In the author's two decades of work on postsecondary instruction, he has been constantly reminded of areas where he and his colleagues as instructors could improve teaching and deepen student learning: how they could move beyond content transmission; how they could benefit more from the published literature on instructional effectiveness, improvement, and innovation; how they could tap into more collegial support and assistance; how they could challenge students to do more to articulate their needs and preferences; and how, then, they could share more of what they learn through the scholarship of teaching. Yet he sees very few campuses that have professional development programs that can make a real difference at the classroom level. Moreover, it is the rare campus leader who has the background or vision to push much beyond the surface of instructional effectiveness and focus on student learning. In this article the author shares how he conducts formal midsemester student feedback sessions to identify problems while there is still time to address them. He finds that conducting formal midsemester student feedback sessions and developing other mechanisms for soliciting input can resolve problems, boost morale, encourage collegial support and assistance, and provide valuable material for the scholarship of teaching.