Cambridge Centre for Teaching and Learning course timetable

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. A full programme for the event is now available on the CCTL website.

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

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 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

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 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

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 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.

Cambridge undergraduate education is distinctive, and Colleges as academic communities are key to students' educational experience. As Cambridge admits a more representative population of undergraduates, this Forum provides an opportunity to reflect on ways in which collegiate environments and collegiate education can contribute to all students’ becoming increasingly proficient in their learning, in managing curricular and extra-curricular commitments and in developing a sense of agency and ownership over their education.

The Forum is for College academic and professional staff and students, including (but not limited to) senior tutors and deputy senior tutors, directors of studies, supervisors, librarians, academic skills tutors, heads of wellbeing and JCR officers.

The Forum will include a panel of invited Cambridge and external contributors, as well as opportunities to share experiences and to reflect on ways of making positive differences to students’ experiences and outcomes 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’).

Intercollegiate Forum Pre-event survey

Please could we ask all participants to complete the Intercollegiate Forum pre-event survey by Monday 12 June 2023, please see link: Intercollegiate Forum Pre-Event Survey

Please note: this Forum provides an opportunity to extend discussions at an earlier Forum (‘First-year undergraduate academic induction and development’, 3 March 2023), during which we explored how first-year students begin to earn how to learn within a Cambridge context. However, our Forum in June is a self-contained occasion and there is no requirement to have taken part in the March meeting in order to participate in June.

The Academic Career Pathway (Teaching & Scholarship) has been introduced to recognise the contribution of colleagues whose primary responsibilities are teaching-focussed. This workshop provides an opportunity to learn of the aims and procedures of the new promotions processes for Teaching & Scholarship staff, to reflect on how scholarship may be evidenced in applications for promotions and to consider how to develop a personal case for promotion under the appropriate Scheme.

This workshop is intended to complement personal support for career development and promotions provided in departments, faculties and University institutions. We hope that it will also help you to identify specific questions about career development and personal promotions for discussion with your mentor, line-manager or colleague(s).

The Academic Career Pathway (Teaching & Scholarship) has been introduced to recognise the contribution of colleagues whose primary responsibilities are teaching-focussed. This workshop provides an opportunity to learn of the aims and procedures of the new promotions processes for Teaching & Scholarship staff, to reflect on how scholarship may be evidenced in applications for promotions and to consider how to develop a personal case for promotion under the appropriate Scheme.

This workshop is intended to complement personal support for career development and promotions provided in departments, faculties and University institutions. We hope that it will also help you to identify specific questions about career development and personal promotions for discussion with your mentor, line-manager or colleague(s).

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).

Bookings for all workshops will close two days before the workshop to give you time to complete the online module ahead of the workshop.