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29 Jun 2022: The Cambridge Teaching & Learning Recognition Scheme is for Cambridge educators who wish to apply for accreditation as a Fellow of the Higher Education Academy and already have the teaching and reflective experience needed to do so.

31 Jan 2022: We are delighted to announce the winners and runners-up of the 2021 Outstanding Student Contribution to Education Awards; the links below will take you to their profiles.

4 Mar 2022: Framework for Assessment 2023-24 The Framework for Assessment 2023-24 explains those modes of assessment which have been approved for the academic year and any restrictions upon them.

14 Dec 2022: A series of events in support of the collegiate University's commitments to develop more inclusive educational environments and practices and to eliminate awarding gaps, for College academic and professional staff and students.

13 Sep 2022: The student co-researchers of the third cycle of the APP Participatory Action Research Project sought to extend the findings of previous projects such as those exploring assessment adjustments, decolonising teaching &

16 Dec 2022: First-year undergraduate academic induction and development Registration is now open for the first Intercollegiate Forum on Friday 3 March*.

12 Oct 2022: CCTL's Educational Research. The Cambridge Centre for Teaching & Learning aims to provide a sustained focus on complex educational priorities, help develop an evidence base for both designing and evaluating enhancement ... Developing research-informed

11 Nov 2022: Research Methods: Qualitative Research. Ed. Bryan Clift, Ioannis Costas Batlle, Sheree Bekker and Katharina Chudzikowski. ... Lowe, C. 'Affecting Accounts: Autobiographical Memoirs and the Vulnerable Researcher'. Qualitative Research Symposium (Bath,

28 Jan 2022: The workshop provided participants with insights and tools to develop teaching, learning and research environments which support all students to success in their studies. ... A student-led group formed under the name Striving Towards Anti-Racist Research

15 Mar 2022: He has a strong belief in research-led teaching and there is close interaction between his research and teaching in areas such as the philosophy of logic, the philosophy of language ... Despite his own responsibilities in surgery and research, he

7 Jul 2022: 1. A pre-print of the research presented at this lecture has been released and can be accessed here:.

23 Jun 2022: AEPP has a high degree of flexibility and participants can plan their work to fit around their other academic and research commitments.

20 Sep 2022: CCTL aims to develop research-informed approaches to enhancing educational experiences and outcomes which are relevant to the distinctive environments and practices of Cambridge Colleges, building on academic studies, as well ... as institutional

1 Feb 2022: Tom Tyler Highly Commended, Peer Support Tom has worked tirelessly to promote the wellbeing of the members of Homerton College Boat Club.

13 Sep 2022: This project explored personal and structural barriers to self-advocacy, how these impact students with mental health conditions, and how they could be addressed.

20 Sep 2022: There is evidence, both in sector-wide research and in research and enquiry in Cambridge, as to what major underlying issues are and how they can be addressed.

16 Mar 2022: The Centre for Teaching & Learning is delighted to announce the 2022 winners of the Pilkington Prize as follows: Dr Neil Davies Department of Earth Sciences Churchill College Dr Robbie Duschinsky Department of Public Health & Primary Care Sidney S

1 Feb 2022: He has contributed regularly to the work of the Disability Resource Centre, CCTL and Disabled Students' Campaign, voluntarily sharing the student voice, collaborating in research, disseminating findings and helping to develop

27 May 2022: Ensure student engagement and support, including undertaking qualitative research with students to investigate the perspectives of students and to recognise students' agency.

13 Sep 2022: This project explored how students and supervisors understand formative feedback, identifying helpful and unhelpful practices in supporting students' mental health and academic performance.