ACCT 3321
Intermediate Accounting for Finance and Consulting · 5 instructors on record · 18 sections
Boston College's ratings are bunched at the top — the median instructor averages about 88 out of 100 on the raw scale, and 44% of them clear 90 — so a raw score cannot separate anybody. Every figure here is ranked against BC classes and that rank is re-expressed out of 100, which is what turns a raw 88 — the middle of the university — into a figure that says where somebody actually stands. On this scale 77 is the median, 84 the top quarter and 91 the top tenth. Workload is then an adjustment on top of that, worth nothing at all for an ordinary one. Lighter work than 59% of BC classes.
The class itself, averaged across everyone who taught it — who taught it is the board below.
How is this worked out?
That is what a student picking a section is actually choosing between: the board carries each instructor's own score for this class, and the score above is the class averaged across all of them.
Boston College's own “intellectually challenging” question. It is not a measure of difficulty, grading or workload.
How is this worked out?
Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.
One of Boston College's five workload bands, not a number of hours. Higher means more work, not worse.
How is this worked out?
Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.
This intermediate financial accounting course builds on ACCT1021 to provide, in greater depth, a comprehensive understanding of financial accounting topics important to assessing firm performance. The course is designed to teach users of financial statements (rather than preparers of financial statements) how accounting information, shaped by regulation, has advantages and limitations in assessing the economics of the underlying business. The goal of the course is to provide a better understanding of financial reporting and accounting information as an input to evaluating a firm. With hands-on use of cases and SEC filings, this course is beneficial for students seeking careers that require the use of financial statement information as an input to decision-making.
Scores are real averages. The order also accounts for how many records back each one — the count is under every score — so one perfect review does not outrank a semester of them. 2 of the 5 rows carry a mark saying so.
| Rank | Instructor | Curve | Easiness | Challenge | RMP overall |
|---|---|---|---|---|---|
| 1 | Mary Ellen CarterProfessor and Joseph L. Sweeney, Esquire '23, LL.D. '63 (hon.) Chair in Accounting · Accounting Provisional | 7689 raw · 2 records | 68−2 to the score | 88th | 801 rating · all classes |
| 2 | Mark BradshawJoseph F. Cotter Professor and Chairperson · Accounting Provisional fewer records | 7084 raw · 2 records | 68−2 to the score | 63rd | 1001 rating · all classes |
| 3 | Mark CrowleyAccounting | 7282 raw · 4 records | 84+2 to the score | 42nd | 9611 ratings · all classes |
| 4 | Christina WilliamsAccounting fewer records | 6066 raw · 3 records | 81+1 to the score | 2nd | 201 rating · all classes |
| 5 | Thomas WhalenAccounting | 6273 raw · 7 records | 68−2 to the score | 61st | 6014 ratings · all classes |
2 of 5 rows are marked provisional: fewer than 3 records stand behind the number. That is thin evidence, not a bad instructor — the record count is in every row. The RateMyProfessors column is an instructor's overall figure across everything they teach, not a figure about this class.
How this board is built and ordered
Positions account for how many records stand behind each number, so one perfect review does not outrank a semester of them. Every score shown is the real average — only the ordering is adjusted. The comparison here is the class itself: a thin record is read against how this class was rated overall, not against the university.
Every instructor with an evaluation record for this class is on this board — it is not a top ten, and nothing is hidden behind a “show more”. Curve is the instructor's score for THIS class only, ranked against every instructor we hold and printed back out of 100, with the raw BC average underneath it; nothing on this board is an average across the other things they teach. Easiness is an adjustment on top of it, worth up to about ±6 — BC's workload item, ranked and turned over, so a lighter section gains and a heavier one loses, while an ordinary one changes nothing — and each row prints the adjustment, signed. The board is ordered on the same figure it prints, adjusted for how many records back it. Challenge is BC's “intellectually challenging” item shown as a rank against every class we hold; students answer it positively about courses that stretched them, so it is not a measure of difficulty or grading, and it is never marked better or worse.
That site has no course dimension, so its figure is shown for information and kept out of the ranking.
The line
All 13 items · means across 18 recordsBars are ranks, not raw scores. Nothing here is graded good or bad.
What each item asks
- Explains Clearly
- The instructor was effective at creating an understanding of difficult subject matter.
- Available
- The instructor was available for help outside of class.
- Motivating
- The instructor motivated me to do my best work.
- Sparks Interest
- The course stimulated my interest in the subject matter.
- Organized
- The course was well organized.
- Clear Goals
- The learning objectives for the course were clear.
- Useful Later
- What I learned is applicable beyond this course.
- Assignments
- Assignments and exams contributed to my learning.
- Fast Feedback
- I received feedback on my work in a timely manner.
- Useful Feedback
- The feedback I received on my work was meaningful.
- Workload
- How much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.
- Challenge
- The course was intellectually challenging.
- Attendance
- Attending class was necessary to do well in this course.
Why these numbers are curved
Both the number and the bar are the rank against every comparable record we hold, printed back out of 100. BC's questions all have a median around 4.5, so on the raw scale every cell here would read in the high eighties and every bar would be nearly full — thirteen numbers that tell you nothing. Each cell prints its raw BC figure and its percentile underneath, so nothing is hidden by the transform. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.
Game log
18 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Mark Crowley | Spring 2026 | 01 | 75 | 74 | 40 |
| Mark Crowley | Spring 2026 | 02 | 84 | 80 | 40 |
| Mark Bradshaw | Fall 2025 | 01 | 81 | 72 | 60 |
| Mark Bradshaw | Fall 2025 | 02 | 87 | 72 | 60 |
| Mark Crowley | Spring 2025 | 01 | 79 | 74 | 40 |
| Mark Crowley | Spring 2025 | 02 | 88 | 83 | 40 |
| Thomas Whalen | Fall 2024 | 01 | 72 | 66 | 60 |
| Thomas Whalen | Fall 2024 | 02 | 76 | 74 | 60 |
| Thomas Whalen | Spring 2024 | 01 | 79 | 71 | 60 |
| Thomas Whalen | Spring 2024 | 02 | 68 | 60 | 60 |
| Thomas Whalen | Fall 2023 | 01 | 71 | 66 | — |
| Thomas Whalen | Fall 2023 | 02 | 73 | 66 | — |
| Christina Williams | Spring 2023 | 01 | 67 | 62 | 60 |
| Christina Williams | Fall 2022 | 01 | 71 | 64 | 40 |
| Thomas Whalen | Fall 2022 | 02 | 75 | 70 | 60 |
| Christina Williams | Spring 2022 | 01 | 58 | 48 | 40 |
| Mary Ellen Carter | Fall 2021 | 01 | 93 | 85 | 60 |
| Mary Ellen Carter | Fall 2021 | 02 | 85 | 75 | 60 |
How to read this board
Instructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.