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.

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 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 focuses on reading and research, essay writing and language learning.

• This workshop will be delivered via Teams.

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

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 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

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.