TABLE 1.

Results of models that explore whether student demographic characteristics predict (a) whether students perceive that it is likely that instructors of previous large-enrollment biology courses knew their names, (b) whether students perceive that instructors of this large-enrollment biology course know their names, and (c) whether an instructor of this large-enrollment biology course actually knew the student’s name^a

	a. Likely to report name previously known		b. Student perceives name is known by instructor		c. Student name actually known by instructor
Identity	Regression coefficient ± SE	p Valueb	Regression coefficient ± SE	p Value	Regression coefficient ± SE	p Value
Intercept	−4.0 ± 1.4	0.00517	0.13 ± 1.18	0.912	0.10 ± 0.45	0.674
Prior GPA	0.77 ± 0.40	0.05302	0.46 ± 0.35	0.197	0.01 ± 0.01	0.267
Gender: female	−1.05 ± 0.46	0.02270	−0.12 ± 0.43	0.794	−0.35 ± 0.36	0.321
Race/ethnicity: underrepresented minority	0.24 ± 0.56	0.66732	−0.65 ± 0.46	0.159	−0.39 ± 0.41	0.334
College generation status: first-generation	0.80 ± 0.67	0.23605	−0.03 ± 0.48	0.947	−0.19 ± 0.40	0.637

^aThe first model explores whether students’ prior academic ability, gender, race/ethnicity, or college generation status predicts whether they perceived it was likely or unlikely that instructors in previous large-enrollment biology courses knew their names. Model a: name.previously.known ∼ prior.gpa + gender + race + college.gen. The second model explores whether students’ prior academic ability, gender, race/ethnicity, or college generation status predicts whether they perceive that an instructor in this class knew their names. Model b: instructor.perception ∼ prior.gpa + gender + race + college.gen. The third model explores whether a student’s prior academic ability, gender, race/ethnicity, or college generation status predicted whether an instructor actually knew their names. Model c: name.actually.known ∼ prior.gpa + gender + race + college.gen.

^bBolded p values are significant.