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Abstract
Supplemental Instruction (SI) is an academic support program consisting of a series of free, voluntary based weekly study sessions for students taking historically difficult courses. SI is designed to increase student retention and academic performance. Whereas Hensen and Shelley (2003) examined SI impact at a large public midwestern university, this study examined a newly implemented SI at an urban community college in downtown Dallas, Texas. General psychology students who regularly attended SI study sessions had an 83% success (final letter grade of A, B, or C) rate compared to 64% for students who did not participate. To further increase overall success, an early alert warning system within the Blackboard™ learning management system was set up to track each student’s performance in the event students started to fall behind in assignment completion. In that case, the student was placed in the SI study group. Additionally, this study examined the SI leaders themselves by tracking their academic and professional activities.