SCOPUS
International Journal for Research on Service-Learning and Community Engagement
Tulane University, United States
International Journal for Research on Service-Learning and Community Engagement is an academic journal published by Tulane University (United States). Identifiers: eISSN 2374-9466. Indexed in SCOPUS. Metrics: CiteScore 1.1, SJR 0.184, SNIP 0.84. tlooto lists 19 papers from this journal.
CiteScore
1.10
Scopus citation metric
SJR
0.184
SCImago rank
SNIP
0.84
Source normalized impact
Percentage rank
-
JIF percentile rank
Journal profile
- ISSN
- -
- eISSN
- 2374-9466
- Abbreviation
- -
- Publisher
- Tulane University
- Country
- United States
Web of Science categories
No Web of Science category data available.
Scopus ASJC categories
3304 Education3312 Sociology and Political Science3320 Political Science and International Relations
Papers in this journal
Recent papers
- Evolving Frameworks in Global Service-Learning and Community Engagement: An Introduction to Issue 13
2026
- Service-learning cultivates futuwwah in Muslim students
2025
- Embracing purpose-led teacher education: Pre-service teachers’ participation in a refugee community engagement project
2025
- Instagram as a support tool for the development of service-learning educational projects
2025
- The Carnegie Elective Classifications: A methodological guide for community engagement research
2025 · 1 citations
Most cited papers
- What is the social impact of university service-learning projects on citizens and community organizations? A scoping review
2025 · 1 citations
- Building a (community) engaged university: Exploring the determinants, elements and processes in an Indian context
2025 · 1 citations
- Service-learning in initial teacher training: Analysis of benefits and challenges through a mixed-methods study of three experiences
2025 · 1 citations
- Cross-cultural validation of the Service-Learning Outcomes Measurement Scale–Short Version (S-LOMS-SV): Evidence from undergraduate students in the Philippines
2025 · 1 citations
- Lessons learned from the critical and feminist approaches of service-learning: A scoping review
2025 · 1 citations