EDUC 9737
Critical Perspectives on Artificial Intelligence in Education · 4 instructors on record · 6 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.
The purpose of this graduate-level seminar is to offer a forum for students to explore, discuss, and understand critiques related to the rise of "artificial intelligence" (AI), especially generative AI, or what Emily Bender and Alex Hanna call "synthetic text extruding machines". We will discuss critical perspectives on the sociological, educational, and research implications of AI, including the unequal distribution of the harms and benefits of AI, the overlapping ideologies of AI and the eugenics, the impact of AI on human learning and creative expression, among other topics. This course is not intended for students interested in understanding the technical/computational aspects of AI, or for students interested in learning practical strategies for implementing AI in their work. Instead, it is an introduction to the social and political contexts in which AI is developed, marketed, used, and resisted, especially in K12 and higher educaiton.
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. 1 of the 4 rows carry a mark saying so.
| Rank | Instructor | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Kristen Bottema-BeutelTeacher Education and Currriculum and Instruction Provisional | 992 records | 93rd | 52nd |
| 2 | Jon WargoTeacher Education and Currriculum and Instruction Provisional fewer records | 1001 record | 93rd | 100th |
| 3 | Patrick McquillanEducation Provisional | 1001 record | 78th | 9th |
| 4 | Faythe BeaucheminTeacher Education and Currriculum and Instruction Provisional | 912 records | 78th | 63rd |
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. 4 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 line
All 13 items · means across 6 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
6 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Kristen Bottema-Beutel | Fall 2025 | 01 | 100 | 90 | — |
| Faythe Beauchemin | Fall 2025 | 02 | 83 | 83 | 60 |
| Faythe Beauchemin | Fall 2024 | 01 | 98 | 95 | 60 |
| Kristen Bottema-Beutel | Fall 2023 | 01 | 97 | 94 | 80 |
| Jon Wargo | Summer 2022 | 01 | 100 | 96 | 80 |
| Patrick Mcquillan | Fall 2021 | 01 | 100 | 80 | 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.