Grant: Instructional Development Fund (IDF)
Project Title Overview of the Project
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.
Developing interactive “workshops” for the Discussion Sections for a new Cell Biology course
Ann Miller
08/08/2017 - 12/31/2017
A new sophomore-level cell biology course that we are in the process of developing (BIO 272, Fundamentals of Cell Biology), which will be offered for the first time in Winter 2018, will introduce students to essential principles that guide our current understanding of cell biology. In addition to two 1.5 h lectures each week, BIO 272 students will participate in a 1.5 h Discussion Section each week. The purpose of the Discussion Section is to clarify, expand upon, and deepen student understanding of the topics presented in lectures. We request IDF funds to support developing interactive “workshops” for the Discussion Sections. By designing Discussion Section content that incorporates active learning and encourages students to develop scientific ways of thinking, we hope that the result will be improved student learning and knowledge retention. IDF funds will provide salary support for a graduate student to work with me to develop Discussion Section workshop activities.
Fabrication in the Fiber Arts
Christianne Myers
01/01/2019 - 06/30/2019
As a costume designer and theatre artist my design aesthetic has been informed by my long history with the textile arts. I often infuse my choices with unique, manipulated textiles. Whether it’s marker and ribbon plaids, aging and distressing, or simply not settling for the original color of the fabric, as resources allow, I do not feel tethered to what is available in the store; all fabric is a blank canvas. This creative practice should be conveyed to students in out theatre technology courses. In the past fifteen years, the tools and materials available to fiber artists have changed. More options are available and some have been phased out. I will develop a series of teaching textile samples that incorporate surface treatment as well as new fabrication techniques. I hope to discover new techniques that will be integrated into practice and develop new instructional modules for our costume technology courses.
Social Justice Ling 101
Savithry Namboodiripad
05/04/2018 - 09/01/2018
Language is an integral part of social justice initiatives. Not only does it inform how we approach and frame issues, language and accent are the basis of discrimination in housing, the courts, and the classroom, and it can contribute to other forms of identity-based discrimination. In every iteration of Language & Discrimination (LING 370), students discuss not only the issues the course deals with with but also what they can do to address issues of linguistic prejudice and discrimination, often from a social justice-oriented standpoint. This grant will support two proximal goals: 1) compiling and cataloging relevant materials to support GSIs as they teach sections and the summer version of the course 2) collecting syllabi and materials from other iterations of this type of course to support planned expansions of LING 370 and facilitate the integration of linguistic discrimination topics in other courses.
webZyme - a tool for teaching kinetics
Bruce Palfey
08/06/2018 - 12/31/2018
Kinetics is vital in many disciplines, and is taught at all levels. A lot of math is at the core of kinetics, which is easy for an instructor to lecture about - leaving students bored, intimidated, and missing the point. The real power of kinetics lies in interpreting experimental data, building models from it of the molecular details of reactions, and testing the hypotheses by designing and performing new experiments. Kinetics isn’t a spectator’s sport and can’t be learned without participating. We’ve developed webZyme, which delivers the intellectual challenges of investigating a system by kinetics without the huge expenses of lab classes. With webZyme, the instructor defines a reaction mechanism for each student. It is up to the student to solve the puzzle by designing, executing, and analyzing virtual experiments. This engages students as they apply concepts from lectures in a meaningful way. Because these virtual experiments are delivered through a web-browser, there are no expensive instruments, no TAs, no chemicals, no training in unfamiliar techniques, no lab-space, no schedule-restrictions. The realism and flexibility of webZyme are demonstrated when students occasionally consider hypotheses never imagined by the instructor and then design and perform experiments to test them. Thus webZyme succeeds in fostering creative and critical thinking. IDF funding will support the efforts of new programmers as they test and debug the new version of webZyme and create a new user-friendly interface.
