Introduction to Inquiry and Research in Education

Grades

3.54

Average grade awarded in EDUC 35. Not a student rating: this is what the grades were. i The mean of every letter grade the registrar has published for this course, pooled across every instructor who has taught it. It is not shrunk toward anything, because a course average cannot be pulled toward itself. Standard error 0.021.

The registrar's own records: 876 grades over 13 terms, Fall 2021 to Fall 2025. 1 of those terms is a summer session, and summer sessions are counted here. Every instructor is pooled here. The table below splits them, and term averages across those 13 terms ran 3.40 to 3.73.

By instructor

“Predicted” is shrunk toward the course average, which is itself shrunk toward the department, so an instructor with a handful of students sits near the course mean rather than topping the list.

dibs measures outcomes: grades, seats, how fast a class fills. For what a class is like to sit in, BruinWalk has the reviews.

Reviews for EDUC 35 ↗

What comes first

dibs has not read a class page for EDUC 35, so it cannot say what comes before it.

Counted in courses rather than quarters: dibs does not know which of them a department lets you take together.

In Springs

Ran in 3 of the last 4 Springs.

From the terms dibs holds, which start in Fall 2021 and exclude summer. A department can run a course in a quarter it never has before.

From the registrar's catalog

Lecture, two hours; discussion, two hours. Introduction to empirical and analytical educational research. Intended for undergraduates interested in learning how to find, interpret, and evaluate research that investigates important questions around education and education systems. Overview of multiple methods of conceptualizing inquiry and gathering evidence, including qualitative (e.g., ethnographic, semi-structured interviews, case study), quantitative (e.g., surveys, experimental, descriptive), and mixed methods approaches. Introduction to software processing and analysis of data. Highlights ethics of conducting research in social sciences, and norms of conducting and reporting research in the field of education. Letter grading.

Sections in Spring 2027

You enroll in the discussion, not the lecture, so a discussion's status is the one that decides whether you get in. A lecture can read open while every discussion under it is full.

Seat counts as of 26 Aug 03:06: the oldest of these 3 readings. The registrar publishes hourly and dibs reads what it can each hour, so a row can be older than that.

• Lec 1 Time TBA

  Not published yet

  Not yet assigned

  3.54

  course average · 876 grades

  no enrollment count published no history i A guess about whether this will still be here at your enrollment pass, from how full it is now and how fast classes like it have filled before. Seat risk is a prediction and seat status is what the registrar said: they are two things, and this page keeps them apart.

  not checked yet

  2 discussions, none open. There is no waitlist either, so the only way in is somebody dropping the lecture.

  › Every discussion, with its time and seats (2)

  • Dis 1A

    Time TBA · Room not yet assigned

    Not published yet

    no enrollment count published

  • Dis 1B

    Time TBA · Room not yet assigned

    Not published yet

    no enrollment count published

Final enrollment, averaged across each term's sections: between 35 and 114 a term over 12 terms, summer excluded, most recently 114 in Fall 2025. That is the shape across years, not this term, which is above.

Seats over time in Spring 2027

Read once so far, so there is no line to draw yet. A second reading is what turns this into a chart: courses come round within about three hours, and anything you watch every hour.