%0 Book %A National Research Council %E Hawley, Willis D. %E Ready, Timothy %T Measuring Access to Learning Opportunities %@ 978-0-309-08897-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10673/measuring-access-to-learning-opportunities %> https://nap.nationalacademies.org/catalog/10673/measuring-access-to-learning-opportunities %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %K Surveys and Statistics %P 143 %X Since 1968 the Elementary and Secondary School Civil Rights Compliance Report (known as the E&S survey) has been used to gather information about possible disparities in access to learning opportunities and violations of students’ civil rights. Thirty-five years after the initiation of the E&S survey, large disparities remain both in educational outcomes and in access to learning opportunities and resources. These disparities may reflect violations of students’ civil rights, the failure of education policies and practices to provide students from all backgrounds with a similar educational experience, or both. They may also reflect the failure of schools to fully compensate for disparities and current differences in parents’ education, income, and family structure. The Committee on Improving Measures of Access to Equal Educational Opportunities concludes that the E&S survey continues to play an essential role in documenting these disparities and in providing information that is useful both in guiding efforts to protect students’ civil rights and for informing educational policy and practice. The committee also concludes that the survey’s usefulness and access to the survey data could be improved. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Wilson, Suzanne %E Schweingruber, Heidi %E Nielsen, Natalie %T Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts %@ 978-0-309-38018-8 %D 2015 %U https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts %> https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X 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. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Pandya, Rajul %E Dibner, Kenne Ann %T Learning Through Citizen Science: Enhancing Opportunities by Design %@ 978-0-309-47916-5 %D 2018 %U https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design %> https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design %I The National Academies Press %C Washington, DC %G English %K Education %P 204 %X In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science. Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science. Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Cuff, Patricia A. %E Forstag, Erin Hammers %T Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop %@ 978-0-309-69298-4 %D 2022 %U https://nap.nationalacademies.org/catalog/26695/exploring-the-role-of-health-professional-students-and-trainees-as-members-of-the-health-workforce-during-crises %> https://nap.nationalacademies.org/catalog/26695/exploring-the-role-of-health-professional-students-and-trainees-as-members-of-the-health-workforce-during-crises %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 120 %X The onset of COVID-19 pandemic and inundation of the U.S. health care system emphasized infrastructural and health professional education vulnerabilities. A planning committee of the National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education conducted a series of public workshops in the fall of 2021 to explore whether students and trainees should be viewed as members of the health workforce, particular in times of emergency as was experienced during the COVID-19 public health crisis. The planning committee gathered educators, students, administrators, and health professionals to share ideas, experiences, and data to strategize expansion of learning opportunities for medical trainees and enhancement of medical preparedness to unforeseen crises without compromising the quality of patient care. The workshops explored issues such as identifying evidence on value-added roles for students to serve in the delivery of care and in a public health capacity, and balancing the role of learners as consumers (tuition payers) and not licensed providers versus members of the health workforce. This Proceedings highlights presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Cuff, Patricia A. %E Forstag, Erin Hammers %T Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 1: Proceedings of a Workshop %@ 978-0-309-68254-1 %D 2021 %U https://nap.nationalacademies.org/catalog/26210/lessons-learned-in-health-professions-education-during-the-covid-19-pandemic-part-1 %> https://nap.nationalacademies.org/catalog/26210/lessons-learned-in-health-professions-education-during-the-covid-19-pandemic-part-1 %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 84 %X During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020. The first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Floden, Robert %E Stephens, Amy %E Scherer, Layne %T Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace %@ 978-0-309-49903-3 %D 2020 %U https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice %> https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Understanding the Rules of Life Program: Scientific Advancements and Future Opportunities %D 2023 %U https://nap.nationalacademies.org/catalog/27021/understanding-the-rules-of-life-program-scientific-advancements-and-future %> https://nap.nationalacademies.org/catalog/27021/understanding-the-rules-of-life-program-scientific-advancements-and-future %I The National