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Funding for postgraduate students
Information about sources of funding available to postgraduates at Cambridge.
www.student-funding.cam.ac.uk/
Cambridge Bursary Scheme
The Bursary is free financial support of generally up to £3,500 a year for full-time undergraduate students, to help with your Cambridge fees or living costs. Like a scholarship or grant, the payment is non-refundable – you don’t need to pay it back.
Higher amounts are available for medical students in their clinical years, independent students including care leavers, and students who were eligible for free school meals.
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Intercollegiate Forum | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/events/intercollegiate-forum14 Dec 2022: Search site. Cambridge Centre for Teaching and Learning. Intercollegiate Forum. CCTL are hosting a series of fora in the 2022-23 academic year as part of our support for the collegiate -
Digital Advocates Network | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/dan5 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. -
2. What are the reasons for your awarding gaps? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons24 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. -
Cycle 3 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/app-par-project/cycle-313 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 -
Cycle 2 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/app-par-project/cycle-215 Sep 2021: Cycle 2 of the APP Participatory Action Research Project (2020-21) The student co-researchers taking part in Cycle 2 of the APP Participatory Action Research Project looked to build on the work undertaken in Cycle 1, by investigating some topics -
How to use content notes | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/content-notes/how-use12 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. -
Students as Partners | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/students-partners11 May 2023: Summary This guide aims to support staff in working with students as partners for research or educational enhancement projects. It briefly introduces the concept and some ways of understanding students-as-partners work and how this might manifest in -
Cycle 1 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/app-par-project/cycle-115 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 -
Educational Research | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/educational-research22 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. -
The CCTL Team | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/about-cctl/cctl-team19 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 -
Guest Speaker: Prof. Phillip Dawson | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/events/diversifying-assessment-forum/keynote13 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 -
Ethics Review Committee | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/educational-research/chesrec22 Oct 2019: The Cambridge Higher Education Studies Research Ethics Committee supports those looking to conduct research into the learning and teaching experiences of students and staff. -
Diversifying Assessment Forum | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/events/diversifying-assessment-forum6 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 -
OSCEA Winners 2019 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/oscea/winners-20198 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. -
Technology-Enabled Learning Prize | Cambridge Centre for Teaching and …
https://www.cctl.cam.ac.uk/teaching-prizes/tel-prize14 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 -
1. How do you know if you have an awarding gap? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know23 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. -
Past Cambridge Teaching Forum Resources | Cambridge Centre for…
https://www.cctl.cam.ac.uk/teaching-forum/resources23 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). -
3. What works to close awarding gaps? | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works24 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. -
Peer Learning: case studies of facilitating peer learning | Cambridge …
https://www.cctl.cam.ac.uk/inclusive-teaching/peer-learning23 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 -
Apply for the University Diversity Fund | Cambridge Centre for…
https://www.cctl.cam.ac.uk/news/apply-university-diversity-fund16 Jan 2024: Applications are currently open for the University Diversity Fund. -
Supporting access to educational environments with AccessAble |…
https://www.cctl.cam.ac.uk/newsletter/accessable13 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. -
APP and the Awarding Gaps | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/awarding-gaps12 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 -
Riki Houlden | Peer Support | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/oscea/riki-houlden19 Jul 2019: Riki Houlden Peer Support One of two winners of the Peer Support award, Riki Houlden received multiple nominations for his extensive work improving the curriculum, delivery and promotion of surgical medicine, excerpts from which are presented below. -
Accredited Teaching Development Programmes | Cambridge Centre for…
https://www.cctl.cam.ac.uk/teaching-programmes26 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. -
Alfie Vaughan | Academic Representation | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/alfie-vaughan19 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 -
