Developing a Guide for International Course Alignment: Lessons Learned from an Integrated Curriculum Design between Canadian and Kazakh Public Health Courses

This paper offers a guide for educators interested in international course alignment by examining the process of curriculum internationalization implemented in two public health courses – a first-year graduate course taught at a University in Kazakhstan and a third-year undergraduate course taught at a University in Ontario, Canada. Qualitative data derived from 180 short reflection assignments and nine semi-structured interviews was analyzed thematically to explore students’ experiences with the international course alignment. Our analysis summarizes the positive and negative experiences shared by students. Building on this analysis and our own experiences as course instructors, we offer a guide that can help educators to align courses in an international context.