COVID-19 forced college administrators to reassess how they provide students with the most effective methods of support. This project examined the first year of a novel digital peer mentoring program with the goal of connecting diverse students to campus resources they needed to navigate the transition to and through their first year of college. MentorHub, a referral and supportive accountability mobile application, was implemented with first-year undergraduates at a large, private university in the northeastern region of the USA. MentorHub tracked students’ current challenges and connected them with trained peer mentors who provided students with support and referrals to campus resources (e.g., mental health, financial, academic). Analyses were not hypothesis-driven, but instead were exploratory and intended for improving the platform. In the first year of the program (August 2021 to June 2022), 47% ( N = 3141) students logged onto the platform at least once. Patterns of self-reported challenges revealed that career concerns were the most challenging at the beginning of the fall semester, and that academic habits were most challenging over the course of the year. Referrals ( N = 756) were made by mentors, 13% of which were for health and well-being. First-generation and underrepresented minority students showed distinct patterns in referrals. Findings revealed distinct patterns in self-reported challenges across the academic year. Students’ use of MentorHub and responses to in-app questions allowed for a real-time understanding of student challenges and patterns of engagement with peer mentors. Implications for a stepped-care approach to addressing student challenges are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s41347-023-00303-8.

When transitioning to remote (Spring 2020) and hybrid (2020-21 academic year) learning during the COVID-19 pandemic, educators worked quickly to make lectures, coursework, and assessments accessible remotely. As educators return to in-person instruction, accessibility has become an even more essential and evolving part of effective course design (Kim, 2021). The Universal Design for Learning (UDL) Framework aims to maximize learning for all students through flexibility and choice (CAST, 2018). However, to broaden UDL’s impact, these strategies should be transparent to students (Super et al., 2020). This presentation will discuss the use of exam wrappers for students to reflect on UDL practices and their own learning in an undergraduate acoustics class. Exam wrappers are a reflective exercise where students analyze their study strategies after a summative assessment (Lovett, 2013). We will present how UDL practices were implemented in a Speech Science course. Then, we will review lessons learned from using a custom exam wrapper where students reflect on their study habits after exams that assess their application of anatomy and physiology to speech acoustic output. The exam wrapper also aims to obtain formative feedback on UDL practices. This work can inform strategies for UDL implementation and student reflection in acoustics education.