Introduction
Our cohort-based teaching development programmes are a core part of our work, providing opportunities for Cambridge colleagues to learn with and from peers as well as our programme teams. In 2023-24, we reached a new milestone: all of our programmes are now accredited by Advance HE.
Researcher Development Fellows Programme
This pilot programme, supported by Enhancing Research Culture funding, provides a new route for postdocs to gain experience of teaching and enables CCTL to extend our Cambridge-wide provision for postgraduate students with some discipline-specific offerings. Eight postdoctoral researchers successfully completed the pilot programme and all seven who applied for Associate Fellowship of the Higher Education Academy (AFHEA) were successful.
Taking part in the programme equips participants to design and deliver workshops for PhD students within their departments, gaining paid classroom experience. Participants are introduced to a range of inclusive and innovative teaching practices and feedback strategies specific to the PhD journey and context. The programme combines tailored support with opportunities for self-reflection and peer learning.
For more information, contact Dr Sonja Tomašković (st560)
“The Researcher Development Fellows Programme has been a remarkable journey for my personal growth. The small-group setting... coupled with tailored advice and supervision, provided clarity and support throughout.”
Postgraduate Certificate in Teaching & Learning in Higher Education
The Postgraduate Certificate is our longest-running programme, open to Cambridge staff who teach / support the learning of Cambridge students. Our 130 'graduates' include Directors of Teaching, Senior Tutors and four Pilkington Prize Winners, as well as colleagues who have gone on to secure academic positions in other universities.
On completing the Postgraduate Certificate, this year's cohort will also - for the first time - become Fellows of the Higher Education Academy (FHEA).
For more information, contact Dr Meg Tait (mebt1)
“The way the programme enables participants to focus on specific questions they have devised, with the expectation that they approach these practice-based areas of inquiry in a scholarly way whilst benefitting from engagement in a peer-supported environment, is very powerful.”