Service-Learning and Engagement, Academic Challenge, and Retention

By S. Gallini, B. Moely. 2003

241 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3d79fb5abd94948e91929fec830461a8e5a21650

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Citations in the corpus

The Role of Service-Learning on the Retention of First-Year Students to Second Year (2010, methodology): “These findings are important not only because they converge with past research that explores servicelearning and intentions to re-enroll (Gallini &Moely, 2003; Keup, 2005-2006; Vogelgesang et al., 2002), but also because they suggest that service-learning courses have characteristics that are known…”
Student learning through service learning: Effects on academic development, civic responsibility, interpersonal skills and practical skills (2015, background): “…indicate higher levels of improvement in all four outcomes (academic development, civic responsibility, practical skills, and interpersonal skills) as a result of the course (Astin et al., 2000; Gallini and Moely, 2003; Prentice and Robinson, 2010; Markus et al., 1993; Simons and Cleary, 2005).”
First-Generation Student Success: The Role of Faculty Interaction in Service Learning Courses (2008, background): “These influences were reported as being especially important during the first 2 years of college (Gallini & Moely, 2003), a critical period during which students are becoming familiar with their new academic environment.”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, methodology): “While Gallini and Moely (2003) consider the dimensions community, academic and interpersonal engagement, Fredricks et al. (2004) identify behavioral, emotional and cognitive components.”