A REVIEW OF ASSESSMENT TOOLS

FOR SERVICE-LEARNING IN HIGHER

EDUCATION

Furco Focus HistoryImplementationEvaluationA to F

The Self-Assessment Rubric for the Institutionalization of Service-Learning 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 2003-2007/2009.

Some History

Dimensions

I. Philosophy and Mission of Service-Learning

II. Faculty support for and involvement in S-L

III. Student support for….

IV. Community participation and partnership

V. Institutional support

ComponentsDefinition of S-L, Strategic

Plan, Alignment with Mission Alignment with Ed. reformFaculty awareness,

involvement, leadership, incentives

Student awareness, opportunities….

Community awareness, mutual understanding, voice

Coordinating office, staffing, funding, support, assessment

FIVE DIMENSIONS AND RESPECTIVE COMPONENTS

QUESTIONS

What is the Furco?A pedagogically recognized tool/a collective goal/evidence based (qualitative and quantitative) measureWho completed the assessment- Faculty/Staff, Adm. etc.

Collects the data/analyzes How to complete the assessment -Provide instructions -Develop procedures -Results When- Annually

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

SurveysSocial MediaOrientationsConsultations/InterviewsWorkshopsAdvisory CommitteeAdmissions and AlumnaeNational 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 Commentsand Continuing Challenges

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.

LESSONS FROM PAWLOWSKI

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 consistentlyQualitative 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 service-learning: comprehensive case studies of impact on faculty, students, community, and institution. Michigan Journal for service-Learning.

Furco, A. (2002). Self-Assessment Rubric for the institutionalization of service-learning in higher education. University of California, Berkeley.

Gelmon, S. (2000). Challenges in assessing service-learning.Michigan Journal of Community Service Learning.

N.A . Self-assessment tool for service-learning sustainabil ity.Community-Campus Partnerships for Health.

Karlen, J. , Nelson. L., (2009). FURCO Document procedures. Wayne State College Service-Learning.

Pawlowski, D. (2010) Analysis of consortium perceptions: Quantitative reflections of the Furco instrument. Midwest Consortium for Service-Learning in Higher Education 2010 Learn and Serve Grant Report.

REFERENCES

Thank You