Class record · FORM · LSOE

FORM 7230

Introduction to Learning Sciences · 1 instructor on record · 1 section

What the course score is made of

40BC evaluations1 record · weight ×1.0 · Fall 2025

—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

3rdMore challenging than 3% of BC classesranked against every one we hold

74BC — “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

93rdMore work than 93% of BC classesranked against every one we hold

80BC — “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 introduces the content and skills needed to thrive as systematic designers of learningexperiences, environments, and technologies. It focuses on four themes: (i) how people learn cognitive processes involved in learning and social, cultural, physical, affective, and otherprocesses that work alongside those to influence what is learned; (ii) how to foster or promotelearning -- what we know about the help learners need to engage and participate at their best andultimately to become more knowledgeable and capable; (iii) designing for learners andanalyzing those designs -- how to apply what you are learning to the design and analysis oflearning experiences, environments, and technologies; and (iv) integrating learning technologiesto provide support for learning -- imagining the roles they might play and the functions they needto have to play those roles well. Examples come from across disciplines, developmental stages oflife, a variety of learning venues. It sets students up to know what they need to learn more deeplyto become masterful designers of learning experiences.

The only instructor on record

1 section · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
Cathy LachapelleLearning Engineering. Provisional	371 record	93rd	3rd

There is no ranking to read here: Cathy Lachapelle is the only instructor with evaluation records for FORM 7230, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.

Also taught by Cathy Lachapelle

5 other classes

Class	Instructors	Course score
LREN 7111Design Studio 1	26 records	72
LREN 7112Design Studio 2	26 records	75
LREN 7113Design Studio 3	35 records	71
LREN 7203Immersive and Augmented Environments for Learning	13 records	87
LREN 7404Assessment of and for Learning	13 records	63

Other 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 record

The Professor4 items

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

570th pctl

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

804th pctl

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

540th pctl

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

510th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

370th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

540th pctl

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

838th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

630th pctl

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

510th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

661st 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.

8093rd pctl

Intellectually ChallengingThe course was intellectually challenging.

743rd pctl

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

600th 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
Cathy Lachapelle	Fall 2025	01	37	40	80

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.