Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students

Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the likelihood of this success many institutions offer programs designed to increase the academic performance of their students especially those classified as incoming freshmen. Others are more focused and target those who are from underrepresented populations. Nonetheless not many programs have been designed to aid those students in the subsequent years that follow freshman year. The purpose of this research project was to determine if there are significant differences in the success of those students who participate in a multi-year program as opposed to those who participate in a program specifically designed for incoming freshmen. Additionally these 2 groups were compared with students who did not participate in either program. The participants in this study were classified within 3 groups: Quest for Success, Student Support Services, and nonprogram participants. Archival data were used to examine grade point averages, retention rates, and graduation rates. A random sample of 125 students from each of the 3 groups (375 total) was examined for the purposes of comparing mean grade point averages. For the purposes of comparing retention rates and graduation rates, however, the population was examined due to the manner in which data were provided. Additionally the use of the population provided more precise retention rates and graduation rates in this study. Findings of the study are congruent with the literature in terms of the role that outreach programs play in the success of underrepresented students. These results revealed that students in the multi-year program, Student Support Services, had significantly higher grade point averages, retention rates, and graduation rates when compared to Quest for Success (a 1-year incoming freshman program). Student Support Services also had significantly higher grade point averages and retention rates than nonprogram participants from underrepresented student populations. Furthermore there were no significant differences found in comparisons between Quest for Success and nonprogram participants

Geometric combinatorial algebras: cyclohedron and simplex

In this paper we report on results of our investigation into the algebraic structure supported by the combinatorial geometry of the cyclohedron. Our new graded algebra structures lie between two well known Hopf algebras: the Malvenuto-Reutenauer algebra of permutations and the Loday-Ronco algebra of binary trees. Connecting algebra maps arise from a new generalization of the Tonks projection from the permutohedron to the associahedron, which we discover via the viewpoint of the graph associahedra of Carr and Devadoss. At the same time that viewpoint allows exciting geometrical insights into the multiplicative structure of the algebras involved. Extending the Tonks projection also reveals a new graded algebra structure on the simplices. Finally this latter is extended to a new graded Hopf algebra (one-sided) with basis all the faces of the simplices.Comment: 23 figures, new expanded section about Hopf algebra of simplices, with journal correction

Cycle graph graded algebra & cyclohedra

There is very little information about the cyclohedron and its functionality as it relates to mathematics. In this paper you will find basic definitions explaining a graded algebra. Using that definition, a graded algebra will be created using cycle graphs. Then the cycle graph will be used to define the cyclohedron and a graded algebra will be used to find the derivative of the boundary of the cyclohedron