Academies Press %C Washington, DC %G English %K Biology and Life Sciences %P 28 %X In 2023, the National Academies held a series of facilitated workshops to gather information on progress to date on projects funded by the National Science Foundation (NSF) Understanding the Rules of Life (URoL) program. A fundamental goal of the URoL program is to identify the causal, predictive relationships that drive how life functions—a concept articulated as the "rules of life." Principal investigators of the URoL program shared findings from their research and how those findings might contribute to identifying rules of life that are generalizable across fields and scales. Participants also discussed how they have incorporated multidisciplinary, systems-level approaches into their work. This booklet highlights the program's focus areas and reach, major scientific breakthroughs, and lessons for research and education across scientific disciplines. This booklet is intended for policy and lay audiences interested in learning more about the goals and opportunities of NSF's URoL program. %0 Book %A National Research Council %T Identifying and Supporting Productive STEM Programs in Out-of-School Settings %@ 978-0-309-37362-3 %D 2015 %U https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %> https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Johnson, Anne Frances %T Data Analytics and What It Means to the Materials Community: Proceedings of a Workshop %@ 978-0-309-66408-0 %D 2021 %U https://nap.nationalacademies.org/catalog/25628/data-analytics-and-what-it-means-to-the-materials-community %> https://nap.nationalacademies.org/catalog/25628/data-analytics-and-what-it-means-to-the-materials-community %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 82 %X Emerging techniques in data analytics, including machine learning and artificial intelligence, offer exciting opportunities for advancing scientific discovery and innovation in materials science. Vast repositories of experimental data and sophisticated simulations are being utilized to predict material properties, design and test new compositions, and accelerate nearly every facet of traditional materials science. How can the materials science community take advantage of these opportunities while avoiding potential pitfalls? What roadblocks may impede progress in the coming years, and how might they be addressed? To explore these issues, the Workshop on Data Analytics and What It Means to the Materials Community was organized as part of a workshop series on Defense Materials, Manufacturing, and Its Infrastructure. Hosted by the National Academies of Sciences, Engineering, and Medicine, the 2-day workshop was organized around three main topics: materials design, data curation, and emerging applications. Speakers identified promising data analytics tools and their achievements to date, as well as key challenges related to dealing with sparse data and filling data gaps; decisions around data storage, retention, and sharing; and the need to access, combine, and use data from disparate sources. Participants discussed the complementary roles of simulation and experimentation and explored the many opportunities for data informatics to increase the efficiency of materials discovery, design, and testing by reducing the amount of experimentation required. With an eye toward the ultimate goal of enabling applications, attendees considered how to ensure that the benefits of data analytics tools carry through the entire materials development process, from exploration to validation, manufacturing, and use. This publication summarizes the presentations and discussion of the workshop. %0 Book %A National Research Council %T Developing a 21st Century Global Library for Mathematics Research %@ 978-0-309-29848-3 %D 2014 %U https://nap.nationalacademies.org/catalog/18619/developing-a-21st-century-global-library-for-mathematics-research %> https://nap.nationalacademies.org/catalog/18619/developing-a-21st-century-global-library-for-mathematics-research %I The National Academies Press %C Washington, DC %G English %K Math, Chemistry, and Physics %K Surveys and Statistics %P 142 %X Like most areas of scholarship, mathematics is a cumulative discipline: new research is reliant on well-organized and well-curated literature. Because of the precise definitions and structures within mathematics, today's information technologies and machine learning tools provide an opportunity to further organize and enhance discoverability of the mathematics literature in new ways, with the potential to significantly facilitate mathematics research and learning. Opportunities exist to enhance discoverability directly via new technologies and also by using technology to capture important interactions between mathematicians and the literature for later sharing and reuse. Developing a 21st Century Global Library for Mathematics Research discusses how information about what the mathematical literature contains can be formalized and made easier to express, encode, and explore. Many of the tools necessary to make this information system a reality will require much more than indexing and will instead depend on community input paired with machine learning, where mathematicians' expertise can fill the gaps of automatization. This report proposes the establishment of an organization; the development of a set of platforms, tools, and services; the deployment of an ongoing applied research program to complement the development work; and the mobilization and coordination of