EDUC 3308
Bilingualism in Schools and Communities · 4 instructors on record · 11 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.
Earning the TELL Certificate requires the successful completion of the courses EDUC3308 and EDUC6346 (for elementary teaching) or 6347 (for secondary teaching). In addition, students must complete a field experience in a classroom that includes bilingual learners and/or English language learners. This course is alos part of the Foundations in Education minor and the Immigration, Education, and Humanitarian Studies minor at Lynch.This course prepares students to participate in increasingly multilingual and multicultural environments in order to better serve bilingual students, families, and communities. Building on theory, research, and practice form the field of bilingualism, second language acquistion, and education, students will learn about the process of language and literacy development in children and adolescents who are exposed to more than one language, and the social and cultural contexts in which this development occurs. Through the use of case studies and school profiles, students will deepen their understanding of issues in bilingualism and bilingual educaiton. Students will also have an opportunity to build cultural competence skills by learning about diverse communities in the U.S.
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 | Mariela PaezTeacher Education and Currriculum and Instruction | 985 records | 25th | 29th | —no page |
| 2 | Qun YuTeacher Education and Currriculum and Instruction | 933 records | 25th | 19th | 1001 rating · all classes |
| 3 | Qihan ChenTeacher Education and Currriculum and Instruction Provisional | 871 record | 25th | 21st | —no page |
| 4 | Paulette Andrade GonzalezTeacher Education and Currriculum and Instruction Provisional | 852 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. 2 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 11 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
11 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Qun Yu | Spring 2026 | 01 | 94 | 86 | 40 |
| Mariela Paez | Fall 2025 | 01 | 99 | 97 | 40 |
| Qihan Chen | Spring 2025 | 01 | 87 | 84 | 40 |
| Mariela Paez | Fall 2024 | 01 | 98 | 93 | 40 |
| Qun Yu | Spring 2024 | 01 | 88 | 78 | 40 |
| Qun Yu | Fall 2023 | 01 | 95 | 94 | 40 |
| Paulette Andrade Gonzalez | Summer 2023 | 01 | 90 | 90 | — |
| Mariela Paez | Spring 2023 | 01 | 97 | 94 | 40 |
| Mariela Paez | Fall 2022 | 01 | 96 | 95 | — |
| Paulette Andrade Gonzalez | Spring 2022 | 01 | 80 | 75 | 40 |
| Mariela Paez | Fall 2021 | 01 | 100 | 97 | 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.