FORM 2852
Technologies of Self and Society · 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 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.
When asked, most of us will admit that we are overly-reliant on technology. Our daily activities and interactions are structured by the devices we use. Yet we often ignore the deep psychological, existential, and ethical implications of this oversaturation. Technology impacts not only how we learn, work, think, and feel, but also how we define responsibility, love, commitment, and political engagement. Technologies of Self and Society is an interdisciplinary exploration of questions at once perennial and pressing: Are our new technologies vastly different from the technological advances that have always defined humanity's tool-using nature, or have we lost touch with important aspects of ourselves in this instrumental and technical age? How do our tools turn around and use us? What is the impact of social media on human formation? What are its implications for democracy? How do the newest technologies challenge or alter our understanding of human personhood? Are AI tools well-described as intelligent? If so, what makes this intelligence artificial? What types of human judgment are we currently offloading to algorithms, and how does this compare to the ways we have always delegated judgment to experts, groups, and traditions? Through experiential learning opportunities and discussion of classic and contemporary texts (including literature and film), we will explore how technology mediates our relationships to ourselves, each other, and the world.
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| Philip LarreyPhilosophy Provisional | 5961 raw · 1 record | 84+2 to the score | 17th |
There is no ranking to read here: Philip Larrey is the only instructor with evaluation records for FORM 2852, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.
Also taught by Philip Larrey
3 other classesOther FORM classes
All of them| Class | Instructors | Course score |
|---|---|---|
| FORM 1050The Educational Conversation | 1126 records | 88 |
| FORM 1051Reimagining School and Society | 1023 records | 88 |
| FORM 4050The Art of Educational Inquiry | 36 records | 86 |
| FORM 8800Colloquium in Formative Education | 26 records | 77 |
| FORM 2050Transformative Teaching and Learning | 24 records | 97 |
| FORM 6150Tech Tools for Playful Learning | 14 records | 93 |
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 |
|---|---|---|---|---|---|
| Philip Larrey | Spring 2024 | 01 | 61 | 55 | 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.