Part I: Overview of Active Learning and Faculty Development 1. Introduction and Overview of the Book Katherine E. Hudson 2. Advancing Active Learning Globally: Best Practices in Faculty Development Mary Deane Sorcinelli and Aziza Ellozy Part II: Case Studies of Faculty Development Programs 3. Faculty Development for Education in Emergencies: A University-NGO partnership in Kenya Mary Mendenhall and Mary Tangelder 4. Learning about Teaching: A Collaborative Research Exploration of Learner-Centered Pedagogy in Tanzania Matthew A.M. Thomas and Victorini Salema 5. Faculty Development for Teacher Education in Afghanistan Joseph B. Berger, Hassan Aslami, Rohina Amiri, Mujtaba Hedayet, and Hanni S. Thoma 6. Transofrming Teaching toward Student-Centered Learning: A Faculty Development Case of Yunnan University, China Fan Yihong, Wang Ju, Duan Zhuying, and Huang Tianhui 7. Placing the curriculum at the heart of the process: Fostering student-centered pedagogy in Rwanda Rebecca Schendel and Garret Gantner Part III: Recommendations 8. Lessons Learned: Content, Technologies and Processes for Faculty Development of Teaching Cristine Smith and Katherine E. Hudson 9. A Framework for Understanding and Gauging Faculty Change and Evolution in Teaching Cristine Smith

Cristine Smith is Associate Professor of International Education at the University of Massachusetts Amherst, USA.

Katherine E. Hudson is Lecturer of Higher Education and Director of Program Development at the University of Massachusetts Amherst, USA.

Learner-centered approaches to teaching, such as small group discussions, debates, role plays and project-based assignments, help students develop critical thinking, creativity and problem-solving skills. However, more traditional lecture-based approaches still predominate in classrooms in higher education institutions around the world. Faculty development programs can support faculty members to adopt new teaching methods, even in situations where they face significant challenges due to lack of resources, on-going conflict, political upheaval, or the legacy of colonialism in their educational systems. This volume presents research and practice on faculty development for improving teaching in developing countries. Based on the concept that "we teach as we were taught," the case studies in this volume describe ways to organize professional development to help higher education faculty members shift from lecture-based to active learning teaching for students who will become the next generation of teachers, practitioners, professionals and policymakers in their respective countries.