Grant: Instructional Development Fund (IDF)
Project Title Overview of the Project
Inside-Out Prison Exchange Program Course: Reading Materials
Becca Pickus
12/20/2018 - 05/02/2019
The Inside-Out (I-O) Prison Exchange Program brings together equal numbers of "inside" (incarcerated) and "outside" (University-based) students for bi-directional, dialogic learning. In the Winter 2019 semester, I'm teaching an I-O course at Macomb Correctional Facility entitled, "Mass Incarceration and Conscientization: Critical Pedagogy as Resistance." Because inside students’ earn less than $40/month – and because the prison does not allow outside students to bring any materials into the prison for our class sessions – I need to purchase the course texts and have them sent directly to the prison. The books will remain at the prison between semesters and, thus, will support rigorous in-class discussions as well as equitable access to learning for inside and outside students not only during this semester but in future iterations of this course.
The Art of Plant Evolution and Structure: a STEAM approach to teaching plant paleobiology
Selena Smith
01/14/2019 - 05/05/2019
Observation is a critical skill in natural science, and drawing is a useful way to have students make and record careful observations about a specimen they are looking at. In addition, visually appealing renderings of specimens can play a useful role in communicating about science to others. The proposed project will incorporate drawing and art into Earth 432: Plant Paleobiology as a way to improve students' observational and visual data recording skills. This is an ideal course because the labs are specimen-based, offering a rich variety of materials to be used in weekly drawings. Fossil plants also naturally lend themselves to an outreach-based term project to combine written and visual art representation of scientific knowledge to a non-technical audience. These funds will support acquisition of basic equipment for the students to use in this class, and in future iterations.
USITT Conference Attendance
Nancy Uffner-Elliott
03/19/2019 - 03/23/2019
The USITT conference is where leadership in educational and professional stage management meets annually to discuss and demonstrate best practices in stage management and the teaching and training of stage management. Though we have a nationally recognized undergraduate stage management program here at UM, which I’ve lead and overseen for 23 years, we have not been involved with the national community. My recent appointment change to full-time clinical faculty will now allow me to fully and physically engage with and learn from the leaders in my field, ultimately becoming one of them. The first step is attending this year’s conference, where I can engage in several continuing education opportunities and meet and engage with the community leaders, members and stakeholders. My goals for attending the conference are to: 1) Increase my understanding of new ideas, technologies, and products in stage management. 2) Brainstorm with other educators about current course content. 3) Brainstorm with other educators about best practices in teaching and mentoring. 4) Attend Diversity, Equity, and Inclusion workshops presented by the education arm of the organization. 5) Network with other professionals and educators to make connections that will benefit current students and alumni seeking summer and post-graduation employment. 6) Create more understanding nationally about our programming at UM.
Facilitating the Publication of a Review Paper written by the MCDB 401 Class
Anthony Vecchiarelli
01/30/2019 - 03/30/2019
The goal is to publish a review based off the content of a new course I recently developed called MCDB 401 - Building the Synthetic Cell. The journal ChemBioChem has solicited for a Special Issue on Bottom-up Synthetic Biology. The editors agree that their special issue is perfect for a review paper based off this class. The main thrust of the proposed review is to provide an up-to-date report on the most exciting and most recent advances towards the ultimate goal of building a human-made cell. The review will be titled “Building the Synthetic Cell – A Progress Report”. Please find below a an outline of the review. 1. Introduction 2. Genesis - How the first cell was made 3. Confinement - Making the cellular container 4. Division - Splitting the container into two 5. Organization - Partitioning cellular components 6. Central Dogma - Replication, transcription, translation 7. Metabolism - Build, Breakdown, Recycle and Waste disposal 8. Blueprints - Minimal genomes 9. Re-Genesis - How far are we & should we? For the final assignment of MCDB 401, students are responsible for writing one of the sections above. It is very likely that the writing style will vary from section to section. For this reason, I request funds to defray the cost for professional editing services on a near-final draft of the review prior to me submitting it for peer review and hopefully publication.
