Class record · APSY · LSOE

APSY 7444

Theories of Counseling and Personality I · 5 instructors on record · 17 sections

What the course score is made of

88BC evaluations17 records · weight ×1.0 · Fall 2021 – Fall 2025

—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

51stMore challenging than 51% of BC classesranked against every one we hold

91BC — “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

43rdMore work than 43% of BC classesranked against every one we hold

54BC — “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.

First part of a year-long sequence examining personality and counseling theories. To introduce students to major theories of personality in the field of psychology and how theories are applied in constructing counseling and psychotherapy models. Students will focus on humanistic, behavioral, and cognitive personality theories and how they become operationalized in person-centered, behavioral, and cognitive counseling models, respectively. In addition to examining the theoretical foundations, client and counselor dimensions, techniques, and the active ingredients of change for these major models of personality and counseling, students examine how socio-cultural context contributes to client presenting concerns and may be addressed in counseling. Section .01 for Mental Health Counseling students ONLYSection .02 for Mental Health Counseling students ONLY

The board

5 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. 1 of the 5 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge	RMP overall
1	Pratyusha Tummala-NarraCounseling, Developmental, and Educational Psychology Provisional	962 records	39th	65th	—no page
2	Emma Highsmith RichCounseling, Developmental, and Educational Psychology Provisional	952 records	78th	62nd	—no page
3	Joseph SoucyEducation Provisional	921 record	25th	48th	—no page
4	Shayna PerryCounseling, Developmental, and Educational Psychology Provisional fewer records	892 records	25th	16th	—no page
5	James MahalikCounseling, Developmental, and Educational Psychology	9010 records	47th	50th	885 ratings · all classes

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 5 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.

9456th pctl

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

9450th pctl

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

9457th pctl

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

9551st pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9256th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9357th pctl

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

9569th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9260th pctl

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

9359th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

9361st 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.

5443rd pctl

Intellectually ChallengingThe course was intellectually challenging.

9151st pctl

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

9145th 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
James Mahalik	Fall 2025	01	84	81	60
James Mahalik	Fall 2025	02	81	79	80
Pratyusha Tummala-Narra	Fall 2025	03	93	87	60
Emma Highsmith Rich	Fall 2025	04	90	88	—
James Mahalik	Fall 2024	01	94	89	60
James Mahalik	Fall 2024	02	87	87	60
Pratyusha Tummala-Narra	Fall 2024	03	99	96	40
Emma Highsmith Rich	Fall 2024	04	100	100	60
James Mahalik	Fall 2023	01	85	82	—
James Mahalik	Fall 2023	02	94	92	—
Shayna Perry	Fall 2023	03	92	89	—
James Mahalik	Fall 2022	01	92	85	60
James Mahalik	Fall 2022	02	92	87	40
Shayna Perry	Fall 2022	03	87	79	40
James Mahalik	Fall 2021	01	92	93	40
James Mahalik	Fall 2021	02	97	97	60
Joseph Soucy	Fall 2021	03	92	88	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.