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15 Sep 2021: This project explored the perceived value of 'Double Time' (Extension to Period of Study) to disabled students with mental health conditions.

15 Jun 2021: He has introduced new forms of enrichment and support for students and built up a library of resources to help introduce students systematically to the demands of postgraduate work. ... Since arriving in Cambridge in 2015, he has been the heart and soul

24 Sep 2021: Traditional modes of assessment such as essays and timed invigilated examinations still have their place in the modern university and students benefit from them.

2 Feb 2021: Search site. Cambridge Centre for Teaching and Learning. New blended learning webinar series running throughout Lent Term. ... Submitted by Melissa Rielly on Tue, 02/02/2021 - 15:30. The new Technology-Enabled Learning Service will be offering a series

15 Sep 2021: There are a wide variety of ways to implement content notes, and some may be more or less appropriate depending on course structure and content, teaching style, material format, etc. Below are descriptions of some practices which may be appropriate,

15 Sep 2021: This project explored staff and student understandings of the role and value of content notes in helping students to engage with their study materials without risk to their mental health.

23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall

13 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022.

15 Sep 2021: The Equality Act The Equality Act 2010 serves as a legal provision protecting those with 'protected characteristics' from direct and indirect discrimination.

12 Aug 2021: It could be argued that this type of feedback is particularly needed in students' first year of study, where they may be new to university-level assessment and may not have

15 Sep 2021: This project explored the assumption that STEMM subjects are less likely to have an awarding gap for Black British students than Arts or Humanities subjects.

27 Aug 2021: Flipped Classroom A model of teaching and learning in which students engage with new content via asynchronous. ... previously used materials, pre-recorded content and activities to suit a new teaching and learning.

30 Sep 2021: Conversations about awarding gaps are quite often framed by the ‘student deficit model’.

14 Oct 2021: Would you like the opportunity to contribute to University-level strategic projects? We are currently seeking students for two initiatives with differing levels of input needed. First is the APP Participatory Action Research Project, for which we

15 Sep 2021: The purpose of content notes The purpose of content notes is often misunderstood or misrepresented. Content notes provide advance information about the content of material: this affords autonomy in how an individual chooses to approach and tackle

23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

15 Sep 2021: This project explored how disabled students with mental health conditions who also have co-occuring neurodiverse conditions might be identified and supported through enhanced diagnosis and screening.

29 Apr 2021: A range of materials from the Cambridge Teaching Forum 2021 are now available for members of the University on the Materials page (Raven access required). These include recordings of most sessions and slides from all, as well as a transcript of the

23 Sep 2021: students who have the desire and ability to learn and produce new insights that shift and. ... and whether their desires to produce new insight (interests) and learn (feedback) are being met in the.

24 Sep 2021: Black and BAME awarding gaps As the Office for Students notes, there are stark differences between ethnic groups in terms of the degree class they achieve.