Beyond the Cities: Experiential Learning about the Sustainable Development Goals in Morocco
Susan Waltz
03/01/2019 - 03/09/2019
During a one-day field trip to villages outside Marrakesh in the foothills of the High Atlas Mountains, public policy graduate students traveling to Morocco as part of an annual policy study tour will have opportunity to interact with local residents and gather impressions of material life circumstances in Moroccan “hinterlands.” All of the other scheduled activities during the weeklong policy study tour will take place in urban settings. This field trip into rural Morocco, in one of the most impoverished provinces, will allow participating students to make their own direct observations and stimulate questions to inform subsequent interactions with Moroccan policy stakeholders. Although poverty and material deprivation are by no means limited to remote rural areas, the reality of distance and limited infrastructure are one of the important challenges that confront Moroccan officials seeking to reduce the incidence of poverty and attendant welfare deprivation in conjunction with the global pursuit of Sustainable Development Goals (including opportunities for health, education, and access to technology). Such issues will be discussed in the 7-week preparatory course (PUBPOL 674), but there is no substitute for direct observation and experience.
Invisible citizens feed the world: Implications of structural inequalities on the livelihood of farmworkers
Amber Williams
Guest speaker Raul Gamez will lead a three-hour interactive workshop titled “Invisible citizens feed the world: Implications of structural inequalities on the livelihood of farmworkers”. The session will explore the invisible conditions endured by undocumented and migrant workers in the agricultural industry and the leading institutional, cultural, and legal forces that shape exploitative labor practices, and broader systemic inequality. As a part of the workshop, the speaker will ship a community empowerment mural project developed youth group in North Carolina. The mural was created by Student Action with Farmworkers’ youth group, Levante Leadership Institute (LLI), in collaboration with the Beehive Collective. The mural will serve as a tool to learn about the history of farmworkers, and to frame and unpack the struggles and structural barriers that farmworkers in the United States have endured in their fight for justice and equity. The interactive discussion and activities that will couple the mural will allow masters of social work students to examine how grassroots organizations engage in change making processes through community centered practice methods.
Developing Curricula on local history of Black Civil Rights
Mariah Zeisberg
Pamela Brandwein
Robert Mickey

01/10/2019 - 05/01/2019
A walking tour of South Ypsilanti by independent historian Matt Siegfried to support developing curricular materials on local histories of black civil rights organizing in the eras of abolitionism, the Underground Railroad, and Reconstruction. Although the Signal of Liberty – a white-edited abolitionist paper – in Ann Arbor leads many to imagine local abolitionism as white-led, in fact, Ypsilanti’s African American South Side maintained a more influential, connected, and creative network for defending black civil rights in the antebellum and postbellum eras. All students should understand the vast impact of this local black civil & human rights organizing, and black students may experience deeper belonging if they encounter syllabi that more accurately portray local black communities’ creative resilience. Faculty can design curriculums that are more salient, more accurate, and more inclusive to the extent that we access this history. Black Ypsilanti’s creative work has been under-preserved relative to its historic importance, but Matt Siegfried has been working to document, organize, and conceptualize the structure and power of black civil society in the Ann Arbor-Ypsilanti area. Siegfried will create a 2-hour tour exposing us to local resources on black civil rights. We’ll compile and circulate a document containing the resources he points us to (i.e., the location of archives; contacts for oral history projects and for institutional histories; addresses of murals; copies of relevant posters, news articles, and other visual aids) for use by individual faculty as appropriate.
Transgender Writers / Artist Talks: English / Women's Studies 314
Cass Adair
10/20/2017 - 12/10/2017
My course, "What is Transgender Literature?" invites students to interrogate the relationship between minority gender identities and artistic forms. The course is based around engaging work by contemporary poets, novelists, graphic artists, and video game designers, all in an attempt to determine who, and what, counts as transgender literature today. As part of this activity, many of the most prominent transgender artists and writers have been invited to join my class for artists' talks using BlueJeans, the videoconferencing software. Towards the end of the course, I intend to capstone these talks with videoconference artist workshops with Kai Cheng Thom, a Chinese-Canadian trans woman novelist, social worker, and poet; Joy Ladin, a trans woman religious scholar, poet, and memoirist at Yeshiva University; and Annie Mok, an Irish-Chinese-Columbian trans woman comic book artist. Both of these artists are producing groundbreaking work in the field, and have agreed to join the course in exchange for a small honorarium.