Pilkington Prize 2023 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/20237 Mar 2023: Nick played a critical role in the conception and development of the reformed Parts IA and IB of the History Tripos, and the successful launch of Part IA in Michaelmas 2022. ... In addition, 2022 saw the launch of a distinctive new Master of Studies -
Readings & Resources | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings23 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 -
Skills Strategy 2020-25: premises and priorities | Cambridge Centre…
https://www.cctl.cam.ac.uk/inclusive-teaching/skills-strategy27 May 2022: Introduction The collegiate University committed in the Access & Participation Plan (2020-25) to ensure that "our students achieve their potential, through the full and active participation in their education", to make "the Cambridge ex -
Inclusive Collegiate Education | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/inclusive-teaching/collegiate-education20 Sep 2022: Read our progress report to the Senior Tutors' Standing Committee on Education and priorities for 2022-23. -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: Contents APP / Access and Participation Plan Awarding gap Black and Asian Minority Ethnic (BAME) Black British Declared disability Declared mental health condition Decolonising the curriculum Deficit model PAR / Participatory Action Research Social -
Apply for the new Researcher Development Fellows Programme |…
https://www.cctl.cam.ac.uk/news/apply-new-researcher-development-fellows-programme18 Jan 2024: Are you a Cambridge postdoc looking to gain valuable teaching experience? The Researcher Development Team coordinate the University's core programme of workshops and activities designed to equip PhD students with the skills needed to successfully -
Co-Developed Principles | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/educational-research/collegiate-education/principles20 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 -
Tyra Amofah-Akardom | Inclusive Practice | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2021/tyra-amofah-akardom1 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. -
Academic Integrity Toolkit | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/newsletter/academic-integrity-toolkit7 Dec 2020: The Good Academic Practice and Avoiding Plagiarism Toolkit The Cambridge Information Literacy Network (CILN) is a collaboration across Cambridge University Libraries with a broad remit to deliver online teaching and learning activities to support -
The hidden curriculum | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/hidden-curriculum30 Sep 2021: As Cambridge embraces widening participation, the emerging attention to awarding gaps incudes the recognition that the ‘hidden curriculum’ around examination practices can privilege particular cohorts of students over others. -
Ben Laurense, Katie MacLeod & Ming Yin | Representative |…
https://www.cctl.cam.ac.uk/oscea/winners-2020/ben-katie-ming2 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 -
Advancing Educational PracticeProgramme Handbook 2024-25 • • • • ...
https://www.cctl.cam.ac.uk/files/aepp-handbook-2024-25.pdf19 Jun 2024: V3 Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice. -
Booking is open for the Mind the Gap workshop series | Cambridge…
https://www.cctl.cam.ac.uk/news/booking-open-mind-gap-workshop-series20 Oct 2021: Thursday 10 February 2022. -
Jenson Deokiesingh | Inclusive Practice | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2020/jenson-deokiesingh2 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. -
Strand B | Formative Feedback | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/app-par-project/cycle-3/b-formative-feedback13 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. -
Annual Meeting for Directors of Teaching & Senior Tutors |…
https://www.cctl.cam.ac.uk/events/directors-teaching-senior-tutors2 Mar 2016: This meeting is convened annually to enable colleagues who educate or support the learning of undergraduate students to share ideas, expertise and good practice, and to hear about and inform some of the collegiate University's larger conversations -
Accessibility & Disability | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/short-courses/accessibility-disability26 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. -
David Sánchez García | Representative | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/oscea/winners-2021/david-sanchez-garcia1 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 -
Microsoft Teams | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/teaching-2020-21/educational-technologies/teams16 Jul 2020: A quick guide to using Microsoft Teams for teaching online -
Student Project: Content Notes | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/newsletter/student-project-content-notes26 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. -
Strand B | Assessment Guidance | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/app-par-project/cycle-2/b-assessment-guidance15 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. -
Strand B: Adjusted Modes of Assessment vs Diversified Assessment |…
https://www.cctl.cam.ac.uk/app-par-project/cycle-1/b-diversified-assessment15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing. -
CHESREC Review Process | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/educational-research/chesrec/review-process22 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. -
What do Cambridge students say? | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/cambridge-students24 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. -
Case Study: Remote Lecturing | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/newsletter/case-study-remote-lecturing29 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.
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