ERAL 4101
Cybersecurity: Innovation, Technology, and Formative Development · 1 instructor on record · 6 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 75% 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.
This course presents key formative development frameworks and examines their application to current innovations and technologies. Cyberstrategic impacts upon individuals, educational and community settings, future of work, and across key industries are considered. Students use examples and case material from health and biotechnology, environmental and energy, information sciences and social media, and human-centric applied psychology approaches to better understand and gain experience applying models; engaging a constellation of varied stakeholders; fostering a culture of continuous formation and discernment within and across incorporeal cyberspaces; overseeing and facilitating best practices and behaviors; and appropriately responding to cyber trends and cyber trajectories.
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| Julia Whitcavitch-DevoyExperience, Reflection, Action: Lynch | 6877 raw · 6 records | 84+2 to the score | 27th |
There is no ranking to read here: Julia Whitcavitch-Devoy is the only instructor with evaluation records for ERAL 4101, so the number is a record, not a position.
Also taught by Julia Whitcavitch-Devoy
6 other classes| Class | Instructors | Course score |
|---|---|---|
| ERAL 1100First-Year Seminar | 165 records | 61 |
| ERAL 1112First Year Experience, Reflection, and Action | 165 records | 64 |
| COMM 2125Introduction to Feminisms | 416 records | 81 |
| ERAL 4000First Year Experience, Reflection, and Action | 510 records | 89 |
| ENGL 2125Introduction to Feminisms | 34 records | 83 |
| ERAL 3300ERA Undergraduate Teaching Interns and Peer Mentors | 14 records | 84 |
Other ERAL classes
All of themThe line
All 13 items · means across 6 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
6 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Julia Whitcavitch-Devoy | Summer 2025 | 01 | 90 | 80 | — |
| Julia Whitcavitch-Devoy | Summer 2024 | 02 | 80 | 80 | — |
| Julia Whitcavitch-Devoy | Summer 2023 | 01 | 60 | 80 | — |
| Julia Whitcavitch-Devoy | Summer 2023 | 02 | 80 | 60 | — |
| Julia Whitcavitch-Devoy | Summer 2022 | 01 | — | — | — |
| Julia Whitcavitch-Devoy | Summer 2022 | 02 | 76 | 76 | 40 |
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.