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Committees | Academic Career Pathways (Research and Teaching)
https://www.acp.hr.admin.cam.ac.uk/committees19 Mar 2021: Economics. Education. History. Human, Social, and Political Sciences and the Department of History and Philosophy of Science. -
Committees | Teaching and Scholarship
https://www.acptands.hr.admin.cam.ac.uk/committees19 Mar 2021: Economics. Education. History. Human, Social, and Political Sciences and the Department of History and Philosophy of Science. -
Equality, diversity and inclusion: how does it affect career…
https://www.careers.cam.ac.uk/equality-diversity-and-inclusion-how-does-it-affect-career-opportunities6 Oct 2021: edi.png We aim to include material on equality, diversity and inclusion (EDI) throughout our webpages. It’s a work in progress that will probably never be finished, and we acknowledge that it is not where we would like it to be yet! In the short -
Sectors: Defence and Armed Forces | Careers Service
https://www.careers.cam.ac.uk/sectors-defence-and-armed-forces22 Apr 2021: Where to start There are four main branches of the Armed Services and each has a graduate recruitment website that is the natural starting point. Royal Navy (including the Royal Marines) British Army Royal Air Force Each branch offers three distinct -
Volunteering | Careers Service
https://www.careers.cam.ac.uk/volunteering14 Dec 2021: volunteering_image_400_wide.jpg Volunteering: How and Why? This is a diverse area with a range of options depending upon your fields of interest that can prove to be of personal and professional value. Volunteering provides opportunities to develop -
Assessment Glossary | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/assessment-glossary12 Aug 2021: Inclusive [curriculum] content is taken here to refer to the general content taught in a course (the syllabus) and learning-related materials. -
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 -
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 -
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 -
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.
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