Author: Hilary

A heartier, healthier wheat gene was discovered by late TAU student and soldier

As our planet’s climate warms, how will we continue growing staple crops and feeding the global population? The answer may lie in our crops’ own ancestors. Researchers at Tel Aviv University’s School of Plant Sciences and Food Security have identified a genetic mechanism in a strain of ancient wild wheat that controls the size of wheat grains and nutrient distribution to seeds. The study was led by the late Dr. Zechariah Haber, who tragically fell fighting in Gaza before completing his PhD. His family accepted his doctorate on his behalf, and like his memory, his research lives on.  

Wild wheat, one of the ancestors of modern wheat, grows wild in the Fertile Crescent and was once characterized by much greater genetic diversity than that of newer varieties. Because the processes of domestication and agriculture led to crop uniformity, much of the natural genetic variation was lost. Dr. Haber and his fellow researchers sought to examine whether the genes left in wild wheat could offer ways to improve its modern descendent. 

Dr. Haber’s family accepted his degree on his behalf in a moving graduation ceremony. (Photo: Invision)

To this end, they analyzed about 460 wild wheat lines collected from various climatic zones in Israel, and compared their genetic characteristics with the grain weight, size, and nutrient composition. Separating one gene from the rest, the researchers used CRISPR technology to edit the gene and understand its role: when the gene’s activity was reduced, the wheat grains became larger and heavier, along with an increase in protein, iron and zinc.  

“Wild wheat is an extraordinary genetic reservoir, built over thousands of years of evolution under changing environmental conditions.” – Dr. Nir Sade

The study also found that different versions of the gene have different geographical distributions: one is prevalent mainly in hot and dry areas, while the other is characterized by cooler and more humid areas. This suggests that the gene also played a role in the natural adaptation of wild wheat to different environmental conditions, and so may also be important in the development of varieties that can maintain yield and quality even in a changing climate. According to the researchers, wild wheat continues to serve as a natural “gene library” that can provide new tools for modern agriculture. 

The study was led by the late Dr. Haber and postdoctoral students Dr. Devinder Sharma and Dr. Manes Prosti, all from Dr. Nir Sade’s lab at the School of Plant Sciences and Food Security and the Institute for Cereal Crops Research at the Wise Faculty of Life Sciences, in collaboration with researchers from the University of Haifa, the Agricultural Research Administration (Volcani Institute) and Ben-Gurion University. After Dr. Haber’s tragic passing, Dr. Sade’s lab continued his research, leading them to the discovery that could help address our planet’s increasing food demand and the challenges posed by climate change.  

Dr. Nir Sade with one wheat strain he studies. (Photo: TAU)

Dr. Nir Sade concludes: “Wild wheat is an extraordinary genetic reservoir, built over thousands of years of evolution under changing environmental conditions. As climate change poses new challenges to global agriculture, the discovery of such genes could help develop varieties that will provide a higher quality yield even under challenging growing conditions.” 

TAU biomedical engineering students put people at the center of their innovations

When Mooshi was born, she entered the world with a challenge that would affect much of her childhood: she had only three fingers on each hand.

Mooshi loves making art and using her imagination. But the tools to do that, though simple for most children to use, can be a frustrating obstacle for her. Without a thumb to help grip and control scissors, for example, an activity that came naturally to other children became a complex engineering problem waiting to be solved.

The question posed to a group of Tel Aviv University biomedical engineering students was simple: How can they help Mooshi do what she loves?

This encapsulates the philosophy behind TAU’s “Engineering Design” course, an innovative program in the Iby and Aladar Fleischman Faculty of Engineering. Now in its 11th semester in the School of Biomedical Engineering, in collaboration with TAU Impact (Mitchabrim Plus), and partners in the community, the course challenges students to exercise what they learn in the classroom by developing solutions for people who need them most.

The course not only creates value for those who need help; it also prepares students for a workforce that increasingly requires practical problem-solving skills, creativity, teamwork, and the ability to apply engineering principles to real-life situations.

