Flipped Classroom and Emotional Learning in an Engineering Leadership Development Course

Abstract

Dr. Lang's previous professional experiences and research interests range from mechanical engineering facilities design to research that applied engineering and molecular biology approaches to the study of the skeletal response to mechanical loading. As a Mechanical Engineer, she worked on facility design projects involving mechanical systems that included heating, ventilation, air conditioning, and energy conservation systems, as well as R&D of air conditioning equipment for Navy ships. Additional research interests have included the investigation of relationships among components of the indoor environment, occupants, and energy usage. Specifically, the effects of the indoor environment on occupant health and well-being and in parallel, how socially-mediated energy-saving strategies can increase awareness of energy use and/or increase energy saving behaviors. Dr. Lang's current research interests focus on identifying, assessing, and developing key skills, knowledge, attitudes, and other intrinsic and extrinsic factors required for engineers to effectively lead others, particularly other engineers and across cultures.

Pedagogical approaches for facilitating engineering leadership development

“…For instance, EL educators at Penn State have long employed a flipped‐classroom in their introductory, undergraduate leadership class, providing course content ahead of time, and fostering discussion during class. An unintended positive consequence of this pedagogical innovation was increased confidence among female students (Lang et al., 2018).…”

Case Study #4: Pennsylvania State University

“…Throughout the ELD program lifetime, we have used assessments of individual courses to ensure that the program has met its learning objectives (Hochstedt et al., 2013; Handley et al., 2017; Lang et al., 2018; Park et al., 2019). Currently, the program is evaluating its impact on the ELD program alumni's career placement and progression and whether the program is meeting workforce needs to provide feedback for continuous program improvement.…”