The effectiveness of students' evaluations of teaching effectiveness (SETs) as a means of enhancing university teaching was studied, with emphasis on the multidimensionality of SETs, an Australian version of the Students' Evaluations of Educational Quality instrument (the ASEEQ), and the 1986 feedback/consultation intervention of R. C. Wilson. Ninety-two teachers completed self-evaluation surveys and were evaluated by their students at the middle of semester one and at the end of semesters one and two. Three randomly assigned groups received the feedback consultation intervention at the midterm of semester one (MT), the end of semester one (ET), or received no intervention (control). Each MT and ET teacher targeted specific ASEEQ dimensions that were the focus of his/her individually structured intervention. The ratings for all groups improved over time, but only ratings for the ET group improved significantly more than those of the controls. For both ET and MT groups, targeted dimensions improved more than non-targeted dimensions. Results suggest that SET feedback coupled with consultation is an effective means of improving teaching effectiveness and provide one model for feedback/consultation. One figure and five tables present study findings. (Author/SLD)