ADSA 7503
Sports Finance · 2 instructors on record · 16 sections
That is the class itself, averaged across everyone who taught it. Who taught it, and how each of them scored, is the board below — that is what a student picking a section is actually choosing between.
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.
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.
Sports today is a big business. At all levels, revenues currently exceed $65 billion. Colleges and universities have seen their cost per athlete increase by 52% over the past 5 years. With the vast amountof money involved and the visibility of the athletic programs, sports management has necessarily becomea separate discipline. Sports Management shares many similarities with other businesses, but there are critically important differences. This course focuses on the financial management of sports programs. The course is designed to provide students with a fundamental understanding of the basic concepts in sportsfinance. It will focus on creating an understanding of basic financial concepts applicable to allorganizations, including financial statement analysis, analyzing risk and return, and the time value of money. It will then apply these concepts to create an understanding of the financial drivers underlying sports management at the collegiate and professional levels. This will be accomplished through readings, videos, online class discussions, group projects, and individual reports.
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.
| Rank | Instructor | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Christopher ParkerAdvancing Studies | 8312 records | 47th | 32nd |
| 2 | David AyerAdvancing Studies | 754 records | 87th | 36th |
How this board is orderedPositions 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”. Overall is the instructor's blended score for THIS class only, and its one contributing source is Boston College's evaluations for the sections in the row's record count — nothing on this board is an average across the other things they teach. Workload and Challenge are RANKS against every class we hold, not scores: BC's questions all sit near the top of the 1-5 scale, so a raw number would put almost every row in the high eighties and tell you nothing. Challenge is BC's “intellectually challenging” item, which students answer positively about courses that stretched them — it is not a measure of difficulty or grading. Neither column is ever marked better or worse.
The line
All 13 items · means across 16 recordsBar length is the rank against every comparable record we hold, not the raw score: BC's questions all have a median around 4.5, so a raw-scale bar would be nearly full on every row and would tell you nothing. 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
16 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Christopher Parker | Spring 2026 | 01 | 79 | 78 | 60 |
| Christopher Parker | Fall 2025 | 01 | 88 | 88 | 60 |
| Christopher Parker | Fall 2025 | 02 | 84 | 89 | 60 |
| David Ayer | Summer 2025 | 01 | 80 | 76 | 60 |
| Christopher Parker | Spring 2025 | 01 | 83 | 79 | 60 |
| Christopher Parker | Fall 2024 | 01 | 92 | 87 | 60 |
| Christopher Parker | Fall 2024 | 02 | 88 | 84 | — |
| David Ayer | Summer 2024 | 01 | 75 | 68 | 80 |
| Christopher Parker | Spring 2024 | 01 | 89 | 84 | 60 |
| Christopher Parker | Fall 2023 | 01 | 85 | 79 | — |
| Christopher Parker | Fall 2023 | 02 | 73 | 80 | — |
| David Ayer | Summer 2023 | 01 | 75 | 76 | — |
| Christopher Parker | Spring 2023 | 01 | 83 | 84 | 60 |
| Christopher Parker | Fall 2022 | 01 | 80 | 80 | 60 |
| David Ayer | Summer 2022 | 01 | 72 | 80 | 80 |
| Christopher Parker | Spring 2022 | 01 | 70 | 63 | 40 |
How to read this boardInstructors 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.