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Succeeding in American Government: The Benefits of Supplemental Instruction in Political Science at a Hispanic-Serving Institution.

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Title: Succeeding in American Government: The Benefits of Supplemental Instruction in Political Science at a Hispanic-Serving Institution.
Authors: Bozonelos, Dino1 Dino.Bozonelos@vvc.edu, Azul, Amy1, Atmore, Nicholas2
Source: Journal of Political Science Education. Apr-Jun2025, Vol. 21 Issue 2, p192-207. 16p.
Subject Terms: *College campuses, *Distance education, *Community colleges, Political science, Undergraduate education
Abstract: Supplemental instruction (SI) has become ubiquitous on college campuses. Originally developed at the University of Missouri, Kansas City, SI has become a popular pedagogical tool. While ample evidence exists that SI is particularly helpful regarding courses in the natural sciences, less is known about the helpfulness of SI in political science. In this paper, we seek to understand the effect of supplemental instruction in a core political science course, Introduction to American Government. We examine this effect at a community college that is designated as a Hispanic Serving Institution (HSI). Using data from 332 students, across two semesters, we found that participation in SI sessions improved student success outcomes across several indicators, most notably course retention and success. More importantly, we find this improvement among Latinx students as well when further analyzed by race and ethnicity. This is highly relevant given the demographics of the college. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Succeeding in American Government: The Benefits of Supplemental Instruction in Political Science at a Hispanic-Serving Institution.
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  Data: <searchLink fieldCode="AR" term="%22Bozonelos%2C+Dino%22">Bozonelos, Dino</searchLink><relatesTo>1</relatesTo><i> Dino.Bozonelos@vvc.edu</i><br /><searchLink fieldCode="AR" term="%22Azul%2C+Amy%22">Azul, Amy</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Atmore%2C+Nicholas%22">Atmore, Nicholas</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Political+Science+Education%22">Journal of Political Science Education</searchLink>. Apr-Jun2025, Vol. 21 Issue 2, p192-207. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22College+campuses%22">College campuses</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
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  Data: Supplemental instruction (SI) has become ubiquitous on college campuses. Originally developed at the University of Missouri, Kansas City, SI has become a popular pedagogical tool. While ample evidence exists that SI is particularly helpful regarding courses in the natural sciences, less is known about the helpfulness of SI in political science. In this paper, we seek to understand the effect of supplemental instruction in a core political science course, Introduction to American Government. We examine this effect at a community college that is designated as a Hispanic Serving Institution (HSI). Using data from 332 students, across two semesters, we found that participation in SI sessions improved student success outcomes across several indicators, most notably course retention and success. More importantly, we find this improvement among Latinx students as well when further analyzed by race and ethnicity. This is highly relevant given the demographics of the college. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15512169.2024.2356620
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      – SubjectFull: Community colleges
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              Text: Apr-Jun2025
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