MLSC 6300
Network Management & Infrastructure Security · 1 instructor on record · 2 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. Boston College's workload question was not reported in these records, so easiness could not be worked out. That is missing data, not a heavy class — and it takes nothing off the score.
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.
Not reported in these records — which is missing data, not a light class.
How is this worked out?
Boston College's workload question was not reported in these records, so there is nothing to show. That is missing data, not a light class.
Course provides an understanding of the threats and vulnerabilities in Cybersecurity and an introduction to the concepts of layering defense and providing for defense-in-depth. Specific topics include operating system security, component lifecycle management, database security, server security, application security, mobile devices, BYOD, and end-point security. The course covers the roles of physical security, system hardening, firewalls, encryption, anti-virus, and malware defense. The course also introduces identity and access management, role-based access control (RBAC), intrusion detection, penetration testing, and incident response.
| Instructor | Curve | Easiness | Challenge |
|---|---|---|---|
| David EscalanteAdvancing Studies Provisional | 7587 raw · 2 records | — | 100th |
There is no ranking to read here: David Escalante is the only instructor with evaluation records for MLSC 6300, so the number is a record, not a position. It rests on 2 records, which is thin — read it as provisional.
Also taught by David Escalante
3 other classesOther MLSC classes
All of them| Class | Instructors | Course score |
|---|---|---|
| MLSC 6050Intersection of Cybersecurity Law, Artificial Intelligence (AI) & Privacy | 39 records | 93 |
| MLSC 6000Cyber Ecosystem & Security | 44 records | 75 |
| MLSC 6100Foundations of U.S. Law for Non-Attorneys: Legal Principles & Ethical Obligations | 24 records | 91 |
| MLSC 6640National Security: Law, Policy & Government Investigations | 24 records | 85 |
| MLSC 6500Organizational Effectiveness: Cybersecurity & AI Governance, Risk Management, and Compliance | 13 records | 74 |
| MLSC 6350Cybersecurity: Incident Planning, Response & Business Continuity | 12 records | 90 |
The line
All 13 items · means across 2 recordsBars are ranks, not raw scores. Nothing here is graded good or bad. 1 of 13 questions were not reported and are left out rather than shown as zero.
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.
- 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
2 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| David Escalante | Spring 2026 | 01 | 87 | 77 | — |
| David Escalante | Spring 2026 | 02 | — | — | — |
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.