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24 Sep 2021: The APP Participatory Action Research Project has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning.

29 Jul 2020: and to integrate inclusive practices into the curriculum and across the University.

12 Oct 2022: 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 activities, and engage with departments and Colleges to

14 Sep 2023: Introduction The Cambridge Centre for Teaching & Learning (CCTL) comprises teams specialising in educational development and in postgraduate researcher development.

2 Oct 2020: Ben Laurense, Katie MacLeod and Ming Yin Winners, Academic / College Representative Ben Laurense, Katie MacLeod and Ming Yin were nominated jointly for their work as student representatives, Ben and Ming on the Faculty Board of Mathematics, and

1 Feb 2022: Tyra Amofah-Akardom Highly Commended, Inclusive Practice Tyra goes above and beyond for her fellow students and works hard to advance current teaching practices.

18 Jan 2024: Are you a Cambridge postdoc looking to gain valuable teaching experience? The Researcher Development Team coordinate the University's core programme of workshops and activities designed to equip PhD students with the skills needed to successfully

2 Oct 2020: Jenson Deokiesingh Highly Commended, Inclusive Practice During his tenure as the MCR Equality and Diversity Officer at Hughes, Jenson has made an indelible impact that will sustain long after he has graduated from Cambridge.

15 Sep 2021: This project explored common understandings of intermission and extension to period of study ('double time') to consider their effectiveness as options to support the wellbeing and academic performance of students with mental health conditions.

26 May 2020: The University's Access and Participation Plan: Participatory Action Research (APP PAR) Project was launched at the beginning of the 2019-20 academic year in response to the Office for Students' focus on attainment gaps.

15 Sep 2021: broader blended curriculum.

15 Sep 2021: How much choice should be given for students / supervisors to discuss and explore non-white-centric material and ideas, and how much should be designed-in as core to the ... Contrary to what has often been assumed, previous efforts to "decolonise the

26 Aug 2016: The Accessibility & Disability Resource Centre provides short courses on teaching and supporting students with mental health conditions or difficulties, long-term health conditions, specific learning difficulties and autism spectrum conditions.

29 Apr 2020: Conducting interactive STEM teaching online Dr Matt Castle Like many other lecturers during the emergency transition to online teaching and learning, Dr Matt Castle has been busy adapting his course material.

1 Feb 2022: David Sánchez García Highly Commended, Academic / College Representative David Sánchez García has been an extraordinary Welfare Representative for LGBTQ+ students at Wolfson College, single-handedly organising an ambitious series of events for

20 Sep 2022: Investigating and addressing awarding gaps through inclusive education These principles were co-developed by student and staff members of the Advisory Group during 2021-22. There are unexplained differences in the educational outcomes of Black

16 Jul 2020: A quick guide to using Microsoft Teams for teaching online

22 Oct 2019: The Cambridge Higher Educational Studies Research Ethics Committee has established a three-stage process by which projects are assessed for ethics review, detailed below.

16 May 2023: Networks. A network of staff and students working in partnerships to support curriculum enhancement and innovation (www.jiscinvolve.org).

10 Nov 2016: One of our most successful Teaching and Learning Innovation Fund case studies ‘Learning Together: Being, belonging, becoming’ has hit national news once again this week. Read the article in The Guardian.