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Colleges and universities continue to work toward innovative high-impact learning experiences to promote informed citizenship. Pedagogical research highlights the value of both interdisciplinary teaching and community-based participatory research (CBPR) in undergraduate civic development. Yet, research is limited in examining undergraduate student learning outcomes employing both pedagogical approaches. Utilizing mixed methods (i.e. surveys, concept maps, and focus groups) this study investigates the student learning outcomes of an interdisciplinary course (political science and criminal justice, community psychology, and social work) consisting of a CBPR project to inform local policy surrounding homelessness. Findings highlight student growth in the domains of: 1) interdisciplinary collaboration (applying an interdisciplinary lens and resolving diverse perspectives), 2) transference of course knowledge to real-world application, 3) critical consciousness building (specifically, critical reflection), 4) civic development, and 5) increased self-awareness. Finally, this paper highlights implications regarding course development, lessons learned, and future assessment.


File nameDate UploadedVisibilityFile size
19 Jul 2022
292 kB



  • Alternative title
    • Learning and Doing Together

  • Journal title
    • Journal of Community Engagement and Scholarship

  • Volume
    • 13

  • Issue
    • 1

  • Date submitted

    19 July 2022

  • License