Search result: Catalogue data in Autumn Semester 2016

Biology Teaching Diploma Information
The programme "Teaching Diploma, Two Subjects in One-Step Procedure" will not be offered anymore since Autumn Semester 2010. Therefore new matriculations are no longer possible. The courses offered below are valid only for students who have registered before.

Detailed information on the programme at: www.didaktischeausbildung.ethz.ch
Biology as First Subject
Educational Science
Course offerings in the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma and TC".
NumberTitleTypeECTSHoursLecturers
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W2 credits2SR. Schumacher
AbstractThis seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0242-07LHuman Intelligence Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).
Number of participants limited to 30.
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SE. Stern, P. Edelsbrunner, B. Rütsche
AbstractThe focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups (5 - 10 students) will be discussed.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
Number of participants limited to 30
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SP. Edelsbrunner, B. Rütsche, E. Stern, E. Ziegler
AbstractLiterature from the learning sciences is critically discussed with a focus on research methods.
At the first meeting, working groups will be assembled and meetings with those will be set up.
In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work.
Objective- Understand research methods used in the empirical educational sciences
- Understand and critically examine information from scientific journals and media
- Understand pedagogically relevant findings from the empirical educational sciences
851-0242-09LStudent Research Projects: Practical Research on Learning and Instruction Restricted registration - show details
Number of participants limited to 20.

The sucessful completion of both course no. 851-0240-00L "Menschliches Lernen (EW 1)" and course no. 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen (EW 3)" is a necessary prerequisite for this course.
W2 credits2SA. Deiglmayr, P. Edelsbrunner, S. Hofer, B. Rütsche, L. Schalk, E. Stern, E. Ziegler
AbstractIn teams of two, participants in this seminar conduct their own research project. Each team is advised by one of the researchers serving as lecturers in this course. Basic conceptual and methodological issues are the topic of a series of plenary meetings; however, the major part of the work is done in small-group meetings with the advising researcher, and in self-directed research projects.
ObjectiveThe course is targeted at advanced students who have taken an interest in gathering practical research experience in the field of Learning & Instruction. In teams of two, students conduct their own research projects (planning, conducting, analyzing, interpreting, and presenting research); thus, the course requires a high amount of self-directed working. Students are personally advised, and supported in their research project, by one of the researchers serving as lecturers in this course. During the first half the semester, relevant methodological knowledge and skills are practiced during plenary meetings and in students` independent reading (e.g. generating and testing research questions, designing experiments, and analyzing data in the field of Learning and Instruction)

Learning goals include:
- Participants can illustrate and explain basic methods and concepts for research in the fields of Learning and Instruction, e.g. with the help of practical examples.
- Participants can generate testable research questions for a topic relevant in the fields of Learning and Instruction.
- Participants can design and conduct a study that is relevant for answering their research question.
- Participants can summarize and evaluate the main results from a study in the field of learning and Instruction, with regard to the research question being asked.
» see Educational Science Teaching Diploma
Subject Didactics in Biology
NumberTitleTypeECTSHoursLecturers
551-0961-00LMentored Work Subject Didactics Biology A Restricted registration - show details
Mentored Work Subject Didactics in Biology for Teaching Diploma, Teaching Diploma Biology as Minor Subject.
The Subject Didactics as well as possible branch-specific requirements must be fulfilled prior to commencing the mentored paper.
O2 credits4AJ. Egli
AbstractIn their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle.
ObjectiveThe objective is for the students:
- to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics and pedagogical angle and potentially from a social angle too.
- to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use.
ContentThemenwahl nach Vereinbarung.
Reflexion über Themen aus allen biologiespezifischen Bereichen des Unterrichts.
Lecture notesEine kurze Anleitung zur mentorierten Arbeit in Fachdidaktik wird zur Verfügung gestellt.
LiteratureDie Literatur ist themenspezifisch. Die Studierenden beschaffen sie sich in der Regel selber (siehe Lernziele). In besonderen Fällen wird sie vom Betreuer zur Verfügung gestellt.
Prerequisites / NoticeBeginn nach Absprache jederzeit möglich, jedoch erst nach Abschluss der Fachdidaktik I und II und nach der Absolvierung allfälliger fachwissenschaftlicher Voraussetzungen.

