Class record · EDUC · LSOE

EDUC 7432

Graduate Inquiry Seminar: Two · 11 instructors on record · 21 sections

What the course score is made of

70BC evaluations21 records · weight ×1.0 · Spring 2022 – 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

16thMore challenging than 16% of BC classesranked against every one we hold

84BC — “Intellectually Challenging”21 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

46thMore work than 46% of BC classesranked against every one we hold

56BC — “Workload”21 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.

Donovan Urban Scholars must enroll in EDUC432.08. The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education EDUC8100.

The board

11 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. 3 of the 11 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge
1	Claire HigginsTeacher Education and Currriculum and Instruction Provisional	942 records	78th	24th
2	Mary JacquesTeacher Education and Currriculum and Instruction	923 records	39th	10th
3	Kierstin GiuncoTeacher Education and Currriculum and Instruction Provisional fewer records	981 record	78th	33rd
4	Sarah FogelmanTeacher Education and Currriculum and Instruction Provisional	951 record	78th	48th
5	Afrika MillsTeacher Education and Currriculum and Instruction	884 records	43rd	9th
6	Meredith MooreTeacher Education and Currriculum and Instruction Provisional fewer records	931 record	—	—
7	Karen MarshallEducation Provisional	831 record	25th	64th
8	Cheryl DavisEducation Provisional	801 record	78th	0th
9	Marisa OlivoEducation Provisional fewer records	771 record	78th	33rd
10	Eleni SaridisTeacher Education and Currriculum and Instruction Provisional	792 records	25th	17th
11	Keisha ValdezTeacher Education and Currriculum and Instruction	694 records	81st	25th

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. 8 of 11 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 21 records

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

8924th pctl

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

9240th pctl

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

8927th pctl

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

8818th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

8419th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

8520th pctl

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

8616th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8210th pctl

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

8420th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8519th 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.

5646th pctl

Intellectually ChallengingThe course was intellectually challenging.

8416th pctl

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

786th 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

21 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Claire Higgins	Spring 2026	01	95	71	60
Afrika Mills	Spring 2026	02	84	55	60
Keisha Valdez	Spring 2026	08	54	52	60
Sarah Fogelman	Fall 2025	03	95	80	60
Kierstin Giunco	Spring 2025	01	98	73	60
Afrika Mills	Spring 2025	02	89	60	40
Mary Jacques	Spring 2025	03	96	84	—
Keisha Valdez	Spring 2025	08	75	76	60
Claire Higgins	Fall 2024	01	93	87	60
Mary Jacques	Spring 2024	01	90	78	60
Afrika Mills	Spring 2024	02	92	78	60
Mary Jacques	Spring 2024	03	90	65	40
Keisha Valdez	Spring 2024	08	77	73	60
Meredith Moore	Fall 2023	01	93	80	—
Eleni Saridis	Spring 2023	01	78	68	40
Afrika Mills	Spring 2023	02	88	74	—
Keisha Valdez	Spring 2023	08	69	57	80
Eleni Saridis	Fall 2022	02	80	64	—
Cheryl Davis	Spring 2022	01	80	60	60
Marisa Olivo	Spring 2022	02	77	69	60
Karen Marshall	Spring 2022	08	83	77	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.