Students said this was a fun, interactive course. They liked the real-world examples and the group projects. They did not like the daily quizzes and said they were difficult to prepare for. Students suggested that the course would be improved if it had fewer quizzes and more meaningful homework assignments or projects. Overall, students said the course was enjoyable and practical. It is a lot of reading and work, but the grading is very fair.

Students said this course provides a good introduction to marketing. They said the professor was very engaging and they liked that she included examples and hands-on exercises in her lectures. They thought the daily quizzes were too much work and said the videos shown in class were outdated. Students suggested having fewer quizzes and having more guest lecturers. Students are encouraged to keep up with the reading in order to do wel on the frequent quizzes.

Students said they learned a lot about marketing and also got to apply what they learned. They liked the enthusiastic professor and the guest speakers. They did not like the daily quizzes and thought they were not an effective learning aid. Suggestions for improvement included having fewer quizzes and more interactive activities. Students said this course was not too chal enging, but interesting overal . They recommended keeping up on the reading and starting the marketing plan early.

Students enjoyed learning from someone with experience in the field. They also liked the participatory quality of the lectures. Some did not find the material very interesting and many said the long, once-a-week lecture format made it hard to concentrate. Students suggested making the class more engaging by having more hands-on projects and guest speakers. Overall, they said the class is not very difficult, but you do need to keep up on the readings and participate.

Students loved the enthusiasm and energy of the professor, and thought that the course covered a broad range of marketing topics. They liked the group exercises and project, as they were often hands-on activities. Many students noted that they were quizzed on materials before the content was actually discussed in class, which meant they had to actively read and learn the materials before class, and then sit through an entire lecture reviewing what they learned on their own. Students suggested not quizzing students until after the material was discussed during lectures. Prospective students should take the initiative to learn the materials before class in order to do well on the quizzes, which count towards the final grade.

Students liked the professor, whom they found engaging and enthusiastic about the materials. They also liked the variety of topics discussed over the semester, and thought the materials were easy to understand because they had real-world applications. Students did not like the daily quizzes, and thought that the amount of reading needed to be completed before each class was excessive. Students recommended having longer quizzes every other week instead of every day so that they had more time to complete the readings. Prospective students should be prepared for a reading intensive course with daily quizzes on the materials. The course is recommended for people who want to see how marketing is used in specific, real-world situations.

Students found the subject matter and materials for this course to be interesting, and liked how the professor made everything relatable by using real-world examples. Students liked the professor and found the lectures to be interactive and engaging. Students did not like the daily quizzes, which they did not believe accurately assessed their understanding of the materials. They also did not like the fact that the majority of the materials they read were outdated and had to do with the medical field. Students suggested that the materials be updated to reflect more current events and trends. Students also wanted assessments that more accurately tested their knowledge of the materials. Any prospective students should be aware that completing the reading assignments before class is imperative in order to do wel on the daily quizzes. There is a fair amount of work, but if students keep up with the reading it is doable.

Students found that the best aspects of this course were the materials that related the concepts discussed in class to real-world applications. Students also liked the professor, and thought that the course was overall informative. Students did not feel like the lectures were engaging, nor did they think the lectures prepared them for the weekly quizzes or exams. Students wished that part of the exams were response based instead of all multiple choice, and recommended posting the PowerPoint slides to help them study for tests. Prospective students must be prepared to keep up with the reading and know that this course has a lot of group work. The workload is light and the class atmosphere is relaxed, so any students with an interest in marketing should take the course.

Students praised this course for having an instructor with a hands-on teaching style who presented real-life examples of marketing in class. Perceived issues with the course included a belief that the weekly quizzes in the course were tedious and unhelpful. Other students found that the group projects were difficult to complete as students had varying levels of commitment and therefore contributed different amounts of work to their groups at varying paces. Students thought the course could be improved if the course had fewer quizzes and more engaging activities. Prospective students should know that students found the course was a great introduction to marketing and it required students to keep up with the reading.

