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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

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.

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

15 Sep 2021: Cycle 1 of the APP Participatory Action Research Project (2019-20) The student co-researchers in Cycle 1 of the APP Participatory Action Research Project identified a number of possible reasons for the awarding gaps experienced by some students at

19 Jul 2018: The Cambridge Centre for Teaching & Learning contributes to the educational excellence of the University and Colleges in a number of ways, including supporting individuals who teach / support the learning of Cambridge students, supporting

25 Jun 2021: He regularly revises his teaching curriculum, especially with an eye to access and diversity issues. ... She developed the Medical Ethics and Law curriculum as an integrated theme across the three years of the clinical course.

6 Feb 2020: The Diversifying Assessment Forum The Diversifying Assessment Forum is an annual event which provides a venue for all staff involved or interested in assessment to explore processes and opportunities for changing, refining or adapting current

8 Jul 2019: We were delighted by the enthusiastic response to the launch of the Outstanding Student Contribution to Education Awards, and the judging panel were highly impressed by the breadth and calibre of the nominations received.

22 Oct 2019: Cambridge Higher Education Studies Research Ethics Committee As teaching is increasingly recognised as a scholarly activity, research into the learning and teaching experiences of students and staff is highly valued and useful in providing an

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

14 Sep 2020: The Technology-Enabled Learning Prizes were awarded by Cambridge University Press, to recognise Cambridge academics and other staff supporting student learning who have developed their own learning technology solutions or employed existing

19 Jul 2019: In his role as president of the Surgical Society, Riki went above and beyond in developing the role of the society in supporting the surgical curriculum. ... The Clinical School decided to adopt this teaching formally into the core Surgical curriculum.

16 Jan 2024: Applications are currently open for the University Diversity Fund.

24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.

7 Mar 2023: Hers is teaching that simultaneously diversifies curriculum content to new areas of the globe (she is a China specialist), while also engaging with the most pressing practical problems of our time ... Energetic and charismatic, his commitment to his

23 May 2023: Research into peer learning in higher education demonstrates its many benefits, from collaborative knowledge construction when it occurs in formal learning settings, to helping students build a sense of community when it takes place outside of the

23 Apr 2018: Details of previous instances of the Cambridge Teaching Forum can be found at the links below, alongside various resources from these events. These include slides, handouts and recordings (Raven access required).

12 Aug 2021: To understand what specific learning, teaching, assessment or curriculum interventions might have a positive impact on student progression and achievement, the Cambridge Centre for Teaching & Learning was tasked with undertaking the

27 May 2022: That a central way to disrupt inequality is to ensure access to disciplinary knowledge; thus curriculum will be a primary focus of the Skills Strategy. ... Embed skills development clearly into the curriculum. Communicate to students clearly the

13 Dec 2021: Access guides for teaching and learning spaces Two years ago the University of Cambridge partnered with AccessAble to create guides that give detailed access and sensory information about different sites and spaces across the University.