A REVIEW OF
ASSESSMENT TOOLS
FOR SERVICE-LEARNING
IN HIGHER EDUCATION
Furco Focus
History
Implementation
Evaluation
A to F
The Self-Assessment Rubric for
the Institutionalization of ServiceLearning in Higher Education
(a.k.a. FURCO)
The original rubric is based on a
worksheet developed by Kecskes
and Muyllaert (1997) and was first
published and piloted in 1998.
Revised in 1999 and 2002.
Other key contributors include: A.
Driscoll, B. Holland, B. Jacoby, and
E. Zlotkowski
Some
History
Midwest Consortium 2003
modification
-numerical phases added (1-9).
In 2009, D. Pawlowski collected
FURCO data from 25 Midwest
Consortium institutional
members beginning with 20032007/2009.
Some
History
FIVE DIMENSIONS AND RESPECTIVE
COMPONENTS
Dimensions
I.
II.
III.
IV.
V.
Philosophy and Mission
of Service-Learning
Faculty support for and
involvement in S-L
Student support for….
Community
participation and
partnership
Institutional support
Components
 Definition of S-L, Strategic
Plan, Alignment with Mission
Alignment with Ed. reform
 Faculty awareness,
involvement, leadership,
incentives
 Student awareness,
opportunities….
 Community awareness,
mutual understanding, voice
 Coordinating of fice, staf fing,
funding, support, assessment
What is the Furco?
A pedagogically recognized
tool/a collective goal/evidence
based (qualitative and quantitative)
measure
Who completed the assessmentFaculty/Staff, Adm. etc.
Collects the data/analyzes
How to complete the assessment
-Provide instructions
-Develop procedures
-Results
When- Annually
QUESTIONS
Why should you consider
assessment
- Provide opportunities for
discussion about strengths and
weaknesses
- A-F
Where do we go from here
-Provide feedback
-Additional data needed
-Action plan
QUESTIONS
Surveys
Social Media
Orientations
Consultations/Interviews
Workshops
Advisory Committee
Admissions and Alumnae
National Survey of Student
Engagement (NSSE)
Recognitions
OTHER
FORMS OF
ASSESSMENT
Is assessment worth it?
Resources
-Literature
Driscoll, B. Holland, S. Gelmon, S.
Kerrigan (1996)
“culture of evidence”
-Practitioners-NECC
Closing
Comments
and
Continuing
Challenges
LESSONS FROM PAWLOWSKI
 Data trends suggested that over time the dimension scores had
upward (1-9 range) improvement.
 The lowest dimension overall was student participation when
data was aggregated. Although, at least five institutions had
quality building participatory scores for students. Scores above
the range of 5 or above, consistently over seven years (i.e.
Hastings, Nebraska Methodist, UNL ,UNO, and Wayne State).
 Other institutions showed consistently high scores in dimension
4 = community (i.e. Iowa western, UNK, UNL, UNO and NE
Medical Center)
 And all but one above scored high as well, on dimension 5=
institution.
IMPLICATIONS AND FUTURE
PAWLOWSKI DATA
Some large variations in numbers with some
institutions; is this really a difference in the S-L between
institutions or just in the interpretation in how
individuals are evaluating Furco?
Furco is a great tool for assessment, if utilized consistently
Qualitative data will help provide more information
Those institutions that have great strengths in
particular areas would be great role
models/spokespersons for other institutions (or their
administrators)
Focus on student participation; assessment from
students can help drive institutional support
Driscoll A ., Holland, B., Gelmon, S., Kerrigan, S. (1996)
An Assessment model for ser vice -learning:
comprehensive case studies of impact on faculty,
students, community, and institution. Michigan Journal
for ser vice -Learning.
Furco, A . (2002). Self- Assessment Rubric for the
institutionalization of ser vice -learning in higher
education. University of California, Berkeley.
Gelmon, S. (2000). Challenges in assessing ser vice learning.
Michigan Journal of Community Ser vice Learning.
N.A. Self-assessment tool for ser vice -learning
sustainability.
Community -Campus Par tnerships for Health.
Karlen, J., Nelson. L., (2009). FURCO Document
procedures. Wayne State College Ser vice -Learning.
Pawlowski, D. (2010) Analysis of consor tium
perceptions: Quantitative reflections of the Furco
instrument. Midwest Consor tium for Ser vice -Learning
in Higher Education 2010 Learn and Ser ve Grant
Repor t.
REFERENCES
Thank You