This article includes a free, open-access resource for educators: What Your Students Aren’t Telling You: Listening, Learning, and Leading with Empathy. The book, co-authored with students, offers actionable strategies and insights to help create more inclusive and humane learning environments. Download it here: https://publish.illinois.edu/gist-partnerships/what-your-students-arent-telling-you/
In higher education, we often track student success through grades, credit hours, and retention rates. But behind those metrics are untold stories—narratives of resilience, confusion, silence, and strength. This project started with a deceptively simple question: What aren’t our students telling us?
After years of teaching, I noticed how often students carried academic, emotional, and personal burdens without sharing them. Not because they lacked courage, but because they didn’t feel invited to speak. Their stories, while occasionally requested, were rarely acted upon. I wanted to change that—not just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change.
From Curiosity to Campuswide Inquiry
The project began in two large general education courses I teach at the University of Illinois Urbana-Champaign: FSHN 101: The Science of Food and FSHN 120: Contemporary Nutrition. These courses enroll a diverse cross-section of the student body, creating the perfect environment to listen broadly and learn deeply.
Over multiple semesters, more than 2,000 students voluntarily participated in IRB-approved surveys and follow-up interviews. These were not standard end-of-semester evaluations. The surveys included over 20 demographic questions—covering areas like housing, food security, disability status, and employment—followed by 15–40 experience-based questions exploring academic confidence, mental health, study habits, and perceptions of inclusion.
To capture both breadth and nuance, the surveys incorporated multiple question formats, such as Likert scales, rankings, multiple select, and open-ended prompts. Each semester, the surveys were refined based on student feedback and changing classroom dynamics.
We also conducted one-on-one interviews with select students, allowing them to share the context behind the data—what it feels like to study while housing-insecure, to navigate a disability without accommodations, or to sit in a classroom where your identity is invisible.
Building a Cross-Disciplinary Team
To guide this growing body of student insight into something useful for faculty, I turned to trusted collaborators with expertise across student development, pedagogy, and educational innovation.
Bonnie Hemrick, Director of Mental Health Promotion at Oregon State University, helped frame issues of student well-being and resilience. Dr. Emily Tarconish, a teaching professor in the College of Education, contributed her deep knowledge of Universal Design for Learning and accessible course design. Amy Leman, professor in Human Development and Family Studies, helped navigate the IRB process providing insight and guidance. Dr. Tony Zhang from Gies College of Business offered perspective on AI, ChatBot technology, and ethical academic support tools. Ann Fredricksen, a dedicated advocate with Disability Resources and Educational Services, kept disability at the center of our equity framework—not as an afterthought, but as a foundation.
Together, we weren’t just evaluating survey results. We were reframing how we think about student-centered learning.
Empowering Students as Authors and Analysts
One of the most powerful dimensions of this work was who got to tell the story. From the beginning, students weren’t just research subjects—they were research partners. Many were enrolled in leadership-focused sections of FSHN 101 and 120 and took on active roles in the analysis, writing, and design of the final open-access book: What Your Students Aren’t Telling You.
Their contributions weren’t theoretical. They were rooted in lived experience. Alysha Haverkos grounded our understanding of food insecurity and student basic needs. Ananya Mani shared honest, often-overlooked realities of international student life. Samarth Jain brought data visualization to life, uncovering trends and turning them into stories. Sheza Shaikh centered mental health and belonging in her writing. Tessa Wolf strengthened our commitment to inclusive course design.
These students didn’t just support the work—they shaped its voice. Each of them served as a reminder that students are not passive recipients of education. They are co-creators of it.
Key Takeaways That Changed Our Classrooms
Through data analysis, interviews, and student authorship, a set of clear—and deeply human—patterns emerged:
- Timed, high-stakes assessments caused the highest levels of stress, especially for students managing disabilities or mental health concerns.
- Flexibility in format and modality—such as recorded lectures, alternative assignments, or extended deadlines—made students feel supported, capable, and seen.
- Textbook format and cost mattered. Students appreciated transparency and choice when it came to required materials.
- Inclusive language, representation, and proactive instructor support all contributed to students’ sense of belonging and trust.
These findings don’t argue against academic rigor. Rather, they ask us to pair rigor with relevance and compassion. Many of the most impactful changes were not labor-intensive. A reworded syllabus, an anonymous feedback survey, or a mid-semester check-in can shift a student’s entire trajectory.
A Free, Open-Access Resource for Faculty
The insights we gathered are now published in What Your Students Aren’t Telling You, a free and open-access resource designed to support faculty, advisors, instructional designers, and anyone working to make higher education more humane and inclusive.
The book is both research-informed and experience-driven. Each chapter is co-authored with students who lived the realities we discuss. Their stories—of being brilliant but burned out, passionate but unheard, capable but unseen—bring the data to life.
You’ll find practical strategies, institutional recommendations, and reflective questions to help you translate student voices into action.
You can download it here:
Why This Work Matters Now
We are teaching in a time of complexity—rising mental health challenges, widening equity gaps, and ongoing uncertainty in higher education. But we’re also teaching in a time of possibility.
Students are more willing than ever to share what they need—if we create the space to listen. They’re asking us not to fix everything, but to see them, to ask good questions, and to respond with care.
This project reinforced what many of us already know: better is possible. But it takes intentionality. It takes listening. And it takes the courage to rethink not just what we teach, but how we teach and why.
Final Thoughts: A Call to Listen and Lead
The most transformative teaching moments rarely come from perfectly delivered lectures. They come from real connection—from the moments we pause, ask, and truly hear our students.
The students in this project didn’t ask for perfection from faculty. They asked to be heard. And in return, they gave us tools, stories, and solutions that can reshape the future of our classrooms.
Let this be your starting point.
Explore the book. Share it with a colleague. Invite conversation in your next department meeting. And if it resonates with you, I welcome you to reach out. Let’s talk, collaborate, and keep learning from the people who know our classrooms best—our students.
Toni Gist is a clinical assistant professor at the University of Illinois Urbana-Champaign. Download the book at https://publish.illinois.edu/gist-partnerships/what-your-students-arent-telling-you/