IEDP Senegal: Application for the Instructional Development Fund (IDF) Grant
Shobita Parthasarathy
01/03/2018 - 03/04/2018
We are requesting $500 in grant funding from CRLT, to help defray the costs of a field research trip to Senegal during winter break 2018. This will be used to help pay for ground transportation for the 20 graduate students who are participating in the trip. The students need ground transportation throughout the 9-day trip so that they can conduct interviews with policymakers and stakeholders across the city of Dakar, Senegal's capital. These interviews will be analyzed and used to inform policy research projects focused on youth unemployment, climate change, infectious disease, and children's rights in Senegal. Overall, the course is designed to teach students how to conduct country case study analysis to inform policy, and how to conduct qualitative research in service of this goal. Upon their return to Ann Arbor, students will give public presentations and write reports summarizing their findings.
Leading Educational Innovation and Improvement
Donald Peurach
02/01/2018 - 04/18/2018
This project is a collaborative effort between the School of Education and the Office of Academic Innovation aimed at leveraging the SOE’s new Leading Educational Innovation and Improvement MicroMasters program to catalyze a world-wide community of professionals committed to engaging educational innovation and improvement as a field of study and a domain of practice. In Winter 2018, we are leading a global cohort of 100 learners in completing curated versions of the two courses that comprise the core of MicroMasters: LeadEd502x -- Designing and Leading Learning Systems and LeadEd503x -- Improvement Science in Education. All courses in the Leading Educational Innovation and Improvement MicroMasters program use an instructional approach developed within the SOE that we call “Self-Directed/Community Supported Learning”. This approach combines video presentations, web-based enrichment activities, scenario-based team practice exercises, and community-wide discussion, with the aim of drawing diverse learners in the US and around the world into a community of discourse and practice. In Winter 2018, for the curated versions of LeadEd502x and LeadEd503x, we are complementing the existing online resources with supplemental instructional guidance, online office hours, guest webinars, and blogging opportunities to enrich learners’ experiences, support their success, and achieve these aims. The goals of this initiative include: (a) supporting learners in developing foundational understandings of the theory and practice that underlie cutting-edge contemporary educational reform initiatives, (b) supporting practicing educators in introducing new visions for innovation and improvement in their schools and systems, and (c) supporting graduate students and faculty members in exploring the design and use of open access instructional resources.
Performance by Digital Music Ensemble in the Delaware Copper Mine (Upper Peninsula)
Stephen Rush

08/04/2018 - 11/04/2018
In an unusual turn of events, the Digital Music Ensemble (an experimental ensemble using electronic means to create sound art/concerts) was invited to perform in the Delaware Mine in Delaware, MI, which is located in the heart of the Keweenaw Peninsula. The group will rehearse in a "virtual mine" (see below) during September, GO to the mine and perform in October, then perform again in Ann Arbor - emulating the ambience of the mine in sight, sound and smell. The director has visited the mine already, doing an "impulse response," (capturing the acoustical behavior of the performance space/Delaware mine digitally - for reproduction in rehearsal in Ann Arbor). During classes/rehearsals at U-M we will "sound" like the mine. The students will also be reading books, "The History of the Delaware Mines" and "Life of Douglas Houghton" by Steve Lehto. In these books they will learn three things: The economic and geological history of Michigan, the importance of specifically copper mining to the United States and to Michigan, and a new aspect on the history of the institution of the University of Michigan. The students, will then travel to the Upper Peninsula, live in a Yurt for four days, and performing underground in a Michigan Copper Mine. They will have the experience of learning about digital emulation of unique sonic spaces and a vastly (if visceral) expanded appreciation for the history of the state of Michigan and the University. This is a unique but non-complicated technology. It will allow all students to explore the sound of the spaces they experience more fully.
Psychological Development Through Children's Literature
Shelly Schreier
09/01/2018 - 12/31/2018
This grant will help fund a revision of a special topics and first year seminar course Psychological Development Through Children’s Literature I will be teaching fall term 2018. Funds will help purchase additional books to enhance the educational experience for my students. I am looking to include books that promote empathy and moral development as well as update the picture books that are read in each class about physical and emotional development. Materials purchased will help expand on the young adult novels that students will be reading about resilience, diversity, and social justice. In addition the grant will provide resources expanding active learning activities by adding to my biography collection to include a broader representation of historical and contemporary figures. Finally, the grant will purchase books for a class known as Berenstain Bears Day, where students critically evaluate content in a broad selection of these classic children’s books.
