Student Impact

Student Impact

History of Assessment

In 2011 with the support of an AAC&U Bringing Theory to Practice research grant, UW Bothell faculty and staff (Shauna Elbers Carlisle, Kieth Nitta, Karen Gourd, Kara Adams) conducted focus groups to collect qualitative data on the community-based learning experiences of students, staff, faculty, and community partners.  Focus group participants were asked 9 questions related to the following themes; meaningful outcomes, criteria for success, recommendations, match between community partners, institution and students, civic engagement, professional development and questions community partners would like answered.

Five themes emerged for campus wide assessment:  1) Institutional and community relationships, 2) Academic learning, 3) Psychological Well Being, 4) Professional Development, and 5) Civic engagement.  Researchers then examined the intersection of these comments with the institutions missions and goals as outlined in 2011 and developed the Community Based Learning Impact Scale (CBLIS) (2011), nationally disseminated in the Journal of Service Learning in Higher Education. 


Read about initial student outcomes of undergraduate and graduate students who participated in courses designated as community- based learning courses in 2011 and 2012 in the following publication: 

Carlisle, SK., Gourd, K., Rajkhan, S., Nitta K. (2017). Assessing the impact of community-based learning on students: The Community Based Learning Impact Scale (CBLIS). Journal of Service-Learning in Higher Education, 6, 4-22. 

Recent student outcome data reported in the CBLR Annual Reports:

  • 2017-2018: CBLR Annual Report (Assessing Our Impact, page 6) 
  • 2016-2017: (CBLR Office did not produce an annual report this year) 
  • 2015-2016: CBLR Annual Report (Student Impact Scale, pages 9 – 13)
  • 2014-2015: CBLR Annual Report (Student Impact Scale, pages 9 – 13)

A copy of the survey disseminated to students can be found in the appendix of 2015-2016 and 2014-2015 CBLR Annual Report.