Content

Service-Learning and Community Engagement (S-LCE) features in many schools. This unit assists students to explore the relationship between service and learning, including its significance and place in schools. The theological content includes aspects of creation and ongoing creation (focusing on Luther’s understanding of vocation) and theology of the cross.

Attention will be given to Service-Learning’s connections to all dimensions of the Australian Curriculum, conceptual thinking and innovative pedagogical practices to enrich students’ head, heart and hands learning.

Unit code: DE8040L

Unit status: Approved (Major revision)

Points: 12.0

Unit level: Postgraduate Foundational

Unit discipline: Education Studies

Proposing College: Australian Lutheran College

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Learning outcomes

1.

Articulate the purpose and significance of Service-Learning in a faith-based educational or agency setting

2.

Use suitable tools to critically analyse existing, site-based Service-Learning practices

3.

Analyse and evaluate ways Service-Learning can be embedded in current curriculum planning and assessment

Pedagogy

The pedagogical approach for the unit emphasises theological reflection, narrative inquiry and experiential learning to deepen students’ understanding of best-practice service-learning and community engagement.

Indicative Bibliography

  • Australian Curriculum, Assessment and Reporting Authority. The Australian Curriculum. https://www.australiancurriculum.edu.au/
  • Bartsch, Malcolm. A God who speaks and acts: theology for teachers in Lutheran schools. North Adelaide, SA: Lutheran Education Australia, 2013. http://www.lutheran.edu.au/download/a-god-who-speaks-and-acts/f
  • Beard, Colin, and John P. Wilson. Experiential learning: a handbook for education, training and coaching. 3rd ed. London, UK: Kogan Page Publishers, 2013.
  • Christenson, T. The gift and task of Lutheran higher education. Minneapolis, MN: Augsburg Fortress, 2004.
  • D’Orsa, J., and T. D’Orsa. Explorers, guides and meaning-makers: mission theology for Catholic educators. Mulgrave, VIC: Garratt Publishing, 2013.
  • Erickson, H. Lynn. Concept-based curriculum and instruction: teaching beyond the facts. Concept-Based Curriculum and Instruction Series. Thousand Oaks, CA: Corwin Press, 2002.
  • Lavery, Shane, Dianne Chambers, and Glenda Cain, eds. Service-learning: enhancing inclusive education. International Perspectives on Inclusive Education, vol. 10. Emerald Publishing Ltd, 2018.
  • Billig, S. H. Unpacking what works in service-learning: promising research-based practices to improve student outcomes, 2008. Accessed 12 July 2019, https://waupaca.extension.wisc.edu/files/2010/07/323unpackingSL-Promising-Practices.pdf
  • Farber, Katy, and Penny Bishop. ‘Service learning in the middle grades: learning by doing and caring.’ RMLE Online 41, no. 2 (February 2018): 1–15, https://doi.org/10.1080/19404476.2017.1415600.
  • Veith, Gene Edward. ‘Christian secularism: vocation in the postmodern world.’ Lutheran Theological Journal 52, no. 1 (May 2018): 25–35. https://search.informit.com.au/documentSummary;dn=595986976700248;res=IELHSS ISSN: 0024-7553.

Assessment

Type Description Word count Weight (%)
Portfolio

Portfolio 3000 words

3000 100.0
Approvals

Unit approved for the University of Divinity by John Capper on 26 Sep, 2019

Unit record last updated: 2021-06-07 08:43:49 +1000