Ingrid Le Duc
BiographyI 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.
Other responsabilitiesLecturer, University of Bern for the CAS Program on Teaching in Higher Education.
Secretary General, Swiss Faculty Development Network, SFDN (2009-2015).
Ocassional reviewer for the International Journal of Academic Development (IJAD), and the Revue Internationale pour la Pédagogie de l'Enseignement Supérieur, RIPES.
Does gender-sensitive teacher training have a place in Engineering Education? Assessing pedagogical training as a step towards gender-inclusive curricula2018-09-17. 46th SEFI Conference, Technical University, Copenhagen, Danemark, 17-21 September 2018. p. 976-983.
Chapter 13: Training and Development Needs for a 21st Century AcademicGlobal Perspectives on Teaching Excellence: A new era for higher education; Taylor & Francis Ltd, 2018-02-12. p. 204.
Key Note: Stratégies pédagogiques favorisant l’apprentissage dans l’enseignement supérieurCONGRES 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 Education2016. 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 ProgramInternational Journal of Engineering Education. 2016.
The Formal and Hidden Curricula of Ethics in Engineering Education2015. 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.
|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|