This document outlines the development of an impactful academic professional development program. It discusses key aspects of developing such a program including: - Covering four main areas: teaching and learning, curriculum development, scholarship of teaching and learning, and academic leadership. - Establishing three levels (basic, intermediate, advanced) of certification programs with modules mapping to competencies. - Designing the program to improve teaching quality, shift focus to student learning, and build an institutional culture of intellectual dynamism. - Highlighting factors for an effective program such as conducting needs assessments, preparing competent trainers, and establishing collaboration and feedback.

1. DEVELOPING AN IMPACTFUL
ACADEMIC PROFESSIONAL
DEVELOPMENT PROGRAM
Abd Karim Alias
(akarim@usm.my)
Centre for Development of
Academic Excellence (CDAE)
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2. What is world class education?
Not only about imparting knowledge, but also…
Not only about imparting knowledge, but also…
to inculcate skills and…
to inculcate skills and…
instill values.
instill values.
Image source: PTPM, USM
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Abd Karim Alias@2013

3. Academic Ecosystem
Program
Lecturers
Leadership
Quality
Assessment
Students
Pedagogy
Curriculum
APEX 2nd PHASE Modes & medium
TRANSFORMING BEYOND 2013 delivery
of
Academic
By: Profesor Ahmad Shukri Mustapha
Learning
Environment
Recognition
Accountability
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4. Academic Ecosystem
Lecturers
Students
Program
ACADEMICIAN ATTRIBUTES
Pedagogy passion & highly committed
Curriculum
• Driven by
APEX 2 PHASE
TRANSFORMING BEYOND 2013
Project positive image & inspiring
nd
Mastered the subject domain
Leadership
Practiced sound Modes &
pedagogy
Commit to continuous professional
medium of
learning
delivery
Quality
• Creative & innovative
Assessment
• Digitally literate
• Good networking & work
collaboratively with industry
Learning
• Aware of Mustapha and future trends
By:
Recognition Profesor Ahmad Shukri the current
Environmen
Accountabilit
in higher education
• Lifelong learner
t
y
• Global mindset
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•
•
•
•
Academic

5. Point B: A Scholar
The distance can be huge
& the path may not be
obvious
Point A: Just an
ordinary
academician
Image source: http://office.microsoft.com/en-
Abd Karim Alias@2010
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6. SCHOLARSHIP
"Scholarship is teaching,
discovery, integration, application
and engagement”
Abd Karim Alias@2014
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7. BOYER’S 4
DOMAINS OF
SCHOLARSHIP
Abd Karim Alias@2014
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8. BOYER’S MODEL OF SCHOLARSHIP
•
The scholarship of discovery that includes
original research that advances
knowledge;
•
The scholarship of teaching and learning
that the systematic study of teaching and
learning processes;
•
The scholarship of integration that involves
synthesis of information across disciplines,
across topics within a discipline, or across
time;
•
The scholarship of application
(engagement) — engaging
peers/community
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9. What is an excellent educator in
the 21st century?
Doing the
right thing
What is the
faculty able
to do
Core
competencies

10. What is an excellent educator in
the 21st century?
Doing the
thing right
Doing the
right thing
What is the
faculty able
to do
Core
competencies
How the faculty
approaches their
teaching
Scientific principles of
Scientific principles of
education
education
Ethics & attitude
Ethics & attitude
Decision making
Decision making
Teamwork
Teamwork

11. What is an excellent educator in
the 21st century?
Doing the
thing right
Doing the
right thing
What is the
faculty able
to do
The right
person do it
The faculty as a
professional
Core
competencies
How the faculty
approaches their
teaching
Scientific principles of
Scientific principles of
education
education
Ethics & attitude
Ethics & attitude
Decision making
Decision making
Teamwork
Teamwork
Professional development
Professional development
Self-assessment
Self-assessment

12. SoTL Level
Contributing to
educational mission
QUALITY
SCHOLARLY
TEACHING
Advancing knowledge
in the field
SoTL Goal Setting
SCHOLARSH
IP OF
TEACHING
Engagement in
educational community
SCHOLARSHIP OF TEACHING
(SoTL)
QUANTITY

