All Cambridge Centre for Teaching and Learning courses

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial. New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

The Senior Tutors' Committee expects those involved in the undergraduate admissions selection process to receive appropriate training. What is appropriate will vary, depending on whether you are an experienced interviewer (who might be new to the online format, or just wanting a refresher) or someone new to admissions interviewing in Cambridge.

Experienced interviewers should study the refresher information in the 'Experienced Interviewers' section of the online Moodle course, although are welcome to sign-up for a workshop if additional training would be beneficial.

New interviewers should sign up to a workshop in their subject or a related discipline. Before attending the workshop, please study the online module. This module provides an overview of Cambridge's undergraduate admissions process and highlights some important principles and practices relating to conducting effective admissions.

These workshops for new interviewers cover the entire selection process as well as interviewing techniques. Led by Admissions Tutors, they are designed to help you make your contribution to the admissions selection process as effective as possible. They include opportunities to practise by interviewing current first-year undergraduates, using authentic paperwork, and they explain how interviews and admissions decisions relate to the University’s Access and Participation Plan agreed with the Office for Students (OfS).

The workshop will focus on mock interviews, with first-year undergraduates in related disciplines, and on discussion with an Admissions Tutor. We have asked all volunteer interviewees to consent to our circulating their application papers to participants in advance of the workshop, so that you may consider possible approaches to interviewing mock applicants.

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

This participative workshop will enable attendees to confidentially discuss the impact of dealing with students in distress and review ways of working with them. Aimed at all frontline staff, including porters, administrators, librarians and so on, and will have a focus on shorter interactions where there is no ongoing welfare role. The workshop will discuss ways of being supportive in ways which are effective and manageable for students and staff. The workshop will also address when to say yes – and when to say no.

The workshop will be conducted in a relaxed and open way and will result in those attending feeling more confident in these interactions. The workshop will also update attendees on available sources of local support for students.

This workshop has been updated to reflect the current challenges because of COVID 19

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

Recently updated this workshop will look at ways of working effectively with students with specific learning difficulties (SpLD) Increasing numbers of all disabled students including those with SpLD means that it is less feasible to rely only on individual adjustments for all students. Consequently, this workshop focusses on practical changes based on inclusive teaching practice which enable the students to achieve their potential and have a fulfilling Cambridge experience. This workshop focusses on reading and research, essay writing and language learning.

• This workshop will be delivered via Teams and includes around 30 minutes of preparatory work which is self paced.
• This workshop has been updated to reflect the current challenges because of COVID 19.

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

Recently updated with a focus on only postgraduate students this workshop will look at ways of working effectively with students with specific learning difficulties (SpLD) Increasing numbers of all disabled students including those with SpLD means that it is less feasible to rely only on individual adjustments for all students. Consequently, this workshop focusses on practical changes based on inclusive teaching practice which enable the students to achieve their potential and have a fulfilling Cambridge experience. This workshop focusses on dissertations and PhDs, reading and research and laboratories and fieldwork.

• This workshop will be delivered via Teams and includes around 30 minutes of preparatory work which is self paced.
• This workshop has been updated to reflect the current challenges because of COVID 19

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

Recently updated this workshop will look at ways of working effectively with students with specific learning difficulties (SpLD) Increasing numbers of all disabled students including those with SpLD means that it is less feasible to rely only on individual adjustments for all students. Consequently, this workshop focusses on practical changes based on inclusive teaching practice which enable the students to achieve their potential and have a fulfilling Cambridge experience. This workshop focusses on reading and research, laboratories and fieldwork, maths strategies and essay strategies.

• This workshop will be delivered via Teams and includes around 30 minutes of preparatory work which is self paced.
• This workshop has been updated to reflect the current challenges because of COVID 19.

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

This participative, discussion based workshop will provide an opportunity to reflect on how students with mental health difficulties can be supported in postgraduate study. It will cover best practice in supporting students and update on services available to all involved.

This workshop will be delivered via Teams and includes around 30 minutes of preparatory work which is self paced

This workshop has been updated to reflect the current challenges because of COVID 19

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

This participative workshop will enable attendees to confidentially discuss their reactions to students in emotional distress and consider effective ways of supporting them while managing attendees' own boundaries.

The workshop will be conducted in a relaxed and open way and will result in those attending feeling more confident in these interactions.

The workshop will also update attendees on available sources of local support for students.

This workshop will be delivered via Teams and includes around 30 minutes of preparatory work which is self paced

This workshop has been updated to reflect the current challenges because of COVID 19.

