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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.

4 Feb 2022: Between March and July 2021, CCTL led a short, focused project to explore students' and staff experiences during the pandemic, in order to inform enhancement activities over the next three to five years.

9 Aug 2022: 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

1 Feb 2022: Chay Graham Highly Commended, Inclusive Practice Throughout his time as an undergraduate Chay has worked relentlessly to promote inclusive practice and equality of opportunities for disabled students across the institution.

13 Sep 2022: This project explored the impact of expectations surrounding 'Black excellence' upon the educational experiences and mental wellbeing of Black students at Cambridge.

4 Mar 2022: This page explores two sets of terms which are often used interchangeably at Cambridge. 'Assessment' and 'Examination' An assessment task is any item of assessment whether test, coursework, placement observation, etc.

11 Nov 2022: The Cambridge Teaching & Learning Recognition Scheme is designed for Cambridge educators who have already undertaken the activities, reflection and teaching practice that will allow them to apply for accreditation as a Fellow of the Higher Education

1 Feb 2022: Rowan Fox & Jamie Hancock Highly Commended, Inclusive Practice Jamie and Rowan have successfully galvanised the University and Colleges to address the needs of LGBTQ+ students.

13 Sep 2022: This project explored staff perceptions of diversifying assessments within their own disciplines at Cambridge, looking at lessons learnt from the pandemic and scope for the future.