Search result: Catalogue data in Autumn Semester 2022
Biology Teaching Diploma  Detailed information on the programme at: www.didaktischeausbildung.ethz.ch | |||||||||||||||||||||||||||||||||||||||||||||||||||
 Compulsory Elective CoursesFurther course offerings from the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma and TC". | |||||||||||||||||||||||||||||||||||||||||||||||||||
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| » see Compulsory Elective Courses Teaching Diploma | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0180-00L | Research Ethics  Number of participants limited to 40 Particularly suitable for students of D-BIOL, D-CHAB, D-HEST | W | 2 credits | 2G | G. Achermann, P. Emch | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are able to identify and critically evaluate moral arguments, to analyse and to solve moral dilemmas considering different normative perspectives and to create their own well-justified reasoning for taking decisions to the kind of ethical problems a scientist is likely to encounter during the different phases of biomedical research. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants 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; | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | I. Introduction to Moral Reasoning 1. Ethics - the basics 1.1 What ethics is not… 1.2 Recognising an ethical issue (awareness) 1.3 What is ethics? Personal, cultural and ethical values, principles and norms 1.4 Ethics: a classification 1.5 Research Ethics: what is it and why is it important? 2. Normative Ethics 2.1 What is normative ethics? 2.2 Types of normative theories – three different ways of thinking about ethics: Virtue theories, duty-based theories, consequentialist theories 2.3 The plurality of normative theories (moral pluralism); 2.4 Roles of normative theories in “Research Ethics” 3. Decision making: How to solve a moral dilemma 3.1 How (not) to approach ethical issues 3.2 What is a moral dilemma? Is there a correct method for answering moral questions? 3.3 Methods of making ethical decisions 3.4 Is there a "right" answer? II. Research Ethics - Internal responsibilities 1. Integrity in research and research misconduct 1.1 What is research integrity and why is it important? 1.2 What is research misconduct? 1.3 Questionable/Detrimental Research Practice (QRP/DRP) 1.4 What is the incidence of misconduct? 1.5 What are the factors that lead to misconduct? 1.6 Responding to research wrongdoing 1.7 The process of dealing with misconduct 1.8 Approaches to misconduct prevention and for promoting integrity in research 2. Data Management 2.1 Data collection and recordkeeping 2.2 Analysis and selection of data 2.3 The (mis)representation of data 2.4 ownership of data 2.5 Retention of data 2.6 Sharing of data (open research data) 2.7 The ethics of big data 3. Publication ethics / Responsible publishing 3.1 Background 3.2 Criteria for being an author 3.3 Ordering of authors 3.4 Publication practices III. Research Ethics – External responsibilities 1. Research involving human subjects 1.1 History of research with human subjects 1.2 Basic ethical principles – The Belmont Report 1.3 Requirements to make clinical research ethical 1.4 Social value and scientific validity 1.5 Selection of study participants – the concept of vulnerability 1.6 Favourable risk-benefit ratio 1.7 Independent review - Ethics Committees 1.8 Informed consent 1.9 Respect for potential and enrolled participants 2. Social responsibility 2.1 What is social responsibility? a) Social responsibility of the individual scientist b) Social responsibility of the scientific community as a whole; 2.2 Participation in public discussions: a) Debate & Dialogue b) Communicating risks & uncertainties c) Science and the media 2.3 Public advocacy (policy making) 3. Dual use research 3.1 Introduction to Dual use research 3.2 Case study – Censuring science? 3.3 Transmission studies for avian flu (H5N1) 3.4 Synthetic biology | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | What 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…). | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-0015-00L | Transdisciplinary Research: Challenges of Interdisciplinarity and Stakeholder Engagement The lecture takes place if a minimum of 12 students register for it. | W | 2 credits | 2S | B. Vienni Baptista, C. E. Pohl, M. Stauffacher | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature 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 (open access): Link Further, this collection of tools will be used https://naturalsciences.ch/topics/co-producing_knowledge | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participation in the course requires participants to be working on their own research project. Dates (Wednesdays, 8h15-12h00): 28 September, 12 October, 26 October, 9 November, 23 November | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1651-00L | Environmental Governance Number of participants is limited to 30. Priority is given to the target groups until 19.09.2022, Target groups: Environmental Sciences MSc Agricultural Sciences MSc Waiting list will be deleted on 23.09.2022 | W | 6 credits | 3G | E. Lieberherr | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Improvements 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? | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides, a script and additional course material will be provided on Moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A 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) | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1551-00L | Sustainability Assessment Does not take place this semester. Number of participants is limited to 35. Registration for the course is possible until 30.09.2022, Waiting list will be deleted at the same date.. | W | 3 credits | 2G | P. Krütli, D. Nef | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course teaches concepts and methodologies of sustainability assessment. 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course, students: - know core concepts of sustainable development, main features 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 dimensions of sustainable development and their respective impacts on individual and societal decision-making | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is structured as follows: - overview of rationale, objectives, concepts and origins of sustainable development (approx. 15%) - overview of the concept of social justice as guiding principle of the social dimension of sustainability (approx. 20%) - analysis of a selection of concepts and methodologies to assess sustainable development in a variety of contexts (approx. 65%) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts are provided | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Selected scientific articles and book-chapters | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Students of this course may also be interested in the course transdisciplinary case study (tdCS) in the Spring semester (701-1502-00L) | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0229-00L | Using Outdoor Education Number of participants limited to 40. Enrolment only possible with matriculation in Teaching Diploma Biology and Geography. | W | 1 credit | 1S | R. Schumacher, P. Faller | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, future teachers will be trained to prepare and conduct excursions to out-of-school learning venues. For this purpose, excursions are offered at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Future teachers will learn to prepare and conduct excursions to out-of-school learning venues. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Excursions at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf: - Dendrochronology: What annual rings tell - Photosynthesis/Climate change: The tracks in the forest - Forest Soil: The soil in the focus of the climate | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0023-00L | International Environmental Politics Particularly suitable for students of D-ITET, D-USYS | W | 3 credits | 2V | T. Bernauer | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on the conditions under which problem solving efforts in international environmental politics emerge and evolve, and the conditions under which such efforts and the respective public policies are effective. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objectives of this course are to (1) gain an overview of relevant questions in the area of international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions concerning this policy area and how to answer them in a methodologically sophisticated way; (3) gain an overview of important global and regional environmental problems and how they are or could be solved. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course deals with how and why international problem solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts and theories of political economy, political science, and public policy, various examples of international environmental politics are discussed, for example the management of international water resources, political responses to global warming, the protection of the stratospheric ozone layer, the reduction of long-range transboundary air pollution, protection of biodiversity, how to deal with plastic waste, and the prevention of pollution of the oceans. The course is open to all ETH students and visiting students from other universities. Participation does not require previous coursework in the social sciences. After passing an end-of-semester test (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich, exchange students) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. This course will take place on campus (ETH Main Building, HF F.3). There will be no live-streaming, and the course is NOT in hybrid (on-campus plus online) format. However, the lecture will be recorded and the recordings will be made available via the Moodle platform for this course 1-2 days after the respective lecture for students who are unable to attend in person. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Reading materials and slides will be available via Moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Reading materials and slides will be available via Moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course will take place on campus (ETH Main Building, HF F.3). There will be no live-streaming, and the course is NOT in hybrid (on-campus plus online) format. However, the lecture will be recorded and the recordings will be made available via the Moodle platform for this course 1-2 days after the respective lecture for students who are unable to attend in person. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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