The Teaching Associates’ Programme (TAP) is designed for Cambridge early-career academics and researchers (including postdoctoral researchers, early-career college lecturers, and PhD students after the first year of doctoral study) who teach Cambridge students. The programme supports you in extending your understanding of teaching and learning in your subject and at the level at which you teach. TAP is a flexibly structured programme which runs over the course of an academic year and is accredited by the Higher Education Academy (Descriptor 1).
The programme’s series of short workshops, Moodle site, reading assignments and developmental projects support participants in exploring different aspects of teaching practice and in developing a cogent personal philosophy of teaching and learning.
To participate fully in TAP, you will need to devote approximately 10 days during the academic year to taking part in core sessions, independent study and practical teaching development exercises.
For more details, see the Course Description.
For details on the application process, please see the How do I apply? page.
Applications for TAP 2019-20 are now open. Please visit the TAP Applications Moodle for more information and to apply.
Recent participants commented:
“When I applied, I was hoping to share ideas about supervising and gain new ideas of activities to use. What I learnt was that it wasn’t that simple and there was a whole field of literature dedicated to trying to design effective teaching activities. It was great to collaborate, to see others teaching and read papers on the subject such that now I have a lot more confidence when creating supervising resources.”
“Tutor-group discussions provided an excellent space to share ideas and tips about how to approach teaching. Observations (of both myself and other TAP participants) were also very useful – an outside eye examining my teaching taught me a lot about aspects I could improve, and observing others gave me new ideas as well.”
“I applied for the course hoping to become a more confident and critical teacher and I have developed in both of these areas.”