Improving the Gameful Learning Experience in Public Health Students
Olivia Anderson
Dave Bridges

06/01/2018 - 08/31/2018
Gameful Learning, a pedagogical approach that was developed based off elements of the Self-Determination Theory1 that leverages student autonomy, abilities, and interests to produce intrinsic motivation when engaging in course assessments. It was implemented into NUTR 630: Principles of Nutritional Sciences in Fall 2017, a first year, first semester and required course for Nutritional Sciences (NS) Master of Public Health (MPH) students. Although the first year of implementation was successful as evidenced by course evaluations, we have much room for improvement with the overarching goal to support student learning outcomes in the most effective way possible with this innovative pedagogy that fosters student autonomy. For this proposal we have two key objectives: 1) Learn from other instructors - how they developed, implemented and revised their Gameful Learning experiences in order for their students to achieve their learning outcomes. 2) Gain student insight pertaining to “what worked well” or “needed improvement” -specifically after going from this to the next course in the series (NUTR 631) as well as other required courses in the program.
Online Resources for Piano Literature
Matthew Bengtson
06/15/2018 - 12/31/2018
I have been developing educational enrichment materials on the piano, its repertoire, and its culture. This project aims to utilize the power of the web to present information in an engaging way that is easily accessible and connects musicians with materials for further study in performance, analysis and interpretation. In the summer of 2017, one set of videos about the solo piano mazurka genre and another set about the piano music of Bela Bartók were filmed at the Duderstadt Digital Media Center (DMC). The content of both sets of videos highlights relationships between art music, folk music and dance. Although these topics are fundamental to understanding the inspiration behind this music, they are typically understood only at a superficial level. In an online educational video form, conversations, performances of art, folk, and dance music, dance steps, musical scores, and textual overlay can all be combined into one powerful integrated learning experience. Our videos on the mazurka genre and on the music of Bartók are the first of their kind. They have the potential to become a primary, or first-stop resource to learn about one of the dominant dance forms of the 19th century, and about one of the early 20th century’s leading modernists. They should be of great interest to all pianists and pedagogues, and highly useful for private piano instruction, as well as courses in piano literature, musicology, dance, and Slavic studies, among others.
Teach-In on the Global Histories of White Supremacy
Anne Berg
Matthew Countryman

02/06/2018 - 03/06/2018
White supremacy uses history to fuel its 2ictions. Its promulgators anchor their vision of a racist future in mythical depictions of the past. But the past is not the place that white supremacists imagine it to be. We must reclaim and retell the global history of race. Today’s media narratives and public discourses often seem shocked by contemporary expressions of racism, xenophobia, and hatred—as though white supremacy’s violent present is somehow anomalous, rather than an enduring part of modernity’s core legacy. Yet the roots of white supremacy are deep and dreadful. The ideals we cherish, the words and material goods we use, and the institutions we value are all historically tied to the oppression of non-white, non-Christian, non- European populations. But even most white nationalists cannot truly fathom the violent outcomes that attend the politicization of racial hatred. We must 2ight back with knowledge. As historians we believe that careful collective re2lection on the past is crucial for comprehending our present moment. This teach-in invites us all to critically reexamine what we know about white supremacy and how we know it. We seek to provide historical context, not only to understand the ideological heritage of today’s opportunistic racist agitators, but more importantly to trace the origins and trajectories of white supremacy to better guide our struggle for true humanism. Understanding and interrogating our racial past has never been more urgent than it is right now.
Incorporating Digital Technology in the Architecture Classroom
Ashley Bigham
02/01/2018 - 02/01/2019
In Architecture, as in many other fields, digital processes have quickly overtaken analog techniques. Students are now working entirely digital, from early sketch formations to the final drawings completed in an architectural studio course. However, the intellectual transfer of knowledge from faculty member to student still flows best as a series of hand sketches and notes overlaid on digital drawings. This feedback loop often happens in real-time in the classroom, but can also happen through email as a series of back-and-forth sketches. This type of live sketching demonstration can be used in a lecture class where sketching tutorials are projected digitally to benefit all students. To encourage this type of fluid communication between myself and my students, I propose to purchase an iPad Pro and Apple Pencil. This technology would allow me to receive drawings from students and offer quick, immediate feedback so that they can continue working through their projects. I plan to use the tablet when I meet with students one-on-one or in small group settings where students can gather together and watch me sketch over their drawings. I can then share the sketches with students digitally, eliminating the costly (and environmentally wasteful) amount of printing required by most architecture studio courses. With this digital tool, I will be able to show students how to create more seamless workflows, work between digital technology and analog techniques, and prepare them with visual communication skills which are required in the architectural profession.
