THE Volume 95, Issue 14
Q
UADRANGLE A Student Publication of Manhattan College Since 1924
May 2, 2017
VOICES ON THE QUAD
How are you preparing for the end of the semester?
www.mcquad.org
Retention Rates Highest in MC History Kelly Burns & Kieran Rock Senior Writers
“By getting excited for Scatterprom and spending as much time with the graduating seniors as I can.” -Kevin Donald
“Watching a lot of Netflix and pretending I’m not graduating.” -Olivia Smith
“Keeping on top of my work and planning things out. Also, by taking the time to relax and get my sleep. For me, the most important thing, academically, is making sure I get my sleep.” -Mike Martello
“Studying. I have a schedule and I make sure I’m not waiting to the last minute for assignments or tests.” -Kyle O’Neill Interviews conducted by Kieran Rock.
The Manhattan College website currently lists the freshman to sophomore year retention rate at 89 percent. William Clyde, Ph.D., Provost and Executive Vice President, believes this is the highest retention rate in history. “As far as I know…the school had never been to 88 percent. We went to 88 percent twice” Clyde said. “The class of 2019 retained at 89. Manhattan has always had good retention.We have always been in the 80’s,” Clyde said. The average rate of retention from first to second year for private institutions is 70.2 percent nationally, according to U.S. News. This means Manhattan’s current rate is well above average in its ability to retain its students, a number that Clyde says is “enviable.” The retention rate is high for a reason. Manhattan has two committees that serve opposite ends of the retention discussion. Clyde and Richard Satterlee, Ph.D., vice president of student life, chair the Retention Committee. The committee meets once a month and has nearly 30 members. “The retention committee is made up of all the deans, all of the assistant deans, Rani [Roy], Marissa [Passafiume], folks from student life, Anne Vaccaro…basically all the people who know data about retention and all the people who can do something about it,” Clyde said. Often the student voice is lacking, Clyde said, and he encourages student participation in the process. “We would like to have students in the room. Over the years we have had students, but generally have been unsuccessful.” The retention committee reviews data and proposes solutions to various campus offices about what they can implement in order to increase student satisfaction at the college. Clyde said many of those proposals have been implemented. “The very first year I was here, there was NSSE data….We realized that students didn’t feel like their interaction with faculty was at a high level. They didn’t feel like their sense of the surrounding was what we were hoping it would be. They didn’t feel like they were getting diverse experiences, like talking to people who didn’t sound like themselves…and they weren’t doing service as the same level as other institutions. They also didn’t feel like they were getting the tutoring support,” Clyde said. “As a result of all of that we created the Arches. If you look at the goals of the Arches, they are a higher level of student faculty engagement than even our other courses, cultural experiences and service experiences out in the city,” Clyde said. Along with the Arches, the attention
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