“Every great engineer begins with a deep understanding of the problem,” says Prof. Rani Gilad-Bachrach of the Fleischman Faculty of Engineering and the lead instructor of the course.

“The students learn to study problems through direct engagement with people; they learn how to collaborate and be creative about solutions; and they discover how capable they truly are. At the same time, they create real value for the people and organizations we work with — making it a win-win.”

Engineering with a Human Purpose

The course is based on a powerful idea: “Solve one problem for one person.”

Each semester, approximately 35 students develop engineering solutions addressing challenges in rehabilitation, accessibility, and quality of life. The projects are created in collaboration with community partners, including Beit Sefer Onn in Tel Aviv, a specialized educational and rehabilitation center serving children and young adults with cerebral palsy and complex physical disabilities.

The collaboration allows students to experience engineering as it exists in the real world, where the user’s needs, limitations, feedback, and daily experiences must guide every decision.

When tackling Mooshi’s challenge, the process required experimentation, failed prototypes, adjustments, and a willingness to listen. Eventually, the students developed a small modification to traditional scissors that allows Mooshi to open and close them using the natural movement of her hand, giving her the independence to create on her own.

As one student summed it up: “Technology should be adapted to the user, rather than forcing the user to adapt to the technology.”

Helping Children With Disabilities Walk, Eat, and Speak

Throughout the semester, students worked on a wide range of projects designed to make everyday activities more accessible:

One team developed a voice-activated system for Itamar, a five-year-old boy who is unable to use his hands effectively. Although Itamar is highly verbal and communicates well, using a computer independently was difficult because clicking a mouse required movements he could not perform. The students created a system allowing him to replace the mouse click with a voice command – giving him greater independence.

Another group focused on helping children with mobility challenges walk more safely. After studying the difficulties faced by young kids with physical disabilities, they created a modular support device with customizable straps that improves stability while walking. Testing with children such as Michael demonstrated how a thoughtful adaptation of existing materials could make a meaningful difference.

For Nevo, a 13-year-old boy who faces challenges related to eating safely, students designed a customized spoon. By carefully considering the angle, length, and depth of the spoon, they created a tool better suited to his needs — while learning a crucial engineering lesson: safety must always come first.

Other projects included:

• A bicycle adaptation that makes it easier to grip the handlebar.
• A device that helps children keep their feet securely positioned on bicycle pedals.
• A fine-motor skills therapy board inspired by space rockets, designed to motivate children to practice pulling, pushing, pressing, and opening movements through play.
• A digital system for Beit Sefer Onn that organizes information about children, therapists, and treatment groups, making administrative processes more efficient and reducing errors.

Learning That Leaves an Impact

 A pair of scissors may seem like a small thing. But for one little girl with three fingers, it became a symbol of what engineering can truly achieve: turning obstacles into possibilities.

“We’re so happy to have this connection with TAU students,” said Tamar, a representative from participating school Beit Sefer Onn. “In a short time, they succeeded in creating solutions that we are already using.”

The vision behind the initiative is to expand this model throughout the Faculty of Engineering, enabling approximately 1,000 students to participate in socially impactful engineering projects every year.

The goal is ambitious: that every engineering student at Tel Aviv University will participate in at least one project during their studies that applies engineering skills to address a challenge of someone in our community. TAU believes this is the humanistic future of engineering: creating solutions that help everyone participate fully in the world around them.

The new Global AI Production Capacity Index places TAU 28th worldwide, recognizing its excellence in AI talent, research, and entrepreneurship.

What does higher education look like in the future?

Medical students practicing difficult clinical conversations with AI-powered simulators. Liberal Arts scholars uncovering Jewish history through real interactions with museum artifacts. Undergrads launching and raising funds for their own startups. 

At Tel Aviv University (TAU), these innovations in learning are already happening: in botanical gardens, virtual reality labs, film studios, and modern classrooms where students have transitioned from passive listeners to active creators.

This evolution took center stage at the fourth annual Conference on Innovation and Creativity in Teaching, hosted by the Dean’s Office for Innovation in Teaching and Learning. An important cornerstone of the university’s mission, the conference promotes engaged, interdisciplinary, and forward-thinking education.

