Class record · EDUC · LSOE

EDUC 7435

Social Contexts of Education · 10 instructors on record · 22 sections

What the course score is made of

88BC evaluations22 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

58thMore challenging than 58% of BC classesranked against every one we hold

92BC — “Intellectually Challenging”22 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

45thMore work than 45% of BC classesranked against every one we hold

55BC — “Workload”22 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.

Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables.

The board

10 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. 2 of the 10 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge
1	Audrey FriedmanTeacher Education and Currriculum and Instruction	974 records	43rd	49th
2	Babatunde AlfordTeacher Education and Currriculum and Instruction Provisional	962 records	25th	89th
3	Myra ReynosoTeacher Education and Currriculum and Instruction Provisional	952 records	78th	63rd
4	Aaron ColemanTeacher Education and Currriculum and Instruction	945 records	45th	72nd
5	Minh NguyenEducation Provisional fewer records	961 record	25th	51st
6	Elizabeth SparksTeacher Education and Currriculum and Instruction Provisional	941 record	25th	25th
7	Chloe AsselinEducation Provisional fewer records	861 record	78th	72nd
8	Han Gil KimTeacher Education and Currriculum and Instruction Provisional	882 records	78th	39th
9	Jeremy AlexanderFormative Education	883 records	78th	55th
10	Marisa SegelTeacher Education and Currriculum and Instruction Provisional	741 record	93rd	26th

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. 7 of 10 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 22 records

The Professor4 items

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

9454th pctl

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

9563rd pctl

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

9452nd pctl

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

9448th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9252nd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9360th pctl

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

9463rd pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8939th pctl

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

9044th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

9357th 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.

5545th pctl

Intellectually ChallengingThe course was intellectually challenging.

9258th pctl

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

9147th 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

22 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Babatunde Alford	Spring 2026	01	91	87	40
Aaron Coleman	Spring 2026	08	94	88	60
Babatunde Alford	Fall 2025	01	100	100	—
Audrey Friedman	Fall 2025	02	90	90	80
Myra Reynoso	Fall 2025	02	90	90	80
Marisa Segel	Summer 2025	01	74	65	80
Aaron Coleman	Spring 2025	08	94	89	60
Audrey Friedman	Fall 2024	02	100	95	40
Myra Reynoso	Fall 2024	02	100	95	40
Aaron Coleman	Spring 2024	01	87	85	40
Han Gil Kim	Fall 2023	01	90	87	—
Audrey Friedman	Fall 2023	02	98	95	—
Jeremy Alexander	Summer 2023	01	90	80	—
Aaron Coleman	Summer 2023	08	94	90	—
Aaron Coleman	Spring 2023	02	100	98	60
Han Gil Kim	Fall 2022	01	86	77	60
Audrey Friedman	Fall 2022	02	100	91	40
Elizabeth Sparks	Fall 2022	02	94	91	40
Jeremy Alexander	Summer 2022	01	85	80	60
Jeremy Alexander	Summer 2022	08	90	90	60
Chloe Asselin	Spring 2022	01	86	82	60
Minh Nguyen	Fall 2021	01	96	96	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.