<p>Student participation in course evaluations is essential for curriculum improvement, but response rates have been declining at many institutions. After other strategies failed, the University of Minnesota Medical School made completing course evaluations a required professional expectation. This policy was developed through a system-level approach where input was solicited from many different stakeholders, including students. It is reinforced by student buy-in, clear communication, providing students with dedicated time for completing evaluations and the ability to opt out of completing any particular evaluation, and non-punitive follow-up meetings for non-compliant students. Response rates rose from about 50 to 94% in the first semester after implementation, with minimal pushback from students. This approach offers a scalable model for institutions seeking to improve response rates, ensuring more representative feedback to guide curriculum development.</p>