All-provider course timetable
Wednesday 22 March 2017
| 09:00 |
This is the third module of the CCNA series, should you wish to book on the series please book on Module 1 Introduction to Networks. This course describes the architecture, components, and operations of routers and switches in a large and complex network. You will learn how to configure routers and switches for advanced functionality. By the end of this course, you will be able to configure and troubleshoot routers and switches and resolve common issues with OSPF, EIGRP, STP, and VTP in both IPv4 and IPv6 networks. You will also develop the knowledge and skills needed to implement DHCP and DNS operations in a network. |
| 09:30 |
Using Hydrofluoric Acid Safely
Finished
Hydrofluoric Acid (HF) is one of the most toxic and potentially dangerous substances used in the University. All users of HF should be fully aware of and have a good understanding of the nature of HF. They should know how best to control HF, avoid accidental exposure and understand how to deal with accidental exposure to HF. All users of HF are strongly advised to attend this course. This course is also useful for First Aiders in Departments where HF is used. |
|
This module introduces a deeper exploration of bioinformatics analysis of genomic data, providing a greater understanding of the different approaches to mapping and alignment of genome sequence data, programming and scripting, along with approaches for the detection and analysis of genomic changes, gene expression and network analysis. |
|
| 10:00 |
Moodle: Getting Started
Finished
Moodle as the Virtual Learning Environment will be supporting teaching and learning at the University. This training session will introduce participants to Moodle and cover the system basics such as the course structure, enrolment to a course, and roles for course members. |
|
The session will include tutor input, group activities and videos and to raise awareness about how to recognise and begin to manage the impact of implicit bias. We will also consider further sources of guidance to support individuals in their roles with specific responsibilities e.g. for managing others, teaching etc. |
|
|
Medicine: Research Data Management
Finished
There is an increasing emphasis in research on the management and sharing of data. Many funding bodies that support research undertaken at Cambridge require not only open access to any publications based on that research, but also to the data underlying it. This course will help you understand funders’ requirements for management and sharing of research data, and will provide opportunities to create your own data management plan and test out resources that will make the data management process easier. Participants will need to bring their own laptop or tablet. If you cannot bring your own device, please contact librarytraining@medschl.cam.ac.uk. |
|
| 12:30 |
The seminar is a core feature of PHEP and all probationer University lecturers are expected to participate over the whole of the seminar. You are strongly recommended to attend the Seminar within the first two years of your appointment Bookings are strictly limited and must close two weeks before the commencement date of the seminar |
|
A relaxed and informal speaking practice session with a volunteer native Spanish speaker |
|
| 12:50 |
A relaxed and informal speaking practice session with a volunteer native Spanish speaker |
| 13:10 |
A relaxed and informal speaking practice session with a volunteer native Spanish speaker |
| 14:00 |
CamSIS Search
Finished
CamSIS Search is a tool used within CamSIS to create lists of students and update student data. This course will show you how to understand the data structure and how to use CamSIS Search to create student lists. |
| 15:00 |
So much choice, so little time! With the growth in both traditional and online publishers choosing the best place to share their work is becoming an increasingly complex decision for researchers. The first in our Librarian Toolkit series on helping researchers publish will cover topics such as writing tools to use, picking the right format for publication, factors to consider when choosing a journal and how to use impact factors and other metrics. |
| 16:30 |
Engage in Learning Programme
Finished
Engage in Learning is a theory and practice informed supervisor development programme on how to build supportive learning relationships. The programme is aimed at supervisors of Cambridge students with a minimum of three to five years’ experience of teaching in higher education. Participants will explore challenges and approaches to building supportive supervisory relationships through dialogical learning activities — small group discussions, reflection exercises based on questions, film clips, case studies and dilemmas drawn from practice. Readings will be provided prior to each workshop. The programme will emphasise building on participants’ own experiences. Between each workshop participants will be asked to observe and keep a written log of specific experiences of supervision; these will be discussed in the subsequent workshop. Workshops (key topics covered)
26 January 2017
All workshops will be held at the Cambridge Centre for Teaching and Learning, 25 Trumpington Street, Cambridge, CB2 1QA. The map gives directions to PPD, where the Cambridge Centre for Teaching and Learning is located. |
Thursday 23 March 2017
| 09:00 |
The seminar is a core feature of PHEP and all probationer University lecturers are expected to participate over the whole of the seminar. You are strongly recommended to attend the Seminar within the first two years of your appointment Bookings are strictly limited and must close two weeks before the commencement date of the seminar |
