* This book is drawn together by the 2019-2020 class of the American Council on Education (ACE) Fellows, who were placed within diverse colleges and universities and connected to their home institutions as well, and had a unique opportunity to witness the extraordinary measures taken across the country and across institutional types during this historic crisis. * Observations on Equity -textboxes in each chapter that focus on responses regarding issues of equity, inclusion and diversity. * Leadership Insights - textboxes that quote leaders across the US who particular insights on the topics presented in the chapters.

* This book is drawn together by the 2019-2020 class of the American Council on Education (ACE) Fellows, who were placed within diverse colleges and universities and connected to their home institutions as well, and had a unique opportunity to witness the extraordinary measures taken across the country and across institutional types during this historic crisis. * Observations on Equity -textboxes in each chapter that focus on responses regarding issues of equity, inclusion and diversity. * Leadership Insights - textboxes that quote leaders across the US who particular insights on the topics presented in the chapters.

The contributors place the development of Asian studies programs in small colleges in historical context, make a compelling case for the inclusion of Asian studies in the liberal arts curriculum, and consider the challenges faced in developing and sustaining Asian studies programs and ways of meeting such challenges now and in the future.

The contributors place the development of Asian studies programs in small colleges in historical context, make a compelling case for the inclusion of Asian studies in the liberal arts curriculum, and consider the challenges faced in developing and sustaining Asian studies programs and ways of meeting such challenges now and in the future.

The convergence of online book selling, digital printing, digital document workflow management and the computerization of small parcel logistics created a unique opportunity to create a viable commercial model for printing and supplying books on demand. This innovation was swiftly embraced by the academic publishing community heralding the rescue of the languishing academic monograph. The possibilities captured the imagination of creative academic and niche publishers enabling custom publishing, student editions of monographs, self-compiled wiki books and even the establishment of new university presses and open access publishers. The Impact of Print on-Demand on Academic Books takes an in-depth look at this phenomenon by looking back on two decades of innovation, reviewing the present state of academic publishing with respect to works being printed on demand and compiling the current forecasts and speculation about the future of academic and niche publishing given the impact of print on-demand.

Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. Table of Contents Front Matter Summary 1 Introduction 2 A New Vision of Science Teaching and Learning 3 The Current Status of Science Instruction 4 The K-12 Science Teaching Workforce 5 Science Teachers' Learning Needs 6 Professional Development Programs 7 Teacher Learning in Schools and Classrooms 8 Creating a Supportive Context for Teacher Learning 9 Conclusions, Recommendations, and Directions for Research Appendix: Biographical Sketches of Committee Members and Staff