Many postsecondary institutions offer a mid-semester option for providing faculty with feedback before their current students leave their class. However, few universities have viewed mid-semester feedback (MSF) as a rich source of student voice data. The University of Kentucky’s (UK’s) Universal Design Consultant, Jennifer Pusateri, has begun to evaluate the collective mid-semester feedback (MSF) data in a whole new way: through a UDL lens. Pusateri analyzed MSF data from the past few years and sorted these data by Universal Design for Learning (UDL) Guidelines and Checkpoints to look for trends in the student voice. Through this analysis, three Guidelines emerged, highlighting possible gaps in instructional practices and student support programs. This resource is designed to: 1) outline UK’s mid-semester feedback service, 2) demonstrate the coding and sorting process, 3) present findings, and 4) reveal how the Center for the Enhancement of Learning and Teaching (CELT) is using student-voice data to inform current and future workshop offerings.

Stereotype threat is a subtle, yet significant experience that can increase the risk an individual becomes concerned that they are confirming a negative stereotype about a valued group to which they belong. It can impact performance in school, including test performance, engagement, task preparation, and collaboration. A CAST research team studied the effects of stereotype threat on collaboration in a middle-school inquiry-based science context. In addition, as part of a research-to-practice model, CAST piloted online professional development trainings for educators to build classroom strategies to mitigate the effects of stereotype threat in their context.