Exhibiting Asian Art: Challenges and Opportunities in the 21st-Century
Nachiket Chanchani
03/21/2018 - 03/23/2018
see attached document
Primrose International Viola Competition "Field Trip"
Caroline Coade
06/10/2018 - 06/17/2018
The Primrose International Viola Competition (PIVC) is the world’s most prestigious viola competition for violists under the age of 30. The week-long competition occurs every 4 years and will be held in June 2018 in Los Angeles, CA at the Colburn School.

 In 2014, I was chosen as one of 9 international judges of the Primrose Competition. We judged the 24 Quarter finalists in their performances for nearly a week. The experience was profound. My request for funding from the Instructional Development Fund is to help realize my goal of creating a really phenomenal “Field Trip” to Los Angeles for my 5 violists who applied to PIVC. Regardless of outcome (whether or not any of my 5 are invited to the Quarter finals), I want to have these 5 who applied to PIVC experience the live Primrose Competition. In conjunction with the PIVC is the American Viola Society Festival, which will run Master Classes, Lectures, and Recitals at the Colburn School during that same week in June.. These events will give my students access to the biggest names in our viola world. This will be an incredible networking event for my students. After a week in Los Angeles observing the Primrose Competition and participating in the workshops of the American Viola Society Festival, my students will have insights and knowledge that they could only gain from such an intense concentration of viola-related lectures, recitals, and witnessing the final rounds of the world-renowned Primrose Competition.
Gender and Health in Literature Course
Debotri Dhar
01/28/2018 - 05/30/2018
This IDF grant application requests support for a new course I am developing now and during the summer, and which I will teach in the academic year 2018-19 (Fall-Winter.) The approved course Gender and Health in Literature (WS 313: Topics in Gender and Humanities) will address the Women’s Studies’ program’s Gender and Health Concentration through a humanities perspective.Using a transnational, interdisciplinary feminist lens, this course will examine literary articulations of the complex relationship between gender and health, including physical, mental, sexual and reproductive well-being. We will read key literary works across genres - novels, short stories, essays, poetry, memoir – focusing on themes including, but not limited to, themes include, but are not limited to, the impact of gender role expectations on emotional and mental health; gender stereotypes and psychiatric diagnoses; immigrant well-being; racial, sexual, and transgender violence; eating disorders and holistic approaches to health. While I have bought, or borrowed, the bulk of the books needed for course development and use, grant support is requested to purchase the remaining few books.
Deborah Gordon-Gurfinkel
11/07/2018 - 11/10/2018
A teacher of an engaged–learning course at the Residential College, Empowering Community Through The Arts, has been invited, to present an interactive workshop at The International Conference for the Association of Experiential Educators in Orlando, Florida in November 2018. The teacher is also the founding director of Telling It (, a community-based resiliency and trauma-informed program for youth. As part of the Empowering Community class, U-M students intern at one of the Telling It sites with youth in Ypsilanti and Ann Arbor where they experience and are trained to implement an arts-based engaged-learning pedagogy. This request to the IDF is to help fund this lecturer’s participation in the conference where she will lead a workshop that will scaffold the engaged-learning pedagogy she employs to teach university students and school-aged youth, and which interrogates teaching methods that incorporate the expressive arts as a teaching tool across subjects and for healing trauma. The lecturer will return from this conference having collaborated with colleagues in examining this pedagogical approach to teaching, learning and healing and with new ideas and innovative strategies that are used by educators around the world.
