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This course is run and the trainers provided by the Accessibility & Disability Resource Centre

This course will consider the academic barriers experienced by students with Attention Deficit Hyperactivity Disorder (ADHD). It will cover a range of teaching environments and increase your awareness of best practice in implementing support. Most importantly it will give practical advice about best practice to ensure an effective learning environment for all involved

This practical programme is only for those who are scheduled to begin supervising in the next few months; it is not for those who - at this point - have a general interest in learning more about supervisions but have not arranged to start supervising.

This workshop is the second component of a three-part programme, which is designed to be completed in the following order:

1. A self-paced online module containing information on the Cambridge supervision system and introducing the principles and practices of effective teaching and learning, which must be completed before attending this workshop.

2. This in-person workshop that incorporates personal reflection on teaching practice, design of learning activities, discussion of real teaching scenarios, a chance to discuss and ask questions and access to practical information about organising and carrying out your supervisions.

3. An optional follow-up session for those who wish to explore further after gaining some supervision experience.

Please note that everyone new to supervising undergraduates at Cambridge must complete this course: both the online module and the workshop (or equivalent face-to-face training provided by your Department or Faculty).

This practical programme is only for those who are scheduled to begin supervising in the next few months; it is not for those who - at this point - have a general interest in learning more about supervisions but have not arranged to start supervising.

This workshop is the second component of a three-part programme, which is designed to be completed in the following order:

1. A self-paced online module containing information on the Cambridge supervision system and introducing the principles and practices of effective teaching and learning, which must be completed before attending this workshop.

2. This in-person workshop that incorporates personal reflection on teaching practice, design of learning activities, discussion of real teaching scenarios, a chance to discuss and ask questions and access to practical information about organising and carrying out your supervisions.

3. An optional follow-up session for those who wish to explore further after gaining some supervision experience.

Please note that everyone new to supervising undergraduates at Cambridge must complete this course: both the online module and the workshop (or equivalent face-to-face training provided by your Department or Faculty).

The Cambridge Teaching Forum is coordinated by the Cambridge Centre for Teaching and Learning and is open to colleagues across the collegiate University involved in teaching or assessment, at both undergraduate and postgraduate level.

The event will be opened by the Pro-Vice-Chancellor for Education, Professor Bhaskar Vira, and will include an array of parallel sessions and plenary sessions with keynote speakers.

If you are interested in contributing a session to the event, please submit your proposal through the online call for papers MS Forms. For any questions about the event, please contact Dr Cassie Lowe.

Do you have further questions following your recent supervising experiences? Do you have ideas or experiences that you’d like to share with others?

This interactive session is for anyone who attended the workshop ‘An Introduction to Undergraduate Supervision’ and who has started supervising. This 90-minute session aims to follow up with new undergraduate supervisors on their teaching experiences and to answer any questions they might have.

The session will include:

• Q&A about supervisory experience
• Sharing of examples of supervisory practice
• Small-group discussions with peers on teaching experiences

This annual event provides a venue for all staff involved in assessment to explore opportunities for adapting, enhancing and diversifying assessment practices.

Hear about experiences and good practices from colleagues across the collegiate University, and contribute to discussions on current topics of interest, including feedback literacies, assessment design, marking practices, awarding gaps and genAI considerations.

Further details are available on the CCTL website.

This session will introduce new Master’s supervisors to strategies for helping their students design and manage dissertation projects. We will go over different approaches to and tools for time and project management that you can use with students to ensure they design plans of research that can be carried out in the time allocated.

This session will introduce new Master’s supervisors to strategies for helping their students get writing done. We will discuss some of the barriers students face as they approach writing their theses and go over a variety of methods you might use to help them structure their writing time.

This session will introduce new Master’s supervisors to guidance for providing effective, actionable feedback. We will look at best practices in providing feedback as identified in pedagogical literature. We will also discuss approaches to building your Master’s students’ ‘feedback literacy,’ allowing them to take feedback and apply its recommendations to their work.

This workshop explores the principles of good postgraduate supervision, different approaches to supervising, how to deliver feedback for best results, and the teacher/learner roles of the supervisor-supervisee relationship. It is aimed at new or experienced postgraduate supervisors looking to develop their skills in effective and inspired pedagogy.

Outcomes:

• Understand the teacher/learner roles central to the supervision of postgraduate students
• Explore good practice for delivering feedback
• Understand possible issues and where to go for support in the Cambridge system

This workshop explores the principles of good postgraduate supervision, different approaches to supervising, how to deliver feedback for best results, and the teacher/learner roles of the supervisor-supervisee relationship. It is aimed at new or experienced postgraduate supervisors looking to develop their skills in effective and inspired pedagogy.

Outcomes:

• Understand the teacher/learner roles central to the supervision of postgraduate students
• Explore good practice for delivering feedback
• Understand possible issues and where to go for support in the Cambridge system
• Consider the elements of positive research culture in a group and lab