ELHE 8209
Executive Doctoral Seminar I · 2 instructors on record · 5 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.
This course is designed to build on the learning outcomes from the Data Literacy and Data-Driven Decision Making as students complete their Executive Doctoral Dossier (EDD) projects in their third year of the program. In this two-semester seminar, students integrate knowledge and skills in alignment with the programs learning outcomes and commitment to whole-person executive formation. The seminar challenges students to develop skills as practitioner-scholars in addressing a complex problem of practice in higher education as they complete their projects.The Executive Ed.D. in Higher Education is designed with a curriculum designed to develop academic leaders capable of navigating an era of rapid change in higher education. This emphasis influences the nature of the program's culminating productthe Executive Doctoral Dossier (EDD)which is designed to be valuable for executive-level leaders and the organizations they serve now and in the future. The dossier aligns with the principles of the Carnegie Project on the Education Doctorate (CPED) as a a scholarly project that demonstrates a synthesis of the students abilities, lays the groundwork for future practice scholarship, and demonstrates mastery of ability to frame and critically inquire into a significant educational problem of practice. It also aligns with BCs commitment to whole-person education that invites the whole person and involves our whole community to see leading and learning as two sides of the same transformative coin. In the Executive Doctoral Dossier project, students address a real-world problem of practice (PoP).They focus on significant, high-leverage questions centered on real-world issues, leadership challenges, and complex problems faced by leaders and organizations. They integrate academic (e.g.,empirical research, data, and frameworks) and practice-based (e.g., policy reports, etc.) and use multiple data sources in an applied data-driven project. The project emphasizes research-based, data-informed insights and their implications for higher education institutions, policies, and practices. It is designed to advance professional knowledge and increase their impact as an executive-level leader in an era of rapid change. It invites doctoral students into communities to serve with and for othersto use their talents to address critical issues in higher education.
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 | Christopher GlassEducational Leadership and Higher Education | 1003 records | 100th | 100th |
| 2 | Heather Rowan-KenyonEducational Leadership and Higher Education Provisional | 952 records | — | 100th |
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 5 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
5 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Christopher Glass | Fall 2025 | 01 | 100 | 100 | 100 |
| Heather Rowan-Kenyon | Fall 2025 | 02 | 90 | 100 | — |
| Christopher Glass | Fall 2024 | 01 | 100 | 100 | 100 |
| Christopher Glass | Fall 2023 | 01 | 100 | 96 | — |
| Heather Rowan-Kenyon | Fall 2023 | 01 | 100 | 96 | — |
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.