Service-Learning’s Enduring Impact: Andy Furco on the Global Rise of a Transformative Practice
Andy Furco is Associate Chair of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. A longtime scholar and leader in the field of service-learning, he founded the nation’s first research center on service-learning at UC Berkeley and helped launch the International Association for Research on Service-Learning and Community Engagement (IARSLCE). Watch the full presentation here.
In early April, Duke Service-Learning hosted Dr. Andy Furco—one of the world’s foremost leaders in community-engaged scholarship—for a special presentation on the global trajectory of service-learning as a high-impact educational practice. Speaking to a room of educators, researchers, and community engagement professionals, Furco reflected on the growth of service-learning over the past three decades and outlined a future vision for the field.
The event, part of the North American Regional Gathering of the International Association for Research on Service-Learning and Community Engagement (IARSLCE), served as both a celebration of the field’s progress and a call to action.
From Fringe to Foundational
Furco, Associate Chair of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota, recalled early skepticism toward service-learning. “When I told my advisor I wanted to do my dissertation on service-learning, he said, ‘What’s this learning service thing?’” Furco shared. “He told me I’d never get a job, that there was no theory, no research to back it up.”
But Furco persisted—eventually founding the first research center for service-learning at UC Berkeley and helping to launch the field’s signature research association, IARSLCE. Since then, the field has not only endured but flourished, gaining ground across higher education and around the globe. Today, service-learning initiatives can be found in countries from Argentina to South Africa, with networks forming across Europe, Asia, and Latin America.
Why Has It Endured?
Throughout his presentation, Furco returned to one key question: Why has service-learning lasted, even in the face of budget cuts, skepticism, and shifting institutional priorities?
His answer: service-learning works—when it’s done well.
Furco emphasized that meaningful service-learning is not simply volunteer work tacked onto coursework. It’s a rigorous pedagogy that deepens student learning, fosters critical reflection, and builds reciprocal, equity-minded partnerships with communities.
“Service-learning helps students not only apply skills but understand the broader societal issues that underlie their work,” Furco explained. “It’s about engaging with questions of justice, identity, and systemic change—not just completing a project.”
He cited research showing that while academic achievement outcomes can be modest, the most consistent and powerful impacts are in areas like student motivation, self-efficacy, sense of belonging, and civic identity.
Service-learning isn’t just about student development—it’s a strategic lever that advances core institutional goals, from securing research funding to addressing societal challenges.
A Strategy for Institutional Transformation
Furco also pointed out that service-learning aligns closely with many institutional goals—like student engagement, interdisciplinary teaching, global learning, and community partnership. He encouraged universities to see it not as an “extra” but as a powerful strategy for advancing their mission.
“Service-learning is often the entry point,” he said. “It builds the foundation for a more engaged campus—one where research, teaching, and service intersect in ways that are meaningful to both students and communities.”
Looking Ahead: A Global Research Agenda
The presentation also previewed Furco’s work on IARSLCE’s forthcoming Global Research Agenda—a multi-year, multi-continent effort to identify the most pressing research questions in the field. In the second gathering for North America, hosted by Duke Service-Learning, more than 25 participants from institutions such as John's Hopkins, University of North Carolina, Wake Forest, North Carolina A&T, Elon, and others collaborated to refine over 2,000 questions. The final agenda—shaped by 25 international forums—will be shared at IARSLCE’s 25th Anniversary Conference in Durban, South Africa later this year. Read more about the regional gathering here.
As Furco reflected on decades of work, he acknowledged that the field continues to evolve—and face challenges. But he expressed deep optimism for the future.
“85% of students say connecting academics to community work matters.” This national data reflects a growing desire among students for meaningful, real-world learning experiences—something service-learning is uniquely positioned to deliver.
“The students want this,” he said. “They’re asking for learning that’s connected, that’s real, that matters. Our job is to meet them there—with quality, with intention, and with a commitment to justice.”
