Ingrid Le Duc
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.
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.
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.
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.
During my free-time I participate on trainings on scientific communication and teaching in Higher Education.
|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|