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Brian DeMasi, Adjunct Instructor of Business
Editor’s note: I am launching a new column in The WORD on the theme that “retention is everyone’s business.” Just as academic unionists concerned with health and safety issues use the mantra “safety is everyone’s business,” when it comes student enrollment issues, we believe that retention is everyone’s business. In each issue we aim to publish at least one article about how faculty in different roles at the college, or who focus on helping different student populations, work hard to improve student retention—which is critical not only for student success but also for the vitality of the college. Kicking off this new series is Adjunct Instructor of Business Brian DeMasi. Cynthia Eaton, Editor “Wait… I get it now! That makes so much more sense” The lightbulb moment. As educators, you know exactly what I’m talking about. In the classroom, the feeling is palpable—a moment that’s empowering for students and equally gratifying for instructors. Adjunct faculty are often viewed as educators with limited institutional involvement, a perception that doesn’t fully capture the dedication and impact we have on student success. Like my full-time colleagues, I am deeply committed to fostering student engagement and achievement. Below, I outline specific strategies I use to support retention, both student success in their coursework and progress toward their academic and professional goals. Building meaningful connections Student retention begins the moment students enter the classroom. In the professional world, success is often driven by relationships and networking, and I believe the same principle holds true in education. From day one, I prioritize building individual connections with each student—learning a bit about them and establishing rapport. This personalized approach benefits both me and the class, creating a comfortable, inclusive environment for everyone. Additionally, I work to break down the barrier between the podium and the desks. I walk around the room, pace through the rows and sometimes sit among students to work through exercises together. By asking them for input on how to approach a problem or what they think about data, I foster a collaborative environment where students feel they’re working alongside me, not just for me. This dynamic reinforces the idea that their contributions are just as valuable as mine, building mutual respect and engagement. By creating a community early on, students feel more invested in their academic journey and are inspired to stay committed to their studies. Designing courses for student success A well-structured course is key to promoting student retention. While I maintain high academic standards, I also offer students multiple ways to demonstrate their understanding. I don’t curve grades or offer extra credit, as I believe accountability and merit are essential in both education and the business world. However, I do carefully design assessments that support and reinforce student learning. For example, many accounting problems require a step-by-step approach with calculations. Instead of grading assignments on an all-or-nothing basis, I award partial credit to recognize incremental progress. If a student completes three out of four components correctly, they receive a 75% rather than a failing grade. This approach encourages students to attempt the entire problem, reinforcing the idea that learning is a process—one of growth and improvement—rather than a simple success or failure. Reinforcing key concepts As many instructors know, Accounting 101 has a high attrition rate. To address this, I introduce key concepts early, providing students with a big picture overview before diving into the details. Accounting language and themes can feel intimidating for beginners, so I plant the seeds of later topics early. When we revisit these ideas in depth, students already have some familiarity, reducing cognitive overload. Promoting collaborative learning Effective learning extends beyond individual effort; it thrives in collaborative environments, much like in the workplace. While students have vast resources online, the ability to engage in collective problem-solving is a vital skill in any profession. To encourage this, I incorporate teamwork into class exercises, helping students develop communication, analytical reasoning and interpersonal skills. One of my key initiatives in my online course is weekly virtual office hours via Zoom. During these sessions, the students who log in work together on assignments, often sharing their screens to troubleshoot errors in real time. When a student identifies and corrects their own mistake while working through the solution together, the learning experience becomes significantly more meaningful. Providing holistic support Retention isn’t just about academics—it’s often influenced by external factors like housing instability or financial hardship. When students face such challenges, I connect them with campus resources and offer reasonable flexibility on deadlines. By meeting students where they are, I help them stay engaged without compromising academic integrity. Retention is a shared responsibility Student retention is a shared responsibility, and all educators play a key role in supporting student success. It’s vital that students feel both academically and personally supported throughout their educational journey. By implementing effective learning strategies, fostering collaboration and offering meaningful guidance, we help build students’ resilience and persistence. These efforts not only assist students in completing their courses but also equip them with the tools and confidence they need for success in both their academic and professional futures. |
