Class record · EDUC · LSOE

EDUC 7431

Graduate Inquiry Seminar: One · 12 instructors on record · 19 sections

What the course score is made of

74BC evaluations19 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

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

86BC — “Intellectually Challenging”19 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

3rdMore work than 3% of BC classesranked against every one we hold

38BC — “Workload”19 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.

The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420).Students who have successfully completed EDUC4231, Senior Inquiry, as part of their undergraduate teacher licensure program at LSEHD are recommended to take EDUC 7430 Advanced Graduate Inquiry Seminar

The board

12 instructors · ranked on this class onlyCompare the top 3

Find an instructor among the 12Filters the rows below. Positions are always against the whole class, so a rank does not change when the list is narrowed.

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 12 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge
1	Afrika MillsTeacher Education and Currriculum and Instruction	903 records	2nd	26th
2	So Lim KimTeacher Education and Currriculum and Instruction Provisional fewer records	921 record	25th	60th
3	Karen MarshallEducation Provisional	901 record	25th	86th
4	Kierstin GiuncoTeacher Education and Currriculum and Instruction Provisional	901 record	25th	48th
5	Claire HigginsTeacher Education and Currriculum and Instruction Provisional	872 records	25th	19th
6	Ashana HurdEducation Provisional	871 record	25th	86th
7	Marisa OlivoEducation Provisional	851 record	25th	5th
8	Mary JacquesTeacher Education and Currriculum and Instruction Provisional	831 record	—	—
9	Eleni SaridisTeacher Education and Currriculum and Instruction Provisional	801 record	—	3rd
10	Sarah FogelmanTeacher Education and Currriculum and Instruction Provisional	802 records	25th	3rd
11	Cheryl DavisEducation Provisional fewer records	701 record	—	29th
12	Keisha ValdezTeacher Education and Currriculum and Instruction	754 records	25th	50th

All 12 instructors listed.

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. 10 of 12 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 19 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.

9029th pctl

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

8616th pctl

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

8817th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

8522nd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

8620th pctl

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

8717th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8211th 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.

8624th 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.

383rd pctl

Intellectually ChallengingThe course was intellectually challenging.

8626th pctl

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

9038th 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

19 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Sarah Fogelman	Spring 2026	02	82	64	40
Claire Higgins	Fall 2025	01	88	75	40
Afrika Mills	Fall 2025	02	87	73	40
Keisha Valdez	Fall 2025	08	74	70	40
Sarah Fogelman	Spring 2025	02	79	71	—
Kierstin Giunco	Fall 2024	01	90	85	40
Afrika Mills	Fall 2024	02	90	74	20
Keisha Valdez	Fall 2024	08	81	78	40
Claire Higgins	Spring 2024	02	87	77	40
Mary Jacques	Fall 2023	01	83	73	—
Afrika Mills	Fall 2023	02	93	75	—
Keisha Valdez	Fall 2023	08	71	70	—
So Lim Kim	Spring 2023	01	92	92	40
Eleni Saridis	Fall 2022	01	80	68	—
Keisha Valdez	Fall 2022	08	75	69	—
Marisa Olivo	Spring 2022	01	85	75	40
Cheryl Davis	Fall 2021	01	70	60	—
Ashana Hurd	Fall 2021	08	87	80	40
Karen Marshall	Fall 2021	08	90	80	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.