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Tyra Amofah-Akardom | Inclusive Practice | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2021/tyra-amofah-akardom1 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. -
1 B2: Self-advocacy APP PAR Project Cycle 3 2021-2022 ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-self-advocacy.pdf16 Nov 2022: 1. B2: Self-advocacy APP PAR Project Cycle 3 2021-2022. Appendix: Student Survey Questions. 1. Background information. Topic Self-Advocacy. Strand. A: Black British perspectives. B: Disability/Mental Health perspectives 2. Specific research. -
Registration is open for our Annual Meetings for directors of…
https://www.cctl.cam.ac.uk/news/registration-open-our-annual-meetings-directors-teaching-and-education-senior-and-postgraduate1 Sep 2022: Registration is now open for the Annual Meeting for Directors of Teaching & Senior Tutors, and for the Annual Meeting for Directors of Postgraduate Education and Postgraduate Tutors. -
David Sánchez García | Representative | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/oscea/winners-2021/david-sanchez-garcia1 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 -
Equine Veterinary Society | Peer Support | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2021/equine-veterinary-society31 Jan 2022: Cambridge Equine Veterinary Society Winner, Peer Support The Cambridge Equine Veterinary Society were nominated for their inspiring work with the clinical skills team in support of their peers during the disruption of this year. -
1 A2: Intersection of race and mental health APP ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-stranda-race-mental-health.pdf13 Sep 2022: meeting new people tires [them] out” and [they] “couldn’t do both at the same time” which led to further (in this case long term) isolation/alienation.
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