On a regular rotation, I have taught FSAD 1350/1360 Fibers, Fabrics and Finishes with laboratory,FSAD 2370 Structural Fabric Design and FSAD 6660 Fiber Formation Theory and Practice. In each class, I have continually developed my teaching methods and strategies to keep up with new developments in the industry and to help students connect the course material to the larger field of textiles and apparel. Students in the undergraduate courses (FSAD 1350/1360 and FSAD 2370) are overwhelmingly (90%) Fashion Design and Management majors rather than science or engineering oriented students. These students tend to be visual learners and need coaching to comprehend and process mathematical, chemical and mechanical properties of textiles and fibers. I initiated addition of the FSAD 1360 laboratory as an accompanying course for FSAD 1350. In this course the students learn basic fiber identification skills using standardized test methods and observe effects of dyebath additives and mercerization. Since many of my Fashion Design and Management students have negative associations with laboratory courses, this course is purposefully designed to be a friendly and cooperative experience while familiarizing students with the basics of fiber chemistry and American Association of Textile Chemists and Colorists (AATCC) test methods. In FSAD 1350, connections between the textbook material and ‘real world’ examples of fibers, fabrics and finishes are made in every class meeting, on homework assignments and on exams. Advertising and popular press articles describing the fibers, yarns, dyeing and finishing techniques used on fashion and performance garments are used as the basis of discussion on how each of these aspects affects performance and aesthetics of finished projects. Relevant industry innovations and trends are also introduced. In Fall 2014 prominent innovations and trends include: development of a new flax fiber ‘KRailar®’, sustainability efforts including ‘Zero Discharge in Hazardous Chemicals’ and reusing textile scrap materials, and international worker safety issues. Discussing these issues in the context of fibers, fabrics and finishes adds relevance and meaning to students’ experience in the course. The FSAD 2370 Structural Fabric Design course has been completely revised to a flipped classroom model in the past 3 years. Students now cover course material using online courseware ‘Textile Resources for Cornell’ developed at The College of Textiles, North Carolina State University. The courseware includes videos and animations of textile processes and quizzes to monitor understanding of the topics. In class, students work in groups to reverse engineer samples from their swatch books and write basic fabric specifications. In this course, the students measure and calculate fabric parameters including yarn numbers, fabric weight and cover factor. The TA and I circulate among the groups and work closely with students as they analyze their fabrics. In this way we can correct errors and misperceptions in real time and insure that all students master the techniques and understand the meanings of the values they calculate. Students also prepare computer drawings of the fabrics using Kaledo Weave software to input the weave structure, thread counts, yarn sizes and yarn colors to create a simulation of the fabric. Additionally, the course uses the Weavebird Dobby loom to provide some hands?on weaving experience. This experience crystallizes student understanding of the weaving process and loom functions. The flipped experience extends to the final exam where students are asked to identify approximately 16 different fabric samples and describe how each would be produced. Feedback on this approach has been increasingly positive after the initial bugs were worked out of the system. At the graduate level, I take both the ‘theory’ and ‘practice’ aspects of FSAD 6660 Fiber Formation Theory and Practice quite seriously. Theory is approached in the course starting with polymer chain dynamics and crystallization habits and incorporating fluid dynamics, momentum and energy balances for melt spinning, dry spinning, wet spinning and electrospinning systems. The theory is most well developed for melt spinning, and Clemson University has kindly allowed the course to use a version of the FiSIM software to run simulations of Nylon, Polyester and Polypropylene spinning processes. For the first time, in Spring 2014, the course was able to use the new Hills melt extruder located in our building to run a melt spinning experiment. After running an experiment varying the extrusion speed, take?up speed and spinning temperature, each student ran a different characterization experiment on the resulting samples and the group worked as a whole to analyze changes in the fiber properties as a function of process conditions. To further understand the practice of fiber formation the class also runs an electrospinning experiment and has a field trip to a monofilament melt extrusion plant. This course concludes with critical reading of current literature. Students participate in discussion of papers published in peer reviewed journals within 18 months. With one student leading discussion of each paper, the class addresses the strengths, weaknesses, interesting results and even writing styles of each manuscript. For many students, this is the first experience with both leading a discussion and deep reading of scientific papers. Outside the classroom, I have been very active in supervising undergraduate research. Twenty six undergraduates from FSAD, Cornell University and other universities have contributed significantly to research, presented posters and oral presentations on campus and at regional and national meetings and been co?authors on peer reviewed papers. Seventeen of these students have continued to graduate school. Three undergraduate research associates from my group have been awarded NSF graduate fellowships to date. I have also trained graduate students from Fiber Science and from the former Cornell Masters in teaching program. Supported by an NSF grant, 3 graduate students training to become K?12 science teachers worked with my research group to translate my current research to museum displays. The displays were used for hands?on activities at the Franklin Institute in Philadelphia and the Science Center in Ithaca. Fiber Science Graduate students trained in my research group have won student paper competitions from the American Chemical Society Division of Cellulose and Renewable Materials, the Fiber Society and the International Non?wovens Technical Conference. Recently, students have taken the opportunity for industry internships with Invista (spandex) and Universal Fibers and NSF funded International Research Exchange Programs with University of Luxembourg and the Otto von Guericke University in Magdeburg, DE. These internships and exchanges have had the added benefit of cementing relationships and resulting in student placements for permanent jobs in the companies and further study in Luxembourg. Post?graduation, students have found employment as faculty in the US and China and in industry in the US.