Research from a range of sectors indicates the benefits of enabling user participation in service design. In universities, however, questions remain about the usual mechanisms used to obtain student feedback in relation to the quality and utility of the data obtained, the extent to which students participate in feedback processes or experience these as meaningful, and whether academics are willing to revise their teaching based on feedback. This project piloted participatory mechanisms of involving students in the review and redesign of a module. It used processes from the fields of restorative practice and design thinking to enable dialogue and partnership between students and the lecturer on an undergraduate module, LW380 Victimology, after its initial delivery. It was found that restorative and design processes were attractive to students as methods of providing feedback. It enabled them to articulate the strengths and weaknesses of the module and teaching approach in a sophisticated manner, and to participate in co-creating practical and transferrable ways to meet future students’ needs. The benefits for the lecturer were vast, supporting their efforts to design educational and supportive materials and activities, to empathise with students, and to reflect on their teaching practices, as well as opening new avenues for pedagogical learning.