| Wednesday, 17 June |
| 14:00–20:00 | Conference Registration |
| 19:00–20:30 | Opening Session |
| 20:30–22:30 | Jim's Place |
| 20:30–21:00 | Newcomer Session |
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| Thursday, 18 June |
| 07:00–08:15 | Breakfast |
| 08:30–09:30 | Motivating Learning through Teams and Technology: The HRManagement Simulation Project |
| | Throw Away the Laundry List: Teaching in Context |
| | Reframing: A Tool to Develop Critical Thinking in Undergraduate Interns |
| | What Direction is Your Leadership Style Heading? |
| | Building Collaborative Community Development Tools |
| | Developing Responsible Leaders by Developing their Response-ability |
| | Comparing Three Approaches for Teaching Innovation: Design Thinking, Creative Problem... |
| | Finding new uses for old exercises: Five squares |
| | Ambushed and Wrangled: When Technology Fails Us In The Classroom |
| | Inviting “Lincoln” into the Classroom to Teach Power, Influence, and Negotiation |
| 09:45–10:15 | Using Entrepreneurship To Create Learning Communities In Organization Behavior |
| | Harry Potter And The Keys of the Academic Kingdom—The Ones You Can’t Find On Google |
| | Using Pinterest as a medium for student active learning through individual discovery of relevant content |
| | A Strong Interest – Combining Strong Interest Inventory sample activities with an exploration of intrinsic/extrinsic motivation |
| | The comparison of Chinese and American classroom dynamics |
| | Do it all wrong! Using reverse brainstorming to generate ideas, improve discussions, and move students to action |
| | Participation -- Let's ALL Participate! |
| | Building a Digital Community of Learning: The positive effects of social media use in higher education |
| | Negotiating a New Hire: A Role Play Simulation |
| | Creating Engaging Online Activities that Compliment the F2F Classroom |
| | Teaching finance to non-finance majors: Challenges of an integrated curriculum |
| 10:15–10:45 | Break |
| 10:45–11:45 | It's All in the Story: An Odd Couple Reminisces |
| 11:45–13:00 | Lunch |
| 13:15–14:15 | What Is Learning and How Does it Occur?: Implications of Workplace Learning Scholarship for Experiential Educators |
| | But, I didn’t go to law school! How non-attorney management educators can successfully use court cases to connect students to legal issues in the community |
| | Learning to Act for the Sake of Life on Earth |
| | Snake: Enable others to Act |
| | Class Engagement: Reaching Your Millenial Students |
| | Collegial Development of Ethics in Management |
| | Contemplating Reflection in Learning: Aligning Strategy to Objective |
| | Integrating the Undergraduate Curriculum: Models for Success |
| | Bringing the MOOC into the Classroom |
| | Structured Speed Interviewing: Building Skills in Staffing and Selection Courses |
| 14:30–15:00 | Providing & Receiving Constructive Feedback: Educating Students |
| | Hot Topics in Pregnancy Discrimination: Broadening student awareness of diverse communities of workers |
| | Yes, we do have intellectual standards in college! How to help students join the higher education community |
| | The Social Art of the Vignette: bringing experience into the classroom |
| | A Semester Long Service-Learning Project; Our Example |
| | You Want Me to Work in a Team? An Approach to Teaching and Assessing Teamwork the AACSB Way |
| | 3 – 2 – 1 Action: Building a Peer-to-Peer Online Learning Community by Student Presenters Filming Themselves and Creating a Space for Feedback |
| | Ye’ Old Pen Factory: Applying the classic pen factory simulation to today’s global workplace |
| | Moving Courses from Traditional to On-line Format: Should We? What Have We Learned? |
| | Sparking Change with Symbols, Stories and Rituals: Mobilizing People with the Symbolic Frame |
| 15:00–15:30 | Break |
| 15:30–16:30 | 10% luck, 20% skill, 70% (letting go of your) concentrated power of will: The Good, the bad, and the ugly of using community-based learning in the classroom |
| | Addressing Both Personal and Community Tragedy in the Classroom: Yes or No? |
| | Blooming Our Learning Objectives in a World with Handheld Libraries |
| | Creating a Mindful Learning Community |
| | Integrated Business Core for Freshmen: Introducing Cross-Discipline Connections |
| | Leadership Development Online |
| | Learning together through metaphors: An interactive session on the use of metaphors (short stories) as an inspiring teaching method |
| | Reducing the Transferability Gap: The Link between Service-Based Learning and Career Development in Management Education |
| | Was groupthink responsible for three deaths? |
| 17:15–19:15 | Thursday Night Fiesta at Sneaky Park |
| 19:30–20:30 | Challenges, lessons learned and experiences with moving from traditional face-to-face class to online class online class in organizational behavior |
| | Choice Learning Projects in an Organizational Behavior Classroom |
| | Does Political Correctness Dictate How We Teach Ethical Decision Making? |
| | Global Leadership and Management: Expanding Cultural Insight and Wisdom through Travel Study Experiences |
| | Is Management Education blind to social class? What does this mean for educating managers of the future? |
| | Teaching Negotiation Successfully: Is it a Fantasy? |
| | The Rule of Three: A Practice of Reflective Writing and Learning |
| | Tricks of the trade: Navigating the push and pull of being a chair (and teacher-scholar?) |
| 20:30–22:30 | Jim's Place |
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| Friday, 19 June |
| 07:00–08:15 | Breakfast |
| 08:30–10:00 | It's Better Than Discussion: Using Dialogue (Big “D”) to Enhance Student Engagement, Critical Tiniking, and Community |
| | Poetic Metaphor and the Creation of Community in the Management Classroom |
| | Creating Conditions for Collaborative Learning in Student Teams |
| | Stealing Pedagogy: What we can take from the Jesuits for fun and profit |
