APSY 2243
Social Oppression and Transformation · 3 instructors on record · 13 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 engages the topic of social oppression and transformation from social and psychological perspectives. Using research, scholarship, and creative work from psychology, education, sociology, history, and popular culture, students will explore institutional, ideological, interpersonal, and individual aspects of oppression across four social locations--social class, gender, race, and sexual orientation. For each location, students will start with their own stories of privilege and oppression; move to an empathic engagement with the stories of others; broaden to understand the way that structural dynamics shape those stories; and finally, dive into specific social issues, including family poverty, violence against women, mass incarceration, and LGBTQ homelessness. Throughout the course, students will have the opportunity to study and reflect on change and transformation, including ways in which to incorporate learning from this course into personal and professional lives.
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 | Scott SeiderCounseling, Developmental, and Educational Psychology Provisional | 962 records | 25th | 32nd |
| 2 | Alice Mc IntyreCounseling, Developmental, and Educational Psychology | 928 records | 26th | 44th |
| 3 | Elianny EdwardsCounseling, Developmental, and Educational Psychology | 843 records | 25th | 53rd |
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 3 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 13 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
13 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Alice Mc Intyre | Spring 2026 | 01 | 90 | 90 | 40 |
| Alice Mc Intyre | Fall 2025 | 01 | 96 | 95 | 40 |
| Alice Mc Intyre | Spring 2025 | 01 | 96 | 93 | 40 |
| Scott Seider | Spring 2025 | 02 | 99 | 97 | 40 |
| Alice Mc Intyre | Fall 2024 | 01 | 93 | 93 | 40 |
| Alice Mc Intyre | Spring 2024 | 01 | 90 | 90 | 40 |
| Elianny Edwards | Spring 2024 | 02 | 94 | 94 | 40 |
| Alice Mc Intyre | Fall 2023 | 01 | 95 | 95 | — |
| Elianny Edwards | Fall 2023 | 02 | 78 | 87 | — |
| Alice Mc Intyre | Spring 2023 | 01 | 92 | 90 | 60 |
| Elianny Edwards | Spring 2023 | 02 | 81 | 84 | 40 |
| Alice Mc Intyre | Fall 2022 | 01 | 84 | 84 | 40 |
| Scott Seider | Spring 2022 | 01 | 93 | 93 | 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.