Assessing Institutional Support for Service-Learning: A Case Study of Organizational Sensemaking

This paper provides an example of how institutional service-learning assessment data can be used to drive organizational change. Furco's (1999) self-assessment rubric for the institutionalization of service-learning in higher education is used in modified form as the instrument through which organizational-level assessments were made. The process of organizational change over time is reported through the lens of Weick's (1995) Organizational Information Theory and specifically the double interact, comprised of act, response, and adjustment as organizational members reduce their uncertainty and make sense of organizational action and communication.