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28 Nov 2019: This article provides a brief introduction to the new data analysis tool for examining attainment outcomes, available to all University and College staff on request.

14 Sep 2020: Across Cambridge, dedicated educators are striving to improve the learning outcomes of students through the use of enabling technologies. By way of shining a light on these pockets of activity and innovation, Cambridge University Press has created

18 Jan 2024: Submitted by Ruth Laing on Thu, 18/01/2024 - 14:20. Are you a Cambridge postdoc looking to gain valuable teaching experience?

10 Aug 2020: Pace and Inclusivity: some things we learned from the pivot to remote education It's been several months since Cambridge made the shift to remote education and working. By now, after numerous Microsoft Teams meetings and Zoom sessions, we are

11 Nov 2022: Winchester, 20 April 2018). Shaw, C., Humphrey, O. The REACT Systematic Literature Review: Descriptions of and Methods to Engage 'Hard to Reach' Students.

17 Feb 2021: The Technology-Enabled Learning (TEL) Service is a new team situated within Education Services, created to support University staff in the transition to greater blended teaching and learning in the wake of the pandemic and in support of longer-term

9 Aug 2016: Admissions Selection Workshop The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. Led by Admissions Tutors, these workshops help you to make your contribution to the

6 Jan 2021: CHESREC will meet once a term, when they will consider applications for Stage 3: Full Review. Please ensure that your applications are submitted at least one week before the committee meeting date, or they may not be added to the agenda papers.

23 Jun 2016: Last night we raised our glasses in toast to the Class of 2016: the biochemist, clinicians, computer scientist, engineer, geographer, historian, linguist, material scientist, philosopher, neuroscientist and social anthropologist – all of whom were

15 Sep 2021: This project explored common understandings of intermission and extension to period of study ('double time') to consider their effectiveness as options to support the wellbeing and academic performance of students with mental health conditions.

29 Jun 2023: A cross-institutional forum bringing together those critically engaging with the range of theories and practices of evaluation in higher education, held Friday 13 October 2023.

14 Sep 2023: Introduction The Cambridge Centre for Teaching & Learning (CCTL) comprises teams specialising in educational development and in postgraduate researcher development.

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,

13 Dec 2021: Offering guidance, demonstrating tools, answering your questions, and exploring how you can develop engaging experiences for your students, there are currently close to 20 individual webinars available as recordings with accompanying

8 Jun 2018: The Centre will be holding a networking event for the Digital Advocates, on 25 June 2018. This exciting event will be focused around a series of case studies presentations and small group discussions.

23 Jun 2017: Last night saw the 24th Pilkington Prize ceremony at Gonville and Caius College. 13 Prize winners were invited to enjoy drinks on the lawn before attending the ceremony itself in the Bateman Auditorium. Celebrations were concluded with a delicious

2 Oct 2020: Ben Laurense (Trinity College), Katie MacLeod (Emmanuel College) and Ming Yin (Trinity College) are third- and second-year Undergraduates (2019-20) reading Mathematics.

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

9 Apr 2024: Over the course of this nine-month cohort programme you will explore theories of learning, develop a philosophy of teaching and learning, enquire into approaches to curriculum design, feedback and assessment, and expand your knowledge and practice

2 Oct 2020: Jenson Deokiesingh is a second-year Faculty of Education PhD student (2019-20) at Hughes Hall.

2 Mar 2016: Resources and outputs from previous meetings (Raven-protected). Wednesday 20 September. The Annual Meeting 2023, hosted by Pro-Vice-Chancellor for Education Prof.

12 Oct 2022: The Cambridge Centre for Teaching & Learning aims to provide a sustained focus on complex educational priorities, help develop an evidence base for both designing and evaluating enhancement activities, and engage with departments and Colleges to

1 Feb 2022: Naa Annoa Abekah-Mensah, Megan Coe & Raquel Scarpa-Gebara Highly Commended, Access & Outreach Raquel, Annoa and Megan have created a podcast series, “Shade in Cambridge”, which provides a platform for stories, experiences and perspectives of s

27 Sep 2021: The Cambridge initiatives listed above align with recommended good practices highlighted in the sector guidance for addressing awarding gaps.

26 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'

11 Apr 2019: The Pilkington Prize ceremony was this year held on Thursday 22 June in the Bateman Auditorium of Gonville & Caius College. The University also created videos featuring five of this year's Pilkington Prize winners.

1 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.

30 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.

2 Oct 2020: Zhenghao Li and Katie-Lou White are both third-year Undergraduates (2019-20) reading Physics at Peterhouse College and Churchill College respectively.

7 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

13 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.

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

24 Sep 2021: The 18 student co-researchers in Cycle 1 (2019-20) worked on ten projects which tended to focus on ‘central’ or whole-of-University initiatives.

29 Jul 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'

26 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.

1 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

14 Sep 2023: Introduction We launched two new programmes in 2022-23 - the Advancing Educational Practice Programme and Cambridge Teaching & Learning Recognition Scheme - both of which offer colleagues routes to accreditation with Advance HE.

16 Jul 2020: A quick guide to using Microsoft Teams for teaching online

11 Aug 2021: Inclusion encompasses more than access to higher education; it also involves the teaching, learning, assessment and curricula experienced by students after they arrive and throughout their course of study.

29 Jun 2022: The Cambridge Teaching & Learning Recognition Scheme is for Cambridge educators who wish to apply for accreditation as a Fellow of the Higher Education Academy and already have the teaching and reflective experience needed to do so.

12 Aug 2021: Introduction These webpages provide guidance on the use of content notes (sometimes known as 'content warnings' or 'trigger warnings') in a university context.

11 Jan 2018: The Cambridge Teaching Forum is open to everyone who teaches or supports students’ learning across the University of Cambridge. It provides a stimulating environment for staff to learn about innovative approaches to higher education in Cambridge

1 Mar 2016: Development opportunities for enhancing your teaching practice.

5 Jul 2019: The CCTL contributes to fostering an environment in which both staff and students are recognised and rewarded for their contributions to education at the Collegiate University.

8 Jul 2019: The Student-Led Teaching Awards are hosted annually by the Cambridge Students' Union. These awards, which reward outstanding teaching and student support across the Collegiate University, are entirely led by students: nominations are submitted by

2 Mar 2016: Find events to share practice with peers across the University.

26 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.

2 Mar 2016: We support educators, encourage innovation and provide a focus for enhancing education at Cambridge. CCTL has teams specialising in educational development and in researcher development.

5 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.

22 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.