EDUC 9851
Qualitative Research Methods · 4 instructors on record · 9 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.
Qualitative Research Methods offers an introduction to qualitative research methods across the social sciences. This course provides opportunities to read about and discuss diverse approaches to qualitative research design, examine research studies in the field of education and other areas, and participate in multiple aspects of qualitative research. The purpose is to develop practical skills, analyze strong examples of qualitative research, and discuss enduring dilemmas in qualitative methods. The course integrates critical perspectives as well as foundational concepts in our study of qualitative methods as we ask questions about whose perspective is elevated, how particular forms of communication are privileged, and how we can best approach our work given the affordances and limitations of qualitative research. Throughout the course, students will apply qualitative research skills to their own experiences and research interests, read high-quality examples of qualitative research from across fields and within their own research areas, and lead class activities and discussions.
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.
| Rank | Instructor | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Scott SeiderCounseling, Developmental, and Educational Psychology | 1003 records | 93rd | 92nd |
| 2 | Faythe BeaucheminTeacher Education and Currriculum and Instruction Provisional | 1001 record | 78th | 69th |
| 3 | Ankhi ThakurtaTeacher Education and Currriculum and Instruction Provisional | 961 record | 25th | 69th |
| 4 | Rebecca LowenhauptEducational Leadership and Higher Education | 944 records | 78th | 91st |
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. 2 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 9 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
9 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Faythe Beauchemin | Spring 2026 | 01 | 100 | 90 | 60 |
| Ankhi Thakurta | Spring 2025 | 01 | 96 | 96 | 40 |
| Rebecca Lowenhaupt | Fall 2024 | 01 | 100 | 100 | 60 |
| Scott Seider | Spring 2024 | 01 | 100 | 100 | — |
| Rebecca Lowenhaupt | Fall 2023 | 01 | 97 | 97 | — |
| Scott Seider | Spring 2023 | 01 | 100 | 90 | 80 |
| Rebecca Lowenhaupt | Fall 2022 | 01 | 100 | 100 | 60 |
| Scott Seider | Spring 2022 | 01 | 100 | 100 | — |
| Rebecca Lowenhaupt | Fall 2021 | 01 | 80 | 73 | 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.