Unit rationale, description and aim
This unit introduces students to research methods in theology, religious education, and philosophy and prepares them for a coursework master’s research project. Students survey and critique a selection of research methods, focusing on conceptual frameworks, methods, sources, and resources most relevant to their research project. The unit assists students to frame research questions, conduct literature surveys, contextualise and analyse diverse sources, identify relevant resources, understand issues relating to research ethics and data management and security, and explore the design of their research project. The unit aims to enable students to construct robust research projects informed by rigorous and ethical scholarly frameworks.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate advanced writing and research skills a...
Learning Outcome 01
Interpret and apply a selection of research method...
Learning Outcome 02
Design a comprehensive framework for a research pr...
Learning Outcome 03
Content
The unit will include topics such as:
· Theories, sources, and methods in theological, religious education and philosophical research
· Data and information management and analysis
· Research ethics and integrity
· Use of specialist digital resources for research purposes (e.g. databases, specialist software, quantitative methods packages, bibliographic/information management tools, use of AI).
· Developing a research proposal, interpreting and evaluating primary and secondary source material, and constructing a literature review.
Assessment strategy and rationale
In order to pass this unit, students are required to complete all assessment tasks and attain an overall pass grade for the unit by demonstrating the achievement of a minimum standard across all Learning Outcomes.
The assessment tasks for this unit are designed for students to demonstrate their achievement of each learning outcome.
The assessment strategy for the unit is designed around the premise that students typically learn best when content and assessment are relevant and have clear applications. Consequently, each of the assessment tasks is modelled on core research activities undertaken by researchers in a range of professional contexts. The assessment tasks are formative and summative and are scaffolded to provide opportunities for students to demonstrate attainment of the learning outcomes.
The skills developed in this unit are designed to support students in the development of a research project of their choosing in theology, religious education, or philosophy. To that end, the assessment tasks require students to locate, organise, interpret and synthesise information in order to produce a research proposal. The assessment tasks aim to develop a range of research-related skills that are translatable to diverse contexts, including further Higher Degree Research study and employment across multiple sectors.
The first task asks students critically to evaluate relevant literature to provide a review of the scholarly debate on the student’s chosen topic, enabling them to develop a set of proposed research questions. This task aligns with Learning Outcomes 1 and 3 by requiring students to display advanced research skills, especially in information literacy, evaluation of academic sources, and development of key components of research project design, namely a literature review and research questions.
The second task requires students to build a critical understanding of research methodologies, enabling them to display achievement of Learning Outcomes 1 and 2 by evaluating research methods relevant to their project.
The third task assesses all three Learning Outcomes by asking students to design a research proposal. Students will demonstrate their ability to apply their knowledge of relevant literature and methods by designing a research proposal, including by setting out research questions and the project’s proposed argument, methodology, and structure. Students will present aspects of their research proposal in class and receive feedback before submitting the written version.
Overview of assessments
ASSIGNMENT 1: Literature Review and Research Ques...
ASSIGNMENT 1: Literature Review and Research Questions
Students will critically evaluate relevant literature in order to develop research questions.
20%
ASSIGNMENT 2: Research Methods Students will eva...
ASSIGNMENT 2: Research Methods
Students will evaluate different methodological frameworks for research.
30%
ASSIGNMENT 3: Research Proposal Students will d...
ASSIGNMENT 3: Research Proposal
Students will develop a research proposal setting out the key elements of their project design. Students will present on aspects of their proposal (with Q&A) in class before submitting written version.
50%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning. The total includes formally structured learning activities such as live workshops in the online classroom or discussion forums. The remaining hours typically involve reading, research, and the preparation of tasks for assessment.
Underlying the teaching and learning strategy are constructivist and andragogical principles which emphasise that students are active, adult learners who engage best when what they are learning is relevant to them and they are responsible for their own learning.
Peer-assisted and collaborative learning are central to the design of this unit. The priority during the online workshops will be working together to refine and discuss research methodologies, use of relevant resources, and project design (including information management, analysis of data and sources, and research ethics considerations).
A key component of this unit is its interdisciplinary nature. Students will gain an overview of research methods and conceptual frameworks across religious education, theology, and philosophy, while also being able to develop specialist skills in their main areas of interest.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO2
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO2
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO2
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO2, LO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO1, LO2, LO3