Chalah, A., & Habbal, F., & Raspuzzi, M. (2019, June), How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32898

\bibitem{asee_peer_32898}
  Chalah, A., \& Habbal, F., \& Raspuzzi, M. (2019, June), \emph{How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32898

Anas Chalah, Fawwaz Habbal, and Michael Raspuzzi.  "How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32898 Internet.  16 Dec, 2024

\bibitem{asee_peer_32898}
  Anas Chalah, Fawwaz Habbal, and Michael Raspuzzi.
  "How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32898 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_32898
author = "Anas Chalah, Fawwaz Habbal, and Michael Raspuzzi"
title = "How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32898}
number = {10.18260/1-2--32898}
}

TY  - CPAPER
AB  - The foundation of our university is deeply rooted in research across the fields of applied mathematics, science, and engineering. In a traditional academic trajectory, such research is not accessible for students until the highest level of education is reached in a doctoral or even post-doctoral environment. From the ever changing nature of complex problems to the open-ended investigation towards discovering solutions, there exists a gap between introductory level courses for core concepts and where this research occurs in laboratories and graduate courses. We are evaluating and assessing a bridge for this gap by building innovative models of teaching and learning to expose undergraduate students to a laboratory setting centered on research, which would be previously inaccessible due to traditional pre-requisites. By condensing the education pipeline and bridging the distance to content and concepts, we are investigating the learning journey for each student and instructor through the uncertainty; strengthening institutional collaboration to build a forum and feedback loop for knowledge dissemination; and assessing what the best methods are for developing and further implementing the curriculum. 

This paper will cover case studies around two summer programs that have prototyped experiments and projects for students of diverse backgrounds to participate in an active learning setting. The first is an international exchange program that uses the strength of research topics from each institution in order to build two halves of a whole for a full experience in the students’ learning journey in solar cell fabrication. The second program is established for the application of bioengineering techniques, covering topics in cancer therapeutics and antibiotic development. 

This paper will address our methodology of addressing factors influencing the success of the programs,  including: 
Evaluating and selecting students from different backgrounds and in program team formation
Choice of piloted topics to support our official college curriculum and learning outcomes
Mechanisms of developing research and workshops understanding institutional collaborations between faculty, staff, and labs
Mechanics of piloting new activities and engaging with the participating students
Assessing of learning outcome (before, during, and after program completion)
AU  - Anas Chalah
AU  - Fawwaz Habbal
AU  - Michael Raspuzzi
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - How Research Informs Teaching and Learning Models: Case Studies in Building Solar Cell and Bioengineering Technology in the Lab and Classroom
UR  - https://peer.asee.org/32898
DO  - 10.18260/1-2--32898
ER  -