Problem Community-engaged research (CEnR) is a complex, collaborative process that presents many challenges and requires investment of time and commitment by both community and university research partners. Purpose This paper describes the experience of a group of university and community members developing a set of guidelines for the ethical conduct of CEnR projects. Key Points The paper outlines the process of guideline development and lessons learned from this collaborative effort, which was based upon approaches and methods of community-based participatory research (CBPR). Conclusions The guidelines are included and may serve as a framework to be individualized by other partnerships. Our experience shows that the very process of review, revision, and engagement is extremely helpful in creating a framework that works for the specific communities and for establishing working relationships among the partners so that all stakeholders feel ownership and investment in the framework and the collaborative research efforts.

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This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

is a Ph.D student at Arizona State University in the Fulton Schools of Engineering Polytechnic School. He earned a B.S. in Computer Science and a M.S. in Software Engineering, both from XI'an Jiaotong University in China. He also received a M.S.E in Industrial Engineering from Arizona Stat University. Zhen's research interest include engineering student mentor-ship ability development, engineering research center education and diversity impact evaluation, engineering student adaptability development, and engineering graduate student attrition. Combining strength of mathematics modeling and statistics, 5+ years experience in collegiate teaching, Zhen is passionate and dedicated in preparing future engineering work force.