ADLP 7005
Leading with and for Others · 2 instructors on record · 4 sections
Boston College's ratings are bunched at the top — the median instructor averages about 88 out of 100 on the raw scale, and 44% of them clear 90 — so a raw score cannot separate anybody. Every figure here is ranked against BC classes and that rank is re-expressed out of 100, which is what turns a raw 88 — the middle of the university — into a figure that says where somebody actually stands. On this scale 77 is the median, 84 the top quarter and 91 the top tenth. Workload is then an adjustment on top of that, worth nothing at all for an ordinary one. Lighter work than 19% of BC classes.
The class itself, averaged across everyone who taught it — who taught it is the board below.
How is this worked out?
That is what a student picking a section is actually choosing between: the board carries each instructor's own score for this class, and the score above is the class averaged across all of them.
Boston College's own “intellectually challenging” question. It is not a measure of difficulty, grading or workload.
How is this worked out?
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.
One of Boston College's five workload bands, not a number of hours. Higher means more work, not worse.
How is this worked out?
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 today's rapidly evolving and interconnected world, the need for leaders who are purpose-driven, empathetic, and committed to the common good has never been more urgent. This course, Leadership with and for Others, serves as a transformative journey that immerses students in the Ignatian ideals of Magis (the pursuit of excellence and serving a higher calling), Cura Personalis (care for the whole person), and fostering individuals who live as People for and with Others. The course challenges students to explore what it means to strive for something greater not in the sense of personal ambition, but as a commitment to bettering the lives of others and addressing the world's most pressing challenges. Through a combination of reflective practices, experiential learning, and collaborative projects, students will develop the tools to lead with purpose, compassion, and justice. Central to this experience is the cultivation of skills that enable students to connect authentically with others, foster environments of trust, and practice love in action. The course delves into empathy as a critical leadership skill, exploring its power to break down barriers and build bridges across differences. Students will also examine the role of justice in leadership, understanding how to identify and confront inequities while advocating for a more inclusive and equitable world. Beyond theoretical exploration, this course emphasizes praxisthe integration of learning and action. Students will apply Ignatian principles to real-world scenarios, designing initiatives and frameworks that reflect a deep care for individuals and communities. Throughout the semester, personal reflection will serve as a cornerstone, encouraging students to align their leadership aspirations with their core values and higher purpose. By the end of the course, participants will emerge as thoughtful, justice-oriented leaders equipped to inspire and mobilize others toward meaningful change. They will have developed a personal leadership philosophy grounded in connection, empathy, and service, prepared to act as agents of transformation in their organizations, communities, and beyond. This course is not merely an academic endeavor but a call to actiona commitment to live out the Ignatian ethos by striving for excellence, embracing the fullness of humanity, and serving as catalysts for a more just and loving world.
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 | Curve | Easiness | Challenge |
|---|---|---|---|---|
| 1 | Kerry McKeonAdvancing Studies | 9198 raw · 3 records | 65−3 to the score | 25th |
| 2 | Gregg LyskoAdvancing Studies Provisional | 8593 raw · 1 record | — | 9th |
1 of 2 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.
How this board is built and ordered
Positions 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”. Curve is the instructor's score for THIS class only, ranked against every instructor we hold and printed back out of 100, with the raw BC average underneath it; nothing on this board is an average across the other things they teach. Easiness is an adjustment on top of it, worth up to about ±6 — BC's workload item, ranked and turned over, so a lighter section gains and a heavier one loses, while an ordinary one changes nothing — and each row prints the adjustment, signed. The board is ordered on the same figure it prints, adjusted for how many records back it. Challenge is BC's “intellectually challenging” item shown as a rank against every class we hold; students answer it positively about courses that stretched them, so it is not a measure of difficulty or grading, and it is never marked better or worse.
The line
All 13 items · means across 4 recordsBars are ranks, not raw scores. Nothing here is graded good or bad.
What each item asks
- Explains Clearly
- The instructor was effective at creating an understanding of difficult subject matter.
- Available
- The instructor was available for help outside of class.
- Motivating
- The instructor motivated me to do my best work.
- Sparks Interest
- The course stimulated my interest in the subject matter.
- Organized
- The course was well organized.
- Clear Goals
- The learning objectives for the course were clear.
- Useful Later
- What I learned is applicable beyond this course.
- Assignments
- Assignments and exams contributed to my learning.
- Fast Feedback
- I received feedback on my work in a timely manner.
- Useful Feedback
- The feedback I received on my work was meaningful.
- Workload
- How much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.
- Challenge
- The course was intellectually challenging.
- Attendance
- Attending class was necessary to do well in this course.
Why these numbers are curved
Both the number and the bar are the rank against every comparable record we hold, printed back out of 100. BC's questions all have a median around 4.5, so on the raw scale every cell here would read in the high eighties and every bar would be nearly full — thirteen numbers that tell you nothing. Each cell prints its raw BC figure and its percentile underneath, so nothing is hidden by the transform. 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
4 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Kerry McKeon | Spring 2026 | 01 | 100 | 98 | 80 |
| Kerry McKeon | Fall 2025 | 01 | 95 | 88 | 60 |
| Gregg Lysko | Summer 2025 | 01 | 93 | 80 | — |
| Kerry McKeon | Summer 2025 | 02 | 98 | 90 | 60 |
How to read this board
Instructors 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.