December often marks a point of review. Many students use this time to think about how their courses went, beyond grades alone. They consider which classes felt clear, which were frustrating, and which experiences increased or reduced their interest in a subject.
These reflections matter because students often make decisions before they fully understand a subject. Choices about whether to continue, change direction, or disengage are shaped early. They are influenced by small experiences that accumulate over time.
For faculty, this raises an important question. What signals do our courses send before students feel confident or skilled?