Connecting with Communities Report 2007...mentoring homeless people to giving talks in schools. None of this is new at Cambridge; we have a long history of working with the community

University of Cambridge: Connecting with Communities Report 2007

This report provides a snapshot of some ofthe many partnerships between theUniversity of Cambridge, members of thepublic, schools and the wider community.The initiatives described here are just asmall selection of an ever-growing programme of activity.

Transforming today – Cambridge and the community

The world’s leading universities, such asCambridge, see public and communityengagement as an important part of theirrole in society. The students and staffwho put so much effort into these areashave good reason for doing so. As wellas benefiting school pupils, families, community groups and members of thepublic, public and community engagement is equally beneficial to theUniversity and Colleges.

The University and Colleges have a vestedinterest in public activities because they:• communicate the University’s work to

the public;• maintain good relationships with the

communities in which we live andwork;

• provide learning and personal development and enrichment opportunities for students and staff;

• encourage applications to Cambridgefrom groups who might not otherwise have considered applying;

• encourage enthusiasm for subjectssuffering from declining uptake atsecondary school level, such as modern languages, classics andphysics;

• lead to new opportunities and partners for learning and research;

• strengthen the local economy andincrease social cohesion, with thepractical benefits that brings to theUniversity; and

• improve recruitment, retention anddiversification of students and staff.

This report does not attempt to cover theUniversity’s primary contribution to society – its teaching and research.Rather, it looks at the proactive ‘community engagement’ and ‘outreach’work which takes place locally, nationallyand internationally.

This work embraces the following activities:• educational projects such as

sessions for schools and colleges, subject-specific roadshows, theCambridge Science Festival, publiclectures, radio shows, access toUniversity and College collections,online resources, and courses foradults;

• musical performances and theatre;• fundraising and donations to

charity;• goods and facilities lent to

community organisations or openedto the community;

• student-run projects for disadvantaged members of thecommunity, for example CampusChildren’s Holidays or Student Actionfor Refugees;

• staff and students lending theirexpertise to community organisations – for example, law students working as advisers at theCitizens Advice Bureau or academicssitting on committees addressingissues of national and internationalimportance;

• work experience and placementsat the University for people of manyages and backgrounds;

• staff and students volunteering for ahuge range of activities, from mentoring homeless people to givingtalks in schools.

None of this is new at Cambridge; wehave a long history of working with thecommunity and much of this activityexisted before terms such as ‘wideningparticipation’ or ‘community engagement’ were coined. In the last fewyears, these activities have become progressively more embedded inUniversity life and increasingly recognisedas integral to the University’s mission to‘contribute to society through the pursuitof education, learning, and research atthe highest international levels of excellence’.

In the academic year2005–06, theUniversity’sCommunity, Outreachand WideningParticipation surveyfound that:• Nearly 3,000

members ofUniversity staffwere involved inoutreach of somekind. Togetherthey gave morethan 285,000hours of theirtime.

• Around 5,250 students tookpart in a voluntary activity,giving over 85,000hours of theirtime.

• This staff and student time isestimated to beworth £4 millionto the community.

• More than 1 million peoplebenefited fromvoluntary activities undertaken byUniversity staffand students.

• 300,000 pupilsand 6,000 teachers took partin face-to-faceactivities run bythe University.

• Around £1 millionwas raised anddonated to charity byUniversity staffand students.

Connecting with Communities | 1

We rely on funding from trusts andfoundations, companies and individuals tosustain our community activities. Wedepend on the support of our partnerorganisations and, most of all, on theenormous amount of time and effortinvested by our staff and students. We arepleased to note that the lines between‘town’ and ‘gown’ are becoming blurred –we work in partnership and shareownership of many of the projectsdescribed in this report.

The University is constantly developing andimproving its work in this area. We haveplans for an exciting new Arts, Humanitiesand Social Sciences Festival in 2008, whichwill complement the phenomenal successof the Cambridge Science Festival. TheUniversity’s 800th birthday in 2009 will bean opportunity to celebrate with the localcommunity, and we recently launched our‘Rising Stars’ programme to trainacademics in public communication skills.

