Ingrid Le Duc
Conseillère pédagogique
ingrid.leduc@epfl.ch +41 21 693 23 04
EPFL E-DAF CAPE
BP 1137 (Bâtiment BP)
Station 16
CH-1015 Lausanne
Web site: Site web: https://cape.epfl.ch
Biographie
I am committed and passionate for furthering Academic Development as a profession that intersects with current educational standards and teachers real concerns.Being exposed to a variety of academic cultures I grew a particular interest in understanding learning and its behavior taking into consideration how learning may be influenced by external and societal factors.
Studies:
PhD in Social Psychology, London School of Economics, 2001. Thesis title: 'Social Representations of Human Rights: the case of the patrona-muchacha relationship'. A look inside the private life of women in Mexican middle-class urban households.
Licenciatura in Psychology at the Universidad Nacional Autonoma de México, UNAM, 1995.
Additional training:
I am currently training as a systemic and strategic therapist at the Gregory Bateson Institute, the European representation of the Mental Research Institute located in Palo Alto, California.
In 2004 I became an accredited Quality Management Evaluator of the European Foundation of Quality Management EFQM.
Experience:
Before joining EPFL in 2009, I worked at the Ecole Hôtelière de Lausanne (EHL) where I collaborated as a Quality Advisor for teachers and instructors.
Teaching assistant at the Department of Social Psychology of the London School of Economics and Political Science (LSE).
My first job in Educational Development was as part of a newly established Pedagogical Research Support for the Virtual Campus Project of the renowned Instituto Tecnologico de Estudios Superiores de Monterrey (ITESM)at Mexico City (1996-1997).
I volunteered for many causes, such as for the Indo-American Refugee and Migrant Organization (IRMO), in London and Amnesty International.
Mandates:
During my free-time I participate on trainings on scientific communication and teaching in Higher Education.
Publications
Publications Infoscience
Publications
Combinations of single-top-quark production cross-section measurements and |f$_{LV}$V$_{tb}$| determinations at $ \sqrt{s} $ = 7 and 8 TeV with the ATLAS and CMS experiments
Journal of High Energy Physics. 2019-05-16. DOI : 10.1007/JHEP05(2019)088.Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula
2018-09-17. 46th SEFI Conference, Technical University, Copenhagen, Danemark, 17-21 September 2018. p. 976-983.Combination of inclusive and differential $ \mathrm{t}\overline{\mathrm{t}} $ charge asymmetry measurements using ATLAS and CMS data at $ \sqrt{s}=7 $ and 8 TeV
Journal of High Energy Physics. 2018-04-09. DOI : 10.1007/JHEP04(2018)033.Chapter 13: Training and Development Needs for a 21st Century Academic
Global Perspectives on Teaching Excellence: A new era for higher education; Taylor & Francis Ltd, 2018-02-12. p. 204.Measurements of the Higgs boson production and decay rates and constraints on its couplings from a combined ATLAS and CMS analysis of the LHC pp collision data at $ \sqrt{s}=7 $ and 8 TeV
Journal of High Energy Physics. 2016-08-05. DOI : 10.1007/JHEP08(2016)045.Key Note: Stratégies pédagogiques favorisant l’apprentissage dans l’enseignement supérieur
CONGRES PEPS 2016: Didactique des Hautes écoles - sports et mouvements Nouvelles pistes pour un enseignement adéquat dans les Hautes écoles., Haute Ecole Pédagogique, Lucerne, August 23-24, 2016.Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.
International Consortium for Educational Development (ICED) Conference 2016 Ethics, Care and Quality in Educational Development, Cape Town, South Africa, November 22-25, 2016.Educational Development Practices in Switzerland or Conquering the Swiss Alps of Higher Education
2016. International Consortium for Educational Development (ICED) Conference 2016 Ethics, Care and Quality in Educational Development, Cape Town, South Africa, November 22-25, 2016.Évaluation de l’impact des cours ‘Enjeux Mondiaux’ dans le raisonnement éthique des étudiants de première année à l’École Polytechnique Fédérale de Lausanne (EPFL)
2016. 29ème Congrès de l'Association International de Pédagogie Universitaire (AIPU), Université de Lausanne, Switzerland, June 6-9, 2016.Increasing the Perspectives of Engineering Undergraduates on Societal Issues through an Interdisciplinary Program
International Journal of Engineering Education. 2016.Combined Measurement of the Higgs Boson Mass in $pp$ Collisions at $\sqrt{s}=7$ and 8 TeV with the ATLAS and CMS Experiments
Physical Review Letters. 2015-05-14. DOI : 10.1103/PhysRevLett.114.191803.The Formal and Hidden Curricula of Ethics in Engineering Education
2015. 43rd Annual SEFI Conference, Orleans, France, June 29 - July 2, 2015.L’analyse des commentaires des étudiants dans les évaluations de l'enseignement montre qu’ils sont plus sensibles au fond qu’à la forme.
2012. 27 Congrès International de la Association de Pégagogie Universitaire AIPU, 2012, Université de Québec à Trois Rivières, Canada, Mai, 14 -1, 2012. p. 485-493.Publications
| Accueil > Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula |
Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula
Teaching advisors work to sensitize teachers to use inclusive teaching pedagogy because it facilitates learning to all students and makes teachers aware of how the gender composition of a class and its management can promote or hamper student learning and students’ decision to pursue a career in Engineering. Teachers’ implicit gender biases have negative but also positive effects on student learning. McLoughlin (2005) study on spotlighting displays the discomfort felt by women for pinpointed by Women in Engineering Programs (WEP). Differently, Tonso’s qualitative study (2006) shows that in Engineering studies, academic and seniority status negatively affect group dynamics but gender does not. Implicit gender biases in the materials used for teacher training (Zittleman & Sadker, 2002) reinforce the masculine culture of Engineering Education (Barnard, etals, 2012; Baxter-Magolda, 1992). These raise the question of whether Engineering teacher training promotes gender-sensitivity or reinforces gender biases. This paper shows the results of our analysis of gender-sensitivity in teacher training. Data collection methods included self-evaluations of workshop design and support materials from a text and image perspective, a qualitative analysis of workshop content and peer observations. Our results confirm that teacher advisors acknowledge and react to gender biases but disagree on which tools support a gender-sensitive approach to teacher education, both at the level of the pedagogical methods used and at the level of the content presented to the teachers.
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Sélection de publications
| Le Duc, I.; Jermann, P.; Dillenbourg, P. The SoTL Commons: A Conference for the Scholarship of Teaching and Learning. Nov. 1-2, Georgia Southern Universtiy, GA, USA. |
An Analysis of Biases in the Teaching Assessment |
| Le Duc, I. London SoTL International Conference: SoTL Connect: The Challenge of Boundaries for the Scholarship of Teaching and Learning. |
Don�t just leave it at that! Incorporating summative and formative teaching evaluation systems: our experience at EPFL |