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 workshop has been updated to reflect the current challenges because of COVID 19

The Advancing Educational Practice Programme (AEPP) enables you to extend your understanding of teaching and learning and to develop your practice as an educator at Cambridge. You will explore theories of learning, develop a personal philosophy of teaching and learning, and inquire into approaches to curriculum design, feedback and assessment. The programme is accredited by Advance HE, and, if you successfully complete all elements of the programme, you will become a Fellow of the Higher Education Academy.

We will welcome you into a community of educators from various disciplines who are interested in furthering their understanding of teaching and learning and building an effective educational practice. The programme is designed to allow you to explore aspects of your practice with peers and programme tutors. The AEPP is organised into a series of workshops, each of which has directed reading alongside formative assignments, and professional development exercises that run between sessions.

This nine-month programme is primarily designed for Cambridge educators with substantive teaching and learning support responsibilities. This may include lecturers in the early stages of their career, College Teaching Officers, and early career researchers with substantial teaching responsibilities. It may also include academics on the Teaching and Scholarship Academic Career Pathways, or academic-related and/or support staff with substantive teaching or learning support roles. Please see Appendix 1 of the Programme Handbook for a table with examples of the educational roles and practices typical of someone who would qualify for Fellow of the Higher Education Academy. Please consult this table before applying for the Advancing Educational Practice Programme.

The programme has a high level of flexibility and participants are expected to plan their AEPP work to fit around their other academic and research work. However, there are several compulsory components which cannot be missed and those include: workshops, teaching observations and a tutorial. Help and support is available throughout the year to enable participants to get the best from the programme.

For information about what the course involves and how to apply, please visit the Advancing Educational Practice Programme webpage. If you still have questions, please contact the course director, Dr Mary Beth Benbenek.

This course prepares you to supervise undergraduate students at the University of Cambridge in essay-based subjects. It explores the challenges and approaches involved in supervising undergraduates as well as providing practical advice and strategies.

The course consists of three components:

1. A pre-workshop self-paced module containing information on the Cambridge supervision system and introduces the principles and practices of effective teaching and learning.

2. An 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. A post-workshop information pack containing additional resources for ongoing support and information

The training provided in this course complements any training you may receive from your department or college and is required by colleges before you can carry out supervisions.

This course prepares you to supervise undergraduate students at the University of Cambridge in problem sheet-based subjects. It explores the challenges and approaches involved in supervising undergraduates as well as providing practical advice and strategies.

The course consists of three components:

1. A pre-workshop self-paced module containing information on the Cambridge supervision system and introduces the principles and practices of effective teaching and learning.

2. An 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. A post-workshop information pack containing additional resources for ongoing support and information

The training provided in this course complements any training you may receive from your department or college and is required by colleges before you can carry out supervisions.

This event, which is organised by the Cambridge Centre for Teaching and Learning, will be hosted by the Senior Pro-Vice-Chancellor for Education, Professor Graham Virgo, and will include the incoming Pro-Vice-Chancellor for Education, Professor Bhaskar Vira.

Agenda items will include:

• A presentation by guest speaker Jason Arday, Professor of Sociology of Education at the University of Glasgow, who has published extensively on race inequalities in higher education, including his notable 2021 article ‘Fighting the ride: Understanding the difficulties facing Black, Asian and Minority Ethnic (BAME) Doctoral Students’ pursuing a career in Academia’.
• An update on the University’s widening participation work for postgraduate study.
• Updates on local support for research supervisors, a panel discussion focusing on the PGR supervision support pilot scheme, and the sharing of initial findings from departmental surveys of PGR supervisors.
• Breakout group discussions on supervisory models, for example exploring the role of Advisors and gathering thoughts on supervisory teams.

There will be opportunities for discussion, networking, and the sharing of good practice.

You may also be interested to know of a separate event: the annual meeting for Directors of Teaching and Senior Tutors on Wednesday 21 September 2022.

The annual meeting for Directors of Teaching and Senior Tutors, which is organised by the Cambridge Centre for Teaching and Learning, will be hosted by the Senior Pro-Vice-Chancellor for Education, Professor Graham Virgo, and will include the incoming Pro-Vice-Chancellor for Education, Professor Bhaskar Vira. The event will offer colleagues the opportunity to hear about educational strategic developments and will provide a space for discussion and reflection concerning how colleagues can be supported to enhance inclusive practices in their own contexts.

