Who hasn’t been hurt, depressed, and otherwise provoked by student responses to those open-ended questions routinely included on course rating forms? Often the comments carry emotional messages, and often faculty respond with an equal amount of feeling. Hodges and Stanton (reference below) challenge us to consider how some student comments may “give us valuable insight into intellectual challenges common to novice learners in our field.” (p. 280) They suggest we view student comments differently—that we bring to the analysis of them a “scholar’s eye” (p. 280) that might help us better understand the learning challenges student face in courses.