Visiting Artist Residency in LHSP 230, "Writing in Motion: Composing with Bodies, Words, and Other Media”
Naomi Silver
01/09/2018 - 02/22/2018
This grant supports a short residency by Jennifer Harge, a Detroit-based dancer and dance-maker, in my Winter 2018 section of LHSP 230. Titled "Writing in Motion: Composing with Bodies, Words, and Other Media,” the class explores multimodal and multimedia composition processes to ask how dance, video, or other non-alphabetic compositions share similarities with text-based written forms, and how the study and production of these modes and media allow us to broaden our conceptions of what “counts” as writing and to develop our capacities as writers in multiple forms. Students will engage in a range of movement- and text-focused activities designed to help them think about how dances make arguments and tell stories, how texts can provide directions or “scores” for movement, and how working across different modes and media can generate new possibilities for discovery and insight about important contemporary issues and our personal engagements with them, and particularly, texts that ask how composers in various modes and media engage social justice. During the days she is in residence with my class, Jennifer Harge will address these aims by leading activities focused on dance as protest, including teaching students sections of her own composition mourn and never tire, "a movement installation created in response to the U.S. police killings against black bodies. It is a study on labor, lamentation, and protest.” Students will learn about Harge’s own composition processes, and will complete this section of the course by composing a short movement score of their own.
The Early Hispanic Harp as an Accompaniment Instrument
Louise Stein
In Hispanic baroque music of the sixteenth through eighteenth centuries, throughout Spain, colonial Mexico, and Latin America, the harp was the principal accompaniment instrument. This fact is not well enough known to many music scholars or even to players of baroque music who think first of the harpsichord, a keyboard instrument, as the heart of all basso continuo ensembles. An outstanding expert in early harps, Christa Patton (Queen's College CUNY) will be in Ann Arbor for public concerts with the Piffaro ensemble. She is one of a mere handful of professional players of baroque harps and the arpa doble in North America. Her visit offers a unique opportunity for students in my two baroque music courses this term to hear, see, and participate in live demonstrations of how early harpists improvised accompaniments and basso continuo parts on the harp as the center of the early Hispanic instrumental ensemble and as accompaniments to singers. In the course of my own research, I have identified (and photographed) rare examples of songs with notated accompaniments for double harp from seventeenth-century Spanish and New World manuscripts. Modern harpists do not tend to attempt this repertory because their modern instruments do not replicate the stringing and tuning of early harps. There is no substitute for hearing and singing with early instruments in an intimate setting to enhance understanding of early Hispanic music and historically-informed performance. Students in Prof Gascho's early music performance courses will join my classes for the March 15 visits.
Cultural Trip to Dearborn
Matthew Stiffler
With assistance from the Instructional Development Fund, I will take the students from my cultural studies course AMCULT 311: Camels, Kabobs, and Kahlil Gibran to the Arab American National Museum (AANM) in Dearborn for a guided tour and a discussion about the museum’s role in representing the Arab American community, as well as meal of traditional Arab foods. The trip will take place on Feb. 21, 2018, in conjunction with the “Exhibiting Arabness” section of the course. Prior to the trip to the AANM, the students will have visited the Kelsey Museum of Archaeology and the University of Michigan Museum of Art, where they will see how non-ethnic museums exhibit other cultures, particularly Arab and Middle Eastern cultures. The trip to the AANM will be to examine how an ethnic museum represents its own community. Since the thrust of the course is an exploration of how Arab Americans construct their own identities, a trip to the AANM in Dearborn is a necessary and vital part of the course.
