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Author(s) -
Wong Kevin B.,
Davila Lilian P.
Publication year - 2001
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2001.tb00656.x
Subject(s) - syllabus , psychology , recall , higher education , medical education , mathematics education , pedagogy , medicine , law , political science , cognitive psychology
During the first mid‐term examination (which occurred three to four weeks after the start of instruction), students from six lower division undergraduate courses at a major public university were asked if they could recall the name of their instructor. The 95 percent who were able to correctly write the first or last name of their instructor also scored significantly (P = 0.003) better on the examination than those who could not. The most widely reported methods for learning the instructor's name were the first lecture (52 percent), the syllabus (26 percent), and the university catalog (12 percent). Students were also asked if they thought that the professor knew the student's name. Four percent of the respondents reported that they thought the instructor knew their name, 89 percent replied that they did not think so, and six percent were not sure.