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8 Feb 2019: Registration is now open for the Cambridge Teaching Forum 2019, which will be held on Friday 22 March in Newnham College.

2 Dec 2019: Following the Examination Review Final Report (2017), the University has been strongly encouraging "creative and innovative modes of assessment as appropriate to the subject being examined".

19 Jul 2019: In particular, he has played a vital role in the development of a new Part IB audio-visual and oral paper: he produced an incredibly well-thought-out survey and worked

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

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.

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

26 May 2020: Submitted by Ruth Laing on Tue, 26/05/2020 - 10:34. The Remote Teaching, Learning & Assessment Working Group has set up a new group on Yammer to act as a discussion

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 Feb 2021: We are pleased to open registration for the Diversifying Assessment Forum 2021 after the success of the inaugural event last year.

12 Aug 2021: Cambridge's awarding gaps The University's 2020-25 Access and Participation Plan (APP) identified 'awarding gaps' affecting the attainment and continuation rates of particular cohorts of undergraduate students; these are 'gaps' which exist after