Gamefully Connecting Students with Mentors for Exploration of the Engineering Discipline
Fred Terry
06/30/2018 - 08/31/2018
According to the National Academy of Sciences and the National Academy of Engineering, “In the realm of science and engineering, we might say that a good mentor seeks to help the student optimize an educational experience, to assist the student's socialization into the disciplinary culture, and to help the student find suitable employment.” Engineering 110 “Design Your Engineering Experience” currently uses a two-pronged approach for mentoring first semester engineering students, through mandatory office hours with faculty and weekly discussion sections guided by junior and senior engineering student peer mentors. We will leverage initial successes in both areas by exploring frameworks to further this intentional approach toward connecting first-year engineering students with mentors. For this proposal, we have three key objectives: 1) Develop a sustainable structure for faculty engagement in mentorship, with a goal of focusing on the exploration of the discipline and the development of the engineering experience plan. 2) Explore models to enhance peer mentor, while giving students agency in determining which peer mentors to engage in various parts of their exploration and design process. 3) Explore opportunities for alumni mentorship, to better connect the exploration of the discipline with career opportunities. Additionally, we will reevaluate the grading rubric for the course to incorporate these mentorship opportunities using a gameful learning approach.
Balinese Puppetry and Japanese Butoh Practice as Research Workshops
Emily Wilcox
03/29/2018 - 04/04/2018
I seek funding to cover honoraria so that two scholars of Asian performance who will be visiting campus this semester to give talks at the International Institute can also visit my classes and give specialized, experience-based workshops to my students on topics we are covering directly in the classes. Practice as Research is an important component of performance and dance studies that both visiting scholars themselves use. The workshops will allow students to learn about the materials we are covering in class through kinesthetic, auditory, and visual engagement and to learn about how scholars integrate art practice into their research. Dr. Jennifer Goodlander, a scholar of Southeast Asian theater, will give a Balinese puppetry demonstration and discuss her research methods in my graduate seminar "ASIAN 546: Critical Studies in Asian Performance." In preparation for the visit, students will read Dr. Goodlander's book Women in the Shadows: Gender, Puppets, and the Power of Tradition in Bali. Dr. Rosemary Candelario, a scholar of Japanese dance studies, will teach a Butoh workshop in my advanced undergraduate seminar "ASIAN 480: Dance in Modern Asia." In preparation for the visit, students have already learned about the history and theory of butoh through readings and film viewings.
Tarot Symbolism, Divination, and Tarot Card reading
Sara Ahbel-Rappe
11/10/2016 - 12/01/2016
Our class, Ancient Magic and Witchcraft, covers the history of Magic in the West but focuses on the Greco-Roman legacy of magic. There are 150 students in the class. One component of the course focuses on Renaissance magic and the use of symbolism taken from Greco-Roman antiquity. We are studying the history of Tarot and the students are making their own tarot deck, based on themes relevant to 21st century students but rooted in Renaissance magic. For example, we thought of creating the "Black Lives Matter" Tarot or the "Climate Change" Tarot. After drawing, designing and printing the decks, students will learn how to do Tarot divination. We will spend a class session on the Diag (Dec. 1) offering readings to anyone and also teaching them about Tarot and about the relevance of the Tarot themes. For this purpose, we need funds to print the decks at The cost is about $12 for each deck and we are trying to bring the costs down for the students. The money will go to printing the decks that we design and create.
