ADSA 8004
Diversity and Inclusion in Sports · 2 instructors on record · 6 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.
This course is designed to provide students with an overview of the major diversity and inclusion issues in the world of sports. All prime issues impacting contemporary sports are covered, including gender and sex, race and ethnicity, disability, religion, student-athlete welfare, media involvement, and globalization. Students will learn about their own bias, general bias, and how an inclusive and diverse sport organization creates a stronger culture. This course will place a heavy emphasis on critical dialogue and discussion and is designed to challenge students to think critically about the information they are receiving while applying the knowledge they have gained to specific intersections between sport and society. Students will be expected to be a participant in the learning process, including researching on their own, asking poignant questions when they might seem ambiguous, and learning from classmates different experiences all while being open and respectful. This course is considered a collective learning experience between students and the instructor (and occasional guest speaker and/or site visit). Students have diverse backgrounds, experiences, training, and education that they each bring to the classroom, thereby potentially enhancing the classroom exchange and learning experience.
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 | Cynthia PerryAdvancing Studies Provisional | 1001 record | 78th | 100th |
| 2 | Andrea BuenanoAdvancing Studies | 865 records | 93rd | 76th |
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. 1 of 2 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 line
All 13 items · means across 6 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
6 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Cynthia Perry | Spring 2026 | 01 | 100 | 100 | 60 |
| Andrea Buenano | Summer 2025 | 01 | 91 | 87 | 80 |
| Andrea Buenano | Summer 2024 | 01 | 80 | 65 | 60 |
| Andrea Buenano | Summer 2023 | 01 | 84 | 84 | — |
| Andrea Buenano | Summer 2022 | 01 | 87 | 93 | 100 |
| Andrea Buenano | Spring 2022 | 01 | 88 | 96 | 80 |
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.