This class is primarily skills-oriented; here are some of the things you will be able to do by the end of our time together:

Read and write many aspects of Western classical music notation
Analyze and describe music (both written and heard) using vocabulary and concepts of Western classical music theory
Perform rhythms and melodies, both from call & response with a group leader and from reading notation
Specific topics include: pitch, rhythm, meter, major and minor scales, keys and key signatures, intervals, and triads and seventh chords

In addition to the practical aspects of the course, we will also think critically about music by asking the following questions (and more!):

What am I hearing?
Who is playing this and in what context?
How has my understanding of music been shaped by my personal life experiences and in what ways might that understanding differ from people of different times and spaces?
What is music theory and how does it help me?

Warmup, ungraded review exercises. Instructor can collect these after about five minutes and use them to take attendance for the day, as long as students put their name on their submissions. Also meant to review material from the previous class in a low-stakes format. Instructors can save paper by printing out half the number of copies as there are students in the class then cutting the quizlet sheets in half.

Lesson plan for the entirety of Days #2–3, covering the topics of note naming in treble and bass clefs as well as the notation and meaning of accidentals. Both classes begin a with short “attendance ticket” quizzes, which allows students to warm up and review material from last class, and gives the instructor an easy way to take attendance by collecting the worksheets. The bulk of the classes are then spent on the topics for the day: the treble clef and the bass clef in the case of Day #2 and the grand staff and accidentals for Day #3. Includes bullet point notes for explaining each concept as well as practice activities for students.

Lesson plan for the entire first day of class. After the instructor introduces themselves and attendance is taken, an open-ended activity meant to hook student interest in the class and get to know their experiences and personalities takes place centered around the question “what is music?” Following this discussion, the two main topics for the day—the musical staff and the keyboard—are presented by the instructor, punctuated by practice and activities by the students.

Syllabus for online synchronous edition of the introductory music theory course for non-majors.

Variety of question formats (short answer, multiple choice, fill in the blank, etc.) on syllabus content, musical staff, and keyboard. Assigned during the first class session and due during the second class session.

Two assignments geared towards establishing and practicing the basics of keys and key signatures using staff music notation in the tradition of Western Art Music. First assignment focuses on major keys while second focuses on minor keys. Topics include key signatures, transposition, and relative and parallel major and minor keys.

Two homework assignments given in sequence to practice note naming, staff notation, and treble and bass clef in the tradition of Western Art Music. First assignment uses only natural notes (i.e., the white keys of the keyboard) and second assignment adds accidentals (i.e., black keys on the keyboard). Variety of question formats used, including multiple choice, short answer, and skills-based questions on staff notation.

Four homework assignments given in sequence to practice the basics of rhythmic notation and listening in the tradition of Western Art Music. Topics include time signatures, various durations (quarter notes, half notes, etc.), dots, ties, strong and weak beats, barlines, and compound and simple meter. Variety of question types including short answer, multiple choice, skills basic music notation questions, and listening exercises using a course Spotify playlist.

Lessons plans for the entirety of Days #4–7, which introduce concepts and skills related to notating and hearing rhythm and meter in Western Art Music staff notation. Each day begins with a short attendance ticket quiz, an ungraded check-in activity that allows instructors to take attendance for the day by collecting student slips and gives students the opportunity to review material from previous sessions. The bulk of each lesson plan is then devoted to the main topics for the days, which include common rhythm durations, measures, beats, simple vs. compound meter, time signatures, and syncopation. Bullet point notes on how to explain each concept are given as well as activities to students.

Two assignments geared at practice concepts and skills related to scales. First and second assignment are about major and minor scales, respectively. Topics include the patterns of whole and half-steps, scale-degree numbers, solfege syllable, and scale-degree names.

Syllabus for the first in-person edition of Music Theory Fundamentals taught at Hunter College since the first pandemic lockdown in Spring 2020.

"The digital age has created the need for a new kind of literacy-a literacy that empowers news consumers to determine whether information is credible, reliable and truthful. This is not just a skill; it is a new core competency for the 21st century. So-called "fake news" is hard to spot and spreads easily, leading to disagreements over basic facts. The antidote to the growing challenges posed by this digital revolution is news literacy. This mini news literacy course includes two three-hour sessions that will teach anyone to become a more critical consumer of news. "

Physics 110LB: General Introductory Physics Laboratory Exercises (Electricity, Magnetism, Light, and Atomic Physics)

In person, this lab class was designed to allow students to obtain hands-on experience in semi-formal laboratory settings. The goal of this design was two-fold: to give students a visual and tactile understanding of the basic principles of physics; and to give students a taste of the world of scientific research and literature.

Due to the COVID-19, we can no longer have in-person lab class. To fill this gap, we turn to online simulations which model real world experiments, albeit with simplified physics. While these simulations are helpful, we should go into this class understanding that the simplified physics removes the key factor of error in measurement and manual labor, but gives us more expected results. In other words, the labs looked cooler in person, but these simulations should give you the results you want much more easily.

Our modified goals for our online lab class are as follows:

To utilize simulations for their visual and semi-tactile representations of basic physics.
To enter into the world of academic research papers and its language, format, and style.

This course introduces the aspects of programming that can support business analytics. The course covers hands-on issues in programming for analytics which include accessing data, creating informative data graphics, writing functions, debugging, and organizing and commenting code.

This is the curriculum for a program known as "REAL MEN," an acronym for "Returning Educated African American and Latino Men to Enriched Neighborhoods." A collaborative effort, the REAL MEN program was a public health intervention based at Rikers Island and at a community-based organization, Friends of Island Academy, for young men, ages 15-19, who were leaving jail and returning to their home communities. The curriculum for this program was designed to reduce drug use, HIV risk, and rearrest by helping participants examine alternative paths to manhood and consider racial/ethnic pride as a source of strength.

A Research Toolkit covering: 1.What is my research question? 2. How do I find sources? 3. How do I read this stuff? 4. How do I use sources in my paper? 5. Faculty Guide

A description of a four session curriculum, using comics to teach students how to ask questions.