The viral RNA-dependent RNA polymerase (RdRp) is essential for multiplication of all RNA viruses. The sequence diversity of an RNA virus population contributes to its ability to infect the host. This diversity emanates from errors made by the RdRp during RNA synthesis. The physical basis for RdRp fidelity is unclear but is linked to conformational changes occurring during the nucleotide-addition cycle. To understand RdRp dynamics that might influence RdRp function, we have analyzed all-atom molecular dynamics (MD) simulations on the nanosecond timescale of four RdRps from the picornavirus family that exhibit 30–74% sequence identity. Principal component analysis showed that the major motions observed during the simulations derived from conserved structural motifs and regions of known function. Dynamics of residues participating in the same biochemical property, for example RNA binding, nucleotide binding or catalysis, were correlated even when spatially distant on the RdRp structure. The conserved and correlated dynamics of functional, structural elements suggest co-evolution of dynamics with structure and function of the RdRp. Crystal structures of all picornavirus RdRps exhibit a template-nascent RNA duplex channel too small to fully accommodate duplex RNA. Simulations revealed opening and closing motions of the RNA and NTP channels, which might be relevant to NTP entry, PPi exit and translocation. A role for nanosecond timescale dynamics in RdRp fidelity is supported by altered dynamics of the high-fidelity G64S derivative of PV RdRp relative to wild-type enzyme.

A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

Music is an integral part of high school students' daily lives, and most use digital music devices and services. The oneweek Summer Music Technology (SMT) program at Drexel University introduces underclassmen high school students to music technology to reveal the influence and importance of engineering, science, and mathematics. By engaging participants' affinity for music, we hope to motivate and catalyze curiosity in science and technology. The curriculum emphasizes signal processing concepts, tools, and methods through hands-on activities and individual projects and leverages computer-based learning and open-source software in most activities. Since the program began in 2006, SMT has enrolled nearly 100 high school students and further developed the communication and teaching skills of nearly 20 graduate and undergraduate engineering students serving as core instructors. The program also serves to attract students from backgrounds under-represented in engineering, math, and science who may not have considered these fields.

David Rosen is a doctoral student in Drexel University's Applied Cognitive and Brain Sciences program. He has an M.S degree in Teaching and Instruction and several years of experience as a public school educator. Working in the Music and Entertainment Technology (MET-Lab) and Creativity Research Lab, his interdisciplinary research explores the underlying cognitive mechanisms and factors of creativity, expression, insight, and flow, specifically within the domain of music performance and improvisation. He has also worked on several research projects which attempt to infuse, design, and evaluate various pedagogical methodologies to enhance creativity and creative problem solving in the classroom. Introduction to STEAM through Music Technology (Evaluation) AbstractReal-world problem solving across domains in the 21st century requires technical knowledge and skills, as well as creative thinking and problem solving; however, the pedagogy of many STEM education programs only focuses on the technical aspects of their discipline. The point at which students are first introduced to various STEM fields is critical in terms of their interest, motivation, and understanding of potential applications. These early years greatly impact the decision of whether a student pursues a career or major in a STEM field. Thus, teaching methodologies for young STEM students must balance, or better yet, intertwine core concepts and knowledge with student engagement through hands-on, project-based learning and connections to topics of interest, such as music and the arts. Too often, STEM pedagogy paints a picture of a world where problems have convergent solutions, in contrast with a reality where optimal solutions are divergent in nature, requiring creativity, originality, and insight. In order to revitalize and reimagine STEM learning, there must be true integration of the arts and creative thinking in the sciences, debunking the traditional approach of STEM and the arts being dichotomous. Through the Summer Music Technology (SMT) program at Drexel University for rising high school sophomores and juniors, we aim to illustrate the interconnectedness of music with engineering, science, and mathematics through inquiry-based modules and projects involving creative problem solving and self-expression. Our approach not only serves to emphasize creativity amongst the technically inclined, but also, presents STEM in an accessible, engaging way, leveraging students' passion and interest in music as a catalyst for learning. SMT is a unique STEM experience for high-school students who would not otherwise consider supplementing their education with STEM or even pursuing STEM careers.

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