ELHE 8211
Executive Formation · 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 22% 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.
The Executive Ed.D. program at BC offers a doctoral journey that focuses on developing multi-dimensional, integrated, and authentic leaders. This course is designed to be a transformative experience for participants, inviting them to explore four dimensions of their lives wellness, voice, management, and mission with the goal of enhancing their executive leadership skills. Through a community-oriented approach, participants will have the opportunity to learn from one another and develop a lifelong commitment to leadership development. Our goal is to help you grow as a person and to thrive as a leader. Decades of scientific research prove that personal growth has a significant impact on leadership and professional success. In keeping with the Jesuit tradition, this course poses questions, creates spaces, and encourages practices where students and their cohort uncover, analyze, and strengthen the qualities that enable individual and collective leadership. Students and their cohort will practice the art of asking questions of themselves and each other as part of an ongoing leadership journey. The holistic approach to leadership development in this course focuses on how cura apostolica (care for the work) is integrally related to the better-known idea of cura personalis (care for the whole person). The course focuses on executive leadership development that involves but goes beyond individuals to encompass the whole community that belongs to each other. The course invites doctoral students into communities to serve with and for others to use their talents to address the worlds greatest needs.
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| Alejandro VasquezEducational Leadership and Higher Education Provisional | 6780 raw · 1 record | 68−2 to the score | 9th |
There is no ranking to read here: Alejandro Vasquez is the only instructor with evaluation records for ELHE 8211, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.
Other ELHE classes
All of them| Class | Instructors | Course score |
|---|---|---|
| ELHE 7103Education Law and Public Policy | 932 records | 77 |
| ELHE 7727Family and Community Engagement | 1124 records | 82 |
| ELHE 7701Introduction to Educational Leadership and Change | 523 records | 92 |
| ELHE 7708Instructional Leadership | 821 records | 78 |
| ELHE 7711Using Data and Evidence for School Improvement | 621 records | 79 |
| ELHE 7726Organizational Theory | 620 records | 88 |
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 |
|---|---|---|---|---|---|
| Alejandro Vasquez | Fall 2025 | 01 | 80 | 83 | 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.