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Schedule and Checklist for Success

Use this checklist as you prepare your course. It covers all of the essential timelines and components for making your course a success!

6 months prior to symposium:

  • Read instructor guidelines.
  • Submit course description in standardized format for consideration.
  • Report pre-published textbook needs (if any) to the Course Materials Coordinator.
  • Report special audiovisual equipment requests to the Course Materials Coordinator.

4 months prior to symposium:

  • Receive formal invitation and Instructor Agreement from SPIE, if course is selected.
  • Confirm time, date, and length of course with Course Coordinator.

3 months prior to symposium:

  • Check Advance Program (on spie.org) for course description accuracy. (Date, time, description of content, instructor biography, etc.)

1 month prior to symposium:

  • Request any needed audiovisual equipment on Instructor Agreement.
  • Submit course note master and signed contract with your audiovisual needs to the Course Materials Coordinator. SPIE requires the signed contract in hand prior to issuing honoraria.
  • Submit a brief quiz for the course to assess attainment of learning outcomes.

Upon arrival at the symposium:

  • Check in at the Course Materials desk to learn the location of your course, receive a list of your pre-registered students, and review a copy of your Course Notes for accuracy.
  • Check with the audiovisual desk on site to confirm equipment order.
  • Present course and allow structured time for students to complete evaluations.

Before the course:

After the course:
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Continuing Education Units

IACET Authorzed Provider
Document noncredit work and training in specifically developed activities.


A "Green Lab" program supported by SPIE at the Pennsylvania State Univ. Electro-Optics Center gives high-school students lab experience in analyzing power consumption incandescent, compact fluorescent, and LED lighting sources.

"The lab inspires students to think about the environment and the economy," said Jim Einsporn of the Penn State project. "Students discover first-hand the amount of energy used in each source, and the long-term costs of each."