EDUC 7436
Curriculum Design and Enactment · 7 instructors on record · 14 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.
This course focuses onquestions about what curriculum is, its purpose in society, and how it functions as a social mechanism. In this course, the curriculum is understood to have multiple forms and meanings. It isaspirational(what one aspires to accomplish),technical(a designed artifact, like a textbook or plan, used as an instructional medium), andphenomenological(characterizing what learners experience or take away from their encounters with curriculum). After exploring the multiple meanings of curriculum, the course will then focus on the design and enactment of curriculum materials. In terms of design, we will examine different models of design as well as analyze curriculum materials from these perspectives. Finally, we will consider the curriculum enactment process in terms of different meanings and possibilities within k-12 school settings.
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 7 rows carry a mark saying so.
| Rank | Instructor | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Audrey FriedmanTeacher Education and Currriculum and Instruction | 934 records | 78th | 65th |
| 2 | Katherine McneillTeacher Education and Currriculum and Instruction Provisional fewer records | 1001 record | 78th | 48th |
| 3 | Maria Moreno VeraTeacher Education and Currriculum and Instruction Provisional | 931 record | 93rd | 15th |
| 4 | Patrick McquillanEducation Provisional | 891 record | 78th | 64th |
| 5 | Nicholl MontgomeryTeacher Education and Currriculum and Instruction Provisional fewer records | 821 record | 78th | 69th |
| 6 | Kirubahari MurugaiahTeacher Education and Currriculum and Instruction Provisional | 832 records | — | — |
| 7 | Han Gil KimTeacher Education and Currriculum and Instruction | 754 records | 29th | 4th |
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. 5 of 7 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 14 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
14 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Han Gil Kim | Spring 2026 | 01 | 64 | 64 | 60 |
| Han Gil Kim | Fall 2025 | 01 | 82 | 77 | 40 |
| Audrey Friedman | Summer 2025 | 02 | 83 | 83 | 80 |
| Maria Moreno Vera | Summer 2025 | 02 | 93 | 83 | 80 |
| Katherine Mcneill | Spring 2025 | 01 | 100 | 93 | 60 |
| Nicholl Montgomery | Fall 2024 | 01 | 82 | 87 | 60 |
| Audrey Friedman | Summer 2024 | 02 | 100 | 96 | 40 |
| Han Gil Kim | Spring 2024 | 01 | 91 | 80 | 40 |
| Kirubahari Murugaiah | Fall 2023 | 01 | 93 | 88 | — |
| Kirubahari Murugaiah | Summer 2023 | 01 | 73 | 67 | — |
| Audrey Friedman | Summer 2023 | 02 | 100 | 100 | — |
| Han Gil Kim | Spring 2023 | 01 | 64 | 60 | 40 |
| Audrey Friedman | Summer 2022 | 02 | 90 | 90 | — |
| Patrick Mcquillan | Spring 2022 | 01 | 89 | 84 | 60 |
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.