Peter Felten recently gave a memorable workshop for USC Upstate’s Fall Faculty Day. In addition to being a kind, funny, and passionate student advocate, he left us with plenty to think about – and to act on – as we launch into the fall semester. Much of his research shows that small adjustments in faculty and staff interactions with students can make a huge impact. One such small adjustment may be learning our students’ names in the first few weeks of class. Learning and using students’ names build trust and can help create a supportive and inviting classroom environment. It also forms the basis for how we can ensure every student experiences “genuine welcome and deep care. All students need to understand that they are valued as people.

Faculty member speaking at a small podium to the side of projection slide. Three rows of students face the projection screen.

This is prerequisite for their belief that they belong on campus, which is essential for persistence and academic success” (Felten and Lambert, p. 17). If you haven’t yet found a strategy for learning students’ names, try one of the ones below. This could be your year for knowing all the names!  

1. Name Tents or Cards

Have students write their names in large dark print on a trifolded piece of paper. To do this, bring in markers, papers, and an example of your own name written in large print on a trifolded paper to set as an example. Students can either bring the name tents back each class OR you can take them up and give them out each class as a way to connect names with faces and keep track of attendance.  

2. Photo Roster with Notes

Use the Blackboard class roster with photos (or at least the photos that are available) and try to write down some details or notes about students to reinforce memory.  

3. Repetitive Interaction

Intentionally use students’ names during discussions, when calling on them, and in feedback to strengthen recall and connection. Follow this up with scheduling one-on-one or small group meetings with as many students as possible to chat for a few minutes about the course, their goals, and your hopes for their success. 

There are other benefits to knowing students’ names, as well. Once I could connect students’ names with their work and their contributions in class, I found it much easier to engage them in informal conversations – whether during class discussions, before or after class, or during office hours.

Faculty member points at computer screen while talking to two students.

This practice not only creates opportunities to reinforce expectations and recognize effort, but it also helps encourage students to stretch further into their academic explorations and pursue new questions. Knowing students’ names also makes it possible to notice when someone is absent from a discussion, lab, or other activities. When I noticed a student missing from class, I made a point to email that student to let them know they were missed and that I looked forward to seeing them in our next class meeting. These gestures signal the genuine welcome and deep care Felten mentioned, which can make a significant difference in students’ overall engagement and success.  

For further resources and research on name recognition, check out:  

Does being known matter? Analyzing the effects of Name Recognition by Instructor and Student, B. Bosch, 2023 

Bryan, J. (2021). Say my name: The importance of correct terms, titles and pronunciation. Times Higher Education. 

Weimer, M. (2017). The Importance of Learning Students’ Names. Faculty Focus. 

Some really great library resources, suggestions, and ways to use Blackboard to learn students’ names from College of Dupage.