Questions remain as to the utility of the data obtained through student feedback, and the extent to which students experience feedback processes as meaningful, and academics revise their teaching accordingly. This project piloted restorative practices and design thinking to enable active student participation (n ¼ 25) in reviewing and redesigning a victimology course within an under-graduate criminology programme. It utilized restorative and design workshops to gather data and facilitate student-lecturer dialogue, and collaborative reflection and ideation. Aligning with the research on dialogue-based student feedback processes, students valued this process, articulated their learning experiences and the course’s strengths and weaknesses in sophisticated ways, and co-created many practical, transferrable ideas to meet future students’ needs. The project humanized participants, and aided the course leader’s efforts to empathize with students, develop their courses, and reflect on their broader teaching and student support practices. This project is easily replicable in criminal just�ice and criminology programmes globally.