Class record · ELHE · LSOE

ELHE 8833

Enacting Leadership for Social Justice · 1 instructor on record · 1 section

What the course score is made of

92BC evaluations1 record · weight ×1.0 · Fall 2024

—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

69thMore challenging than 69% of BC classesranked against every one we hold

93BC — “Intellectually Challenging”1 record · 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

78thMore work than 78% of BC classesranked against every one we hold

60BC — “Workload”1 record · 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.

This course aims to strengthen participants leadership for social justice. The readings, activities, discussions, and assignments explore how to promote learning opportunities for all students in PK-12 schools, particularly those traditionally marginalized. The class seeks to deepen and strengthen the degree to which educational leadership practices are informed by empirical and theoretical literature. The topics address multiple dimensions of diversity - including race, ethnicity, culture, language, gender, social class, sexual orientation, and disability and the intersectionality amongst these as they affect educators, students, and their families in todays schools and school systems. The course will also explore and interrogate anti-blackness and how anti-blackness negatively impacts students, teachers, schools, and communities.Throughout the course, participants will engage in critical reflection on their roles as educational leaders committed to pursuing social justice and supporting district-level policies and practices that promote educational equity and inclusion.

The only instructor on record

1 section · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
Earl EdwardsEducational Leadership and Higher Education Provisional	981 record	78th	69th

There is no ranking to read here: Earl Edwards is the only instructor with evaluation records for ELHE 8833, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.

Also taught by Earl Edwards

5 other classes

Class	Instructors	Course score
ELHE 7727Family and Community Engagement	1124 records	82
ELHE 7756Reflection on Leadership Seminar Information	819 records	89
ELHE 7707Leadership for Social Justice	312 records	90
ELHE 8706Dissertation in Practice Group Direction	711 records	90
ELHE 7610Applied Education Policy in the Community Context	12 records	88

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 record

The Professor4 items

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

9880th pctl

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

9666th pctl

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

9667th pctl

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

9659th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9363rd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9363rd pctl

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

9463rd pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9786th pctl

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

9362nd pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8935th 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.

6078th pctl

Intellectually ChallengingThe course was intellectually challenging.

9369th pctl

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

8831st 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

1 section · newest first

Instructor	Term	Sec	Instr	Course	Work
Earl Edwards	Fall 2024	01	98	92	60

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.