| Instructor | Hao-Wen Dong (ude.hcimu@gnodwh) |
| Room | Music 378 (Music Tech Lab) or Zoom |
| Days & times | 11:30am–1pm, Mondays & Wednesdays |
| Office hours | By appointment |
In this workshop-style course, students will be working on a term project relevant to their own research or creative interests. Students will also gain hands-on experience on how to read, write and review a research paper.
| Week | Date | Meeting | Assignment | Project | Reading |
|---|---|---|---|---|---|
| 1 | Jan 8 | Introduction | |||
| 2 | Jan 13 | How to read a paper? | D1, D2 & D3 | ||
| Jan 15 | Project consultation | ||||
| 3 | Jan 20 | ||||
| Jan 22 | How to write a paper? | W1 | |||
| 4 | Jan 27 | How to review a paper? | R1 & R2 | ||
| Jan 29 | Project pitch | Pitch | |||
| 5 | Feb 3 | Peer review (writing samples): Erfun | |||
| Feb 5 | Peer review (writing samples): Jiawen | Assignment 1 | |||
| 6 | Feb 10 | Peer review (writing samples): Eloysa | │ | ||
| Feb 12 | Peer review (writing samples): Molly | │ | |||
| 7 | Feb 17 | Paper discussion: Herman | └ due | ||
| Feb 19 | Paper discussion: Jiawen | Assignment 2 | |||
| 8 | Feb 24 | Paper discussion: Molly | │ | ||
| Feb 26 | Project Check-in | │ | Check-in | ||
| 9 | Mar 3 | │ | M1 | ||
| Mar 5 | │ | ||||
| 10 | Mar 10 | Paper discussion: Eloysa | │ | ||
| Mar 12 | Paper discussion: Erfun | └ due | |||
| 11 | Mar 17 | Paper discussion (best papers): Herman | |||
| Mar 19 | Paper discussion (best papers): Molly | ||||
| 12 | Mar 24 | Paper discussion (best papers): Erfun | |||
| Mar 26 | Project Check-in | Check-in | |||
| 13 | Mar 31 | Paper discussion (best papers): Eloysa | |||
| Apr 2 | Paper discussion (best papers): Jiawen | ||||
| 14 | Apr 7 | Project consultation | |||
| Apr 9 | Project consultation | ||||
| 15 | Apr 14 | Project consultation | M2 | ||
| Apr 16 | Project consultation | Assignment 3 | |||
| 16 | Apr 21 | Project presentation | └ due | Presentation & report |
| Content | Out | Due on | |
|---|---|---|---|
| Assignment 1 | Peer review | Feb 8 | Feb 17 |
| Assignment 2 | Paper review | Feb 21 | Mar 17 |
| Assignment 3 | Peer review (report drafts) | TBD | TBD |
| Due on | |
|---|---|
| Pitch | Jan 29 |
| Presentation | Apr 21 |
| Report draft | Apr 21 |
| Final report | Apr 28 |
All grading and regrade requests will be handled on Gradescope.
| Assignments | 40% | Project | 60% |
|---|---|---|---|
| ├ Peer review (writing samples) | 15% | ├ Presentation | 10% |
| ├ Paper review | 10% | ├ Results | 25% |
| └ Peer review (final reports) | 15% | └ Final report | 25% |
The final grading scale is as follows.
| A+ | >96 | B+ | 87–89 | C+ | 77–79 | D+ | 67–69 | F | <60 |
| A | 93–96 | B | 83–86 | C | 73–76 | D | 63–66 | ||
| A− | 90–92 | B− | 80–82 | C− | 70–72 | D− | 60–62 |
The University of Michigan recognizes disability as an integral part of diversity and is committed to creating an inclusive and equitable educational environment for students with disabilities. Students who are experiencing a disability-related barrier should contact Services for Students with Disabilities ((734) 763-3000 or ssdoffice@umich.edu). For students who are connected with SSD, accommodation requests can be made in Accommodate. If you have any questions or concerns please contact your SSD Coordinator or visit SSD’s Current Student webpage. SSD considers aspects of the course design, course learning objects and the individual academic and course barriers experienced by the student. Further conversation with SSD, instructors, and the student may be warranted to ensure an accessible course experience.
Title IX prohibits discrimination on the basis of sex, which includes sexual misconduct — including harassment, domestic and dating violence, sexual assault, and stalking. We understand that sexual violence can undermine students’ academic success and we encourage anyone dealing with sexual misconduct to talk to someone about their experience, so they can get the support they need. Confidential support and academic advocacy can be found with the Sexual Assault Prevention and Awareness Center (SAPAC) on their 24-hour crisis line at (734) 936-3333. Alleged violations can be non-confidentially reported to the Office for Institutional Equity (OIE).
Students may experience stressors that can impact both their academic experience and their personal well-being. These may include academic pressure and challenges associated with relationships, mental health, alcohol or other drugs, identities, finances, etc. If you are experiencing concerns, seeking help is a courageous thing to do for yourself and those who care about you. If the source of your stressors is academic, please contact me so that we can find solutions together. For personal concerns, U-M offers many resources, some of which are listed at Resources for Students on the Well-being Collective website. You can also search for additional resources on that website.