Developing a workplace writing sample repository for teaching epidemiology students
Ella August
01/15/2017 - 12/15/2017
The purpose of this study is to collect and describe the types of writing that professionals with epidemiology degrees use in their workplace. The types of writing that are enacted in a discipline can be a window into the activities, roles, values and context of that discipline. For example, in the field of law, a written legal judicial opinion offers information about the content-- the legal decision made-- but it also provides insight into the role of a judge in wielding this opinion, and the way in which the opinion can be used. A judicial opinion allows us to better understand the legal system’s values about fairness, and provides a sense of how legal professionals communicate, as well as their notion of what counts as legitimate evidence for a particular argument. It also gives us insight into broader systems and processes in that discipline, as well as the context of the writing of and implementing this opinion. Types of disciplinary writing in medicine, law, business, the life sciences, economics, physics, mathematics, computer science, engineering and many other disciplines have been described and analyzed for their connection to a given disciplinary workplace but also to allow their use pedagogically in helping students to gain a deeper understanding of their field of study. Nothing, however, exists on the writing formats of epidemiology. Not only are we lacking an analysis of how the writing types in epidemiology relate to our discipline, but there is no published description of types of writing specific to epidemiology. This is unfortunate as epidemiologists engage in many different types of writing to a variety of audiences including the disease outbreak report, health surveillance briefs, health messages aimed at the public, as well as more mundane types of writing such as the “data dictionary” to name just a few examples. Currently in the UM Department of Epidemiology, some disciplinary writing types are used in the classroom: primarily the scientific manuscript, the NIH-style grant application and the scientific poster. These types of writing are enormously important in helping students engage in disciplinary activities and understand how epidemiologists think, act, engage in discourse, in learning what they value and what their different roles are. But many more types of writing are used in our field. By limiting our pedagogical interactions with students to such a narrow range of writing types, we limit our opportunities to help students to learn other aspects of our discipline and to develop professionally. I propose to collect samples of disciplinary writing from our alumni working in diverse areas of our discipline. I will organize a database of these writing types and use them in teaching my course EPID 530 Scientific Writing for Epidemiologists. I will also make this information available to all faculty in my department. Additionally, I plan to develop and publish a manuscript describing these writing styles and how they connect to the discipline of epidemiology.
Incorporating CRISPR-Cas9 Technology Into MCDB 429
Kenneth Balazovich
08/01/2017 - 09/03/2017
The long-term project goal is to bring an advanced, cutting edge research laboratory method into MCDB 429, the Cell and Molecular Biology Lab I have taught since 2002. It contains advanced methods, but a few can be replaced with others that will more adequately prepare students for strong research careers in the Biological sciences. The short term goal of the present application is to bring a new and advanced gene modification protocol using the CRISPR-Cas 9 system into the lab. This project includes the Instructors of the companion Cell and Molecular Biology lecture courses (MCDB 427 and 428) who will act as advisors on the project and who have extensive research experience in these areas: Dr. John Schiefelbein, Dr. Anuj Kumar, Dr. Janine Maddock, Dr Amy Chang, Dr Steven Clark and Dr. Ann Miller. The CRISPR- Cas9 system has exceptional power as a new research and clinical tool for almost an unlimited body of work on genes and DNA modifications leading to disease, and for genetic manipulations producing new molecular biology tools for the lab. Funds will be used to develop the two essential components of the system: two plasmids that cut DNA specifically and then guide RNA to produce a modified protein. The candidate genes for IQGAP proteins and for the cyclin B regular Aurora have been selected as initial targets. The addition of the CRISPR-Cas9 system, which has only been made possible very recently, will add an exciting and cutting edge technology to the syllabus for our students.
Online Resources for Piano Literature
Matthew Bengtson
05/30/2017 - 12/31/2017
I plan to create and curate an online collection of educational materials on piano literature. Video presentations, interviews and performances will be taken at the Duderstadt Digital Media Center (DMC) and hosted on the UM SMTD webspace. They will offer a modern, reliable source of information on the piano repertoire, and will be easily accessible and flexible in their use, in accordance with modern interactive learning styles. By focusing on the special interests of our Piano faculty and in collaborating with the Dance department, these presentations will highlight the integration of academic and performance aspects of art we strive to achieve here at Michigan. These materials will increase the School's international reputation as a locus for research on the piano and its culture. The first set of presentations, on Bartok, Szymanowski, and Chopin's mazurkas, will highlight relationships between art music, folk music, and dance. Our ongoing project on the mazurka genre will be the first of its kind, and will become an important resource for an important 19th century genre that is widely known but little understood. These materials will be of interest to all pianists and pedagogues, and will be highly useful for private piano instruction, and for piano literature, musicology, dance, and Slavic studies courses, among others.