| | Playing in the garden of forking paths – leadership learning in a community through collaborative interactive storytelling |
| | Oh SNAP! How a one week learning experience provides your students with a world of management understanding. |
| | Understanding employee experiences of and reactions to radical organizational change efforts through an interactive exercise |
| | Bridging the research-teaching divide: Engaging our own research in the classroom and linking our two professional communities |
| | Gather Around the Experiential Fire |
| | Facebook’s Emotional Contagion Experiment: A Brief Classroom-Based Ethics Case Study |
| | Teaching Change |
| 10:15–10:45 | Tackling concept overload in survey courses by using student groups |
| | Growing Classroom Community through Creativity: A Beginning Roadmap |
| | Developing Women Leaders: An Approach that Works! |
| | Non-profit Board Experience |
| | It’s Just a Stage: Students’ Levels of Intellectual Development |
| | Read, Review, Reflect: Three similar yet diverse approaches |
| | Face-to-face teacher-student performance appraisals |
| | Collaborative learning in a student community: Using clickers for fostering discussion in management classrooms |
| | Student peer mentoring: Enhancing the learning environment |
| | Critically examining training example videos for learning about train-the-trainer programs and supporting development of management critical thinking skills |
| | “Activating” the Nonparticipant Learner in a Large OB Lecture Class: What Works Well with Wikis |
| 10:45–11:15 | Break |
| 11:30–12:30 | The track on the track: Encouraging deep learning by teaching while engaged in physical activity |
| | Student-Established Course Commitments: Implications and Possibilities for Learning and Development |
| | What Should You Teach Your Students? Just Ask Them |
| | Authentic Classroom Facilitation: How Attachment Theory Can Inform Classroom Management. |
| | How Do We Teach and Measure Creativity and Innovation as a Learning Outcome? |
| | How to be a “leader” of your class: Four choices that teachers must make to be effective leaders of their classes (taught by leadership scholars and teachers) |
| | Creating community in a global setting: Transforming lives through Travel Abroad courses |
| | I have to say “I love you” in a … affirmation?: Five forms of demonstrating our love for our students |
| | How to use Deliberate Practice Exercises to Improve Student Leadership Skills |
| | Engaging OB students through interdisciplinary study of a major business event: The Wall Street Crash of 2008 |
| | Community in the Classroom Through Collaboration With Students |
| 12:30–14:00 | Lunch |
| 14:00–15:30 | The “Kobayashi-Maru” Meeting: High-Fidelity Experiential Learning |
| | Designing a Leader Development Program: From Conceptualization to Endowment in 5 Years |
| | Why Should Anyone Be Led By You? |
| | Creating a Course Assignment On Building Community with Alumni |
| | Loving-kindness and Mindfulness: Practices for Being More Heartful and Awake in Organizations |
| | Design Thinking: Applying Tools,Techniques,and Strategies to Quickly Innovate and Develop Mobile Solutions In the Classroom |
| | Creating Community and Early Engagement: Sharing as a Community of Educators |
| | Gather around the “Video-Clip Campfire” and share your best clips: The Sequel |
| | Designing and Teaching an MBA Course "Managing Failure of Success: The Reflective Role of Special Issues" |
| | Meet the Editors: Journal of Management Education and Management Teaching Review |
| | Senior and Mid-Career Consortium: What’s next? |
| 15:30–16:00 | Break |
| 16:00–17:00 | Enhancing Our Teaching by Drawing on Recent Developments in the Science of Learning |
| | “History is Boring!” Changing this perception through the use of social media |
| | Critically Thinking Through Reality: A Classic Exercise Infused with Real-World Scenarios |
| | Leading Leadership Learning: More than just PowerPoints |
| | Global Leadership in Crisis: An Ecosystem Mapping Exercise |
| | Clearing Muddied Waters: Using Toulmin's Argument Maps to Settle the Sediment |
| | Learning as a community through Socratic seminars |
| | Entrepreneurship Mindset: Igniting Millennial Leadership Intention and Engagement |
| | Measurement backlash and how to avoid it |
| | Bradford Award Session |
| | This is teaching, who the f*** said anything about freedom of speech? Profanity in the classroom: a discussion of best practices, setting expectations and a myriad of exceptions |
| 17:15–18:15 | Customized instruction and support for student network creation and the exploration of professional identity using the LinkedIn professional social network |
| | What is this thing called politics?: Using film and television to teach political game theory |
| | Experiential learning: High-impact engagement to create communities of learning |
| | Managing Entrepreneurship: Stories from Past and Present Captains of Industry |
| | Not just for kids: Using Dora the Explorer Techniques to teach Leadership in the classroom |
| | Encouraging students to craft their work: Exploring the value of friendships in small learning communities |
| | Learning Governance: Community-Based Partnership for Capacity Building |
| | Creating Transformational Learning Opportunities through Asset Based Community Engagement |
| | Puzzling with Teams: Round 2 |
| | Quiet Students: Engaging Introverts in a World of Extroverts |
| | Learning by Serving: Community Engagement through Service Experiences |
| 18:15–20:15 | Awards Banquet |
| 20:15–23:00 | Talent Show |
| | Jim's Place |
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| Saturday, 20 June |
| 06:00–12:00 | Residence Hall Checkout |
| 07:30–09:00 | Breakfast |
| 08:30–09:30 | Doctoral Institute Presentation / Breakfast Session |
| 09:30–10:00 | Town Hall & Closing Statements |
| 11:00–12:00 | To-Go Lunch Pickup |
