Class record · UNCP · MCAS

UNCP 5519

Capstone: A Life Well Lived · 1 instructor on record · 4 sections

What the course score is made of

92BC evaluations4 records · weight ×1.0 · Fall 2021 – Spring 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

26thMore challenging than 26% of BC classesranked against every one we hold

86BC — “Intellectually Challenging”4 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

25thMore work than 25% of BC classesranked against every one we hold

40BC — “Workload”4 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.

Capstone classes may NOT be taken Pass/Fail. You may take only ONE Capstone class before graduation. Seniors only. A Capstone course, broadly speaking, is asking you to look backwards and also to look forward. In looking backwards, it is asking you to reflect on your previous formative experiences with special attention given to your years at BC. The expectation is that by doing this, you will benefit from insights about yourself (which includes insights about your academic, moral, and spiritual life), about yourself in relation to others, and about yourself in relation to different wider communities of people with which you have engaged. This kind of discernment will not only help you understand yourself better at this point in your life, but will also be of significant benefit to you as you move forward in your life. When we know how we are shaped by our past and who we are in our present, we are freer to choose the paths that will lead us to what we want our future life to be. As part of this course, we will look forward and discuss our aspirations, goals, hopes, realistic expectations, and what kind of life we may seek to live that will lead us to happiness. Since failure and loss are part of life, we will also discuss how these have affected us and how we can learn from them and move forward positively in light of them.This is a course for students who want to engage in serious reflection and in active classroom discussions of important issues in pursuing a life well lived. It is a course for students who enjoy reading and reflection. It is a course for students who enjoy participating in meaningful discussions in every class. It is a course that will allow you to focus on yourself as an individual, yourself in relation to others, and yourself and your relationship to greater circles of community. This discussion-based course deals with issues relevant to students who will be transitioning from college to the next phases of their lives. As mentioned above, this course will engage with reflecting on what has occurred in your life up to this point, and to consider what may unfold for you as you move forward.This course will be taught as a seminar. It will involve extensive reading, reflection, and classroom discussion. To benefit the most from this course and to do well in the course, you will need to be fully committed to all aspects of the course. This will include reading the material with care, reflecting on the material, being actively engaged with your classmates in meaningful conversations in every class, writing thoughtfully about the serious matters that we will be discussing, and participating in a few activities outside the classroom. Careful preparation, reflection, and participation, along with the written components and a few non-classroom activities of the course, are necessary for you to flourish in the course.

The only instructor on record

4 sections · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
Deborah Dechiara-QuenzerPhilosophy	934 records	25th	26th

There is no ranking to read here: Deborah Dechiara-Quenzer is the only instructor with evaluation records for UNCP 5519, so the number is a record, not a position.

Also taught by Deborah Dechiara-Quenzer

6 other classes

Class	Instructors	Course score
PHIL 1091Perspectives on Western Culture II/Perspectives II	39144 records	87
THEO 1091Perspectives on Western Culture II/Perspectives II	41125 records	86
THEO 1090Perspectives on Western Culture I/Perspectives I	33107 records	85
PHIL 1090Perspectives on Western Culture I/Perspectives I	3067 records	84
PHIL 5505The Aristotelian Ethics	24 records	86
PHIL 1726Exploring the Mystery of God: A Philosophical Perspective	23 records	87

Other UNCP classes

All of them

Class	Instructors	Course score
UNCP 5505Capstone: Life and Career Planning	120 records	90
UNCP 5511Capstone: The Balancing Act	110 records	97
UNCP 5533Capstone: Desire and Discernment	18 records	98
UNCP 5521Capstone: Surviving Life with Humor	17 records	97
UNCP 5501Capstone: Authenticity and Human Development	26 records	96
UNCP 5522Capstone: Creativity and Self	16 records	88

The line

All 13 items · means across 4 records

The Professor4 items

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

9561st pctl

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

9240th pctl

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

9668th pctl

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

9664th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9571st pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9574th pctl

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

9887th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9576th pctl

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

9782nd pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

9782nd 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.

4025th pctl

Intellectually ChallengingThe course was intellectually challenging.

8626th pctl

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

9989th 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

4 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Deborah Dechiara-Quenzer	Spring 2025	01	94	97	40
Deborah Dechiara-Quenzer	Fall 2023	01	88	85	40
Deborah Dechiara-Quenzer	Fall 2022	01	96	96	40
Deborah Dechiara-Quenzer	Fall 2021	01	96	91	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.