Designing Online Continuing Professional Development for STEM Teacher Education: Models, Strategies, and Practices is a timely and essential contribution to the field. The editors and contributors offer research-informed models, strategies, and real-world examples that not only respond to the challenges of online learning but also reimagine what professional growth for STEM educators can look like in inclusive, digitally connected contexts. This volume bridges theory and practice with clarity and purpose, equipping teacher educators, practitioners, and instructional designers with concrete tools for fostering innovation, equity, and collaboration. It is an indispensable resource for anyone committed to advancing meaningful and accessible professional learning in STEM education.— Matthew Farber, EdD, Associate Professor of Educational Technology, University of Northern ColoradoDesigning Online Continuing Professional Development for STEM Teacher Education is a practical bridge between research rigor and classroom reality. It integrates learning theories, instructional design, technology integration, and STEM pedagogy into a clear, step-by-step guide for online professional development. Grounded in constructionist and design-based learning, it centers on accessibility, culturally responsive practice, and meaningful assessment. This book is essential reading for faculty, instructional designers, and district leaders building scalable and equitable online professional development in teacher education.— Nari Kim, Ph.D., Professor, School of Education and Human Services, University of Wisconsin–OshkoshDesigning Online Continuing Professional Development for STEM Teacher Education is a timely and useful book for anyone seeking to enhance STEM education in contemporary schools, which are increasingly becoming more diverse and interested in new technologies. Editors Heejung An and Woonhee Sung have brought together leading researchers and experts to share research-backed models and practical methods, such as flipped learning, R2D2, TMSR, place-based learning, and AI-infused approaches, that make online professional development easy to access and beneficial. What makes this book different is its strong dedication to diversity, equity, inclusion, and accessibility. This means that every administrator and teacher may find resources and motivation to help all of their children. This book provides you with the vision and real-life examples you need to create online professional learning that truly transforms your school teaching. Curriculum designers and school administrators will also find useful information here.— Marc A. Medley, Principal, Paterson Public Schools; Book Talk Radio Host, 88.7 FM and gobrave.org (Brave New Radio)This timely book addresses today’s rapid advancement of technology and offers practical and plentiful resources for the professional development of STEM educators who are struggling to keep apace. The authors understand that online environments require attention to thoughtful instructional design that ensures meaningful teaching and learning. They offer research informed methods, models, and strategies for Continuous Professional Development of STEM educators and administrators. This book is an excellent resource for not only STEM educators but for anyone interested in staying informed on best practices in STEM education and online professional development.— Geraldine Mongillo, PhD, Professor Emerita, Department of Educational Leadership and Professional Studies, William Paterson UniversityDesigning Online Continuing Professional Development for STEM Teacher Education is an indispensable resource that bridges research and practice to support educators, leaders, and instructional designers. With research-informed models, real-world case studies, and a strong commitment to diversity, equity, inclusion, and accessibility, this book offers practical strategies for designing meaningful and impactful online professional learning. It is a must-read for anyone dedicated to advancing STEM education through innovative and inclusive professional development.— Meina Zhu, PhD., Associate Professor, Wayne State University
