CBE—Life Sciences EducationVol. 16, No. 1 ArticlesFree AccessWhat’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology ClassroomKatelyn M. Cooper, Brian Haney, Anna Krieg, and Sara E. BrownellKatelyn M. Cooper†These authors contributed equally to this work.Search for more papers by this author, Brian Haney†These authors contributed equally to this work.Search for more papers by this author, Anna KriegSearch for more papers by this author, and Sara E. BrownellSearch for more papers by this authorNancy Pelaez, Monitoring EditorPublished Online:13 Oct 2017https://doi.org/10.1187/cbe.16-08-0265AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (359 KB)FiguresReferencesRelatedDetailsCited byFew LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential BenefitsCarly A. Busch, Parth B. Bhanderi, Katelyn M. Cooper, and Sara E. 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This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).We thank the members of the Biology Education Research Lab at Arizona State University for their thoughtful comments and feedback on this article.PDF download