I teach a class on research methods and one of the topics we cover is the statistical significance of surveys based on sample size. One term, I only received five responses through OMET’s Midterm Course Survey, from a total of 25 students. I took this opportunity to point out that – to make informed decisions about improvements to our classroom dynamics – it would be helpful for me to collect more information from them. To simplify the process, I shared the survey report produced by OMET and asked my students to “upvote” one of the suggestions/comments shared by their peers. We did this “old school,” by using index cards in which they were expected to anonymously select the statement with which they most agreed. I collected these cards and grouped all feedback into broad, intersecting categories that fell along the spectrum of things I could change, and those I couldn’t, as well as things that I could do and things they could do. During the next class, I presented a summary table of broad themes that we briefly discussed and reassured them that I value their thoughts and input. I find that end-of-term survey results no longer refer to issues that students now understand as falling beyond my control or to issues that were brought up and addressed earlier in the term. This way, I can more reliably use end-of-term surveys as improvement-oriented tools for upcoming terms.