“…Gathering student feedback at the midpoint can help faculty members gain access to the student perspective and, if they choose to share student feedback with the class, it can promote "two-way communication with learners" and facilitate "open discussions about course goals and the teaching-learning process" (Diamond, 2004, p. 226) in which students feel "empowered to help design their own educational process" (Keutzer, 1993, p. 239). Furthermore, gathering and discussing student feedback allows for the possibility that concerns might be addressed and changes made within the same term (Caulfield, 2007;Clark & Redmond, 1982;Diamond, 2004;Hofman & Kremer, 1983;Keutzer, 1993) as well as for future classes.…”