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Inclusive teaching and learning in higher education: theory and ...
https://www.cctl.cam.ac.uk/files/inip-2021-programme.pdf14 Jun 2021: What lessons can we then. take back to face to face teaching to make them more inclusive? ... gender, BAME, LBTQ etc.) and other characteristics (e.g., lower socio-economic status, mature students, commuter. -
1 Awarding gaps and assessment: a briefing paper for ...
https://www.cctl.cam.ac.uk/files/eac-briefing-march21-awarding-gaps-assessment.pdf2 Mar 2021: That is, assessment has an impact on students’ current and future lives: their wellbeing, self-esteem, identity and social and economic opportunities (McArthur, 2018). ... lessons learned during the pandemic) as well as the modes of assessment Results that match 1 of 2 words
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TEL Prize 2021 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/teaching-prizes/tel-prize/202129 Jun 2021: In a competitive AHSS category, Dr Kitov's efforts to use formative assessment to deliver improved learning outcomes in the context of the problem-based Economics Tripos received a special commendation -
Impact of Covid-19 on awarding gaps | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/impact-covid23 Sep 2021: In particular, it will be useful to learn lessons and explore whether any of the changes to education experienced by Black or disabled students during the pandemic may hold the key -
Registration is open for the Diversifying Assessment Forum 2021 |…
https://www.cctl.cam.ac.uk/news/registration-open-diversifying-assessment-forum-202115 Feb 2021: The afternoon will include a reflection on lessons learned from the shift to remote and online assessment in 2020, and there will be panels of short presentations from a range of -
Pilkington Prize 2015 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/201515 Sep 2021: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE. -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialized identity is the most stable predictor of their -
Recordings and a full report of this year's Diversifying…
https://www.cctl.cam.ac.uk/news/recordings-and-full-report-years-diversifying-assessment-forum-are-now-available25 Mar 2021: The forum provided a venue to explore possibilities and processes for changing or adapting current assessment practices, with a particular focus this year both on lessons learned from the 2020 assessment -
What does the sector say? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/sector24 Sep 2021: It is increasingly recognised that the issues and challenges facing disabled students are complex; they intersect with multiple factors including different equality characteristics, concurrent disabilities, socio-economic status and previous -
Diversifying Assessment Forum Tuesday 23 March 2021 14.00-17.00 Time…
https://www.cctl.cam.ac.uk/files/daf_programme_2021.pdf19 Mar 2021: The year in review: lessons learned. Drivers for change. -
Frequently-Asked Questions | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs23 Sep 2021: which cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialised identity is the most stable predictor of -
3. Inclusive teaching: self-evaluation tool
https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-3-teaching-practices.docx23 Sep 2021: Are students provided with accessible teaching and learning materials in advance of the lesson, and are they then given opportunities to access recordings or notes afterwards? -
PowerPoint Presentation
https://www.cctl.cam.ac.uk/files/pilkington-ceremony-2021-slides.pptx29 Jun 2021: Faculty of Economics, Selwyn College. “First of all, Dr Oleg Kitov was highly commended by the judging panel for his efforts in using formative assessment to deliver improved learning outcomes within ... the Economics Tripos. -
Hybrid Models & Definitions 1 Table of Contents 1. ...
https://www.cctl.cam.ac.uk/files/hybrid_models_definitions.pdf27 Aug 2021: practice and areas for development. • Communicate with colleagues to share experiences and lessons learned. • -
1 Project 9: Diversifying Assessment Project 1. Background…
https://www.cctl.cam.ac.uk/files/app-par-cycle1-diversifying-assessment.pdf24 Feb 2021: presentations. Music - tasks might include performing, preparing lessons plans for teaching, planning and. -
1 Project 2: STEM vs Arts/Humanities Attainment Gaps 1. ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-stemm-subjects.pdf24 Feb 2021: such as differences in entry qualifications or socio-economic status. -
1 Project 7: Time Costs 1. Background information Strand ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-time-costs-of-self-advocacy.pdf24 Feb 2021: Cambridge, Cambridge University Press. Sen, A. (1993) Does business ethics make economic sense? ... gradient of economic disadvantage across society. The poorer and more disadvantaged are disproportionately affected by common mental health problems and -
1 Inclusive Teaching and Learning in the UK Higher ...
https://www.cctl.cam.ac.uk/files/drc-inclusive-teaching-learning-report-2017.pdf24 Feb 2021: of disability, gender, ethnicity, socio-economic background or sexuality. Inclusive methods, while.
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