BZAN 7707
Data Analytics 2: Data Management for Analytics · 1 instructor on record · 9 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 18% 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.
Information Technology (IT) and Data Analytics now permeate the strategy, structure, and operations of modern enterprises, and new business practices have led to an orders of magnitude increase in the amount of data available for analysis and decision-making. It is essential that managers develop a deep understanding of how data can be structured, captured, and queried in order to support operations, decision-making, and strategic insight. At the same time, managers must become fluent with IT so that they can promote innovative strategic initiatives that are increasingly data and IT dependent. In this course, students will develop an understanding of IT theory and practice, study key emerging technologies, and develop their ability to identify new opportunities made possible by IT. This course will also provide students with a deep understanding of data and analytics by exploring how business processes are analyzed, data is modeled (using entity relationship diagrams), databases are designed, and data is queried using SQL. This combination of theory and practice will allow students to develop their ability to identify and take advantage of the new opportunities now made possible by data analytics and Information Technology. The on-campus section of this course (BZAN7707) will meet weekly on campus. Please note that the online asynchronous section of this course will also include two or three synchronous web conferences during the semester. Please review the course syllabus for the schedule for these web conferences, or contact the instructor. STEM-designated This course was formerly numbered: ISYS7700
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| Leonard EvenchikAssociate Professor of the Practice · Business Analytics | 7084 raw · 9 records | 65−3 to the score | 49th |
There is no ranking to read here: Leonard Evenchik is the only instructor with evaluation records for BZAN 7707, so the number is a record, not a position.
Also taught by Leonard Evenchik
4 other classes| Class | Instructors | Course score |
|---|---|---|
| ISYS 7700Data Analytics 2: Data Management for Analytics | 115 records | 78 |
| ISYS 6641Cybersecurity Strategy and Management | 16 records | 85 |
| BZAN 7717Data Analytics 2: Data Management for Analytics | 24 records | 68 |
| BZAN 6655Introduction to Blockchain and its Business Applications | 23 records | 85 |
Other BZAN classes
All of them| Class | Instructors | Course score |
|---|---|---|
| BZAN 1021Operations Management | 879 records | 81 |
| BZAN 1135Statistical Analysis | 878 records | 78 |
| BZAN 2021Coding for Business | 777 records | 74 |
| BZAN 7706Data Analytics 1: Model Building | 225 records | 82 |
| BZAN 3307Machine Learning and Artificial Intelligence | 323 records | 83 |
| BZAN 7700Operations Management | 322 records | 85 |
The line
All 13 items · means across 9 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
9 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Leonard Evenchik | Spring 2026 | 01 | 89 | 82 | — |
| Leonard Evenchik | Spring 2026 | 02 | 77 | 65 | 60 |
| Leonard Evenchik | Fall 2025 | 01 | 92 | 85 | 60 |
| Leonard Evenchik | Fall 2025 | 02 | 81 | 72 | 80 |
| Leonard Evenchik | Summer 2025 | 01 | 86 | 81 | 100 |
| Leonard Evenchik | Spring 2025 | 01 | 85 | 76 | 60 |
| Leonard Evenchik | Spring 2025 | 02 | 81 | 72 | 60 |
| Leonard Evenchik | Fall 2024 | 01 | 89 | 82 | 60 |
| Leonard Evenchik | Fall 2024 | 02 | 78 | 74 | 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.