This year’s theme, “Blurring Boundaries,” highlighted a growing reality: learning no longer fits neatly within traditional academic frameworks. Led by Dean Prof. Inbal Yahav, Vice Dean Prof. Arnon Hershkovitz, and Associate Dean and Head of Pedagogy Ortal Engelberg, the event brought faculty together to bridge technology and pedagogy, take classrooms beyond their walls, and reimagine higher education.

From Ideas to Impact

Throughout the year, the Dean’s Office collaborates with lecturers to design new courses and revitalize existing ones. Yaara Hutzen, a pedagogical consultant on the professional development team, notes that the process always begins with a foundational question: “What do you want students to be able to do when they finish the course?”

“When a lecturer comes to us with a raw idea, we help turn it into a structured learning experience,” Hutzen explains. “We ask the right questions and help translate educational goals into meaningful student engagement.”

This impact was highlighted during the presentation of the Rector’s Award for Innovation and Creativity in Teaching, which honors faculty members transforming the student experience.

This year’s award-winning initiatives included:

•    Public History: A museum-based research seminar that pulls history out of textbooks and into public spaces.

•    AI in Medicine: An AI-driven simulator that helps medical students practice delivering difficult news with empathy.

•    Biotech Entrepreneurship: A three-semester course immersing students in every stage of building a biotech startup, from scientific discovery to fundraising.

A Conference Beyond the Auditorium

The team behind the TAU Dean Office for Innovation in Teaching and Learning

Fittingly for an event dedicated to blurring boundaries, the conference itself broke out of the traditional lecture hall. The day kicked off with four immersive campus tours, offering participants hands-on perspectives on alternative learning environments. Educators explored the Yehuda Naftali Botanical Garden as a living classroom, experienced virtual reality applications and special collections at the Sourasky Central Library and visited the Dean’s Office Media Studio to see how faculty can produce high-quality digital content for online teaching.

The sessions prioritized active engagement over passive listening. A panel discussion on AI in education utilized the “fishbowl” method, featuring a “hot seat” on stage that invited audience members to seamlessly join the panel and contribute to the debate. In another unscripted highlight, Prof. Yoram Reich staged an intervention from the audience to pose a deceptive question: What should educators do when they make mistakes? The resulting discussion emphasized the vital role of vulnerability and continuous learning for instructors and students alike.

Keynote presentations further tackled the complex relationship between technology and the human mind. Dr. Shir Etgar examined how screen time shapes attention spans and cognitive processing, while Prof. Lior Zalmanson drew unexpected parallels from consumer platforms like Tinder and Spotify to decode modern student engagement and classroom dynamics.

Innovation Beyond Technology

Despite the heavy presence of cutting-edge tech, organizers emphasized that true innovation should not be confused with mere digital novelty.

“Innovation doesn’t necessarily mean replacing what already works,” says Hutzen.

“Many of our award-winning courses are actually built on teaching principles that have existed for centuries.”

The ultimate goal is to foster curiosity, participation, and human connection. Whether through artificial intelligence, experiential learning, or time-tested pedagogical techniques, great teaching relies on engaging students as active partners.

By investing in these methods, the Dean’s Office is shaping an academic culture at Tel Aviv University that is creative, human-centered, and built to prepare the next generation of thinkers, creators, and leaders.

Why does the oldest surviving work of Western literature continue to inspire new adaptations? As Christopher Nolan’s The Odyssey arrives in theaters, a Tel Aviv University classicist explains how the epic has been reinventing itself for nearly 3,000 years.

Nearly three thousand years after it was composed, The Odyssey continues to find new audiences.

Christopher Nolan’s upcoming film is only the latest chapter in a long history of reinterpretation that began long before the epic was ever written down. For generations, the story was passed from one storyteller to another, changing with each performance and adapting to each new audience.

To understand why artists continue to return to The Odyssey, we first need to understand how it came into being: as a work that was never meant to exist in just one definitive version.

Why Has The Odyssey Endured?

