student to access and submit a take-home exam in the exam window?
When administering a take-home exam, faculty are strongly encouraged to adjust their exam content to allow students time to download, print, scan, and/or upload their exams.
(4/24/2020) Can an instructor administer a take-home exam for a longer length of time (e.g., multiple days) with no limit on when students can start and finish the exam?
Yes. This is permitted.
Program Changes and Major Requirements
(3/19/2020) How do students declare their undergraduate major during the Spring quarter?
Students should reach out directly to their prospective department or program. For information on the overall process, please see: Declaring Your Major. For information on how to declare in Axess see:
(3/19/2020) How do students request a change to their undergraduate major or minor during the Spring Quarter?
Students should reach out directly to their prospective department or program. For information on the overall process, please see: Declaring Your Major and Declaring a Minor. For information on how to declare in Axess see:
(3/19/2020) How do students request a change to their graduate program during the Spring Quarter?
Students should reach out directly to their prospective department or program. For information about what types of changes can be made and how to make these changes, please visit the Graduate Changes of Degree Programs page.
(4/24/2020) Where is information for students about whether degree requirements or milestone deadlines have changed for Spring quarter 2019-20?
Programmatic and milestone deadline changes for Spring quarter 2019-20 are published in the Stanford Bulletin. Each department or program has a COVID-19 tab summarizing the changes. Students can also check with department web pages and student services staff for the relevant department or program.
(4/24/2020) Where can a student find information about whether CR grades earned in Winter quarter or S grades earned in Spring quarter 2019-20 will count towards their degree requirements?
Programmatic decisions about counting CR/NC grades from Winter quarter 2019-20 and S grades from Spring quarter 2019-20 are published in the Stanford Bulletin in a COVID-19 tab for each department or program.
UG General Education Requirements
(3/19/2020) Will a student be able to count a Spring Quarter 19-20 course with an S grade towards a Way Requirement?
Yes, courses taken for an S grade during the Spring quarter 2019-20 that are also certified to fulfill a Way may count towards the appropriate Way requirement. Please visit the Ways of Thinking/Ways of Doing webpage for more information about how to search for courses that are Way-certified.
(3/30/2020) Will a student be able to count a Spring Quarter 19-20 course with an S grade towards the Thinking Matters Requirement?
Yes, Thinking Matters courses taken for an S grade during the Spring quarter 2019-20 will count towards the requirement.
(3/30/2020) Will a student be able to count a Spring Quarter 2019-20 course with an S grade towards the Writing Requirement (PWR 1, PWR 2, and Writing in the Major)?
Yes, PWR 1, PWR 2, and Writing in the Major courses taken for an S grade during the Spring quarter 2019-20 will count towards the writing requirement. In addition, students who complete SLE, ITALIC, and/or WRITE 2 Introductory Seminars with an S grade this Spring will also fulfill the writing requirement(s) for which these courses are certified.
Graduate Program Milestones
(3/30/2020) Have there been changes to the timing of doctoral candidacy consideration for Spring quarter 2019-20?
The Faculty Senate approved an exception to the University policy requiring that students are expected to complete department qualifying procedures and apply for candidacy by the end of their second year in the Ph.D. program.
For doctoral students who are currently in the 2nd year of their doctoral program and have not yet been admitted to candidacy, programs may defer the candidacy process to the end of Autumn quarter 2020-21. If a program conducts the candidacy process in Spring quarter 2019-20, students will have the option to defer their application to candidacy and complete qualifying procedures in Autumn quarter 2020-21 without penalty.
(3/30/2020) What are the guidelines for graduate program oral exams and other degree milestones in Spring quarter 2019-20?
The graduate program has local discretion to adapt the format and/or timing of the University oral exam and other degree milestones given COVID-19. For example, if an exam or milestone normally requires in-person attendance, the program may permit participants to attend remotely or delay the exam or milestone.
(3/30/2020) What are the guidelines for dissertation committee attendance?
Vice Provost Stacey Bent has temporarily delegated responsibility to approve an exception to the University policy that requires students, principal dissertation advisors, and out-of-department chairs to be physically present for the university oral dissertation defense.
If the DGS is unavailable or is participating in the defense, the department chair may grant approval. Exception to the above policy would allow the student, the principal dissertation advisor, and/or the out-of department chair, as well as other committee members, to participate remotely. This delegation will be in place for dissertation defenses occurring from March 9, 2020 to the end of Spring Quarter.
(3/30/2020) How can committee members submit their anonymous votes for an oral defense?
At the conclusion of the University oral exam, the committee conducts a vote by secret ballot and the chair of the committee tallies them. There are several methods by which committee members can submit their anonymous vote to the chair. If using Zoom, each committee member can privately send their vote to the chair using the Chat feature. Alternatively, committee members can email their votes to the chair. Once tallied, the chair then records the results of the examination on the University Oral Examination form.
(3/30/2020) How can a graduate student not on campus obtain signatures from their thesis or dissertation committee members?
If students have already collected signatures from their reading committee, they can email their title and signature pages to: dissertationsigs@lists.stanford.edu. Please ensure to include first and last name in the subject and body of the email.
The Registrar’s Office is currently working on a solution to help students get reading committee signatures electronically. This FAQ will be updated once the solution is live to students.
(3/30/2020) How does a doctoral student submit their dissertation?
Doctoral students wanting to submit their thesis in Spring should first apply to graduate in Axess. This will open the Dissertation Center portal in Axess.
Additional information, including step by step checklists, can be found at the Registrar’s website: https://registrar.stanford.edu/electronic-dissertationthesis-faq
(3/30/2020) What if a graduate student wishes to extend the candidacy period because of COVID-19 related circumstances?
Information about extension of candidacy is contained in GAP 4.6.1.
Share Feedback
Have other questions you want answered on this FAQ? Let us know.