|
IS3 Research Information Skills
Finished
This compulsory course will equip you with the skills required to manage the research information you will need to gather throughout your graduate course, as well as the publications you will produce yourself. It will also help you enhance your online research profile and measure the impact of research. |
|
| 09:30 |
The course aims to give an introductory overview of High Performance Computing (HPC) in general, and of the facilities of the High Performance Computing Service (HPCS) in particular. Practical examples of using the HPCS clusters will be used throughout, although it is hoped that much of the content will have applicability to systems elsewhere. |
|
Falls from ladders and other height access devices continue to cause injuries to people at work in the University. The new Work at Height Regulations (April 2005) have implications for the University because the emphasis has changed to any fall from any height. Anyone who uses ladders or who supervises work with ladders should attend this session. |
|
|
This module introduces a deeper exploration of bioinformatics analysis of genomic data, providing a greater understanding of the different approaches to mapping and alignment of genome sequence data, programming and scripting, along with approaches for the detection and analysis of genomic changes, gene expression and network analysis. |
|
| 10:00 |
Medicine: Managing Your Bibliography
Finished
How to take the bile out of your bibliography, and ensure that it's not the most time-consuming part of your work. A variety of tools will be showcased: EndNote, EndNoteWeb, Zotero, Mendeley. Participants will need to bring their own laptop or tablet. If you cannot bring your own device, please contact librarytraining@medschl.cam.ac.uk |
|
The University has a statutory duty to have ‘due regard to prevent people from being drawn into terrorism’. This is known as the Prevent Duty (Section 26 of the Counter-Terrorism and Security Act 2015). It is primarily about safeguarding students and staff in the University and includes a range of responsibilities in areas such as pastoral care, support for staff and students, procedures for arranging events and using facilities. All staff need to be aware of the process of radicalisation, definitions of extremism and the process for raising concerns in this context. This short session provides information about Prevent for all staff working in in the University. It includes input and examples to consider and combines the content in Module 1 – An introduction to the Prevent Duty: Online and the University Prevent website. You can access these as an alternative to attending this session. Full details of available training and support are on the Prevent Training Moodle site (Raven login required). |
|
|
Do the terms ‘coaching’ and ‘mentoring’ intrigue you? Do you want to understand how they can be part of your future progression? There are many opportunities and programmes across this university for postdocs to get involved in coaching and mentoring in different ways. The overall purpose is to help postdocs understand the importance of being coached and mentored, and/or being a coach or a mentor. This short workshop introduces these two methods to explore what they are and how they can be helpful to postdocs. It will also direct you to where you can access these opportunities at Cambridge University.
“Great trainer - very professional, supportive and helpful.” “This was a great coaching and mentoring session. I liked the interaction with other people.” “I like the approach to the topics covered. [There was] useful information that I would like to explore more to enhance my coaching and mentoring.” |
|
| 11:00 |
This course is designed for the Training Manager(s) of a new provider on the University Training Booking System. (UTBS) and it will take them through the policies and validation checks pre going live. |
| 13:30 |
The course aims to give an introductory overview of High Performance Computing (HPC) in general, and of the facilities of the High Performance Computing Service (HPCS) in particular. Practical examples of using the HPCS clusters will be used throughout, although it is hoped that much of the content will have applicability to systems elsewhere. |
|
AAT Alumni
Finished
Across the university and assoicated bodies we have many members of staff who have previously studied AAT or are currently studying. We have set up an alumni group specifically for these AAT qualified/part qualified staff as a way to maintain the connection and to support their continued developmen Schedule:
|
|
| 14:00 |
It’s that time of year: the report is looming on the horizon and the reality of writing is here! Aimed at first-year PhD students, this course is designed to get you thinking and working effectively on your end-of-first-year report / Certificate of Postgraduate Studies. How do you start? What is expected? How do you make it work for you? These and many other important questions, hints and tips will be addressed in this half-day session.
Outcomes:
|
|
This induction is required for anyone planning to work unsupervised at the Maxwell Centre, Department of Physics. It has two parts:
|
|
|
This induction is required for anyone planning to work unsupervised at the Maxwell Centre, Department of Physics. It has two parts:
|
|
| 14:30 |
This induction is required for anyone planning to work unsupervised at the Maxwell Centre, Department of Physics. It has two parts:
|
|
This induction is required for anyone planning to work unsupervised at the Maxwell Centre, Department of Physics. It has two parts:
|