Field Trip to the Steinway Piano Factory
Robert Grijalva
Wayne Petty

10/19/2017 - 10/20/2017
This field trip is intended to provide a unique look at the construction of the world's finest piano, Steinway, at their factory in New York City. Unlike their colleagues in the instrumental world, pianists are at a distinct disadvantage when it comes to knowing and understanding the design philosophy and execution of a piano's design. The complexities of the instrument are a barrier for most pianists, and it creates a unique reliance upon a professional piano technician to service and tune their instrument. Students who aspire to become professional pianists need to immerse themselves in piano technology in order to inform their playing, as well as to learn to communicate with their own piano technician. The factory tour is a first step in that immersion experience. Past students who have experienced the factory tour in conjunction with the Intro to Piano Technology class taught by me at the SMTD have expressed how their entire attitude and approach to playing has been transformed. Knowing how the keyboard action is constructed, for example, explains how the feel of individual pianos varies from piano to piano. This is an important factor for a pianist when choosing an instrument for performance, in competition, or as a personal choice during the purchasing process. Learning about the three majors schools of tone currently favored by piano builders around the world gives a pianist an appreciation for the history and development of piano tone. European, American and Asian tone are all different, and their roots are in the histories of music for each region that gave them birth. This can influence the choice of instrument for specific types of piano literature. Steinway is the pre-eminent representative of the American tonal model, the most prevalent in schools and conservatories in the United States, including at the SMTD. Learning about the historical role that Steinway played in creating the American model gives rise to possibilities for appreciating the approaches of the Europeans and the Asians. When a pianist finds out that pianos continue to evolve and change, the stereotype of pianos as static and unchanging is swept away, and leads to a renewed sense of awe and possibilities. In its heyday, during the Industrial Revolutions of Europe and the United States, the piano was considered the most technologically advanced hand-built item in the world. Steinway grew in its pre-eminence as a result of its contributions to the manufacturing environment in the United States. It is fitting that we go there to open our eyes and widen our perspective, investigating up close how an old technology continues to fit in our lives through continuing innovation while cleaving to the past.
Resident Sialoendoscopy Training Workshop
Paul Hoff
Kevin Kovatch
John Hanks
Kelly Sayre
Jeffrey Stanley

11/01/2017 - 06/30/2018
The field of Otolaryngology-Head and Neck Surgery has many cutting-edge techniques that residents will need to learn before entering independent practice. Sialoendoscopy is a relatively recently developed practice that allows treatment of salivary gland stones or other pathologies using safe and minimally-invasive techniques with endoscopes. As a leader in the field of Otolaryngology, The University of Michigan adopted this technique early. Still, residents may not be comprehensively trained in this procedure due to a steep learning curve and limited exposure. We are developing a course for residents and medical students, including a series of lectures followed by hands on practice on high-fidelity models and cadaveric heads. The goal of this intervention is to provide accelerated competency, better preparation for operative experiences, and a strong foundation for independent practice following residency.
The Classroom as a Learning Space: Tools for an Educative Transformation in the Spanish as a Second Language Class
Carla Iglesias Garrido
07/16/2018 - 07/20/2018
This proposal seeks funding from CRLT to attend a course entitled “The Classroom as a Learning Space: Tools for an Educative Transformation in the Spanish as a Second Language Classroom.” Attendees will learn to transform the classroom into a more suitable space for active learning, facilitating access to knowledge while making students responsible for their own learning. The course will teach participants how to create an environment where the humanity of the teacher, each individual student and the class content is visible. From this broader perspective, teachers will learn how to advance students’ cognitive learning as well as to help them draw a meaningful connection between the Spanish class content and their own experiences, making their whole selves engaged in the learning process.
Spain Unmoored -- Guest speaker about a new book
Stuart Kirsch
01/04/2018 - 04/20/2018
This request for funding accompanies a new lecture course, Anthrocul 329 / PICS 385, Encounters: Cultural Difference in the Modern World. Here is the blurb for the course:This course examines cross-cultural encounters in the modern world. Cultural difference has not faded away or disappeared with globalization; rather, the accelerated mobility of people and circulation of commodities have created new forms of interaction and demands for making sense of difference. These encounters take many forms, both within and across national boundaries. Explanations of difference may invoke religious identity, history, politics, ideas about race, and culture itself. This course draws on concepts from political scientists, historians, sociologists, and anthropologists who seek to explain these encounters and the persistence of difference, including nationalism, ethnicity, modernity, race, and culture. It then applies these concepts to a series of thickly-described cultural encounters: between people living in rural Papua New Guinea, the state, and a transnational mining company; Ladinos and Mayans in Guatemala; Muslims and Christians in Spain; people in Cameroon who invoke witchcraft as a contemporary form of politics; and advertisers in Bombay seeking to market commodities by invoking culture. Above all, this course examines the continued significance of culture and difference in a globalizing world. I am seeking funding to bring Prof. Mikaela Rozogen-Soltar, at the University of Nevada, Reno, to class to talk about her recent book, Spain Unmoored, Migration, Conversion, and the Politics of Islam (University of Indiana Press, 2017).
