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8 Jun 2018: The Centre will be holding a networking event for the Digital Advocates, on 25 June 2018. This exciting event will be focused around a series of case studies presentations and small group discussions.

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.

2 Mar 2016: to curriculum design, teaching and assessment.

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

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.

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.

19 Jun 2024: The Cambridge Teaching & Learning Recognition Scheme is designed for Cambridge educators seeking accreditation as a Fellow of the Higher Education Academy.

14 Sep 2023: Introduction We launched two new programmes in 2022-23 - the Advancing Educational Practice Programme and Cambridge Teaching & Learning Recognition Scheme - both of which offer colleagues routes to accreditation with Advance HE.

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.

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

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

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.

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.

15 Sep 2021: Anticipating potential triggers We recognise that it is impossible to anticipate every possible trigger for every possible disabled student. Psychiatrically, many individuals with post-traumatic stress disorder can be triggered by seemingly

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.

7 Oct 2016: Thoughts on exams Whilst many people might think that the three-hour written paper is the traditional Cambridge way of examining, it is a relatively new innovation in this ancient University. The first written examination paper was created in 1800.

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

2 Oct 2020: Zhenghao Li and Katie-Lou White Highly Commended, Academic / College Representative Katie-Lou and Zhenghao have been outstanding student representatives even before the Covid pandemic, but their work became both more intense and more central during

7 Jul 2022: Accessibility and Disability Resource Centre: considerations for building inclusivity and accessibility into curriculum design, teaching and learning and individual adjustments .

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.

25 Jan 2023: We are pleased to open registration for the fourth Diversifying Assessment Forum in 2023.

17 May 2021: We are pleased to announce the launch of the Black Advisory Hub website. This website, comprising the first phase of the Black Advisory Hub rollout, is intended to act as a student-facing hub of information and support for Black students at the

19 Feb 2021: Ethical considerations Core ethical principles should be followed whether you are designing your study for a publishable research outcome or evaluating teaching and learning for your own purposes or internal discussion.

12 Aug 2021: Inbuilt provision Where a Faculty or Department has their own established alternative methods of presenting information to students, for example using Moodle, it may be appropriate to build content note provision into the system.

28 Mar 2017: in teaching means in a research-intensive university, helping international graduate students write, the new A-level curriculum and what it might mean for Higher Education, and the ‘Bloomberg Breakfast’ initiative

20 Oct 2021: Booking is now open for the Mind the Gap workshop series, an opportunity for staff to engage in discussion about awarding gaps. The series will explore what the current available data tell us about awarding gaps in course and College contexts and

23 Sep 2021: What are Cambridge's awarding gaps? The attainment measure used by the Office for Students (OfS) is the proportion of students achieving good honours (1st or 2:I degree class) compared to lower degree classes.

15 Sep 2021: This project explored what assessment methods, conditions and instructions are provided to students in different courses, and what examples there are of good practice with regard to student mental health.

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

16 Apr 2020: The Centre for Teaching & Learning is delighted to announce the 2020 winners of the Pilkington Prize as follows: Dr Harriet Allen Department of Geography Dr David Bainbridge Department of Physiology, Development & Neuroscience Dr Feriel Bouhafa Fa

24 May 2023: Author: Dr Gavin Stevenson is the Director of Student Development and a Fellow in sociology at Murray Edwards College. He has taught extensively across undergraduate papers in sociology as a supervisor and has supervised dissertations at MPhil level.

15 Sep 2021: This project explored whether and how the language used in discussions about race at Cambridge - in teaching and other contexts - impacts the academic performance of Black British students.

16 Jul 2020: Information about large-group teaching - lectures, classes and seminars - and the differences between online and face-to-face teaching

5 Jun 2023: The Cambridge Teaching & Learning Recognition Scheme is designed for Cambridge educators who have already undertaken the activities, reflection and teaching practice that make them eligible for accreditation as a Fellow of the Higher Education

7 Mar 2023: The Centre for Teaching & Learning is delighted to announce the 2023 winners of the Pilkington Prize as follows: Dr Mary Augusta Brazelton Department of History & Philosophy of Science Jesus College Prof. Nathan Crilly Department of Engineering Pr

4 Mar 2021: The terms of reference for the Cambridge Higher Education Research Ethics Committee are: To receive details of any research involving human participants or personal data carried out by members of staff or students conducting research on teaching and

19 Jun 2020: We were delighted in April to announce the 2020 winners of the Pilkington Prize. For obvious reasons, the planned Pilkington Prize celebration can't go ahead this summer. We are very much hoping that we'll be able to welcome this year's Prize

13 Sep 2022: This project explored the impact of expectations surrounding 'Black excellence' upon the educational experiences and mental wellbeing of Black students at Cambridge.

4 Feb 2022: Between March and July 2021, CCTL led a short, focused project to explore students' and staff experiences during the pandemic, in order to inform enhancement activities over the next three to five years.

27 Sep 2021: Student engagement and belonging through their learning are integral to student success. In order to ensure that all students are engaged and feel like they belong, an inclusive learning approach can be employed to improve the experience and

11 May 2023: You might seek to explore any number of areas within the student experience, such as assessment, feedback, student engagement, teaching resources, curriculum design or pastoral support.

27 Sep 2021: By being clear about expectations, many issues related to the ‘hidden curriculum’ will be bypassed.

27 Sep 2021: While students are commonly engaged in course evaluations and in departmental committees, it is becoming more common for institutions to go beyond these opportunities to engage with the student voice and recruit students as partners in projects to