Vol. 3 No. 1 (2022): Diversity and Inclusion in Teaching and Learning

DOI: https://doi.org/10.16906/lt-eth.v3i1

Published: 2022-03-15

Full Issue

ETH-L&T-Journal_2022_Vol-3_No-1

Articles

Foreword

Sarah Springman

1
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Editorial

Anna Garry, Elke Tomforde, Benno Volk

3
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Improving the learning environment in the Department of Physics: a peer mentoring program for first-year female physicists alongside changes in the lecture programme

Viola Valentina Vogler-Neuling, Klara Berg, Mattias Beck, Anna M. Garry

4-16
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A Case Study: The D-MAVT Mentoring Programme. From a women-only project to peer-to-peer mentoring for all new students.

Inken De Wit, Ievgeniia Bedel

17-22
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Sensitizing future teachers to psychological research on gender and STEM

Michal Berkowitz, Thomas Braas, Christian M. Thurn

23-35
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Reflections on diverse and inclusive teaching

Manuel Luethi, Meike Akveld

36-44
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I am different not less - Inclusion and diversity in the medical curriculum at ETH

Mirdita Useini, Tuija Waldvogel, Jörg Goldhahn

45-49
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Reflections on the success of “The New Normal” webinar - facilitating community building and participant engagement

Kaitlin McNally, Nora Escherle, Linda Seward

50-57
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The Conclusion is Inclusion: An Overview of Student Views on Diversity in the Context of European Technical Universities

Stella Harper, Corentin Pfister, Kolja Frahm

58-64
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Justice, Equity, Diversity, and Inclusion Seminars: What They Do and Do Not Do

Mark Alan Anthony, Iris Hordijk, Nako Nakatsuka

65-70
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The new vessels of knowledge: Exploring the meaning of cultural diversity in the age of globalization of higher education at ETH

Nana Diarra Dit Konté, Kyllian Douhou, Kingdom Karuwo, Christopher Yola

71-76
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Interview with Dr Raphaela Hettlage, ETH Diversity

Anna Garry, Elke Tomforde

77-79
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Inclusive teaching at ETH. What is meant by this and what are the implications for learning and working at ETH?

Anton Bolfing, Gerd Kortemeyer, Romila Storjohann

80-90
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Diversity-sensitive degree programme development – personalisation of learning: Modern teaching and learning concepts in a Swiss context

Peter Tremp, Elke-Nicole Kappus, Anna Garry, Elke Tomforde; Benno Volk

91-93
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