ADLP 7004
Problem Solving Through Critical Thinking · 1 instructor on record · 7 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.
In an era of uncertainty and disruptions, being able to identify, formulate, and solve problems is a critical leadership competency. In fact, among the many facets of leadership, solving the wrong problem is among the most common, costly, and consequential. Research shows that leaders and teams end up solving the wrong problem >75% of the time. Leaders who master various thinking modes critical, strategic, and systems will significantly improve an organizations capability of solving the right problem, a strategic imperative in todays environment.Students will learn the attributes of wicked, ill-defined, complex problems and how to recognize them. This recognition is important because wicked problems are the ones that can easily spark thinking traps or cognitive fixedness - that prompt solving the wrong problem. These traps cause people to quickly think of and promote solutions to old problems rather than identify the novel elements of the problem that require different answers. Students will be equipped with tools to recognize thinking traps and intervention strategies.Also, students will learn several thinking processes and tools to formulate wicked problems comprehensively. Each thinking process is designed to specifically avoid the thinking traps and promote comprehensive formulation before trying to solve the problem. Students will have the opportunity to apply new tools and processes in real-world situations, reflect upon the results, and develop mastery in problem-solving.
| Instructor | Overall | Workload | Challenge |
|---|---|---|---|
| Lauren BentAdvancing Studies | 977 records | 47th | 23rd |
There is no ranking to read here: Lauren Bent is the only instructor with evaluation records for ADLP 7004, so the number is a record, not a position.
Also taught by Lauren Bent
4 other classesOther ADLP classes
All of them| Class | Instructors | Course score |
|---|---|---|
| ADLP 7000Daring to Lead | 19 records | 92 |
| ADLP 7001Leading Through Words: Crafting Impactful Messages | 29 records | 68 |
| ADLP 7003Leading Change from the Middle | 36 records | 82 |
| ADLP 8102Leading High Performing Teams | 26 records | 84 |
| ADLP 8600Project Management Fundamentals | 26 records | 85 |
| ADLP 7002The Self-Aware Leader | 15 records | 92 |
The line
All 13 items · means across 7 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
7 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Lauren Bent | Spring 2026 | 01 | 95 | 92 | 80 |
| Lauren Bent | Fall 2025 | 01 | 100 | 98 | 60 |
| Lauren Bent | Summer 2025 | 01 | 98 | 93 | 40 |
| Lauren Bent | Spring 2025 | 01 | 99 | 98 | 60 |
| Lauren Bent | Spring 2025 | 02 | 100 | 95 | 60 |
| Lauren Bent | Fall 2024 | 01 | 100 | 96 | 40 |
| Lauren Bent | Summer 2024 | 01 | 87 | 87 | 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.