1. A REVIEW OF ASSESSMENT TOOLS FOR SERVICE-LEARNING IN HIGHER EDUCATION

2. Furco Focus History Implementation Evaluation A to F

3. 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

4.  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

5. 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 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 office, staffing, funding, support, assessment FIVE DIMENSIONS AND RESPECTIVE COMPONENTS

6. QUESTIONS  What is the Furco? A pedagogically recognized tool/a collective goal/evidence based (qualitative and quantitative) measure  Who completed the assessment- Faculty/Staff, Adm. etc. Collects the data/analyzes  How to complete the assessment -Provide instructions -Develop procedures -Results  When- Annually

7.  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

8.  Surveys  Social Media  Orientations  Consultations/Interviews  Workshops  Advisory Committee  Admissions and Alumnae  National Survey of Student Engagement (NSSE)  Recognitions OTHER FORMS OF ASSESSMENT

9.  Is assessment worth it?  Resources -Literature Driscoll, B. Holland, S. Gelmon, S. Kerrigan (1996) “culture of evidence” -Practitioners-NECC Closing Comments and Continuing Challenges

10.  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

11. 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

12. 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 sustainability. 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

13. Thank You