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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.

12 Aug 2021: Introduction These webpages provide guidance on the use of content notes (sometimes known as 'content warnings' or 'trigger warnings') in a university context.

6 Mar 2024: online. During the Covid-19 pandemic, as the academic teaching co-lead for Dermatology, Sui-Yen was instrumental in organising and managing the ongoing delivery of the undergraduate dermatology curriculum. ... He has played a key role within the Law

11 Jan 2018: The Cambridge Teaching Forum is open to everyone who teaches or supports students’ learning across the University of Cambridge. It provides a stimulating environment for staff to learn about innovative approaches to higher education in Cambridge

8 Sep 2023: The Cambridge Centre for Teaching & Learning achieved our fifth birthday in August 2023. We have developed a 'Year in Review' which illustrates the breadth and diversity of our work.

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.

1 Mar 2016: Development opportunities for enhancing your teaching practice.

5 Jul 2019: The CCTL contributes to fostering an environment in which both staff and students are recognised and rewarded for their contributions to education at the Collegiate University.

2 Mar 2016: Find events to share practice with peers across the University.

8 Jul 2019: The Student-Led Teaching Awards are hosted annually by the Cambridge Students' Union. These awards, which reward outstanding teaching and student support across the Collegiate University, are entirely led by students: nominations are submitted by

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.

26 Aug 2016: We offer two accredited educational development programmes at different levels for those who teach Cambridge students, and can also help you to explore alternatives routes to accreditation with the Higher Education Academy.

24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.

1 Oct 2020: This year we received another impressive set of nominations for students' outstanding contributions to education at Cambridge, even though the nomination window was open during the rapid pivot to remote teaching and learning.

2 Mar 2016: We support educators, encourage innovation and provide a focus for enhancing education at Cambridge. CCTL has teams specialising in educational development and in researcher development.

11 May 2023: Co-create assessment criteria. Learning and teaching co-researchers. Disciplinary co-researchers. Curriculum development consultants.

5 Oct 2018: The Digital Advocates Network was created in the spring of 2018, to better support bottom-up initiatives to enhance teaching, learning and assessment across the collegiate University.

15 Sep 2021: should be designed-in as core to the curriculum for all. .

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.

12 Aug 2021: In summary This section addresses the practicalities of providing content notes. Content notes should be specific and refer to the nature of the content so that students are able to prepare in an informed way.

13 May 2024: Keynote: Assessment design for a time of artificial intelligence Artificial intelligence is capable of producing outputs that satisfy the requirements of some high-stakes assessments across a range of disciplines including law, medicine and

22 Oct 2019: Research into the learning and teaching experiences of students and staff is increasingly highly valued and useful in providing an evidence base for improving educational experiences.

13 Sep 2022: Cycle 3 of the APP Participatory Action Research Project (2021-22) 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

15 Sep 2021: Cycle 1 of the APP Participatory Action Research Project (2019-20) The student co-researchers in Cycle 1 of the APP Participatory Action Research Project identified a number of possible reasons for the awarding gaps experienced by some students at

19 Jul 2018: The Cambridge Centre for Teaching & Learning contributes to the educational excellence of the University and Colleges in a number of ways, including supporting individuals who teach / support the learning of Cambridge students, supporting

25 Jun 2021: He regularly revises his teaching curriculum, especially with an eye to access and diversity issues. ... She developed the Medical Ethics and Law curriculum as an integrated theme across the three years of the clinical course.

6 Feb 2020: The Diversifying Assessment Forum The Diversifying Assessment Forum is an annual event which provides a venue for all staff involved or interested in assessment to explore processes and opportunities for changing, refining or adapting current

8 Jul 2019: We were delighted by the enthusiastic response to the launch of the Outstanding Student Contribution to Education Awards, and the judging panel were highly impressed by the breadth and calibre of the nominations received.

22 Oct 2019: Cambridge Higher Education Studies Research Ethics Committee As teaching is increasingly recognised as a scholarly activity, research into the learning and teaching experiences of students and staff is highly valued and useful in providing an

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

14 Sep 2020: The Technology-Enabled Learning Prizes were awarded by Cambridge University Press, to recognise Cambridge academics and other staff supporting student learning who have developed their own learning technology solutions or employed existing

19 Jul 2019: In his role as president of the Surgical Society, Riki went above and beyond in developing the role of the society in supporting the surgical curriculum. ... The Clinical School decided to adopt this teaching formally into the core Surgical curriculum.

16 Jan 2024: Applications are currently open for the University Diversity Fund.

24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.

7 Mar 2023: Hers is teaching that simultaneously diversifies curriculum content to new areas of the globe (she is a China specialist), while also engaging with the most pressing practical problems of our time ... Energetic and charismatic, his commitment to his

23 May 2023: Research into peer learning in higher education demonstrates its many benefits, from collaborative knowledge construction when it occurs in formal learning settings, to helping students build a sense of community when it takes place outside of the

23 Apr 2018: Details of previous instances of the Cambridge Teaching Forum can be found at the links below, alongside various resources from these events. These include slides, handouts and recordings (Raven access required).

12 Aug 2021: To understand what specific learning, teaching, assessment or curriculum interventions might have a positive impact on student progression and achievement, the Cambridge Centre for Teaching & Learning was tasked with undertaking the

27 May 2022: That a central way to disrupt inequality is to ensure access to disciplinary knowledge; thus curriculum will be a primary focus of the Skills Strategy. ... Embed skills development clearly into the curriculum. Communicate to students clearly the

13 Dec 2021: Access guides for teaching and learning spaces Two years ago the University of Cambridge partnered with AccessAble to create guides that give detailed access and sensory information about different sites and spaces across the University.

15 Mar 2022: Robbie is active in equality, diversity & inclusion work within the Clinical School and these values figure strongly in his teaching and committee contributions, such as to the MVST Curriculum Review and

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

10 Jul 2019: Sharon Walker Inclusive Practice Winner of the Inclusive Practice award, Sharon Walker received no fewer than five nominations. Excerpts from just a couple of these nominations are presented below.

19 Jul 2019: Alfie Vaughan Academic Representation Winner of the Academic Representation award, Alfie Vaughan was nominated in his capacity as Undergraduate Student Representative on the Modern and Medieval Languages Faculty Board and the Undergraduate Studies

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

2 Jul 2019: She works efficiently and thoughtfully, while also inclusively and creatively, to generate a team approach to curriculum improvements. ... These changes are both large and small: from slight adjustments to classroom delivery to macro-level reforms of the

13 Jan 2023: Cycle 4 of the APP Participatory Action Research Project (2022-23) For the fourth cycle of the APP Participatory Action Research Project we are keen to engage more closely with staff across the University as part of an evaluation phase to review and

27 Oct 2023: This termly event brings together colleagues involved in postgraduate research (PGR) student affairs from across the University to discuss insights, share experiences and hear updates from each other. The forum encompasses discussions beyond

23 Oct 2019: We believe that fostering an environment in which excellence, innovation and enhancement are rewarded is important for Cambridge's students and staff. Find out about the different ways in which we're already recognising outstanding teaching.

13 Aug 2020: Feriel, however, has wholeheartedly taken on new teaching (and many hours of it), revised courses, and been instrumental on the shaping of the curriculum in her discipline.