13. “Formal and informal means of
helping teachers not only learn
new skills but also develop new
insights into pedagogy and their
own practice, and explore new
or advanced understandings of
content and resources”
Grant, C. M. Professional development in a technological age: New
definitions, old challenges, new resources [Available online]
Abd Karim Alias@2011
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14. • To update individuals’ knowledge
and skills of a subject in light of
recent advances in the area
• To update individuals’ skills &
approaches in light of the
development of new teaching
techniques & new educational
research
• To help teachers become more
effective
Abd Karim Alias@2011
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15. ROLES OF ACADEMIC PD PROGRAM
•
To elevate the status and quality of
teaching & learning at the institution;
•
To shift the focus of teaching from
teacher performance to student learning;
•
To bridge the gap between teaching and
research, generating a more meaningful
role for teaching at research universities;
•
To build an institutional culture of
intellectual dynamism (hungry for
knowledge)
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16. PD program IS NOT a
remediation!
Abd Karim Alias@2013
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17. PD PROGRAM FOR ACADEMICS
FOUR MAJOR AREAS
(70%)
(10%)
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18. CERTIFICATE PROGRAM
THREE LEVELS
•
•
•
Basic
Intermediate
Advanced
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19. PD PROGRAM FOR ACADEMICS
BASIC
BASIC
INTERMEDIATE
INTERMEDIATE
ADVANCED
ADVANCED
100%
100%
75
75
%
%
CD, SoTL, AL
modules (15%)
CD, SoTL, AL
modules (10%)
T & L modules level 2
and 3 (15%)
25
25
%
%
T & L modules
level 1 (25%)
New lecturers
CD, SoTL, AL
modules (15%)
T & L modules level 2
and 3 (20%)
T & L modules level
1 and 2 (25%)
T & L modules level
1 and 2 (25%)
T & L modules
level 1 (25%)
T & L modules
level 1 (25%)
Lecturers
5 to 10 years
Lecturers
>10 years
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20. PD PROGRAM FOR ACADEMICS
1. TEACHING & LEARNING
•
•
•
•
•
•
•
•
•
•
Philosophy of education
Adult learning theories
Neurocognitive & the science of learning
Effective teaching strategies
Instructional design
Technology-enhanced learning
Blended learning (flipped classroom)
Assessment
Effective course management
Teaching portfolio
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21. COMPETENCY MAPPING
PD PROGRAM
FOR ACADEMICS
1. TEACHING & LEARNING
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22. PD PROGRAM FOR ACADEMICS
T & L MODULES
Ultimately to achieve alignment
of learning outcomes with
learning activities & assessment.
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23. PD PROGRAM FOR ACADEMICS
2. CURRICULUM DEVELOPMENT
Curriculum development includes a variety
of activities around the creation of planned
curriculum, pedagogy, instruction, and
delivery methods for guiding student
learning.
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24. PD PROGRAM FOR ACADEMICS
3. SCHOLARSHIP OF TEACHING
& LEARNING (SoTL)
The scholarship of teaching and learning
(SoTL) is a way of treating teaching as a
scholarly activity by posing questions about
student learning and its relationship to the
ways in which they are taught.
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25. PD PROGRAM FOR ACADEMICS
3. SCHOLARSHIP OF TEACHING
& LEARNING (SoTL)
Lecturers can bridge the gap between their
research and their teaching identities by
asking and answering meaningful questions
about teaching and learning in ways that
align with their disciplinary research
practices.
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26. PD PROGRAM FOR ACADEMICS
4. ACADEMIC LEADERSHIP
Preparing the future managers…
Setting academic priorities, evaluating
faculty, succession planning, making the
transition from faculty to administrator, the
issues and leadership responsibilities.
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27. TEACHING CERTIFICATE PROGRAM
BASIC CERTIFICATE FOR NEW LECTURERS
MODULE 1. Theory & practice of teaching and learning
in higher education
MODULE 2. Effective approach to student-centered
learning
MODULE 3. Teaching Large Classes
MODULE 4. Creating an effective and engaging
classroom
MODIULE 5. Technology-enhanced learning
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28. TEACHING CERTIFICATE PROGRAM
BASIC CERTIFICATE FOR NEW LECTURERS
MODULE 6. Managing Classroom Dynamics
MODULE 7. Assessment of Learning
MODULE 8. Microteaching
MODULE 9. Assessment of Teaching (Developing a
Reflective Teaching Practice)
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29. EFFECTIVE PD PROGRAM*
ASPECTS TO CONSIDER
•
•
Prepare competent trainers.
•
Build a culture for learning based on
collaboration, teamwork, and shared
vision.
Design and implement a variety of
programs to meet diverse needs.
*http://www.facultyfocus.com/articles/faculty-development/a-checklist-for-effective-faculty-development-programs/
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30. EFFECTIVE PD PROGRAM*
ASPECTS TO CONSIDER
•
Conduct a needs assessment to establish
relevant program outcomes.
•
Understand the roles and expectations of
your participants.
•
Develop respect and trust with your
participants as learners.
•
Develop a good mix of theory and
practical approach.
*http://www.facultyfocus.com/articles/faculty-development/a-checklist-for-effective-faculty-development-programs/
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31. EFFECTIVE PD PROGRAM*
ASPECTS TO CONSIDER
•
•
•
Conduct an interactive session
Solicit timely and effective feedback.
Use the feedback to improve the training
program.
*http://www.facultyfocus.com/articles/faculty-development/a-checklist-for-effective-faculty-development-programs/
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32. CDAE publications
03/01/2013
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33. Bengkel Pembangunan Modul SCL
03/01/2012
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34. Training & Workshops

35. Open Educational Resources (OER)
Workshop

36. Open Educational Resources (OER)
Workshop

37. Training & Workshops
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38. Training & Workshops

39. ToT Workshop

40. Open Educational Resources (OER)
Briefing

41. Abd Karim Alias@2013
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43. Abd Karim Alias@2013
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44. Peter Drucker, the management
guru, said…
“Plans are only
good intentions
unless they
immediately
degenerate into
hard work”
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Abd Karim Alias@2011