I hope you will take the time to read thisreport. If you would like to find out more,please contact the University’s Office ofCommunity Affairs (contact details oninside back cover) or you can find a listingof our public initiatives on the ‘Cambridgefor All’ website atwww.cam.ac.uk/cambforall/

Dr Kate PrettyPro-Vice-ChancellorPrincipal, Homerton College

April 2007

Community engagement activity by geographical area

Local

International

National

Regional

Community engagement activity by type

Educational

Individualvolunteering

Charitable donationsand grant making

Miscellaneous

Facilitiesand goods

Work experience

Fundraising

Social inclusion

DID YOU KNOW?The University of Cambridge employs 11,700 people and supports a further77,000 jobs in the East of England region. The University’s researchactivities have resulted in the establishment of 51 direct spin-off companiesand knowledge transfer has led to the setting up of a further 250 firms.Together, these companies employed 4,000 people and generated revenuesof £574 million in 2005. Library House, 2005 – ‘The Impact of the University of Cambridge on the UKEconomy and Society’

2 | www.cam.ac.uk/cambforall/

Cambridge: not a “poshand scary place”Subodhane Wijeyeratne, SchoolsLiaison Officer for Emmanuel College,Fitzwilliam College and New Hall.

“My role is to work with state schools to encourage pupils with academicpotential to think about applying toCambridge. As someone from an ethnicminority background who went to a state school and came to Cambridge, I’m determined to encourage others likeme to consider applying.

There are all sorts of inaccuratepreconceptions about Cambridge.Whenever possible, I try to bring Year-10pupils here to experience Cambridge atfirst hand, and have a chance to meetstudents from similar backgrounds tothem. Within an hour they realise thatCambridge is not the “posh and scary”place they thought it was.

A typical day organised for a school visitincludes an introductory talk, interactionwith students, a tour of the Colleges and a sample lecture to give an idea ofundergraduate teaching. I askpostgraduates to give the lectures as they are excellent communicators for the younger age group.

Because of the distances involved, it isn’t always possible for schools to come here so I travel to see them,

taking groups of student volunteers on a tour of schools to run workshops for pupils.

Although I am now working ineducational outreach, I have remainedpassionate about my subject. I studiedhistory and I’m fascinated by the military history of the Late RomanEmpire. I love the drama and complexityof Roman warfare, from the tactics and strategies used, to the greatpersonalities like Heraclius and Khusrau.

My parents are Sri Lankan, and I wasraised in the UK and Russia. In the sixth-form of my Cambridgeshirecomprehensive two of my teachersencouraged me to apply to Cambridge –something I never would have dreamedof. My time as a student at Emmanuelwas brilliant in every way.“

To find out more:www.emma.cam.ac.uk/admissions

Across the globe, Cambridge is associated with stunningarchitecture and famous names, excellent teaching andworld-class research. All this stems from people: from aspirit of enquiry and a determination to push theboundaries of knowledge. Now, as always, it is individualswho inspire and encourage others from one generation tothe next, who communicate complex ideas in ways that areaccessible, and who set minds alight with curiosity andenthusiasm.

Here two people describe their roles, and how they arrivedat what they are doing. They are just a few of thethousands within the University who are working to pass ontheir love of learning and their understanding of the world.

Opening doors


Annette Shelford is the Education Officerat the Sedgwick Museum of EarthSciences, one of the oldest geologicalcollections in the world. It has acollection of more than 1.5 millionobjects, ranging in scale from dinosaurskeletons to pollen grains.

Each year around 50,000 people –including about 60 school groups – visitthe Museum. It runs an annualprogramme of family activity days, manyof which attract up to 1,000 visitors. Thesmall team of Museum staff relies onvolunteers – members of the Universityand the wider community – to help withthe running of events.

Annette says: “I first visited the SedgwickMuseum at the age of eight with mymum and grandmother. We brought withus a fossil we had found to be identified.I was amazed by the number of fossilsfrom all over the world on display, andthat in one of the cases there was a tinysea urchin identical to the fossil that wehad found in Sawston.

Those early visits to the SedgwickMuseum inspired me to do a degree ingeology, along with the encouragementof a couple of outstanding science andgeography teachers. I volunteered at the

Museum while I was in the sixth-form. I started work full-time at the SedgwickMuseum in 1996, and in 2003 I became the Museum’s first EducationOfficer.

Even die-hard geologists recognise thatpieces of rock are not always the mostengaging of objects, so we use them asspring-boards for stimulating questioningand discussion. We introduce thisapproach by looking at an everyday itemsuch as a fast food container, andencouraging children to draw out asmuch information as they can from theobject. When the exercise is applied to arock the children use the sametechniques.

Some of the best moments in my job arethose “light bulb” moments – when achild suddenly really understands what afossil is, tells you that they want to be ageologist, or just walks in through thefront door and says “coooool”.

I believe that scientists shouldcommunicate their work as widely aspossible. It’s wonderful to see scientiststaking up that challenge. The SedgwickMuseum runs an annual mini-conferencecalled Earthtalk where postgraduateresearch students and post-docs give

short talks about their field of researchfor audiences of age ten upwards.

