Educational Development Digest: November 2025

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By Kathleen Coate (Normandale Community College), Kari Frisch (Central Lakes College), Susan Parry (Hennepin Technical College), Kelli Hallsten Erickson (Lake Superior College)​

Shakespeare’s Juliet asks Romeo, “What’s in a name?” In her context, she denies the importance of their last names, Capulet and Montague, as justified reasons to keep them apart. As it happens, however, when we ask, “What’s in a name?” in the teaching and learning context, the answer is simple. What’s in a name? Everything. 

We know instinctively as teachers that remembering student names is an important part of creating a lively and engaging classroom environment. The research also bears this out: “Using students’ names is part of instructor immediacy because it can decrease the sense of distance between students and the instructor” (Tanner, 2013, cited in Miller et al., 2025, p. 77). That immediacy is critical in fostering learning in our students’ busy lives. It is also the first step in implementing Culturally Responsive Pedagogy; our names are fundamentally connected to our identities, so to know people as individuals, we must know their names.  

Additionally, it helps when students know each other’s names. We have all had the experience of walking into a silent classroom filled with students staring at their phones. This can be attributed to students feeling awkward trying to make small talk, perhaps, as they would say, not wanting to be “cringe” in front of their peers. Breaking the name barrier not only encourages connections, it also helps “students…to feel valued and trusted when their peers address them by their names” (Cooper et al., 2020, cited in Miller et al., 2025, p. 78). When students feel valued, they are more inclined to place value on what they are doing: learning in your class. 

The first step in learning names is getting the names right to begin with. Students might not know their options for changing their names within our systems, much less where these names changes show up. For example, students can work through eServices to request changes to their names. This name will then be reflected in all their academic records. Students can also make changes to their names in the D2L account settings, which is a more closed environment.  

Students also want to know what our names are. We tell the students who we are on the first day of class but remember: they often have several other classes they are taking, and with the firehose of information they’re getting that first day, they won’t necessarily remember your name. Repeat it formally, but also informally when students have questions, and you should also describe why you have that name preference. It’s worth noting that some students come from cultures where using a first name for a teacher would be considered disrespectful, or there might be other cultural norms at play if they don’t call you by your first name. The overarching goal is always respect, and that goes both ways. 

Another thing we can consider is assuring students know who we are beyond saying our names. In online courses, posting a video or audio file of introduction helps students connect with us, and it also allows them to hear how you pronounce your name. We know how awkward it feels to mispronounce someone’s name; help them out. When we do this, “Students perceive the professors as nice and approachable, but also more competent, professional, and organized… When students do not know how to address their instructors, many feel awkward, nervous, and confused” (Hildenbrand et al., 2020, p. 96). Nervous students are far less likely to approach us with concerns, so if we can dispel some of that nervousness, we should. 

In on-campus classes, instead of calling the roll the first day, consider going around the room and asking students to say their names, finding them on your list. This allows you to hear their preferred names and pronunciation of their names. You can also implement strategies for memorizing names. An example of this is the Rule of Three. Ask the student their name and then repeat it, assuring you’ve said it correctly. Then, say your name, and “It’s nice to meet you, ____.” This can help to imprint the pronunciation in your mind.  

Sometimes, we need some help remembering names, preferred names, and pronouns. There are several tools that can help with this in D2L. First, you can add a hidden column in the gradebook for nicknames, pronouns, and pronunciations. When you learn this information in an introductory activity, you can update each student. Second, you can create individual discussion threads that are private for each student. In this space, students can communicate with you not only information about their names, but other questions or concerns they might have about the course. They may be more likely to utilize this type of discussion board than send an email. 

Names are important. Juliet doesn’t want to be held back from being her authentic self by her last name, and our students might also make different choices about what names appear on our class rosters. However the names come to us, they are identity markers that, when we learn them, positively impact not only the regard students hold for us and for each other but also increase engagement and trust. If you want to learn more about your students, ask! An easy first step is the Welcome Survey. Also, consider adding a section on your syllabus that talks about expectations and norms in your classroom regarding names. It’s all about making those empowering connections so you can get to the learning. 

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By Scott Wojtanowski, System Director for Educational Technology and Development, Minnesota State

In nearly every online platform, you’re asked to enter your first and last name, but rarely your name pronunciation. Imagine if sharing how to say your name in these space was just as common! We are waiting for the day when the presentation of one’s name pronunciation is just as common. As noted in this month’s Pedagogy In Practice, “We all know how awkward it feels to mispronounce someone’s name.” Here are two easy ways to help students and colleagues pronounce your name correctly using Microsoft Outlook and D2L Brightspace.

Microsoft 365 Outlook Online

Outlook now includes a feature that allows you to record your name pronunciation so others can hear it when they view your contact card. Follow these steps:

1. In Outlook online, start a New Mail message.
2. Add yourself as a recipient in the “To” field.
3. Hover over your name in the “To” field, then click the microphone icon.
4. Read the provided instructions, then click on the microphone icon to start recording.
5. Click “Stop” to complete the recording, and click “Play” to review the recording.

D2L Brightspace:  Add an Audio Recording in Your One-on-One Discussions Area

Brightspace does not currently have a built-in name pronunciation tool, but you can creatively share your name using audio in a private discussion forum. Review this Knowledge Base article if you are unfamiliar with the idea of creating a one-on-one (instructor-to-student) discussion forum for your students.

1. In the description of your forum, select the “Insert Stuff” option in the HTML editor in your forum description.
   
   
2. Select Add Video Note from the list of available options. The Video Note tool allows you to create a video recording or audio recording.
   
   
   
3. Insert an audio file of how to pronounce your name.
   
   

Names are the foundation of respect and connection in any learning environment. By leveraging these two personalization tools, faculty can model inclusive practices and empower students to do the same, one name at a time.

To help create accessible presentations in PowerPoint, each slide must have a unique title. This helps screen reader users navigate your presentation efficiently, just like using clear headings (like H1, H2) on a webpage.

Slide titles act like signposts. Without them, users relying on assistive tech can get lost.

Be sure to use slide layouts that come with title placeholders, not just a text box.

View more digital accessibility tips.

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By Megan Babel, Communications Coordinator, Minnesota State

Did you know you can find recordings of previous NED webinars in the NED Resource Site?

Watch the webinar from September 3, 2025 Teaching By Name: Tools for Student Empowerment, to learn about “useful tips and tools we can use to empower students through getting one of the primary things about them right: their names.”

To find this recording and others in the NED Resource Site select NED Recordings from the menu. Browse the list by date or topic and select the hyperlink in the “Recording” column.

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