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Learning Student Names 

By Greg Siering, Director of Pedagogy and Curricular Development

Research consistently shows that a student’s sense of belonging is a primary predictor of retention and persistence (Strayhorn, 2018; Gopalan & Brady, 2020). But long before a student decides whether they fit into a university, they decide whether they fit into a classroom. When an instructor addresses a student by name and remembers something about them, studies show that it reduces psychological distance, encourages office-hour visits, and significantly increases class engagement (Cooper et al., 2017). Using students’ names signals caring, personalizes learning, and builds the kinds of relationships that can foster academic integrity. 

As faculty navigate varying classroom support structures, learning dozens or even hundreds of student names in a large-enrollment course can feel particularly daunting. Yet, remembering and using student names remains one of the best strategies for boosting student belonging and success. While some of us are naturally gifted at connecting faces to names—what psychologists call strong associative memory—there are practical, low-lift techniques anyone can use to manage this independently. In A Teacher’s Guide to Learning Student Names (2024), Michelle Miller provides several strategies to help get started, including the following.

Retrieval Practice

Retrieval practice is a powerful tool for student learning, and it can be just as helpful in learning student names. Instead of “cramming” by studying a student roster, we can practice retrieving students’ names by actively using them in class. Get in the habit of using students’ names during class discussions or activities (“Thanks for sharing that perspective, Yasmin” or “Let’s follow up on what Ji-hoon mentioned”), even if you have to ask them to remind you of their names. If you are worried about mispronouncing students’ names, consider using NameCoach, a Canvas tool that allows students to record the pronunciation of their names, which can give you (and their classmates) confidence in using their names in class. 

Photo Rosters, Classroom Maps, and Name Tents

Miller refers to these as “bordering-on-cheating shortcuts,” but they can be very useful tools to support your rehearsal of student names, scaffolding practice through active use of names.

  • Photo rosters are particularly useful prior to a class, letting you get the jump on remembering names, or for double-checking your memory later. I often jot notes on a printed photo roster to help build additional associations that trigger my memory—an interesting fact or interest shared in class. Learn how to view and print photo rosters in Caesar.
  • Classroom maps or seating charts can help in small to mid-sized classes, if you want to have students sit in the same seats for a while. Locking in seating can be unpopular or tedious over time, but early use of seating charts can boost your practice.
  • Name tents are useful in small to mid-sized classes. You can provide card stock and ask students to personalize their name tents and always bring them back to class.

Icebreakers to Boost Associations

Many instructors use icebreakers for good reason—they can provide useful associations that can improve memory of student names. The interview-and-introduce-a-partner activity is a popular technique that also builds community and belonging from the start of class. Just be honest with yourself about your ability to remember these associations—a good reason to jot notes down on a photo roster.

Getting Students to Practice with Names

An additional practice to layer on top of the others is to get students to start using each other’s names during class discussions and activities. It helps them and you learn names, and it boosts community and belonging. This can feel forced at first—nudging students to use each other’s names in a think-pair-share activity—but it becomes a community practice over time.

Remembering students’ names can be difficult, but practice pays off, and the payoff for them—and us—is worth the effort. 

References

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE Life Sciences Education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Gopalan, M., & Brady, S. T. (2020). College Students’ Sense of Belonging: A National Perspective. Educational Researcher, 49(2), 134–137. https://journals-sagepub-com.turing.library.northwestern.edu/doi/pdf/10.3102/0013189X19897622  

Miller, M.D. (2024). A Teacher’s Guide to Learning Student Names: Why You Should, Why It’s Hard, How You Can. University of Oklahoma Press. (Available at the Searle Center Library.)

Strayhorn, T.L. (2018). College Students' Sense of Belonging: A Key to Educational Success for All Students (2nd ed.). Routledge. https://doi-org.turing.library.northwestern.edu/10.4324/9781315297293