ADLP 7005
Leading with and for Others · 2 instructors on record · 4 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 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 | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Kerry MckeonAdvancing Studies | 983 records | 81st | 25th |
| 2 | Gregg LyskoAdvancing Studies Provisional | 931 record | — | 9th |
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. 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.
The line
All 13 items · means across 4 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
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 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.