Class record · UNAS · MCAS

UNAS 1025

Innovation through Design Thinking · 7 instructors on record · 22 sections

What the course score is made of

85BC evaluations22 records · weight ×1.0 · Fall 2021 – Spring 2026

—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

6thMore challenging than 6% of BC classesranked against every one we hold

79BC — “Intellectually Challenging”22 records · 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

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

37BC — “Workload”22 records · 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.

Would you like to be innovative in whatever you pursue? Innovation is about solving important and complex problems to create value for the greater good. Innovating through design thinking is a structured, human-centered process for creatively solving problems, which can be adopted by anyone. In this foundational course we will introduce the mindset, process and methods at the core of design thinking. Students will see inspiring case studies, hear from cutting edge practitioners, and work on a project to internalize this learning. Students will discover design thinking is a practical toolkit that helps them reliably innovate in the face of changing social needs, business disruptions, and technology shifts.

The board

7 instructors · ranked on this class onlyCompare the top 3

Scores are real averages. The order also accounts for how many records back each one — the count is under every score — so one perfect review does not outrank a semester of them. 3 of the 7 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge	RMP overall
1	Edward O'brienUniversity and Capstone	945 records	—	—	—no page
2	Avneet HiraAssociate Professor, Sabet Family Dean’s Faculty Fellow · Engineering Provisional fewer records	981 record	—	—	—no page
3	Jonathan KronesComplex Problems and Enduring Questions Provisional	931 record	25th	17th	646 ratings · all classes
4	Chokdee RutirasiriUniversity and Capstone	908 records	25th	10th	—no page
5	Robert GoodmanUniversity and Capstone Provisional fewer records	911 record	25th	24th	—no page
6	Cara AntonaccioSocial Work Provisional fewer records	751 record	0th	0th	—no page
7	Sunanda BhattacharyaUniversity and Capstone	835 records	3rd	4th	—no page

How this board is orderedPositions account for how many records stand behind each number, so one perfect review does not outrank a semester of them. Every score shown is the real average — only the ordering is adjusted. The comparison here is the class itself: a thin record is read against how this class was rated overall, not against the university.

Every instructor with an evaluation record for this class is on this board — it is not a top ten, and nothing is hidden behind a “show more”. Overall is the instructor's blended score for THIS class only, and its one contributing source is Boston College's evaluations for the sections in the row's record count — nothing on this board is an average across the other things they teach. Workload and Challenge are RANKS against every class we hold, not scores: BC's questions all sit near the top of the 1-5 scale, so a raw number would put almost every row in the high eighties and tell you nothing. Challenge is BC's “intellectually challenging” item, which students answer positively about courses that stretched them — it is not a measure of difficulty or grading. Neither column is ever marked better or worse. 4 of 7 rows are marked provisional: fewer than 3 records stand behind the number. That is thin evidence, not a bad instructor — the record count is in every row. The RateMyProfessors column is an instructor's overall figure across everything they teach; that site has no course dimension, so it is shown for information and kept out of the ranking.

The line

All 13 items · means across 22 records

The Professor4 items

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

9027th pctl

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

9133rd pctl

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

9032nd pctl

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

9129th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

8420th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

8830th pctl

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

9137th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8727th pctl

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

8523rd pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8521st 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.

373rd pctl

Intellectually ChallengingThe course was intellectually challenging.

796th pctl

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

8419th 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

22 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Edward O'brien	Spring 2026	01	95	92	—
Sunanda Bhattacharya	Spring 2026	01	86	92	40
Robert Goodman	Spring 2026	02	91	83	40
Sunanda Bhattacharya	Spring 2026	02	84	83	40
Edward O'brien	Fall 2025	01	96	94	—
Sunanda Bhattacharya	Fall 2025	01	82	94	40
Cara Antonaccio	Fall 2025	02	75	63	20
Sunanda Bhattacharya	Fall 2025	02	74	63	20
Chokdee Rutirasiri	Spring 2025	01	83	80	20
Edward O'brien	Spring 2025	02	91	87	—
Chokdee Rutirasiri	Fall 2024	01	94	93	40
Edward O'brien	Fall 2024	01	95	93	—
Chokdee Rutirasiri	Spring 2024	01	91	86	40
Edward O'brien	Spring 2024	01	92	86	—
Sunanda Bhattacharya	Spring 2024	01	88	86	40
Chokdee Rutirasiri	Fall 2023	01	96	94	—
Avneet Hira	Fall 2023	02	98	95	—
Chokdee Rutirasiri	Spring 2023	01	91	83	40
Chokdee Rutirasiri	Fall 2022	01	88	88	40
Chokdee Rutirasiri	Spring 2022	01	89	79	40
Chokdee Rutirasiri	Fall 2021	01	87	83	60
Jonathan Krones	Fall 2021	02	93	84	40

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.