Community Based Learning and Research

CBLR Faculty and Staff Fellows 2009-2010

Shauna Carlisle, Ph.D., MSW

Shauna-Carlisle--2.JPGLecturer IAS

I.C.B.L.R. Fellow 2009-2010
Project: Foundations of Social Service


Shauna Carlisle, will use a community based learning approach to develop, a course called Foundations of Social Services. This class will provide an introduction to social welfare, social services, and social policy. This course will build knowledge of poverty and inequality and explore social policy as a form of insurance and protection against hardship. Students will have an opportunity to work with a community organization to develop a policy proposal. The rational behind this course suggests its not enough to simply learn about social policy, but we need to engage. Students will learn how social policy is formulated, the assumptions behind social policy, and how social policy can change the human condition and empower those who have limited access. A community based learning approach provides an opportunity for students to work with a community organization to identify and draft a policy solution that agencies can use to advocate for the needs of their constituents.

Cheryl Cooke, Ph.D., RN

cheryl cookeAssistant Professor

I.C.B.L.S. Fellow 2008-2010
Project: Community, Prisons, and Health

Cheryl Cooke, an assistant professor in the nursing program, is using her ICBLS project to develop, present, and refine a course called "Community, Prisons, and Health". In this course, the effects of mass incarceration on individuals, families, and particularly, communities are examined. Some topics that explored in the course include how removing large numbers of individuals from families effect community capacity, health, economics, politics, and the potential for social action focused on community improvement. Various texts, media, and fieldwork experiences are used to explore historical and contemporary issues related to incarcerating large groups of people. The course was originally developed as a freestanding course, but is being revised as a two-part series of courses that also allow students to participate in a community-based project.

Lindsay Custer, Ph.D.

Lindsay CusteDirector, Teaching and Learning Academy
Sociology Faculty
Cascadia Communuity College

I.C.B.L.S. Fellow 2009-2010


Dr. Lindsay Custer teaches sociology and global studies courses at Cascadia Community College. Her ICBLS project involves integrating community-based learning into a course called “Social Inequality.” By integrating community-based learning into this course, Lindsay hopes to “provide students with richer learning experiences, to expose them to various forms of oppression that they may not have encountered before, and to strategically incorporate service learning at a place in the curriculum where students are likely to encounter it at some point during their time at Cascadia Community College. For this project community partners will be selected based on whether or not they address the types of inequality being explored in the course (race/ethnicity, class, sex and gender, and sexuality). Potential community partners include: Hopelink, Habitat for Humanity, Eastside Domestic Violence Center, and Equal Rights Washington among others.

Benjamin Gardner, Ph.D.

Benjamin GardnerAssistant Professor
Interdisciplinary Arts and Sciences

I.C.B.L.R. Fellow 2008-2010
Project: Cultural Research, Community-Based Learning and Collaborative Practices

Dr. Gardner will incorporate a community based learning component as part of his IAS course Approaches to Cultural Research. "I believe students will greatly benefit by working closely with community partners to carry out meaningful cultural research projects." The optional 2-credit class will offer interested students enrolled in his course the opportunity to work with a community organization to design, carry out and present their research. "Integrating a community-based learning component will enable students, as well as myself to build relationships with community partners that can extend beyond the single quarter." By incorporating a community-based learning component students who want to work with local organizations will have the chance to engage real problems in the community, and experience the challenges and rewards of carrying out collaborative research. In addition, he is developing partnerships for learning and research examining the relationship between culture, politics and social change for the MACS and MAPS graduate programs.

Li Liu, Ph.C

Li LiuAssociate Faculty, Cascadia Community College

I.C.B.L.S. Fellow 2009-2010
Project name: Community interview project using digital-story-telling-technique

Li Liu will use community-based learning technique to develop and further refine details of a course she's been teaching for five quarters at Cascadia Community College, CMST 150, Multicultural Communication. In this course students will interview a community member coming from a different culture and record the conversation with digital cameras. Students will then edit the footage they've collected and towards the end of the quarter, share the digital film with community members and the entire class. The community-based learning approach enables Li to develop course assessment tools better reflecting and protecting benefits of community members, while scaffolding students learning experience through the interview process. Another obvious benefit of using community-based learning approach is that students are now able to compare and contrast textbook intercultural communication theories with real-life inter-cultural communication moments.

Robert J. Turner, Ph.D.

Rob TurnerAssistant Professor
Interdisciplinary Arts and Sciences,

Dr. Turner's website

I.C.B.L.R. Fellow 2009-2010

Project: Improving the Design, Dissemination, Continuity, and Assessment of Community-Based Research by UW Bothell Students in BES 318 and BIS 490

Dr. Turner has been engaging students in community-based research projects for as long as he has been teaching. This reflects his commitment to provide experiential learning opportunities for students that also provide some benefit to the community. In 2010 Dr. Turner will be incorporating community-based research projects in BES 318 – Hydrogeology, BIS 490 – Senior Seminar: Sustainability Research for Community Enhancement, BIS 392 – Water and Sustainability, and BES 303 – Environmental Monitoring Practicum. His ICBLR proposal is to take the community-based projects in these courses to the next level. Specifically, he will collaborate with the ICBLR Steering Committee and fellows to ensure that: 1) student project results are well packaged and well disseminated; 2) plans for continuing research projects and collaborations beyond 2010 are developed; and 3) student learning objectives are defined and their fulfillment assessed, along with community partner satisfaction.