Teach theories, principles, and methods of economics.

I need to prepare the syllabus and first-week lecture notes for Introductory Economics. Send the draft syllabus and learning outcomes to Karen, the undergraduate program director, and to Malik, who teaches sections, asking them to confirm office hours and assessment dates by Friday so I can publish on the course page.

Before I hand this syllabus to our teaching assistants, make it easier for students and graders: put the core course question and expected skills up front, make deadlines and grading weight immediately findable, flag the hardest assignments and the rubric points that typically confuse graders, and call out any course policies that would make a student hesitate to enroll.

Enrollment jumped unexpectedly and the department may not fund the extra TA positions. I cannot tell whether to scale back core assignments, increase class-level support, or request emergency TA funding. What is the likely best first move to preserve learning outcomes with minimal extra administrative friction?

Every semester I rewrite the syllabus and reformat lecture slides at the last minute, which eats time and creates student confusion. Is the pattern caused by unclear course templates, inconsistent coordination with TAs, or changing administration requirements? Recommend one habit to stop late changes and protect class prep time.