Die Arbeit sollte vor Beginn des Unterrichtspraktikums abgeschlossen werden.

Allfällige fachwissenschaftliche Auflagen müssen alle erfüllt sein, bevor mit der Mentorierten Arbeit begonnen werden kann.
551-0962-00LMentored Work Subject Didactics Biology B Restricted registration - show details
Mentored Work Subject Didactics in Biology for Teaching Diploma, Teaching Diploma Biology as Minor Subject and for students upgrading TC to Teaching Diploma.
The Subject Didactics as well as possible branch-specific requirements must be fulfilled prior to commencing the mentored paper.
O2 credits4AJ. Egli
AbstractIn their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle.
ObjectiveThe objective is for the students:
- to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics and pedagogical angle and potentially from a social angle too.
- to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use.
ContentThematische Schwerpunkte
Die Gegenstände der mentorierten Arbeit in Fachdidaktik stammen in der Regel aus dem gymnasialen Unterricht.

Lernformen
Alle Studierenden erhalten ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Gegebenenfalls stellen sie ihre Arbeit oder Aspekte daraus in einem Kurzvortrag vor. Die mentorierte Arbeit ist Teil des Portfolios der Studierenden.
Lecture notesEine kurze Anleitung zur mentorierten Arbeit in Fachdidaktik wird zur Verfügung gestellt.
LiteratureDie Literatur ist themenspezifisch. Die Studierenden beschaffen sie sich in der Regel selber (siehe Lernziele). In besonderen Fällen wird sie vom Betreuer zur Verfügung gestellt.
Prerequisites / NoticeBeginn nach Absprache jederzeit möglich, jedoch erst nach Abschluss der Fachdidaktik und der Absolvierung allfälliger fachwissenschaftlicher Voraussetzungen.

Die Arbeit sollte vor Beginn des Unterrichtspraktikums abgeschlossen werden.

