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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

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.

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.

24 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.

1 Oct 2020: This year we received another impressive set of nominations for students' outstanding contributions to education at Cambridge, even though the nomination window was open during the rapid pivot to remote teaching and learning.

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.

13 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

11 May 2023: Co-create assessment criteria. Learning and teaching co-researchers. Disciplinary co-researchers. Curriculum development consultants.

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.

15 Sep 2021: should be designed-in as core to the curriculum for all. .