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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.

31 Jan 2022: We are delighted to announce the winners and runners-up of the 2021 Outstanding Student Contribution to Education Awards; the links below will take you to their profiles.

14 Dec 2022: Tuesday 20 June 2023. Cambridge undergraduate education is distinctive, and Colleges as academic communities are key to students' educational experience.

13 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

4 Mar 2022: Framework for Assessment 2023-24 The Framework for Assessment 2023-24 explains those modes of assessment which have been approved for the academic year and any restrictions upon them.

16 Dec 2022: First-year undergraduate academic induction and development Registration is now open for the first Intercollegiate Forum on Friday 3 March*.

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

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.

28 Jan 2022: Author: Dr Joanna Jasiewicz works as an Equality, Diversity and Inclusion Consultant at the ED&I Section, and is a sociologist by background.

15 Mar 2022: Prize Winners 2022 Congratulations to this year's Prize Winners! We were delighted to be able to welcome not only the 2022 Prize Winners but also those from 2021 and 2020 to a joint celebration at Newnham College in July.

7 Jul 2022: Guidance on recording of teaching, 2023-24 This guidance is provided to students and staff to outline the University’s position on the recording of teaching sessions or events. It should be read in conjunction with the Policy on the Recording of

23 Jun 2022: Applications for 2024-25 are now closed Applications for the 2024-25 Advancing Educational Practice Programme are now closed. Applications for 2025-26 will open in April 2025.

20 Sep 2022: With funding from the Colleges, CCTL is extending into collegiate Cambridge work in support of commitments in the Access & Participation Plan (APP; 2020-25) to "ensure that a representative cross-section of society is represented within its stude

1 Feb 2022: In-persons workshops in Nairobi (2020) allowed the local community to build 20 mobile air pollution monitoring devices.

13 Sep 2022: This project explored personal and structural barriers to self-advocacy, how these impact students with mental health conditions, and how they could be addressed.

20 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

16 Mar 2022: The Centre for Teaching & Learning is delighted to announce the 2022 winners of the Pilkington Prize as follows: Dr Neil Davies Department of Earth Sciences Churchill College Dr Robbie Duschinsky Department of Public Health & Primary Care Sidney S

1 Feb 2022: Tom Tyler Highly Commended, Peer Support Tom has worked tirelessly to promote the wellbeing of the members of Homerton College Boat Club.

27 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

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.