ADLP 7003
Leading Change from the Middle · 3 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 contemporary business environment is constantly changing. Global and domestic markets are in flux, and the workforce is subject to the ebb and flow of generational dynamics. Whether Fortune 500 or small business, the ability to be nimble and strategically change in response to the fluidity of business trends is the key to success. Yet, leading and managing change in the corporate setting is extraordinarily challenging. Change is unsettling. Change challenges the security of how things have been done. Change tests the mettle of project implementation and teams. The prospect of change often impedes creativity rather than promotes innovation in the workplace. No one wants to be wrong or make a wrong decision in the face of change. Hence, managers and the workforce they oversee tend to be change resistant. In order for the organization to change, the people in the organization must be willing to change work/management styles, approaches, and attitudes. In todays highly competitive business environment, rapid and smooth decision-making and implementation is the basis for competitive edge. This course will be presented in three parts. First, students will gain a detailed understanding of change at the macro (organizational) and micro (individual) levels. We will identify the problems associated with anticipating, initiating and implementing change in both for profit and not for profit corporate settings. The second part of the course will explore various techniques in promoting sound analytical corporate response to change at the senior and mid-level managerial levels. The final part of the course is applied. Student teams will assume leadership roles in a fictional company needing change and present their change process in class. Students will also each prepare an analysis of a case studies of corporate change experience. Emphasis will be placed on the process of change in the business context. The class discussions will be grounded in empirical realities rather than theoretical suppositions.
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 | Erin SheehyAdvancing Studies Provisional | 922 records | 85th | 19th |
| 2 | Gary AroraAdvancing Studies Provisional | 921 record | 93rd | 76th |
| 3 | Karen YeyinmenAdvancing Studies | 843 records | 93rd | 55th |
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 3 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 |
|---|---|---|---|---|---|
| Erin Sheehy | Spring 2026 | 01 | 91 | 83 | 80 |
| Erin Sheehy | Fall 2025 | 02 | 93 | 84 | 60 |
| Karen Yeyinmen | Summer 2025 | 01 | 87 | 76 | 80 |
| Karen Yeyinmen | Spring 2025 | 01 | 85 | 79 | 60 |
| Karen Yeyinmen | Spring 2025 | 02 | 81 | 77 | 100 |
| Gary Arora | Summer 2024 | 01 | 92 | 91 | 80 |
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.