The start of a new semester brings more than fresh syllabi. It brings the challenge—and opportunity—of learning the names behind each new face in a classroom.
“Preparing for the specific group of students is part of preparing for class,” said Chelsea Romney, assistant professor of applied social psychology (health emphasis) at BYU. “If Christ was my teacher, He would take time to be prepared and know who I am.”
A recent BYU study found that when professors know and use their students’ names, students feel a stronger sense of belonging, participate more in class and give more positive ratings of the course.
In the study, students completed a survey at the beginning and end of the semester. Students consistently reported feeling an increased sense of belonging in classrooms where teachers used their names. Using students’ names can show students they are recognized and that their contributions matter.
Romney also observed that students were more motivated to participate and that overall positive ratings of the course improved when professors used students’ names.
Beyond simply learning names, Romney said she makes an effort to understand each student as an individual.
“Ever since I've been teaching, I am blessed with a view of my students where I see the students how God sees them,” Romney said. “All of a sudden, I feel so much love for the students, and I'll feel this immense worth that they have as individuals.”
Faculty have tools to put this into practice. One is already in the BYU app: a flashcard feature that lets professors review student names and faces from class rolls to recognize and connect with students from day one.
“When I know my students’ names, I can pray for them by name,” Romney said.
For large classes where learning every name may not be feasible, Romney suggests “name tents”—folded pieces of cardstock displaying students’ names on desks or laptops. Teaching assistants can bring and collect them each day. This simple visual cue helps professors call students by name and strengthens classroom community.
Previous research by Cooper et al. in 2018 supports this approach, showing that students feel more seen and valued when instructors use name tents.
It’s not just professors who should know students’ names; students benefit from learning each other’s as well.
“The more we can encourage a cohort of students to connect with each other, the better they're able to share resources, study together, discuss internships and other opportunities on campus,” Romney said. “We want them to have a connection.”
Facilitating those connections can be as simple as playing a name game on the first day, asking students to introduce themselves while going over the syllabus or encouraging the use of name tents for peer interaction.
Romney began her research with the goal of creating more inclusive teaching practices.
“I wanted all my students to feel like they could speak up,” Romney said. “I felt like there was a subset of students that did all the talking,” Romney said. “I have constantly been trying to implement things in my classroom [so] everyone feels like they can speak up, they are heard, and they are a part of our learning community.”
By learning her students’ names, she found they felt part of the BYU learning community.
Building a culture of belonging doesn’t require major overhauls—just small, intentional efforts. And remembering a student’s name might be the most powerful small thing professors do this semester.