Allfällige fachwissenschaftliche Auflagen müssen alle erfüllt sein, bevor mit der Mentorierten Arbeit begonnen werden kann.
551-0971-00LSubject Didactics Biology I Restricted registration - show details
Simultaneous enrolment in Introductory Internship Biology - course 551-0968-00L - is compulsory.
O4 credits3GP. Faller
Abstract- Basic conditions for tuition (MAR - recognition of Matura certificates - curricula, standards), selection of topics and reduction of the complexity of topics.
- Application of teaching methods and techniques from educational science in biology classes.
- Planning and preparation of lessons.
- Assessing learning performance (forms of examination/assessment).
Objective- Students can discuss and put into practice in their teaching work the conditions and objectives set out in the regulations governing the school-leaving examination (Matura), the framework curriculum and
the conditions and objectives specified by their school.
- They are in a position to select learning objectives and formulate these on the basis of the target level model. They can plan and prepare lessons and can also develop appropriate learning assignments.
- Students can reconstruct specialist contents in didactic terms and develop teaching modules suitable for the different levels from these on the basis of the subject structure and learner requirements.
- They can reduce the complexity of subject-based specialist contents and present them in such a way
that they are comprehensible and meaningful for learners.
- They can select appropriate media for their work (e.g. school books) and use these. They can employ appropriate experiments.
- The students can use different forms of examination for monitoring performance.
- Students are in a position to implement and discuss the concepts of biology teaching and learning on the basis of specific topics covered in school biology.
ContentMaturitätsreglement, Lehrpläne und Standards. Lernziele in der
Biologie. Schulbücher und Medien. Einsatz von Experimenten.
Einsatz von Tieren im Unterricht. Planung und Vorbereitung von
Biologieunterricht. Lernaufgaben, Prüfungen.
Lecture notesWird laufend in der Vorlesung abgegeben.
Prerequisites / NoticeStudierende müssen LE zusammen mit dem Einführungspraktikum
- LE 551-0968-00L - belegen.
Professional Training (First Subject)
Important: You can only enrole in the courses of this category if you have not more than 12 CP left for possible additional requirements.
NumberTitleTypeECTSHoursLecturers
551-0968-00LIntroductory Internship Biology Restricted registration - show details
Simultaneous enrolment in Biology Didactics I - course 551-0971-00L - is compulsory.
O3 credits6PP. Faller
AbstractDuring the introductory teaching practice, the students sit in on five lessons given by the teacher responsible for their teaching practice, and teach five lessons themselves. The students are given observation and reflection assignments by the teacher responsible for their teaching practice.
ObjectiveRight at the start of their training, students acquire initial experience with the observation of teaching, the establishment of concepts for teaching and the implementation of teaching. This early confrontation with the complexity of everything that teaching involves helps students decide whether they wish to and, indeed, ought to, continue with the training. It forms a basis for the subsequent pedagogical and subject-didactics training.
ContentDen Studierenden bietet das Einführungspraktikum einen Einblick in den Berufsalltag einer Lehrperson.
Die Praktikumslehrperson legt Beobachtungs- und Reflexionsaufträge und die Themen der zu erteilenden Lektionen fest. Die schriftlich dokumentierten Ergebnisse der Arbeitsaufträge sind Bestandteil des Portfolios des/der Studierenden. Anlässlich der Hospitationen erläutert die Praktikumslehrperson ihre fachlichen, fachdidaktischen und pädagogischen Überlegungen, auf deren Basis sie den Unterricht geplant hat und tauscht sich mit der/dem Studierenden aus. Zu den Lektionen, die der/die Studierende selber hält, führt die Praktikumslehrperson Vor- und Nachbesprechungen durch.
LiteratureWird von der Praktikumslehrperson bestimmt.
551-0966-00LTeaching Internship Biology Restricted registration - show details
Teaching Internship Biology for Teaching Diploma Biology as Major Subject.
O8 credits17PP. Faller