Poster Session for EECS 598-008: Mining Large-scale Graph Data
Danai Koutra
01/04/2018 - 04/17/2018
This semester I am offering a graduate-level, project-based course (special topics) on mining large-scale interconnected data (such as social networks, brain graphs, protein-protein interactions, and computer networks). Topics in the course include community detection, anomaly detection, deep learning over networks, summarization and recommender systems. I am applying to request funds to support a poster session for the students’ semester-long projects, which would allow for disseminating their data science work to the UM community.
Developing Translingual Activities to Support Sweetland’s Multilingual Writing Curriculum
Shuwen Li
10/10/2017 - 12/01/2018
I am applying for the Instructional Development Fund to support Sweetland Center for Writing’s pedagogical activities for enhancing teaching in multilingual writing classrooms. In the past couple of years, Sweetland has offered four multilingual writing courses in college writing, academic communication, style and editing, and writing in the disciplines. We are looking forward to sustaining the existing effort and creating new opportunities for multilingual students to flourish in their writing. We understand that students’ language differences may create challenges for instructors and students in writing classrooms. However, those challenges can also be transformed into great opportunities. To further support pedagogical activities in multilingual writing classrooms, we would like to pursue the translingual writing path, which is emerging in the rhetoric and composition area. We will gather a group of Sweetland faculty members, interested faculty members from other departments, and graduate students to read and discuss some of the core works about translingual writing, such as the recent book Cross Divide: Exploring Translingual Writing Pedagogy and Programs. Through reading and discussion, we hope to some ideas of feasible translingual activities and developing a translation-based course for Sweetland’s multilingual writing curriculum.
Design of Reflection-based assignments to enhance Self-Authorship in Engineering 110 (Design Your Engineering Experience)
Frank Marsik
06/12/2018 - 08/31/2018
Self-authorship has been defined as “the internal capacity to define one’s beliefs, identity, and social relations” (Baxter Magolda 2008). Cultivating a student’s sense of self-authorship is a major focus of the College of Engineering’s (CoE) elective, first year course “Engineering 110: Design Your Engineering Experience”. Through reflective assignments, the course seeks to assist students in the design of a plan for their time within the CoE: (a) which highlights academic, co-curricular and extra-curricular activities that are consistent with their personal identities, values and goals, and (b) which will allow them to achieve their personal and professional goals. End-of-term course evaluations, as well as personal conversations with students, suggest that while students see value in individual reflective assignments, they fail to see how these assignments combine to support their decision making. This proposal seeks funding to support a review of the reflective assignments associated with Engineering 110 to determine how their content, delivery and assessment (that is, instructor feedback to students) can better support the learning goals of this course. The funding sought will provide salary support for Kevin Jiang, who will be reviewing these assignments through the lens of his direct experience as a former Departmental Ambassador (teaching assistant) for Engineering 110. His work will result in the redesign of both the content and delivery of existing, and potentially new assignments, during the upcoming Fall Term 2018 offering of the course. Magolda, M. B. (2008). Three Elements of Self-Authorship. Journal of College Student Development, 49(4), 269-284. doi:10.1353/csd.0.0016
Architecture for All: Complexity Made Simple
Julia McMorrough
01/03/2018 - 04/18/2018
The purpose of this grant is to fund the printing of multiple sets of twelve original books for children, on the subject of architecture. The books are being written and designed by architecture and urban planning students in the course “Fresh Graphics: Complexity Made Simple,” with the input of local preschool and elementary children. The grant will allow the finished books to be professionally printed and bound, and donated to the libraries of the University of Michigan Children's Center and Thurston Elementary School. The efforts of this course embrace a design logic set forth in the early twentieth century by Otto and Marie Neurath, pioneers of visual education. The course is organized as a simultaneous research seminar and design workshop. Throughout the semester, students have investigated not only masterful graphic communication (including the Neuraths’ Visual History of Mankind and the Isotype), but also relevant architectural ideas, concepts, designs, history, and architects. The culminating effort of the course is the production of a set of children’s books about architecture, written and designed by the students.
Live performance of Renaissance instrumental music
Stefano Mengozzi
I seek a small IDF grant to offer a honorarium to four Ann Arbor musicians who will visit my music history class for LSA majors (Musicology 345) on Oct. 25, 2017.