Suchergebnis: Katalogdaten im Herbstsemester 2019

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851-0180-00LResearch Ethics Belegung eingeschränkt - Details anzeigen
Number of participants limited to 40

Particularly suitable for students of D-BIOL, D-CHAB, D-HEST
W2 KP2GG. Achermann
KurzbeschreibungThis course enables students to:
• Improve their moral reasoning skills (e.g. identify, construct and evaluate moral arguments);
• Identify and describe leading normative approaches and concepts for research involving animals and human subjects;
• Analyse the theoretical foundations and disputes on moral issues related to research involving animals and human subjects.
LernzielParticipants of the course Research Ethics will
• Develop an understanding of the role of certain moral concepts, principles and normative theories related to scientific research;
• Improve their moral reasoning skills (such as identifying and evaluating reasons, conclusions, assumptions, analogies, concepts and principles), and their ability to use these skills in assessing other people’s arguments, making decisions and constructing their own reasoning to the kinds of ethical problems a scientist is likely to encounter;
• Deepen their understanding of the debates on certain central moral issues in research, e.g. the use of animals in biomedical research.
InhaltI. Introduction to Moral Reasoning
1. Ethics - the basics
- What is ethics? What ethics is not...
- Identification of moral issues (awareness): what constitutes an ethical question? Distinguishing ethical questions from other kinds of questions;
- Values (personal, cultural & ethical) & principles for ethical conduct in research;
- Descriptive and prescriptive ethics
- Ethical universalism, ethical relativism and cultural relativism
- What is research ethics and why is it important?

2. Normative Ethics
- Overview on important theories for research ethics: virtue theories, duty-based theories (rights theory, categorical imperative, prima facie duties), consequentialist theories, other theories;
- The plurality of ethical theories, moral pluralism and its consequences;

3. Arguments
- Why arguments? What is a good argument? The structure of (moral) arguments;
- Deductive and inductive arguments; Validity and soundness; strength and cogency;
- Assessing moral arguments

II. Research involving animals
1. The moral status of animals: moral considerability (morally relevant features), moral significance;
2. Representative views (indirect theories, direct but unequal theories, and moral equality theories) on the moral status of animals and resulting standpoints on the use of animals in biomedical research
- The 3 R's (replacement, reduction, refinement);
- Public policy in the context of moral disagreement
- The concept of dignity and the dignity of living beings in the Swiss constitution;
- The weighing/evaluation of interests: the procedure and criticism, the value of basic research and related problems in the weighing of interests;

III. Research involving human subjects
- History of research involving human subjects
- Basic ethical principles – the Belmont report
- Selection of study participants. The concept of vulnerability
- Assessment of risks and benefits of a research project
- Research ethics committees
- Information and consent; confidentiality and anonymity;
- Research projects involving biological material and health related data
SkriptCourse material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage.
Voraussetzungen / BesonderesWhat are the requirements?
First and foremost your strong willingness to seriously achieve the main learning outcomes as indicated in the Course Catalogue (specific learning outcomes for each module will be provided at the beginning of the course). For successfully completing the course Research Ethics, the following commitment is absolutely necessary (but not sufficient) (observed success factors for many years!):
1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!) connected with your active participation during class, e.g. taking notes, contributing to discussions (in group as well as in plenary class), solving exercises.
2. Having the willingness and availability of the necessary time for regularly preparing the class (at least 1 hour per week, probably even more…).
701-0015-00LTransdisciplinary Research: Challenges of Interdisciplinarity and Stakeholder Engagement Belegung eingeschränkt - Details anzeigen
Number of participants limited to 20.
Priority is given to PhD students D-USYS.

All participants will be on the waiting list at first. Enrollment is possible until September 25th. The waiting list is active until September 27th. All students will be informed on September 27th, if they can participate in the lecture.
The lecture takes place if a minimum of 12 students register for it.
W2 KP2SM. Stauffacher, C. E. Pohl
KurzbeschreibungThis seminar is designed for PhD students and PostDoc researchers involved in inter- or transdisciplinary research. It addresses and discusses challenges of this kind of research using scientific literature presenting case studies, concepts, theories, methods and by testing practical tools. It concludes with a 10-step approach to make participants' research projects more societally relevant.
LernzielParticipants know specific challenges of inter- and transdisciplinary research and can address them by applying practical tools. They can tackle questions like: how to integrate knowledge from different disciplines, how to engage with societal actors, how to secure broader impact of research? They learn to critically reflect their own research project in its societal context and on their role as scientists.
InhaltThe seminar covers the following topics:
(1) Theories and concepts of inter- and transdisciplinary research
(2) The specific challenges of inter- and transdisciplinary research
(3) Collaborating between different disciplines
(4) Engaging with stakeholders
(5) 10 steps to make participants' research projects more societally relevant
Throughout the whole course, scientific literature will be read and discussed as well as practical tools explored in class to address concrete challenges.
LiteraturLiterature will be made available to the participants.
The following open access article builds a core element of the course:
Pohl, C., Krütli, P., & Stauffacher, M. (2017). Ten Reflective Steps for Rendering Research Societally Relevant. GAIA 26(1), 43-51 doi: 10.14512/gaia.26.1.10
available at: Link
Further, this collection of tools will be used
Voraussetzungen / BesonderesParticipation in the course requires participants to be working on their own research project.
701-1651-00LEnvironmental Governance Belegung eingeschränkt - Details anzeigen
Maximale Teilnehmerzahl: 30

Primäre Zielgruppe: MSc Umweltnaturwissenschaften hat Vorrang bis 20.09.2019.
W6 KP3GE. Lieberherr, G. de Buren
KurzbeschreibungThe course addresses environmental policies, focusing on new steering approaches, which are generally summarized as environmental governance. The course also provides students with tools to analyze environmental policy processes and assesses the key features of environmental governance by examining various practical environmental policy examples.
LernzielTo understand how an environmental problem may (not) become a policy and explain political processes, using basic concepts and techniques from political science.

