Andrew Furco

The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education
was designed to assist members of the higher education community in gauging the progress of their
service-learning institutionalization efforts on their campus.

The rubric is structured by five dimensions that are considered by most service-learning experts to
be key factors for higher education service-learning institutionalization. Each dimension is comprised of several components that characterize the dimension. For each component, a three stage continuum of development has been established. Progression from Stage One: Critical Mass Building to Stage Three: Sustained Institutionalization suggests that the institution is moving closer to fully institutionalizing service-learning on its campus.

You can download the Rubric in English and Spanish languages:

Andrew Furco Rubric

We are now proud to present the first Annual Report of EOSLHE. It is a record of a year well spent, as we look ahead to securing a strong and vibrant future for Service-Learning in European Higher Education in 2020 and beyond.

Download here:

2019 Annual Report of EOSLHE

Service-Learning has some characteristics in common with social programs. One of them is the wide variability of experiences. There is no rule for the shape, duration, number of participants, or type of service or activities.

The U.S. Department of Health and Human Services provides a useful guide for systematic evaluation. The guide is intended to help managers and staff that frequently informally assess their program’s effectiveness. Typical questions are: Are participants benefiting from the program? Are there enough numbers of participants? Are the strategies for recruiting participants working? Are participants satisfied with the services or training? These are questions that participants in a Service-Learning experience or program can also ask and answer on a routine basis.

Download here:

Social Program Managers Guide to Evaluation