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.