From anonymity to engagement: the benefits of early-semester student-instructor meetings.

Student-instructor relationships play a crucial role in academic engagement and success, yet large lecture courses often limit direct interaction. This study investigated whether a brief, early-semester meeting with the instructor could enhance student engagement and academic performance. Students (n_T = 423) in a large introductory physiology course were offered a five-minute, one-on-one meeting with the instructor, with a majority of students (n_M = 323) completing the meeting. Students (n_R = 336) completed a midsemester survey that assessed engagement behaviors and self-reported letter grades at midterm. Students who completed the survey and participated in the meeting (n_RM = 285) reported higher letter grades at midterm compared to those who did not (P = 0.02). These findings correlated with a moderate effect size (Cramér's V = 0.18). Similarly, an analysis of actual midterm grades between students who completed the meeting and those who did not revealed a moderate to strong effect size (Cramér's V = 0.33). While meeting participation did not significantly impact question-asking behavior during class, students reported feeling more comfortable seeking help in person, during class, and via email. Thematic analysis revealed two major themes: Student Motivation and Intentions for Engaging with the Professor and Relationship-Building and Perceptions of the Professor. Many students initially attended for extrinsic reasons (e.g., extra credit) but later expressed increased comfort with the instructor, reinforcing their willingness to engage in class. These findings suggest that structured, low-stakes interactions may improve student-instructor relationships, even in large lecture courses. Future research should explore the long-term impact of such meetings on student success and retention.NEW & NOTEWORTHY This study shows that brief, early-semester student-instructor meetings foster stronger connections, increase student participation, and improve self-reported academic performance in large lecture courses. The following article demonstrates how a simple, scalable strategy can transform student-instructor relationships and enhance learning outcomes.