Students praised this course for featuring interesting lectures that combined a variety of teaching devices from examining case studies to instructional videos and group activities. Students disliked the 140weekly quizzes in the course with several students describing them as tiresome. Students also found that the assigned textbook reading didn’t align wel with lectures. Students thought the course would be improved if the length of each class was cut down from three hours. In addition, students wanted to see the course engage students in different ways either with additional activities or more guest speakers. Prospective students should know that students found the course involved a significant amount of group work and that mastering the assigned reading was essential to doing well on the weekly quizzes.

Students praised this course for being interactive and engaging, as well as having an instructor who shared her experience working for a variety of marketing firms. Students had various issues with the course. Multiple students disliked the weekly quizzes in the course. Other students disliked the three-hour lectures with students finding it difficult to maintain their focus for the duration. Students thought the course would be improved if the three-hour long weekly class would be split up into two shorter sessions each week. Prospective students should know that students found the course had an engaging instructor and that the weekly quizzes made regular lecture attendance essential.

Students praised this course for having a small-class size which encouraged student engagement and for having an instructor who used her professional experience to show how the subject matter could be used in real life. Students broadly disliked the weekly quizzes in the course with some students finding them to be repetitive while others found that the grading rubric in the course was nitpicky. Students thought the course would be improved if the quizzes were either completely removed or reduced in number. Prospective students should know that students found the course was a great introductory course that required students to complete regular reading.

Students praised this course for having a great and enthusiastic instructor and a light workload. Students disliked that for every class, students had to take a quiz on the assigned readings. Students thought the course would be improved if the course had fewer quizzes and less busy work in general. Prospective students should know that students found the course required student participation and involved a good amount of group work.

The best aspects of this course included the informative class discussions, the intriguing material, and the interactivity encouraged by the instructor. One student felt the weekly quizzes given were excessive. Another student felt the duration of class was too long. Suggestions included making the groups smal er for the group project, and incorporating time to review the material from the previous weeks’ lessons. Prospective students should know this is a reading-intensive course.

The best aspects of this course included the engaging lectures, the instructor’s interactive teaching style, and the light workload. One student felt the grading was too harsh. Another student felt the cereal project was tedious. Suggestions included more explicit feedback in regards to how and why an assignment is graded a particular way; also, incorporating more multiple choice questions into the exams. Prospective students should know this course requires a lot of work outside the classroom.

The best aspects of this course included the group col aboration, the key marketing skil s learned, and the relevant assignments. One student felt the lectures didn’t delve deep enough into the material. Another student felt the midterm was irrelevant to the material discussed in class. Suggestions included making the exams as applicable as the homework is to the subject matter; also, providing students with more than five questions per test. Prospective students are encouraged to thoroughly read the textbook.

The best aspects of this course included the group project, the instructor’s enthusiasm for and knowledge of the material, and the multiple opportunities students had to participate. One student felt the instructor should have taken the pupils’ interests into account when presenting various examples to the class. Another student felt the textbook repeated information too much. Suggestions included incorporating more contemporary videos and examples into the class, and spreading out the quizzes throughout the semester. Prospective students should know that quizzes are administered every class.

The best aspects of this course included the intriguing lectures, the guest speakers, and the variety of concepts introduced. Some students felt the instructor didn’t provide enough feedback. Students also felt the instructor was, at times, too nit-picky. Suggestions included testing students on practical applications on exams and omitting multiple-choice; also, utilizing a better textbook would be beneficial. Prospective students should know this is a reading-intensive class.

It was evident throughout this course that the professor cared about his students and the curriculum. He brought up relevant examples that were helpful in understanding concepts, and the PowerPoint presentations were clear and added to a positive experience. Students learned how marketing is being used in the business world and the real life case studies went with the principles being covered. The group project was difficult for many students because of disengaged peers. Also, topics were repetitive and the overlap caused confusion. It was suggested that students be able to choose their own groups, that discussion be increased, and that quizzes and exams be modified so that they are more application-based. Prospective students should be good at memorizing information.

