The last stage (The reflection stage), involved photos of the products and displays,
instructor observation, informal student feedback, peer evaluations, and structured course
evaluations supplemented the results of the marketing plan evaluations and exam performance to
form the primary data for evaluating and reflecting on this activity. It should be noted that
although the course and this activity were taught by one instructor, regular involvement
(designing the rubrics, taste testing, etc.) and dialog among the instructors took place throughout
the course. In addition, a common final exam and course evaluations were used among the
instructors which allowed comparison and stimulated reflection on student performance given
the different experiential activities. This initial experiential learning activity was judged as
having provided an interesting product in a format that did generate student involvement,
collaboration, and did allow detailed cost-based pricing information. The instructor also
observed during class discussions that students saw the connections between the project and
course concepts. However, an examination of the marketing plans showed the majority of teams
did not incorporate course concepts in the plans but rather wrote the plans as narratives of the
activity. It also revealed that the timing of the plans did not allow for instructor feedback, which
would have provided students the opportunity not only to reflect upon the experience as well as
instructor feedback but also, per the experiential learning model, revise and resubmit.