Article High-Impact Civic Engagement: Outcomes of Community-Based Research in Technical Writing Courses Allen Brizee 1 , Paola Pascual-Ferra´ 1 , and Giuliana Caranante 2 Abstract This article reports on the first stage of a mixed-methods community-based research project involving Baltimore residents and service-learning students in technical and professional communication courses at Loyola University Maryland. To measure outcomes, we analyzed student surveys from 80 respondents and critical reflections from two students. We also analyzed interviews from two students and two com- munity members. Findings indicate that there were no statistical mean differences in the educational experiences between service-learning and nonservice-learning students; however, there were significant mean differences in transformational expe- riences. Findings also indicate that community members responded positively and that stakeholders valued the personal relationships that developed. Keywords community-based research, service-learning, engaged scholarship, technical commu- nication pedagogy, mixed-methods research, community literacy, digital divide, undergraduate research, professional writing pedagogy, iterative participatory design 1 Loyola University Maryland, Baltimore, MD, USA 2 Nicholas Brealey Publishing, Philadelphia, PA, USA Corresponding Author: Allen Brizee, Loyola University Maryland, 4501 North Charles Street, Baltimore, MD 21210, USA. Email: habrizee@loyola.edu Journal of Technical Writing and Communication 0(0) 1–28 ! The Author(s) 2019 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0047281619853266 journals.sagepub.com/home/jtw