Class record · ADLP · ADV

ADLP 7500

Leading Thinking for Executive Decision-making · 1 instructor on record · 2 sections

What the course score is made of

94BC evaluations2 records · weight ×1.0 · Midterm Fall 2025 – 2024FALL1

—Student reviewsno reviews — does not contribute

—RateMyProfessorsno ratings — does not contribute

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.

What the challenge rank is made of

48thMore challenging than 48% of BC classesranked against every one we hold

90BC — “Intellectually Challenging”2 records · raw score out of 100

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.

What the workload rank is made of

100thMore work than 100% of BC classesranked against every one we hold

100BC — “Workload”2 records · raw score out of 100

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.

Successful leadership can be viewed through many lenses. Common to all lenses is the acknowledgment of the ability of leaders to think and make decisions. Such decision-making typically confronts highly complex environments and uncertainty about the present as well as the future. How then do learners hone the skill of making good leadership decisions by employing theories that they generate?This course is built on the premise that leaders implicitly and explicitly develop, refine, and replace theories that guide decision-making under complexity and uncertainty. Consequently, this course explores the definition of a theory; offers methods for leaders to create context-specific and practical theories to guide decision-making; highlights indicators for when leaders should consider updating their theories, which involves considerations of when to create new theories to supplant existing ones. Central to theory building is a toolset to help leaders comprehensively find, frame, and formulate challenges in complex and uncertain environments.

The only instructor on record

2 sections · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
Kerry MckeonAdvancing Studies Provisional	972 records	100th	48th

There is no ranking to read here: Kerry Mckeon is the only instructor with evaluation records for ADLP 7500, so the number is a record, not a position. It rests on 2 records, which is thin — read it as provisional.

Also taught by Kerry Mckeon

5 other classes

Class	Instructors	Course score
ADGR 9902Applied Research Project	316 records	93
ADLP 9902Applied Leadership Project	45 records	95
ADLP 7005Leading with and for Others	24 records	89
ADGR 8006Cross-Cultural Communication	33 records	96
ADLP 8305Cross-Cultural Communication	13 records	92

Other 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 7004Problem Solving Through Critical Thinking	17 records	94
ADLP 7003Leading Change from the Middle	36 records	82
ADLP 8102Leading High Performing Teams	26 records	84
ADLP 8600Project Management Fundamentals	26 records	85

The line

All 13 items · means across 2 records

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

9884th pctl

Available Outside of ClassThe instructor was available for help outside of class.

9988th pctl

Brings Out Your Best WorkThe instructor motivated me to do my best work.

9779th pctl

Sparked My InterestThe course stimulated my interest in the subject matter.

9774th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9992nd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9993rd pctl

Useful Beyond the CourseWhat I learned is applicable beyond this course.

9569th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9362nd pctl

Gives Feedback PromptlyI received feedback on my work in a timely manner.

100100th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

9888th pctl

Workload, difficulty & attendanceNot ratings

WorkloadHow 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.

100100th pctl

Intellectually ChallengingThe course was intellectually challenging.

9048th pctl

Attendance MattersAttending class was necessary to do well in this course.

754th pctl

Bar 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

2 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Kerry Mckeon	2024FALL1	01	100	98	100
Kerry Mckeon	Midterm Fall 2025	01	95	91	100

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.