1. Faculty of Arts and Sciences
Planning and Curriculum

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

3. 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)

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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)

13. Thank you