Class record · APSY · LSOE

APSY 2217

Statistics for Applied Psychology · 7 instructors on record · 21 sections

What the course score is made of

79BC evaluations21 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

32ndMore challenging than 32% of BC classesranked against every one we hold

87BC — “Intellectually Challenging”21 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

26thMore work than 26% of BC classesranked against every one we hold

42BC — “Workload”21 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 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.

The board

7 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. 2 of the 7 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge	RMP overall
1	Betty LaiCounseling, Developmental, and Educational Psychology	963 records	39th	76th	—no page
2	Claudia KruzikEducation Provisional fewer records	972 records	25th	41st	—no page
3	Clara ShimCounseling, Developmental, and Educational Psychology Provisional	921 record	25th	30th	—no page
4	Marina VasilyevaCounseling, Developmental, and Educational Psychology	859 records	26th	40th	802 ratings · all classes
5	Ji Yoon JungCounseling, Developmental, and Educational Psychology Provisional fewer records	771 record	—	48th	—no page
6	Ricardo Suarez RojasCounseling, Developmental, and Educational Psychology	803 records	25th	20th	—no page
7	Barbora HoskovaCounseling, Developmental, and Educational Psychology Provisional	522 records	25th	3rd	—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. 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; 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 21 records

The Professor4 items

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

8820th 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.

8823rd pctl

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

8713th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9043rd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9043rd pctl

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

838th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9041st pctl

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

8728th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8622nd 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.

4226th pctl

Intellectually ChallengingThe course was intellectually challenging.

8732nd pctl

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

8832nd 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

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 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.