Many students who were enrol ed in this course felt that the terms and information gained in this class will be applicable to their lives. They were able to do a hands-on project at the end of the semester that tested their knowledge. The professor taught in an engaging way and made sure to include her personal experiences. Daily quizzes were tedious and the group project was a nightmare if students weren’t placed in a good group. Also, some students thought the course was taught on a high school level and didn’t require much critical thinking. To improve this course, it was suggested that exams be easier, stricter deadlines be set for the group project, more exam preparation be fol owed through with, and daily quizzes be eliminated. Prospective students looking for an introductory marketing course should enroll.

Many students seemed to enjoy the case studies and video components of the course because they made comprehending the material and conceptualizing the concepts discussed in the book much easier. Both the professor and TA were extremely helpful to their students and learning the basics of Marketing was done in a light manner. However, the quizzes and three hour long class periods were aspects of the course that students despised. It was suggested that the class meet twice a week, quizzes be eliminated, and that group project instructions be more transparent. This course was easy and would be excel ent for prospective students who are Economics or Business majors.

Many students agreed that this course covered the surface material of Marketing and was a perfect introduction. The lectures were light and the professor provided lots of hands-on activities. It was obvious that the professor cared about her students, and the guest speakers were seen as great resources. But the group project and exams were a pain and the late evening class time made it difficult to focus. In addition, the lecture was straight from the book, which was boring, and the weekly quizzes were a disturbance. Students suggested that exams be more creative, a break be implemented, and more overall organization and clarity provided. Prospective students should be able to take quizzes during each class period.

The best aspects of this course included the interesting guest speakers and the open, interactive class discussion. Students reported that the weekly quizzes were predictable and fair. Students felt that the course time period was too long and the material was not intellectually challenging. Suggestions for improvement included decreasing the number of quizzes, having a clear rubric for all assignments, and creating exams that more closely reflect the concepts discussed in lecture. Prospective students interested in marketing should be prepared for the significant workload and are encouraged to attend all lectures and to use the textbook as a resource.

Students enjoyed the interactive and enthusiastic lecture style of the instructor and the incorporation of real world applications. Students appreciated the professor’s efficient and effective use of class time. Some students felt the reading quizzes were poor evaluations of student’s understanding of the reading and feedback from the professor was not given in a timely manner. Suggestions for improvement included decreasing the number of in class quizzes and having clearer guidelines for the final paper and presentation. Prospective students should be prepared to participate often in class discussion and complete all assigned readings.

The best aspects of the course included the interactive format of class lectures, the opportunity to gain a solid understanding of marketing tactics, and the professor’s ability to pull from professional experiences in order to explain concepts. Some students found the coursework to be overwhelming and tedious. There were reading quizzes every class period and the midterm was very specific and difficult. Suggestions for improvement included spacing out the assignments more evenly over the semester, having fewer reading quizzes, creating tests that reflected overall concepts discussed in class, and viewing more updated marketing videos. Prospective students should do the readings in order to contribute to class discussion and perform well on the daily in-class quizzes.

Students enjoyed the real world applications presented by the engaging professor and the clearly organized structure of the course. Students felt that the workload for the course was heavy and consisted of busy work. Assignments were overwhelming at times as several assignments were due on the same day throughout the semester. The end of the semester workload increased significantly with a cumulative final exam, final paper, and final presentation. Suggestions for improvement included spreading out due dates and decreasing the workload, especial y at the end of the semester. Prospective students interested in marketing are encouraged to read the textbook and be prepared to work in groups.

Students enjoyed the real-world applications presented by the engaging professor and reinforced by in class activities. Students felt that the workload for the course was heavy and consisted of busy work. Some students also felt that the assigned readings were too long and the daily reading quizzes were too specific and difficult. Suggestions for improvement included decreasing the number of reading quizzes, hosting more guest speakers, and decreasing the amount of group work in order to have more lecture time. Prospective students interested in marketing are encouraged to read the textbook and be prepared to work in groups.