Agenda items will include:

• A panel discussion on educational priority areas from Departmental/Faculty and College perspectives.
• Student contributions, including presentation of findings from the third cycle of the APP Participatory Action Research Projects.
• Insights from colleagues working to address the awarding gaps in their departmental/faculty contexts.
• Breakout group discussions, with themes covering topics such as student skills development, supporting student mental health issues, formative assessment and feedback.

You may also be interested to know of a separate event: the annual meeting for Directors of Postgraduate Education and Postgraduate Tutors on Monday 26 September.

The Cambridge Teaching Forum is coordinated by the Cambridge Centre for Teaching and Learning and is open to everyone who teaches or supports students' learning across the collegiate university. It provides a stimulating environment to learn about innovative approaches to education at Cambridge, to meet colleagues, share ideas and reflect on some of the key developments in higher education.

The full day, in-person event consists of plenary sessions on selected themes, followed by parallel sessions of individual presentations or workshops, covering a range of topics.

The theme for the Cambridge Teaching Forum this year is:

Engaging with Development, Challenge and Change in Learning, Teaching, and Assessment

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. Further information, including the programme for the event, will be posted on the CCTL website in due course.

If you are interested in presenting, facilitating a session, or have any questions about the event, please contact Dr Cassie Lowe.

This annual forum will be of interest to those engaged in activities related to assessment across the collegiate university. It provides a venue to explore opportunities and processes relevant to the current assessment practices, particularly in light of the University's commitments to diversifying assessment and to eliminating awarding gaps experienced by students who are disadvantaged by high-stakes summative exams

The year’s forum will include a panel of speakers on the topic of artificial intelligence and assessment; a workshop exploring the challenges and affordances of assessment practices led by the Technology-Enabled Learning team; reports from the Chairs of the Examination and Assessment Committee (EAC) and the Academic Standards and Enhancement Committee (ASEC); and discussion about ‘coursework’ as authentic and discipline-specific examples of diversified assessment. Further details, including the full programme of speakers, will be posted on the CCTL website in due course.

The forum will be chaired by Professor Bhaskar Vira, the Pro-Vice-Chancellor for Education and Chair of the Examination & Assessment Committee.

The event will be of particular interest to staff involved in assessment or examination practices or processes at Cambridge. For more information, please visit the Cambridge Centre for Teaching & Learning website.

The event will be in-person at the Student Services Centre (Exam Halls).

Students’ academic experiences during their first year of study provide strong foundations for their academic progress, outcomes and personal wellbeing. This Intercollegiate Forum is for College academic and professional staff and students who contribute to undergraduate students’ first-year academic induction and development, including (but not limited to) senior tutors and deputy senior tutors, directors of studies, librarians, academic skills tutors, heads of wellbeing and JCR officers.

The Forum will include a panel of invited Cambridge and external contributors and focussed discussion of key aspects of academic induction and development during the first year. We will consider ways of making positive differences within the distinctive environments of the Colleges to students’ experiences and outcomes, to share experiences and to reflect on opportunities for enhancement in 2023-24 and beyond.

The Forum is organised by the Cambridge Centre for Teaching & Learning as part of CCTL’s support for the collegiate University’s commitments to develop more inclusive educational environments and practices and to eliminate differentials in students’ assessment outcomes which cannot be explained through factors such as previous education and attainment (‘awarding gaps’).

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. Core ethical principles should always be followed in research design, whether you are designing your study for a publishable research outcome or evaluating teaching and learning for your own purposes or internal discussion. However, a formal ethics review will be required where your research project involves human participants, such as teachers and students, or where it involves personal or sensitive data, and where you have a plan to publish, present or publicly share your findings.

Cambridge now has a process for applying for ethics review of internal institutional educational research projects, supported by the Cambridge Higher Education Studies Research Ethics Committee (CHESREC). This will be of interest to staff and students initiating research studies of their teaching, learning, assessment or other related educational experiences within Cambridge.

This workshop will provide an introduction to the ethics application process for colleagues interested in developing, and eventually publishing, their teaching, learning or other related educational projects. It will:

1. provide an overview of ethical principles underpinning research with human participants (teachers and students)

2. clarify the difference amongst evaluation, evaluative research and research projects

3. discuss common ethical issues related to ‘insider’ or practice-based research

4. illustrate aligning appropriate methods with research questions and anticipated participants

5. demystify the ethics review process

6. offer practical tips about what you need to prepare for your ethics application

Participants will have the opportunity to ask questions and seek advice about their potential higher educational research projects. All are encouraged to bring draft project ideas, and will be shown some exemplar ethics applications.

For more information contact CHESREC chesrec@admin.cam.ac.uk

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