Social media have become ubiquitous in many commerce circles and a global phenomenon the past several years. According to the Nielsen Company (2010), social media users worldwide grew nearly 30 percent in 2010, from 244 million to nearly 315 million users. Research from Gartner's Consumer Technology and Markets group forecasted that global spending on social media would total $14.9 billion in 2012 (Gupta 2011). Social media, such as Twitter, have enabled customers to express their feelings regarding a product or service they have purchased. With this feedback, businesses can improve decisions on how to serve clients and create more informed solutions, thus increasing customer loyalty (Myron 2010). However, social media, also known as "social CRM" (customer relationship management), are still working their way into business-to-business (B2B) sales (Lager 2009). Results by ES Research Group (2009) show that only a small percentage of sales professionals use social media tools in their sales process. current challenGeS and ObStacleS fOr buSineSS-tO-buSineSS SaleS

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Documenting student participation is not an easy task, for the professor or the student. The purpose of this article is to (1) offer an approach for getting students to take responsibility for documenting their level of course participation and (2) explore the active learning framework to teaching that might best support this approach to participation documentation. Student examples are offered as an illustration of what can transpire when students are required to be the center of their learning and must document their own participation in a course. The assignment of having the students document their own learning behavior often meets with resistance and bewilderment from students. Thus, common failures and student perceptions are also highlighted.

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