COMM 3360
Communication Research Methods: Mixed Methodology · 4 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.
One of COMM3330, COMM3340, or COMM3360 is required for the Communication Major. This course is an interdisciplinary exploration of both qualitative and quantitative methodologies essential for understanding human communication. The course begins by examining the meaning and process of communication research across different traditions, providing students with a foundational understanding of research paradigms. Through a step-by-step approach, students will learn research design, data collection, analysis and interpretation, and research conclusion techniques. Emphasizing a comprehensive understanding of research processes, the course bridges the gap between theoretical frameworks and practical applications. In addition to lectures, students will engage in workshops to practice analysis methods learned in class, fostering hands-on experience and skill development. We will analyze various articles across disciplines and methodologies to examine the best (and the worst) practices in conducting and presenting research.This course is vital for succeeding in writing-intensive courses.
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 | Celeste WellsCommunication Provisional | 982 records | 78th | 76th | 8621 ratings · all classes |
| 2 | Ali ErolAssociate Professor of the Practice · Communication | 887 records | 3rd | 31st | 1002 ratings · all classes |
| 3 | So Yun AhnCommunication Provisional | 712 records | 25th | 22nd | —no page |
| 4 | Ashley DugganProfessor of Health Communication · Communication Provisional | 702 records | 39th | 19th | 664 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. 3 of 4 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 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 |
|---|---|---|---|---|---|
| Ali Erol | Spring 2026 | 01 | 88 | 81 | 40 |
| So Yun Ahn | Spring 2026 | 02 | 59 | 59 | 40 |
| Ashley Duggan | Spring 2026 | 03 | 63 | 65 | 40 |
| Ali Erol | Fall 2025 | 01 | 88 | 84 | 40 |
| Ali Erol | Fall 2025 | 02 | 87 | 78 | 40 |
| So Yun Ahn | Fall 2025 | 03 | 84 | 78 | — |
| Ali Erol | Spring 2025 | 01 | 95 | 86 | 40 |
| Ali Erol | Spring 2025 | 02 | 92 | 86 | 40 |
| Ashley Duggan | Spring 2025 | 03 | 78 | 71 | 60 |
| Celeste Wells | Fall 2024 | 01 | 97 | 89 | 60 |
| Celeste Wells | Fall 2024 | 02 | 98 | 98 | — |
| Ali Erol | Fall 2024 | 03 | 70 | 70 | 20 |
| Ali Erol | Fall 2024 | 04 | 100 | 100 | — |
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.