APSY 2217
Statistics for Applied Psychology · 7 instructors on record · 21 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 74% 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 course provides an introduction to statistics with a focus on applications to the fields of human development and education. Students will learn the fundamentals of data analysis, including descriptive statistics, hypothesis testing, confidence intervals, and statistical inference. They will receive experience with statistical software that will allow them to address a wide range of research questions. The course will highlight examples from different areas of practice that require the application of psychology: human services, human resources, social policy, and education.
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 7 rows carry a mark saying so.
| Rank | Instructor | Curve | Easiness | Challenge | RMP overall |
|---|---|---|---|---|---|
| 1 | Betty LaiCounseling, Developmental, and Educational Psychology | 9096 raw · 3 records | 78±0 to the score | 76th | —no page |
| 2 | Claudia KruzikEducation Provisional fewer records | 9497 raw · 2 records | 84+2 to the score | 41st | —no page |
| 3 | Clara ShimCounseling, Developmental, and Educational Psychology Provisional | 8492 raw · 1 record | 84+2 to the score | 30th | —no page |
| 4 | Marina VasilyevaCounseling, Developmental, and Educational Psychology | 7685 raw · 9 records | 83+2 to the score | 40th | 802 ratings · all classes |
| 5 | Ji Yoon JungCounseling, Developmental, and Educational Psychology Provisional fewer records | 6677 raw · 1 record | — | 48th | —no page |
| 6 | Ricardo Suarez RojasCounseling, Developmental, and Educational Psychology | 7180 raw · 3 records | 84+2 to the score | 20th | —no page |
| 7 | Barbora HoskovaCounseling, Developmental, and Educational Psychology Provisional | 5552 raw · 2 records | 84+2 to the score | 3rd | —no page |
4 of 7 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 21 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
21 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Marina Vasilyeva | Spring 2026 | 01 | 88 | 84 | 40 |
| Marina Vasilyeva | Spring 2026 | 02 | 76 | 73 | — |
| Marina Vasilyeva | Fall 2025 | 01 | 89 | 82 | 40 |
| Ricardo Suarez Rojas | Fall 2025 | 02 | 86 | 78 | 40 |
| Ricardo Suarez Rojas | Spring 2025 | 02 | 75 | 70 | 40 |
| Clara Shim | Spring 2025 | 03 | 92 | 89 | 40 |
| Betty Lai | Fall 2024 | 01 | 96 | 93 | 60 |
| Marina Vasilyeva | Spring 2024 | 01 | 83 | 78 | 40 |
| Ricardo Suarez Rojas | Spring 2024 | 02 | 80 | 72 | 40 |
| Ji Yoon Jung | Spring 2024 | 03 | 77 | 75 | — |
| Betty Lai | Fall 2023 | 01 | 98 | 91 | — |
| Marina Vasilyeva | Fall 2023 | 02 | 82 | 82 | — |
| Marina Vasilyeva | Spring 2023 | 01 | 82 | 79 | 40 |
| Betty Lai | Spring 2023 | 02 | 94 | 91 | 40 |
| Barbora Hoskova | Spring 2023 | 03 | 58 | 55 | 40 |
| Barbora Hoskova | Fall 2022 | 01 | 45 | 42 | 40 |
| Marina Vasilyeva | Fall 2022 | 02 | 86 | 77 | 40 |
| Claudia Kruzik | Spring 2022 | 01 | 99 | 96 | 40 |
| Marina Vasilyeva | Spring 2022 | 02 | 94 | 84 | 40 |
| Claudia Kruzik | Fall 2021 | 01 | 95 | 87 | 40 |
| Marina Vasilyeva | Fall 2021 | 02 | 88 | 86 | 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.