Faculty of Arts and Sciences Planning and Curriculum

Considerations for Teaching Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields

Considerations for Teaching Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields How to teach Class structure (e.g. lecture, seminar)

Considerations for Teaching Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields How to teach Class structure (e.g. lecture, seminar) How many students to teach Pedagogical goals and class size

Considerations for Teaching Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields How to teach Class structure (e.g. lecture, seminar) How many students to teach Pedagogical goals and class size When to teach Timing, length and frequency of meeting times

Wider Implications for the Curriculum Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields Department course offerings, institutes, centers, Barnard College How to teach Class structure (e.g. lecture, seminar) How many students to teach Pedagogical goals and class size When to teach Timing, length and frequency of meeting times

Wider Implications for the Curriculum Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields Department course offerings, institutes, centers, Barnard College How to teach Class structure (e.g. lecture, seminar) Balance of offerings for students at varying levels How many students to teach Pedagogical goals and class size When to teach Timing, length and frequency of meeting times

Wider Implications for the Curriculum Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields Department course offerings, institutes, centers, Barnard College How to teach Class structure (e.g. lecture, seminar) Balance of offerings for students at varying levels How many students to teach Pedagogical goals and class size Student demand for class offerings When to teach Timing, length and frequency of meeting times

Wider Implications for the Curriculum Which class to teach Program requirements (undergraduate and graduate programs) Requirements in cognate fields Department course offerings, institutes, centers, Barnard College How to teach Class structure (e.g. lecture, seminar) Balance of offerings for students at varying levels How many students to teach Pedagogical goals and class size Student demand for class offerings When to teach Timing, length and frequency of meeting times Minimizing overlap and distributing across day/week

Curricular Planning Best time: Classes already well underway Finals have not yet begun Ensure students have time for advising before registering Avoid winter and summer breaks

Curricular Planning Best time: Classes already well underway Finals have not yet begun Ensure students have time for advising before registering Avoid winter and summer breaks November Before Thanksgiving for the Next Academic Year

Curricular Planning Best time: Classes already well underway Finals have not yet begun Ensure students have time for advising before registering Avoid winter and summer breaks November Before Thanksgiving for the Next Academic Year We can be of assistance: Rose Razaghian (rr222)

Thank you