Class record · APSY · LSOE

APSY 2041

Adolescent Development · 9 instructors on record · 17 sections

What the course score is made of

84BC evaluations17 records · weight ×1.0 · Fall 2021 – Spring 2026

—Student reviewsno reviews — does not contribute

—RateMyProfessorsno ratings — does not contribute

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.

What the challenge rank is made of

7thMore challenging than 7% of BC classesranked against every one we hold

80BC — “Intellectually Challenging”17 records · raw score out of 100

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.

What the workload rank is made of

3rdMore work than 3% of BC classesranked against every one we hold

39BC — “Workload”17 records · raw score out of 100

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 introduces the breadth of opportunities and challenges of human development across the adolescent years. It discusses biological, social, psychological, and cognitive changes that occur during adolescence; the role of autonomy, belonging, and motivation in adolescent development; how peers, adults, and technology influence adolescent development; and how adolescents race/ethnicity, gender, sexuality, and academic identities influence their development. Consideration will be given to variability in adolescent development across cultures and contexts, and to the impact of rapid cultural change on youth.

The board

9 instructors · ranked on this class onlyCompare the top 3

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	RMP overall
1	Paul PoteatCounseling, Developmental, and Educational Psychology	964 records	3rd	13th	1005 ratings · all classes
2	Alexandria SheppardCounseling, Developmental, and Educational Psychology Provisional	941 record	25th	5th	—no page
3	Naoka CareyCounseling, Developmental, and Educational Psychology Provisional	931 record	25th	15th	—no page
4	Kaila DazaCounseling, Developmental, and Educational Psychology Provisional	881 record	25th	14th	—no page
5	Kristina Schmid-CallinaCounseling, Developmental, and Educational Psychology Provisional	881 record	25th	29th	—no page
6	Katherine VolkCounseling, Developmental, and Educational Psychology Provisional	872 records	25th	4th	—no page
7	Charles CurrieCounseling, Developmental, and Educational Psychology	874 records	25th	4th	—no page
8	Amy DesantisCounseling, Developmental, and Educational Psychology Provisional	801 record	25th	3rd	—no page
9	Julie KimCounseling, Developmental, and Educational Psychology Provisional	772 records	25th	9th	—no page

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. 7 of 9 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; that site has no course dimension, so it is shown for information and kept out of the ranking.

The line

All 13 items · means across 17 records

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

9241st pctl

Available Outside of ClassThe instructor was available for help outside of class.

9132nd pctl

Brings Out Your Best WorkThe instructor motivated me to do my best work.

9136th pctl

Sparked My InterestThe course stimulated my interest in the subject matter.

9236th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9145th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9250th pctl

Useful Beyond the CourseWhat I learned is applicable beyond this course.

9139th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8622nd pctl

Gives Feedback PromptlyI received feedback on my work in a timely manner.

8729th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8832nd pctl

Workload, difficulty & attendanceNot ratings

WorkloadHow 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.

393rd pctl

Intellectually ChallengingThe course was intellectually challenging.

807th pctl

Attendance MattersAttending class was necessary to do well in this course.

8214th pctl

Bar 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

17 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Charles Currie	Spring 2026	01	75	64	40
Kaila Daza	Spring 2026	02	88	85	40
Paul Poteat	Spring 2026	03	95	90	20
Charles Currie	Fall 2025	01	90	86	40
Paul Poteat	Fall 2025	02	97	90	40
Kristina Schmid-Callina	Spring 2025	01	88	85	40
Charles Currie	Spring 2025	02	95	89	40
Charles Currie	Fall 2024	01	87	85	40
Paul Poteat	Fall 2024	02	97	91	40
Katherine Volk	Spring 2024	01	87	82	40
Katherine Volk	Fall 2023	01	87	84	40
Paul Poteat	Fall 2023	02	94	92	40
Julie Kim	Spring 2023	01	67	61	40
Naoka Carey	Fall 2022	01	93	87	40
Julie Kim	Fall 2022	02	87	85	40
Alexandria Sheppard	Fall 2021	01	94	91	40
Amy Desantis	Fall 2021	02	80	75	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.