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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

15 Sep 2021: This project explored the assumption that STEMM subjects are less likely to have an awarding gap for Black British students than Arts or Humanities subjects.

24 Oct 2019: Spotlight Articles focus on recent projects, people or case studies to explore the range of teaching activities and innovations underway across the University of Cambridge.

4 Aug 2016: Supervising Postgraduate Research Students: Workshop Combining short case studies with time for questions and discussion, these practical workshops enable participants to consider the supervisor's role, best practice in guiding students' progress, a

2 Oct 2020: Anthie Moysidou Highly Commended, Access & Outreach Chrysanthi-Maria (Anthie) has been a tremendous asset to the Department of Chemical Engineering and Biotechnology and to Newnham College, primarily for outreach but also for peer support during the

24 Oct 2019: Committee Members Chair: Dr Ruth Walker (CCTL) Dr Alexa Horner (Student Admissions & Access) Holly Rowe (Student Admissions & Access) Rachel Bailey (School of Biological Sciences) Dr Sonia Ilie (Faculty of Education) Dr Alex Pryce (Foundation Year

11 Nov 2022: Senior Teaching Associate cvl29@cam.ac.uk Publications In Press Lowe, C. (2024) 'An Inclusive Future for Higher Education Through Teaching Outside of the Box'. Outside the Box: Rethinking Higher Education Pedagogy in Arts and Humanities. Ed. Glenn

23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year of the pandemic.

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

1 Feb 2022: Topics so far have included colourism, decolonising the curriculum, the intersection of race and class, COVID-19 and inequality and – in a particularly lively episode – the broader implications of the backlash

16 May 2023: Partnership Focus. Overview. Reference. Co-constructing decolonised curriculum; Curriculum development; Co-creation of reading lists. ... Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) Co-constructing a Liberated / Decolonised Arts Curriculum.

2 Oct 2020: Hamish Symington Highly Commended, Access & Outreach Hamish is a passionate, committed, prolific and effective contributor to outreach and access.

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

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.

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.

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

18 Jan 2024: Are you a Cambridge postdoc looking to gain valuable teaching experience? The Researcher Development Team coordinate the University's core programme of workshops and activities designed to equip PhD students with the skills needed to successfully

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

15 Sep 2021: This project explored how disabled students with mental health conditions who also have co-occuring neurodiverse conditions might be identified and supported through enhanced diagnosis and screening.

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.

24 Sep 2021: The APP Participatory Action Research Project has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning.

2 Mar 2016: to curriculum design, teaching and assessment.

29 Jul 2020: and to integrate inclusive practices into the curriculum and across the University.

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

2 Oct 2020: Ben Laurense, Katie MacLeod and Ming Yin Winners, Academic / College Representative Ben Laurense, Katie MacLeod and Ming Yin were nominated jointly for their work as student representatives, Ben and Ming on the Faculty Board of Mathematics, and

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.

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' focus on attainment gaps.

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

2 Oct 2020: Jenson Deokiesingh Highly Commended, Inclusive Practice During his tenure as the MCR Equality and Diversity Officer at Hughes, Jenson has made an indelible impact that will sustain long after he has graduated from Cambridge.

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.

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.

15 Sep 2021: broader blended curriculum.

15 Sep 2021: How much choice should be given for students / supervisors to discuss and explore non-white-centric material and ideas, and how much should be designed-in as core to the ... Contrary to what has often been assumed, previous efforts to "decolonise the

29 Apr 2020: Conducting interactive STEM teaching online Dr Matt Castle Like many other lecturers during the emergency transition to online teaching and learning, Dr Matt Castle has been busy adapting his course material.

19 Jun 2024: The Cambridge Teaching & Learning Recognition Scheme is designed for Cambridge educators seeking accreditation as a Fellow of the Higher Education Academy.

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

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

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.

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

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.