Aligning Theory and Practice: Developing the Concept of Curriculum Alignment through Faculty Education

Abstract

This study explored faculty members' knowledge, perceptions, and application of the concept of curriculum alignment (CA) after completing educational workshops at a large public university in Saudi Arabia. The research focused on two questions: 1) Is there a significant gain in the participants' knowledge of the concept and elements of CA post workshops; and, 2) What are participants' perceptions and application of the concept upon return to their colleges/departments. The mixed-method research design included a pre/post-test instrument (n = 202) and semi-structured interviews (n=10) with participants who completed four faculty development sessions focused on curriculum concepts: 1) curriculum foundations, 2) teaching and learning strategies, 3) lesson design, and 4) assessment. Statistical analyses of pre/post workshop results and a content analysis of interview responses post workshops explored the knowledge and perceptions of participants. The quantitative results showed a significant gain post-workshop in all four areas of CA, however, limited knowledge of the concept overall, with the exception of lesson design. The content analysis revealed three themes based on the participants' perceptions and subsequent application of the concepts: 1) strong awareness and application of teaching strategies; 2) a basic foundation of CA; however, 3) minimal understanding and application of the deeper concepts of and connection between elements of CA. The study concludes with implications for future development focused on more cohesive faculty education in CA, curriculum-related competences linked to faculty development, and sustainable application of curriculum concepts learned in the colleges/programs.

“Because more trust now”: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice

“…In the context of this study, the relatively recent launch of faculty development in higher education in Saudi Arabia, over the last 13 years, was largely in response to enhanced teaching quality standards and standardized student qualifications and accreditation (Muammar & Deraney, 2019). As a result, within the last decade, faculty development research in Saudi higher education has grown substantially with studies primarily focused on the overall need for faculty development (Al-Hattami et al, 2013) and the impact of programs such as mentoring and in-depth continuing education programs (Alghamdi, 2018;Alkhatnai, 2021;AlRweithy & Alsaleem, 2015;Deraney & Al-Ghamdi, 2020;Deraney & Khanfar, 2020;Muammar & Deraney, 2019;Muammar & Alkathiri, 2021). However, as in the international context, few studies, if any, heretofore have focused on the challenges, practices, or academic growth within faculty development communities in Saudi Arabian higher education.…”

Voices of Future Educators: Graduate Students’ Conceptions about Teaching and Learning in Higher Education

“…In concurrence with Bruce and Gerber (1995), four clear patterns emerged in the teachers' descriptions from student as "passive recipients" to "active creators" (p. 372), specifically teaching as knowledge transfer, building student-teacher relationships, student-centered interaction, and finally student-centered learning. Unlike most current faculty development programs in Saudi higher education, which focuses on practical strategies and activities (Deraney & Khanfar, 2020;Elmahdi, Muammar, & Al-Hattami, 2015), Åkerlind (2004) suggests that faculty academic development should emphasize the "conceptual understanding of the nature of teaching and learning, in contrast to the traditional approach of focusing on teaching methods and techniques" (pp. 373-374).…”