AbstractThe teaching practice takes in 50 lessons: 30 are taught by the students, and the students sit in on 20 lessons. The teaching practice lasts 4-6 weeks. It gives students the opportunity to implement the contents of their specialist-subject, educational science and subject-didactics training in the classroom. Students also conduct work assignments in parallel to their teaching practice.
Objective- Students use their specialist-subject, educational-science and subject-didactics training to draw up concepts for teaching.
- They are able to assess the significance of tuition topics in their subject from different angles (including interdisciplinary angles) and impart these to their pupils.
- They acquire the skills of the teaching trade.
- They practise finding the balance between instruction and openness so that pupils can and, indeed, must make their own cognitive contribution.
- They learn to assess pupils' work.
- Together with the teacher in charge of their teacher training, the students constantly evaluate their own performance.
ContentDie Studierenden sammeln Erfahrungen in der Unterrichtsführung, der Auseinandersetzung mit Lernenden, der Klassenbetreuung und der Leistungsbeurteilung. Zu Beginn des Praktikums plant die Praktikumslehrperson gemeinsam mit dem/der Studierenden das Praktikum und die Arbeitsaufträge. Die schriftlich dokumentierten Ergebnisse der Arbeitsaufträge sind Bestandteil des Portfolios der Studierenden. Anlässlich der Hospitationen erläutert die Praktikumslehrperson ihre fachlichen, fachdidaktischen und pädagogischen Überlegungen, auf deren Basis sie den Unterricht geplant hat und tauscht sich mit dem/der Studierenden aus. Die von dem/der Studierenden gehaltenen Lektionen werden vor- und nachbesprochen. Die Praktikumslehrperson sorgt ausserdem dafür, dass der/die Studierende Einblick in den schulischen Alltag erhält und die vielfältigen Verpflichtungen einer Lehrperson kennen lernt.
LiteratureWird von der Praktikumslehrperson bestimmt.
Prerequisites / NoticeFindet in der Regel am Schluss der Ausbildung, vor Ablegung der Prüfungslektionen statt.
551-0967-00LTeaching Internship Biology II Restricted registration - show details
Teaching Internship for students upgrading TC to Teaching Diploma.
W4 credits9PP. Faller
AbstractThis is a supplement to the Teaching Internship required to obtain in the corresponding subject. It is aimed at enlarging the already acquired teaching experience. Students observe 10 lessons and teach 15 lessons independently.
ObjectiveStudents are able to assess in their subject the importance of teaching topics from different angles. They learn and master the teaching trade. They can structure a given lesson topic for a group of learners technically and didactically correctly and they can transfer it into an appropriate learning environment. They manage to find the balance between instruction and openness, so that the learners have both, the necessary freedom and sufficient orientation to acquire actively and a effectively adaptive (expert) knowledge.
ContentDas Aufbaupraktikum richtet sich an Studierende, die bereits das Didaktik-Zertifikat in ihrem Fach erworben haben und nun eine Aufbauausbildung zum Lehrdiplom absolvieren. In diesem zusätzlichen Praktikum sollen die Studierenden vertiefte unterrichtliche Erfahrungen machen. Auf der Grundlage der zusätzlich erworbenen Kenntnisse und mit Hilfe der ihnen jetzt zu Verfügung stehenden Instrumente analysieren sie verschiedene Aspekte des hospitierten Unterrichts. In dem von ihnen selbst gestalteten Unterricht nutzen sie beim Entwurf, bei der Durchführung und der Beurteilung ihrer Arbeit insbesondere die zusätzlich gewonnen Erkenntnisse aus der allgemeinen und fachdidaktischen Lehr- und Lernforschung.
551-0969-01LExamination Lesson I Biology Restricted registration - show details
Simultaneous enrolment in "Examination Lesson II Biology" (551-0969-02L) is compulsory.
O1 credit2PP. Faller
AbstractIn the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training.
ObjectiveOn the basis of a specified topic, the candidate shows that they are in a position
- to develop and conduct teaching that is conducive to learning at high school level, substantiating it in terms of the subject-matter and from the didactic angle
- to analyze the tuition they have given with regard to its strengths and weaknesses, and outline improvements.
ContentDie Studierenden erfahren das Lektionsthema in der Regel 10 Tage vor dem Prüfungstermin. Von der zuständigen Lehrperson erhalten sie Informationen über den Wissensstand der zu unterrichtenden Klasse und können sie vor dem Prüfungstermin besuchen.
Sie erstellen eine Vorbereitung gemäss Anleitung und reichen diese 48 Stunden vor dem Prüfungstermin den beiden Prüfungsexperten ein.
Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion des Kandidaten/ der Kandidatin über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums.
Lecture notesDokument: Schriftliche Vorbereitung für Prüfungslektionen.
Prerequisites / NoticeNach Abschluss der übrigen Ausbildung.
551-0969-02LExamination Lesson II Biology Restricted registration - show details
Simultaneous enrolment in "Examination Lesson I Biology" (551-0969-01L) is compulsory.
O1 credit2PP. Faller
AbstractIn the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training.
ObjectiveOn the basis of a specified topic, the candidate shows that they are in a position
- to develop and conduct teaching that is conducive to learning at high school level, substantiating it in terms of the subject-matter and from the didactic angle
- to analyze the tuition they have given with regard to its strengths and weaknesses, and outline improvements.
ContentDie Studierenden erfahren das Lektionsthema in der Regel 10 Tage vor dem Prüfungstermin. Von der zuständigen Lehrperson erhalten sie Informationen über den Wissensstand der zu unterrichtenden Klasse und können sie vor dem Prüfungstermin besuchen.
Sie erstellen eine Vorbereitung gemäss Anleitung und reichen diese 48 Stunden vor dem Prüfungstermin den beiden Prüfungsexperten ein.
Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion des Kandidaten/ der Kandidatin über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums.
Lecture notesDokument: Schriftliche Vorbereitung für Prüfungslektionen.
Prerequisites / NoticeNach Abschluss der übrigen Ausbildung.
551-0913-00LProfessional Exercises in Biology Restricted registration - show details O2 credits2UP. Faller
AbstractStudents conduct a series of "classical" biological school experiments and therefore gain practice and experience in this area.
ObjectiveImplementation of Subject Didactics I and II with the focus on conducting biological experiments in schools. This includes finding, testing and further developing suitable protocols for different subject areas of school biology. Working out how to didactically embed the experiments in lessons.
Students can perform, off the cuff, 12 school experiments (which they have tested themselves), from the different subject areas, and conduct these correctly in technical terms. They can incorporate these experiments in their tuition in a didactically meaningful manner.
Comments:
By contrast to the Subject Specialisation 1 and 2 course units, these are "basic tests" and do not involve the implementation of current research topics. The students' compilations are available in a data archive.
Content1. Suchen geeigneter Protokolle für 1-2 Schulexperimente aus versch. Themenbereichen (vorgegebene Liste). Selbständiges Austesten. Anleiten der Mitstudierenden.
2. Die Studierenden führen alle ausgearbeiteten Experimente selber durch.
3. Ausarbeitung des didaktischen Einsatzes. Erstellen einer Experimentieranleitung.
Lecture notesHand out of course material.
Prerequisites / NoticeDer Teil biologische Experimente findet im Rahmen von 7 Halbtagen statt.
Spec. Courses in Resp. Subj. w/ Educ. Focus & Further Subj. Didactics
NumberTitleTypeECTSHoursLecturers
551-0963-00LSpecialized Biology Course with an Educational Focus: Teaching Diploma Information Restricted registration - show details
Specialised Courses in the Respective Subject with an Educational Focus in Biology for Teaching Diploma.
O12 credits26AE. Hafen, J. Egli, W.‑D. Hardt, M. Zwicky
AbstractSpecialist aspects of biology are covered from the angle of imparting these to pupils, their historical development, and their significance for the subject, the individual and society.
ObjectiveAfter successfully completing the module, students should be in a position:
- to call up more in-depth specialist knowledge of biology, covering a wide range of topics, and to impart this to others.
- to explain biological concepts and principles, as well as the way they fit together.
- to analyse controversial topics and to give factual explanations for these.
- to conduct more in-depth work on a research topic and to compile a tuition unit based on this topic
- to prepare tuition units involving complex learning matter at a high specialist level which are suitably tailored to the recipients, and to teach these in a manner conducive to learning.
ContentDemanding biological topics are dealt with under consideration of the special needs of persons involved in teaching. The module comprises the parts:

1) Lecture (Tues. 08.00-09.45 hrs)
2) Colloquium (every second Tues. 10.15-12.00 hrs., begins on first lecture day)
3) Seminar with presentation (every second Tues. 10.15-12.00 hrs., begins in second lecture week)
4) Semester thesis in a research group (7 weeks)
Lecture notesUnterlagen für den Unterricht werden online mit Hilfe der e-learning Platform OLAT abgegeben.
LiteratureLiteratur und Literaturhinweise werden mit der e-learning Platform OLAT abgegeben.
Prerequisites / NoticeThis Course lasts for two semesters. It can be started in autumn or in spring. Booking is only required once.

Performance Assessment:
Performance is assessed during the course of the entire modul, with a final test. Active participation in the colloquia and group seminars is required. The thesis report and an oral presentation have to be completed.

The Specialized Biology Course with an Educational Focus (12 CP) can be acknowledged, in agreement with the advisor of the respective elective major, as one of the two obligatory research projects (each 15 CP). In such a case, additional 3 CP must be obtained in another course.

In case of overbooking of the course, students enrolled in the Teaching Diploma in Biology will have priority for registration.

The course is organized jointly with the University of Zurich (Fachbereich Biologie) and is held at the Life Science Zurich Learning Center of the ETH Zurich and the University of Zurich.
551-0963-02LSpecialized Biology Course with an Educational Focus II: Teaching Diploma Information Restricted registration - show details
Specialised Courses in the Respective Subject with an Educational Focus in Biology ONLY for students upgrading TC to Teaching Diploma.
W6 credits13AE. Hafen, J. Egli, M. Zwicky
AbstractSpecialized aspects of biology are dealt with under the viewpoint of their presentation, their historical development, their significance for the field, the individual and society.
ObjectiveThe goal is to promote the ability to understand biological concepts, principles and their interrelationships and to communicate specialist knoweldge to various groups of recipients in an understandable manner.
ContentDemanding biological topics are dealt with under consideration of the special needs of persons involved in teaching. The module:

1) Lecture (Tues. 08.00-09.45 hrs)
2) Colloquium (every second Tues. 10.15-12.00 hrs., begins on first lecture day)
3) Seminar with presentation (every second Tues. 10.15-12.00 hrs., begins in second lecture week)
4) Semester thesis in a research group (3.5 weeks)
Lecture notesNone.
LiteratureSpecific references will be made available for the individual projects.
Prerequisites / NoticeThe program of this course represents one half (6 CP) of that of the Specialized Biology Course with an Educational Focus (551-0963-00, 12 CP).
Compulsory Elective Courses
Further course offerings from the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma and TC".
NumberTitleTypeECTSHoursLecturers
» see Compulsory Elective Courses Teaching Diploma
851-0180-00LResearch Ethics Restricted registration - show details
Particularly suitable for students of D-BIOL, D-CHAB, D-HEST
W2 credits2GG. Achermann
AbstractThis course has its focus on the responsible conduct of research (RCR) and the ethical dimensions of the biological and biomedical sciences.
ObjectiveThe main goal of this course is to enhance the student's ability to:
- recognize and identify ethical issues and conflicts,
- analyze and develop well-reasoned responses to the kinds of ethical problems a scientist is likely to encounter.

Additionally, students will become familiar with regulations and ethical guidelines relevant for their research field on the international, governmental, institutional and professional level.

To achieve these objectives, teaching methods will include lectures, discussions, case study work (alone and in groups), moral games, paper work and exercises.
ContentI. Ethics & the Process of Ethical Inquiry
---------------------------------------

Introduction in Ethics and Research Ethics
- What is ethics? What ethics is not...;
- Awareness: what constitutes an ethical question? Distinguishing ethical questions from other kinds of questions; Science & ethics: a comparison;
- The ethics movement in the biological and health sciences;
- What is research ethics and why is it important?
- Values (personal, cultural & ethical) in science & principles for ethical conduct in research;
- Professional codes of conduct: functions and limitations

Ethical approaches in the conduct of research (Normative Ethics)
- Overview over 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 and its consequences;
- The concept of dignity

Moral reasoning I: Arguments
- Why arguments? What is a good argument? The structure of (moral) arguments;
- Deductive and inductive arguments; Validity and soundness;
- Assessing moral arguments

Moral reasoning II: Decision-making
- How (not) to approach ethical issues...; Is there a correct method for answering moral questions?
- Models of method in Applied Ethics: a) Top-down approaches; b) the reflective equilibrium; c) a bottom-up approach: casuistry (or reasoning-by-analogy);
- Is there a right answer?


