Field Note	Abduction	Defamiliarization	Alternative Casingv Theoretical Frameworks	Implication for Practice
Phenomena of Interest	P1 presents Module 1 – Concept and Design... Chef’s feedback stems from three major considerations: seasonality, prep kitchen constraints, and budget... P1 is noticeably quiet, mouth pursed, arms crossed over their chest.... Once instructor and Chef have left the classroom, P1 stands and opens up: “Guys, I’m literally about to breakdown crying, we’re so far behind!” detailing how the team was supposed to finalize the menu and module 1 this week in order to move onto financial planning and module 2 during the coming week. P1 sits back down, covers her face and cries.	Revisiting	Data Codes	Theory-practice gap (Neal et al., 2015)	Engage industry experts to inject “practical wisdom” in learning design for high-stakes immersive entrepreneurship education and have strategies in place to manage the negative affective experience of the theory-practice gap.
Cognitive domain:		Analytical Memo	Construction of authority
Use of subject matter expert		Areas of theoretical consideration:	Appeal to external authority
Information-seeking beyond course materials		Team dynamics	Leadership/initiative
Affective domain:		Leadership and “single point of failure”	Industry expertise – use of subject matter expert
Evidence of negative affective states		“Alpha” tension between P1 and Chef	“Reality bites” [theory-practice gap]
Self-reporting of negative affective states		Stress, anxiety, expectation management	Affective – negative – stress/anxiety
Small group dynamics:		Linear versus non-linear thinking	Body language
Leader role formation
Evolution of group ideas			Affective – excitement
Cognitive domain:	P1 explains that FOH staff have been meeting once or twice a week on Tuesdays and Thursdays, and asks whether BOH staff can meet at least once per week? P1 continues that “BOH can be excited that we go two cases of duck donated,....” The team engages in a lively discussion, excited at the increased budget prospects resulting from the duck breast donation.... P1 is taking notes throughout the session, and interjects into the discussion to confirm the spelling of a sponsor’s name “for the summary email.” As the team goes on to discuss the timeline leading up to the pop-up restaurant, they make reference to an inside joke: “The baby is coming!” P1 responds, “I almost put that in the email. But I didn’t want to confuse people who don’t come to the meetings.”	Areas of theoretical consideration:	Affective – positive	Affective load (Nahl, 2005)	Intentional EE learning design must integrate and manage affective load in the cultivation of the entrepreneurial mindset.
Creation and management of group deliverables		Humor	Production and management of group deliverables
Affective domain:		And group formation	Humor – inside joke
Constructive forms of engagement		Stress, anxiety, expectation management	Feminization of mental load in project management
Evidence of positive affective states			Affective – positive
Small group formation:			Affective - enthusiasm
Evidence of engagement			Small group formation – role specialization
Cognitive domain:	Within moments, students are staffing stations in the kitchen, and food prep is underway. They act purposefully, without talking; upbeat instrumental jazz fills the kitchen.... Chef then asks: “Everyone excited about tomorrow?... Anyone nervous about tomorrow?” Students converse briefly, but they are focused on their tasks.... The students have settled into their food prep tasks, and are engaged in side conversations. Students work in contended silence at their tasks. Chef opens the oven to check on the crème brulee, and someone exclaims: “That smells great!” A moment later, the buzzer sounds. P5 asks: “Is that all the brussels sprouts?” Chef confirms: “Yes, that’s all the sprouts. Now we gotta do carrots!” P2 interjects: “Wait wait wait, do we want to keep the [carrot] heads on? Isn’t that part of the display?”		Small group formation – task identification	Flow (Csikszentmihalyi, 2014)	Qualitative peer- and self-assessments provide outlets for students to reflect on the achievement of “flow” in their entrepreneurship education learning experience. Flow and its relationship to high-stakes experiential learning is an area of further exploration.
Depth of engagement			Small group formation - cooperation
Creation and management of group deliverables		Areas of theoretical consideration:	Humor
Affective domain:		Flow	Rapport
Constructive forms of engagement			Instructor – pride/satisfaction
Evidence of positive affective states			Environment – upbeat
Nonverbal behavioral cues			Environment – busy/productive
Awareness of self, other, and team			Group dynamic – performing
Small group dynamics:			FLOW
Evidence of engagement			Group dynamic – storming
Small group formation
Group dynamic: forming, storming, norming, performing
Task identification
Role adoption
Cognitive domain:	We are greeted by Instructor, who glows with pride and satisfaction, keeping a smile on her face while she reveals that they had a crisis in the kitchen hours before the restaurant opened – P5, BOH lead, had an altercation with P2 and walked off the job around 3:30, returning attrite just before opening to resume their role in the kitchen. I remark that it is amazing how, in spite of this stress and disruption, the restaurant is running without a hitch so far as the dining guests are concerned. Chef appears, greets me and my dining partner, and requests to speak to Instructor: “Can we talk a minute?” They disappear through the guest entrance	Areas of theoretical consideration:		Affective load (Nahl, 2005) Coping humor (Mesmer-Magnus et al., 2012; Plester, 2009)	Recognizing the role of humor in mitigating affective overload and communicating conceptual fluency in purposeful pedagogy.
Creation and management of group deliverables		Affective load and overload
Affective domain:		Humor
Destructive forms of engagement
Evidence of negative affective states
Self-reporting of negative affective states
Small group dynamics:
Conflict resolution
Group dynamic: forming, storming, norming, performing
Role adoption