ADLP 8351
The Power of Strategic Storytelling · 1 instructor on record · 1 section
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 7% 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 todays fast-paced and competitive business landscape, storytelling has become a central pillar of effective communication and marketing strategies. This course delves into the critical role that narrative plays in shaping brand identities, connecting with audiences, and driving meaningful consumer action.Today brands are no longer just pushing products; they are telling stories. These stories create emotional connections, build loyalty, and drive consumer behavior in ways that traditional advertising and messaging cannot. Throughout this course, students will explore the psychological, emotional, and cultural aspects of storytelling, discovering how and why humans are so drawn to stories and how this can be leveraged in marketing campaigns.The course takes a multidisciplinary approach, blending elements of marketing, media studies, psychology, and communication theory. Students will explore foundational narrative theories such as the three-act structure, the heros journey, and other storytelling models that have stood the test of time. They will also engage with contemporary techniques used in digital storytelling, including social media strategies, interactive content, and the use of influencers to amplify brand narratives. The combination of traditional and modern approaches allows students to develop a versatile skill set, equipping them to tackle storytelling challenges in both traditional and emerging media formats.A core focus of the course is the intersection between narrative and brand identity. Students will learn how to use storytelling to create and reinforce brand values, develop trust with consumers, and position brands in the marketplace. They will discover the art of building a brand narrative that is not only memorable but also authentic, transparent, and aligned with the companys mission and vision. In addition, the course will cover ethical considerations in storytelling, emphasizing the responsibility that brands have to tell truthful, inclusive, and respectful stories that resonate with diverse audiences without resorting to manipulation or misleading tactics.As part of the course, students will work on developing their own storytelling projects. They will select a brand or product and craft a compelling narrative around it, deciding on the best formats (e.g., video, social media content, website copy) and distribution channels to maximize engagement and impact. They will also learn how to measure the effectiveness of their stories, using data analytics and feedback to refine and improve their campaigns. This practical approach ensures that students not only learn the theory behind storytelling but also gain the skills to execute their ideas in the real world. By the end of the course, students will have a deep understanding of the power of storytelling, a versatile set of tools to create and execute stories that work across various media, and the ability to measure the impact of their narratives on key marketing metrics.
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| Erin SheehyAdvancing Studies Provisional | 94100 raw · 1 record | 58−5 to the score | 84th |
There is no ranking to read here: Erin Sheehy is the only instructor with evaluation records for ADLP 8351, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.
Also taught by Erin Sheehy
3 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 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 1 recordBars 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
1 section · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Erin Sheehy | Fall 2025 | 01 | 100 | 92 | 80 |
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.