Given the potential of student feedback data for our teaching effectiveness, we should have two related goals: We want to collect more student data with a greater response rate, and we want to collect feedback that provides actionable points for improving our teaching. However, this isn't always what we get. Response rates on student feedback surveys are often lower than we'd like to see, and we often question the utility of open-response student comments that are sparse, vague, or emphasize factors unrelated to our teaching. This worshop focuses on how to best achieve these dual goals based on what we know from the available research on student feedback surveys in higher education.