To analyze the evolution as well as the key elements of environmental governance.

To be able to identify the main challenges and opportunities for environmental governance and to critically discuss them with reference to various practical policy examples.
InhaltImprovements in environmental quality and sustainable management of natural resources cannot be achieved through technical solutions alone. The quality of the environment and the achievement of sustainable development strongly depend on human behavior and specifically the human uses of nature. To influence human behavior, we rely on public policies and other societal rules, which aim to steer the way humans use natural resources and their effects on the environment. Such steering can take place through government intervention alone. However, this often also involves governance, which includes the interplay between governmental and non-governmental actors, the use of diverse tools such as emission standards or financial incentives to steer actors' behavior and can occur at the local, regional, national or international level.

In this course, we will address both the practical aspects of as well as the scientific debate on environmental governance. The course gives future environmental experts a strong basis to position themselves in the governance debate, which does not preclude government but rather involves a spectrum from government to governance.

Key questions that this course seeks to answer: What are the core characteristics of environmental challenges from a policy perspective? What are key elements of 'environmental governance' and how legitimate and effective are these approaches in addressing persistent environmental challenges?
SkriptLecture slides and additional course material will be provided on Moodle.
LiteraturWe will mostly work with readings from the following books:
- Carter, N. (2007). The politics of the environment: Ideas, activism, policy (2nd ed.). Cambridge: Cambridge University Press.
- Hogl, K., Kvarda, E., Nordbeck, R., Pregernig, M. (Eds) (2012): Environmental Governance: The Challenge of Legitimacy and Effectiveness. Cheltenham: Edward Elgar Publishing Limited.
Voraussetzungen / BesonderesA detailed course schedule will be made available at the beginning of the semester.
During the lecture we will work with Moodle. We ask that all students register themselves on this platform before the lecture.

We recommend that students have (a) three-years BSc education of a (technical) university; (b) successfully completed Bachelor introductory course to environmental policy (Entwicklungen nationaler Umweltpolitik (or equivalent)) and (c) familiarity with key issues in environmental policy and some fundamental knowledge of one social science or humanities discipline (political science, economics, sociology, history, psychology, philosophy)
701-1551-00LSustainability AssessmentW3 KP2GP. Krütli
KurzbeschreibungThe course deals with the concepts and methodologies for the analysis and assessment of sustainable development. A special focus is given to the social dimension and to social justice as a guiding principle of sustainability. The format of the course is seminar-like, interactive.
LernzielAt the end of the course, students:
- know core concepts of sustainable development, the concept of social justice in the context of sustainability, a selection of methodologies for the assessment of sustainable development
- have a deepened understanding of the challenges of trade-offs between the different goals of sustainable development and their respective impacts on individual and societal decision-making
InhaltThe course is structured as follows:
- overview of rationale, objectives, concepts and origins of sustainable development (ca. 15%)
- overview of the concept of social justice as guiding principle of the social dimension of sustainability (ca. 25%)
- analysis of a selection of concepts and methodologies to assess sustainable development in a variety of contexts (60%)
SkriptHandouts are provided
LiteraturSelected scientific articles and book-chapters
Voraussetzungen / BesonderesStudents of this course may also be interested in the course transdisciplinary case study (tdCS) in the Spring semester (701-1502-00L)
851-0238-01LUnterstützung und Diagnose von Wissenserwerbsprozessen (EW3) Belegung eingeschränkt - Details anzeigen
Belegung für Studierende des Lehrdiploms (ausgenommen für Lehrdiplom-Studierende des Fachs Sport, welche die sportspezifische Lerneinheit EW3 absolvieren) sowie für Studierende, welche vorhaben, sich in den Studiengang "Lehrdiplom für Maturitätsschulen" einzuschreiben.

Voraussetzung für die Belegung ist der erfolgreiche Abschluss der Vorlesung 851-0240-00L "Menschliches Lernen (EW1)".
W3 KP3SP. Edelsbrunner, C. M. Thurn
KurzbeschreibungDieses Seminar vermittelt vertiefte lernpsychologische Kenntnisse zu den Möglichkeiten der Unterstützung sowie der Diagnose von Wissenserwerbsprozessen im Unterricht.
LernzielDie Hauptziele der Veranstaltung sind:
(1) Sie haben ein vertieftes Verständnis über die kognitiven Mechanismen des Wissenserwerbs.
(2) Sie verfügen über ein Grundverständnis psychologischer Testtheorie und sind in der Lage, Tests angemessen einzusetzen.
(3) Sie kennen verschiedene Techniken des Formative Assessments und können diese inhalts- und situationsadäquat zur Aufdeckung von Misskonzepten anwenden.
Voraussetzungen / BesonderesFür eine reibungslose Semesterplanung wird um persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
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