The Odyssey, traditionally attributed to Homer, was composed sometime in the late eighth or early seventh century BCE. While The Iliad tells the story of the Trojan War, The Odyssey follows Odysseus’ long journey home to Ithaca after the war.

According to Dr. Teddy Fassberg of the Department of Classical Studies – Greece and Rome at the Lester and Sally Entin Faculty of Humanities, this may be one reason the epic continues to resonate today.

“Perhaps it has survived because it deals with more universal themes—home, and the attempt to return to it.”

Dr. Fassberg also notes that The Odyssey presents “a much more diverse world—a world that includes women and people from lower social classes. It’s not a world populated only by heroes,” making it easier for modern readers and creators to discover new points of connection.

Zendaya as Athena and Matt Damon as Odysseus in The Odyssey (Courtesy of Tulip Entertainment)

A Story Meant to Be Told

One of the most important things to remember, says Dr. Fassberg, is that The Odyssey was never intended to be silently read from a book.

For generations it was performed aloud before audiences, with storytellers adapting it as they went—expanding dramatic moments, shortening lengthy passages, and occasionally changing details to keep listeners engaged.

According to Dr. Fassberg, Homer himself was already “adapting and reshaping a story that goes much further back.”

In that sense, Odysseus is himself a master storyteller. Throughout the epic, he knows how to shape his narrative for different audiences, when to pause at the height of suspense, and when to reveal the next crucial detail.

Dr. Fassberg even jokingly calls him “a marketer.”

“Within the story, Odysseus stops his tale at the height of the suspense—a cliffhanger—to persuade his audience to give him more gifts.”

Modern adaptations, then, are not departures from the original—they are the continuation of a tradition that began in antiquity.

The Trojans bring the Trojan Horse into the city, following Odysseus’ ingenious plan (Courtesy of Tulip Entertainment)

Reinventing The Odyssey

Over the past several decades, The Odyssey has inspired countless reinterpretations across literature, cinema, and translation.

The Coen Brothers relocated Odysseus’ journey to Depression-era America in O Brother, Where Art Thou? Margaret Atwood retold the story from Penelope’s perspective in The Penelopiad. In 2017, Emily Wilson published the first English translation of the epic by a woman.

Now Christopher Nolan joins that tradition with his own cinematic adaptation, set to be released in Israel on July 16, 2026.

Even before its release, however, the film has generated debate over its casting choices and interpretation.

One of the most discussed decisions was Nolan’s casting of rapper Travis Scott as the bard in Odysseus’ palace—a relatively minor figure in the epic. Nolan explained that the choice was intended to evoke the poem’s origins as an oral performance, drawing a parallel between ancient epic recitation and modern rap.

Discussion has also centered on Nolan’s decision to give the characters American accents—even when portrayed by British actors such as Tom Holland (Telemachus) and Robert Pattinson (Antinous).

Particular attention was drawn to a trailer in which Telemachus refers to Odysseus as “Dad,” while Antinous mockingly calls him “Daddy.” Some viewers argued that the modern American slang felt out of place in ancient Greece.

Nolan defended the choice, explaining that he wanted to find “a language that carries emotional meaning, not just intellectual meaning, for the audience.” Rather than using elevated or theatrical dialogue, he preferred contemporary speech.

“Maybe I was naïve, and maybe it’ll come back to haunt me,” he said. “But I wanted a story that felt earthy and human. To me, it was the obvious choice.”

Robert Pattinson as Antinous, one of Penelope’s suitors (Courtesy of Tulip Entertainment)

A Story That Invites Reinvention

For Dr. Fassberg, these debates are exactly what has kept The Odyssey alive for nearly three millennia.

“If there is one work that justifies adaptations that take creative liberties, it’s The Odyssey.”

He adds:

“I think Homer would have identified with Christopher Nolan. We see Odysseus using exactly the same storytelling devices that people criticize Nolan for using today.”

Perhaps that is why, nearly 3,000 years after it was first told, The Odyssey continues to spark debate, inspire reinterpretation, and find new audiences. Precisely because it has never had a single definitive version, it has never stopped evolving.