Content

Students will participate in a minimum of six hours of synchronous professional development in the area of Service-Learning. They will identify the ways in which the content of the professional development activity is applicable to their school, early childhood service or agency, and reflect on its implications for their personal practice and/or the collective practices of the site.

Unit code: DE8062L

Unit status: Approved (New unit)

Points: 4.0

Unit level: Postgraduate Foundational

Unit discipline: Education Studies

Proposing College: Australian Lutheran College

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Learning outcomes

1.

Critique the theoretical component of the professional development activity

2.

Analyse and integrate the learnings from the professional development activity with policy or practice in a defined local setting

Unit sequence

Course relationship: A level 8 unit in postgraduate theology, ministry and education courses

Pedagogy

This unit uses synchronous engagement in professional development as a springboard to reflective practice in the workplace.

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/
  • Beard, Colin, and John P. Wilson. Experiential learning: a handbook for education, training and coaching. 3rd ed. London, UK: Kogan Page Publishers, 2013.
  • 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
  • Christenson, T. The gift and task of Lutheran higher education. Minneapolis, MN: Augsburg Fortress, 2004.
  • D’Orsa, Jim, and Therese 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.
  • 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
  • Lavery, Shane, Dianne Chambers, and Glenda Cain, eds. Service-learning: enhancing inclusive education. International Perspectives on Inclusive Education, vol. 12. Bingley, UK: 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
  • 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 (%)
Report

An application of the professional development material to the workplace

1100 100.0
Approvals

Unit approved for the University of Divinity by Maggie Kappelhoff on 5 Oct, 2020

Unit record last updated: 2020-10-05 12:02:39 +1100