Enhancing Faculty Professional Development: A Quest to Empower Lecturers in Collaborative Active Learning

In today’s active learning scenario, the focus is on student learning and less on teaching. Enhancing Faculty Professional Development: A Quest to Empower Lecturers in Collaborative Active Learning provides tips and advice to empower lecturers in collaborative active learning through faculty professional development. The book is written for professional development (PD) practitioners and faculty developers as primary audience, it will also appeal to teacher educators, deans, education academy directors, lecturers, and students. Building on a user-friendly approach of faculty professional development, the book offers evidence-based insights from research findings. Drawing from the author’s rich experiences as a professional development facilitator, Enhancing Faculty Professional Development offers practical tips for reshaping assessment and feedback practices, and design of learning activities aided by technologies including artificial intelligence. It recognises the importance of social media and digital technologies to support engagement and interaction in formal and informal learning spaces. This thought-provoking book provides practical strategies for incorporating collaborative active learning into teaching, while exploring the potential of faculty professional development to transform traditional teaching practices. This allows readers to discover how faculty professional development can help with the adoption of student-centred approaches and address personal and professional changes. Each chapter introduces a basic concept of collaborative active learning, explains the connections between research findings and their practicalities in real-world learning and teaching settings, and provides firm examples of how the interventions could be used in a variety of disciplines. Specially designed blended learning workshops in each chapter allow participants to collaboratively engage in purposeful critical discourse and reflection over the depth and breadth of the training content of their own unique needs. Readers are encouraged and supported to unlock the full potential of collaborative active learning and embrace its transformative power to take their professional careers to the next level.

Table of Contents:
Chapter 1. Faculty Professional Development – Framework, Perceptions and Digital Chapter 2. Theoretical Perspectives of Collaborative Active Learning in Faculty Professional Development Chapter 3. Assessment and Feedback Practices Related to Collaborative Active Learning and Faculty Professional Development Chapter 4. Learning Activities for Faculty Professional Development in Support of Collaborative Active Learning Chapter 5. Technologies and Learning Spaces for Faculty Professional Development in Collaborative Active Learning Chapter 6. Community-based Lecturer e-Training Programme (CLeP) for Faculty Professional Development

About the Author :
Chan Chang-Tik is a Senior Fellow, Higher Education Academy (SFHEA) and a former senior lecturer at Monash University Malaysia.

Review :
Enhancing Faculty Professional Development: A Quest to Empower Lecturers in Collaborative Active Learning by Dr Chan Chang-Tik takes a research-based yet highly practical approach to designing and delivering professional development for teachers. Endorsing a constructivist view of learning, each chapter provides foundational knowledge for professional developers and a well-developed workshop plan for actively engaging teachers in meaningful professional learning experiences and practice activities. Written in first-person makes reading this chapter-by-chapter professional development guide feel less like a book and more like a close conversation with a master teacher. In Enhancing Faculty Professional Development: A Quest to Empower Lecturers in Collaborative Active Learning, Dr Chan Chang-Tik skillfully integrates research-based best practices for learning and teaching in a lively, practical way that addresses instructors’ perennial question: “I taught it. Why didn’t they learn it?”   Drawing upon social constructivist theory, Social Interdependence Theory (SIT), the Framework of Participation (FP), and rich personal experience, Dr. Chang-Tik takes us through a series of workshop activities designed to build deep professional peer learning communities among instructors in service to their own and their students’ learning. These workshops include co-regulated group participation, assessment and feedback, and are applicable in face-to-face or online learning environments incorporating current 21st-century technologies.    Because it so thoroughly and clearly presents theoretical foundations and concrete applications, this book will be a rich resource for instructor professional development in any educational setting.