the mathematical community to take the first steps toward these capabilities. The report recommends building on the extensive work done by many dedicated individuals under the rubric of the World Digital Mathematical Library, as well as many other community initiatives. Developing a 21st Century Global Library for Mathematics envisions a combination of machine learning methods and community-based editorial effort that makes a significantly greater portion of the information and knowledge in the global mathematical corpus available to researchers as linked open data through a central organizational entity-referred to in the report as the Digital Mathematics Library. This report describes how such a library might operate - discussing development and research needs, role in facilitating discover and interaction, and establishing partnerships with publishers. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Cuff, Patricia A. %E Perez, Megan M. %T Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop %@ 978-0-309-44925-0 %D 2017 %U https://nap.nationalacademies.org/catalog/23636/exploring-the-role-of-accreditation-in-enhancing-quality-and-innovation-in-health-professions-education %> https://nap.nationalacademies.org/catalog/23636/exploring-the-role-of-accreditation-in-enhancing-quality-and-innovation-in-health-professions-education %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Education %P 150 %X The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. It is the combination of institution or program accreditation with individual licensure—for confirming practitioner competence—that governments and professions use to reassure the public of the capability of its health workforce. Accreditation offers educational quality assurance to students, governments, ministries, and society. Given the rapid changes in society, health, and health care, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in April 2016, aimed to explore global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. Participants explored the effect of societal shifts on new and evolving health professional learning opportunities to best ensure quality education is offered by institutions regardless of the program or delivery platform. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Academy of Engineering %E Dutta, Debasish %T Lifelong Learning Imperative in Engineering: Summary of a Workshop %@ 978-0-309-15118-4 %D 2010 %U https://nap.nationalacademies.org/catalog/12866/lifelong-learning-imperative-in-engineering-summary-of-a-workshop %> https://nap.nationalacademies.org/catalog/12866/lifelong-learning-imperative-in-engineering-summary-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 38 %X The 21st century is witnessing a rapid increase in the pace of knowledge creation in the sciences and engineering. Competing in this global economy requires a science and engineering workforce that is consistently at the technological forefront. Dr. Charles Vest, President of the National Academy of Engineering, in a speech at the University of Michigan on October 15, 2007, put it simply: prospering in the knowledge age requires people with knowledge. The purpose of the Lifelong Learning Imperative Workshop, summarized in this volume, was to consider learning opportunities for the engineering professional. The participants in the workshop addressed the necessity of lifelong learning, the history of continuing education, possible delivery systems, systems used by other professions, and the current state of learning when viewed in the light of the rapid rate of technological change. %0 Book %T %D %U %> %I The National Academies Press %C Washington, DC %G English %P %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Gentile, James %E Brenner, Kerry %E Stephens, Amy %T Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities %@ 978-0-309-45280-9 %D 2017 %U https://nap.nationalacademies.org/catalog/24622/undergraduate-research-experiences-for-stem-students-successes-challenges-and-opportunities %> https://nap.nationalacademies.org/catalog/24622/undergraduate-research-experiences-for-stem-students-successes-challenges-and-opportunities %I The National Academies Press %C Washington, DC %G English %K Education %P 278 %X Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful. %0 Book %T %D %U %> %I The National Academies Press %C Washington, DC %G English %P %0 Book %A Institute of Medicine %A National Research Council %E Olson, Steve %T Toward an Integrated Science of Research on Families: Workshop Report %@ 978-0-309-18627-8 %D 2011 %U https://nap.nationalacademies.org/catalog/13085/toward-an-integrated-science-of-research-on-families-workshop-report %> https://nap.nationalacademies.org/catalog/13085/toward-an-integrated-science-of-research-on-families-workshop-report %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 112 %X Demographic changes, immigration, economic upheavals, and changing societal mores are creating new and altered structures, processes, and relationships in American families today. As families undergo rapid change, family science is at the brink of a new and exciting integration across methods, disciplines, and epistemological perspectives. The purpose of The Science of Research on Families: A Workshop, held in Washington, DC, on July 13-14, 2010, was to examine the broad array of methodologies used to understand the impact of families on children's health and development. It sought to explore individual disciplinary contributions and the ways in which different methodologies