Building Community Through the Management Teaching Review

It is with great joy that we assume the role of editors for Management Teaching Review (MTR). We sincerely thank the Organizational Behavior Teaching Society and especially Jeanie Forray and Kathy Lund Dean as founding coeditors for their vision of reenergizing our commitment to student learning and excellence in the classroom through MTR. We also acknowledge the immensity of the role of establishing a journal that truly builds on our Society’s roots and mission to “enhance the quality and promote the importance of teaching and learning across the management disciplines,” and we embrace this mission with MTR. MTR provides an exciting online platform for sharing “immediately useful resources for teaching and learning practice” in the management domain, whether in the classroom or in an organizational setting. As such, MTR is not only relevant to college educators but also trainers, coaches, and those individuals committed to teaching and learning. We view MTR as a conduit for strengthening our community around this shared passion for teaching. Our online platform is enabled with an interactive “Reader Responses” function (see Figure 1) where readers can submit comments for particular articles and read the comments submitted by others. We anticipate that this function will create a collaborative space for fostering conversations around teaching and learning. Please visit our website (http://mtr.sagepub.com/), take advantage of the free access period for MTR, and see what all the excitement is about! The pedagogical resources in MTR are organized in five main sections: Experiential Exercises, Research-to-Practice Insights, Practice-to-Research Connections, Resource Reviews, and Format Translations. We commonly see short, targeted, and immediately useful classroom activities in our Experiential Exercises section. The implications of how current disciplinary research can be applied to the classroom constitutes the