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Coordinators from six career programs in the arts and medical studies at Dawson met regularly throughout the Fall 2024 semester to work on improving program and course alignment to meet program competencies. The participating programs were: Medical Ultrasound, Diagnostic Imaging and Radiation Oncology, from the Science, Medical Studies and Engineering sector, and Interior Design, Product Design (Industrial Design) and Illustration, from the Creative and Applied Arts sector.

The project was initiated and facilitated by Einat Idan and Monica Lopez, pedagogical counsellors at Dawson鈥檚 Office of Academic Development with support by Vanessa Lyness and Chao Zhang. Einat and Monica shared the project with colleagues from Dawson and the other English-language CEGEPs in Quebec during a talk at Intercollegiate Ped Day on Jan. 14.

Part of OAD鈥檚 role is to accompany programs through the process of a ministerial revision. Over many years, the pedagogical counsellors have been guiding writing committees in developing their vision for their program while also adhering to the ministerial requirements. But naturally, with time, comes the realization that there has been some 鈥渄rift鈥� from the original plan or that that plan needs to be re-examined. That is the point where this project comes in.

The participating programs are all at different points of their program lifecycle. 鈥淭he program designers and writers put so much work into designing or revising a program, it is important to support programs to stay on track – whether it鈥檚 been running for a few cohorts or many years,鈥� Einat said.

The college was able to secure 鈥渄edicated time and support from both peers and OAD to do this curricular alignment work, which ensures that the vision for their program is woven into the courses,鈥� Einat explained in an interview with the Communications Office.

During their Ped Day talk, Einat and Monica explained that 鈥渁 program is aligned when:

• each course has a clear and distinct role in the development of the program competencies (and when)
• learning outcomes of each course effectively translate the role of the course in developing the competencies.鈥�

The key challenge that the project addresses is ensuring that courses build on each other to add up to the overall program competencies. With curricular alignment, teachers in a program develop a shared and clear understanding about how courses share the development of competencies throughout the program. This allows them to be more intentional about the gaps and overlaps in the content and learning experiences in each course.

At the weekly meetings, the group worked on exercises to review program matrices, revise course design documents/frameworks, write course learning outcomes, determine a competency development strategy, and refine course assignments and assessments to align with the learning outcomes. Faculty worked individually, and with the support of the Pedagogical Counsellors, towards achieving their own curricular alignment objectives.

Benefits for participants included:

• Developing a common pedagogical vocabulary (alignment, learning outcomes, competency development strategy)
• More granular understanding, each of their own program (from in-depth work on an authentic program alignment problem)
• Time to work on a self-selected, high-value alignment issue within their program, with guidance and support
• Increased confidence as program coordinators (in their pedagogical role)
• Learning and support from colleagues from other technical programs (from two different sectors)
• Intention to continue the alignment efforts with other department faculty members.

鈥淲e are hoping to get to a critical mass where most teachers are aware (if they aren鈥檛 already) of these concepts and feel more confident as they try to walk this path,鈥� said Einat.

The curriculum alignment project has been extended this semester. The OAD team members will be regularly meeting with more faculty from these six programs, which will expand the impact of the project.

OAD is hoping to use this model to work with a new cohort of programs in the future.