II. Research Ethics / Responsible Conduct of Research (RCR)
----------------------------------------------------------

Integrity in Research & Research Misconduct
- What is "integrity" in scientific research? What is research misconduct (falsification, fabrication, plagiarism - FFP) and questionable research practices (QRP)?
- Factors leading to misconduct; Procedure for responding to allegations of research misconduct;
- The confidant of ETH Zurich

Data Management
- Data collection and recordkeeping; Analysis and selection of data;
- Ownership of data; retention and sharing of data;
- Falsification and fabrication of data

Research involving animals
- The moral status of animals; Ethical approaches to animal experimentation: Animal welfare (Peter Singer) and Animal rights (Tom Regan);
- The 3 R's (replacement, reduction, refinement);
- Ethical assessment of conflicting issues in animal experimentation;
- The dignity of animals in the Swiss constitution;

Research involving human subjects
- History & guidelines (Nuremberg Code; Declaration of Helsinki; Belmont Report; International Ethical Guidelines for Biomedical Research Involving Human Subjects (CIOMS Guidelines); Convention on Human Rights and Biomedicine (Oviedo Convention);
- Informed consent; confidentiality and anonymity; research risks and benefits; vulnerable subjects;
- Clinical trials;
- Biobanks
- Ethics Committees / Institutional Review Boards (IRB)

Authorship & Peer review
- Criteria for authorship;
- Plagiarism;
- Challenges to openness and freedom in scientific publication;
- Open access
- Peer review

Social responsibility
- What is social responsibility? Social responsibility: whose obligation?
- Public advocacy by researchers
Lecture notesCourse material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage.
LiteratureRecommended literature:

- Bulger R.E., Heitman E. & Reiser S.J. (2002) "The Ethical Dimensions of the Biological and Health Sciences" 2nd ed., Cambridge University Press
- Shamoo A.E. & Resnik D.B. (2003) "Responsible Conduct of Research", New York, Oxford University Press
- "On Being a Scientist. Responsible Conduct in Research (2009)" 3rd ed., http://www.nap.edu/catalog.php?record_id=12192;
- "Introduction to the Responsible Conduct of Research" (http://ori.dhhs.gov/education/products/RCRintro/)

Detailed literature lists for the different topics of the course will be provided in the script/handout or on the course work space.
701-0015-00LSeminar on Transdisciplinary Research for Sustainable DevelopmentW2 credits2SC. E. Pohl, M. Stauffacher
AbstractThe seminar is designed for students and researchers (MA, PhD, PostDoc) who use inter- and transdisciplinary elements in their projects. It addresses the challenges of this research: How to integrate disciplines? How (and in what role) to include societal actors? How to bring results to fruition? We discuss these questions based on case studies and theories and on the participant's projects.
ObjectiveThe participants understand the specific challenges of inter- and transdisciplinary research in general and in the context of sustainable development in particular. They know methods and concepts to address these challenges and apply them to their research projects.
ContentThe seminar covers the following topics:
(1) Theories and concepts of inter- and transdisciplinary research
(2) The specific challenges of inter- and transdisciplinary research
(3) Involving stakeholders
(4) Collaborating disciplines
(5) Exploration of tools and methods
(6) Analysing participants' projects to improve inter- and transdisciplinary elements
LiteratureLiterature will be made available to the participants
Prerequisites / NoticeThe seminar is specifically suitable for PhD or PostDoc researchers. It is open to master students (minor "global change and sustainability") and further interested people, who preferably are preparing, or working on, a project/thesis.
701-1651-00LEnvironmental Governance Restricted registration - show details
Number of participants limited to 30.
W3 credits2GE. Lieberherr, G. de Buren, R. Schweizer
AbstractThe 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.
ObjectiveTo 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.
ContentImprovements 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 notesLecture slides and additional course material will be provided throughout the semester.
LiteratureWe 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.
Prerequisites / NoticeA detailed course schedule will be made available at the beginning of the semester.

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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