and disciplinary perspectives could be combined in the study of families. Toward an Integrated Science of Research on Families documents the information presented in the workshop presentations and discussions. The report explores the idea of family research as being both basic and applied, offering opportunities for learning as well as intervention. It discusses research as being most useful when organized around particular problems, such as obesity or injury prevention. Toward an Integrated Science of Research on Families offers a problem-oriented approach that can guide a broad-based research program that extends across funders, institutions, and scientific disciplines. %0 Book %A Institute of Medicine %E Grossmann, Claudia %E Powers, Brian %E Sanders, Julia %T Digital Data Improvement Priorities for Continuous Learning in Health and Health Care: Workshop Summary %@ 978-0-309-25941-5 %D 2013 %U https://nap.nationalacademies.org/catalog/13424/digital-data-improvement-priorities-for-continuous-learning-in-health-and-health-care %> https://nap.nationalacademies.org/catalog/13424/digital-data-improvement-priorities-for-continuous-learning-in-health-and-health-care %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Computers and Information Technology %P 78 %X Digital health data are the lifeblood of a continuous learning health system. A steady flow of reliable data is necessary to coordinate and monitor patient care, analyze and improve systems of care, conduct research to develop new products and approaches, assess the effectiveness of medical interventions, and advance population health. The totality of available health data is a crucial resource that should be considered an invaluable public asset in the pursuit of better care, improved health, and lower health care costs. The ability to collect, share, and use digital health data is rapidly evolving. Increasing adoption of electronic health records (EHRs) is being driven by the implementation of the Health Information Technology for Economic and Clinical Health (HITECH) Act, which pays hospitals and individuals incentives if they can demonstrate that they use basic EHRs in 2011. Only a third had access to the basic features necessary to leverage this information for improvement, such as the ability to view laboratory results, maintain problem lists, or manage prescription ordering. In addition to increased data collection, more organizations are sharing digital health data. Data collected to meet federal reporting requirements or for administrative purposes are becoming more accessible. Efforts such as Health.Data.gov provide access to government datasets for the development of insights and software applications with the goal of improving health. Within the private sector, at least one pharmaceutical company is actively exploring release of some of its clinical trial data for research by others. Digital Data Improvement Priorities for Continuous Learning in Health and Health Care: Workshop Summary summarizes discussions at the March 2012 Institute of Medicine (2012) workshop to identify and characterize the current deficiencies in the reliability, availability, and usability of digital health data and consider strategies, priorities, and responsibilities to address such deficiencies. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Pathways to Urban Sustainability: Challenges and Opportunities for the United States %@ 978-0-309-44453-8 %D 2016 %U https://nap.nationalacademies.org/catalog/23551/pathways-to-urban-sustainability-challenges-and-opportunities-for-the-united %> https://nap.nationalacademies.org/catalog/23551/pathways-to-urban-sustainability-challenges-and-opportunities-for-the-united %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %P 192 %X Cities have experienced an unprecedented rate of growth in the last decade. More than half the world’s population lives in urban areas, with the U.S. percentage at 80 percent. Cities have captured more than 80 percent of the globe’s economic activity and offered social mobility and economic prosperity to millions by clustering creative, innovative, and educated individuals and organizations. Clustering populations, however, can compound both positive and negative conditions, with many modern urban areas experiencing growing inequality, debility, and environmental degradation. The spread and continued growth of urban areas presents a number of concerns for a sustainable future, particularly if cities cannot adequately address the rise of poverty, hunger, resource consumption, and biodiversity loss in their borders. Intended as a comparative illustration of the types of urban sustainability pathways and subsequent lessons learned existing in urban areas, this study examines specific examples that cut across geographies and scales and that feature a range of urban sustainability challenges and opportunities for collaborative learning across metropolitan regions. It focuses on nine cities across the United States and Canada (Los Angeles, CA, New York City, NY, Philadelphia, PA, Pittsburgh, PA, Grand Rapids, MI, Flint, MI, Cedar Rapids, IA, Chattanooga, TN, and Vancouver, Canada), chosen to represent a variety of metropolitan regions, with consideration given to city size, proximity to coastal and other waterways, susceptibility to hazards, primary industry, and several other factors. %0 Book %T %D %U %> %I The National Academies Press %C Washington, DC %G English %P %0 Book %T %D %U %> %I The National Academies Press %C Washington, DC %G English %P