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Active learning is widely promoted in higher education, yet research and practice often suffer from limited transparency regarding the instruments used to design, implement, and evaluate active learning–oriented faculty professional development (PD). While many studies report positive outcomes, fewer provide sufficiently detailed descriptions of the pedagogical frameworks, inventories, lesson planning tools, and data collection instruments that enable replication or adaptation across contexts. This article addresses this gap by presenting a coherent set of research and design instruments developed and applied within a doctoral study and an associated qualitative case study of an asynchronous, microlearning-based faculty PD program. Grounded in constructivism and operationalized through Fink’s Active Learning Design model, the instrument set includes: (a) Fink’s active learning lesson plan flow and rubric (2003), (b) a low–moderate–high complexity Active Learning Inventory by van Amburgh (2007), (c) a microlearning-oriented MOOC design framework, (d) an online community of practice (CoP) design, and (e) semi-structured interview, observation, and reflection protocols adapted from evidence-based studies. Rather than reporting empirical findings, this paper documents the structure, purpose, and application logic of each instrument to support reuse, adaptation, and conceptual transfer by other researchers and instructional designers.