A recent speaker at Earthtalk works in anarea of geophysics which is almostentirely maths and model-based. Shegave a talk with interactivedemonstrations using the whole audience– such as a Mexican wave and shoulder-bumps running along lines of the lecturetheatre - to explain the different sorts ofseismic shock waves she measures tomap the inside of the Earth.

It was a perfect example of a difficultconcept being demonstrated in a waythat could be understood and enjoyed.”

To find out more:www.sedgwickmuseum.org/education

Every fossil tells a storyAnnette Shelford at the Sedgwick Museum

Activities beyond the confines of the lecture hall orclassroom represent an exciting way to learn, whetheras individuals, peer groups or families. The Universityoffers hands-on engagement with arts and sciencesthrough activity days, summer schools and festivals.These are held in museums and departments, areavailable online, or are taken out to the widercommunity.

The learning that occurs is two-way. For Universitystudents and staff, the opportunity to work with outsidegroups provides a chance to improve communicationskills and share their enthusiasm as ambassadors, eitherfor their subject or for an extra-curricular activity such assport.

Learning through doing


FACTTogether, University staff andstudents contribute time worth anestimated £4 million to thecommunity each year.

FACTDid you know? More than 575,000people visit the University museumsand Botanic Garden each year.

The UK’s largest freescience eventCambridge Science Festival

Where can you look at the surface of themoon through powerful telescopes,construct and test a model suspensionbridge, and have your science questionsanswered on the spot by world experts?

Each spring, more than 40 departmentsand seven museums across five Universitysites open their doors to welcome visitorsto the Cambridge Science Festival. Manyare families with young children, forwhom the Festival represents an earlychance to get a taste of a leadinguniversity in action.

Students and academics, including leadersin their field, communicate theirenthusiasm for science to an audience of a variety of ages and backgrounds. Visitorshave the chance to try their hand at simpleexperiments – such as isolating their ownDNA from cheek swabs or making ahovercraft – with the guidance of studentvolunteers.

Not confined to the physical environmentof the University, the Science Festival istaken out into the community, and intoschools, through initiatives such as theScience Festival Roadshow and the TimeTruck – an initiative run by undergraduategeologists.

Using new media, lectures and talks arepublicly available as podcasts and archivedvideo footage, downloadable from theFestival’s website.

To find out more:www.cambridgescience.org

FACTCambridge Science Festival is the UK’slargest free science festival. Each yearit attracts more than 25,000 people ofall ages to take part in a two-weekprogramme of talks, events and hands-on activities that bring science to life.

On your marks! Get set! Go!Community Sport

Community Sport offers opportunitiesfor University staff and students to passon their skills and enthusiasm for sportin the wider community, andparticularly to give voluntary help todisadvantaged clubs and groups inCambridgeshire.

One strand of the initiative is theVolunteer Coaching Scheme whichoffers students the benefit of freetraining, either to improve theircoaching skills or to qualify as a coach.The project then matches studentvolunteers with placements that meettheir skills and availability.

Sports have ranged from running torowing, and those benefiting from theproject include refugees, young peoplewith learning difficulties, people withvisual impairments, as well as peoplewho are clinically overweight.

In 2006 several volunteers were teamedup with Cam Sight, a charity thatsupports visually-impaired people.Following training from Cam Sight, thevolunteers accompanied clients to theswimming pool and ten pin bowlingalley.

Student volunteer DanielleO’Shaughnessy says: “At first I found itextremely daunting knowing what todo or say, but I gained confidence. NowI feel that I’m meeting friends to gobowling rather than going bowling “tohelp others”. Visual impairments aresimply no longer an issue.”

To find out more:www.sport.cam.ac.uk/community

FACTTo date 134 members of theUniversity have given their timeand energy to the Community SportScheme.

The gift of sound andvisionFree music at Kettle’s Yard

Each Friday during term-time a queuedevelops at the door of Kettle’s Yard aspeople wait to take their seats atconcerts organised and performed byCambridge undergraduates. The FridayLunchtime concerts, staged free ofcharge, are just one one strand of abusy music programme at the artgallery.

The notion of combining music and artin a beautiful setting goes back to thehouse concerts organised by Jim Ede,who founded Kettle’s Yard in 1957.When the official programme began inthe 1970s, the cellist Jacqueline du Préplayed on several occasions, setting thestandard for the programme ofchamber concerts that has continuedever since.

True to the spirit of the house andgallery, performances have continued tomix old and new, providing a platformfor experimental as well as establishedwork. The bringing together of people,both musicians and audience, hasprompted new connections betweenamateur music groups who werepreviously unaware of each other.

The New Music programme comprisesconcerts that offer a rare opportunity tohear the work of contemporarycomposers working in Cambridge andelsewhere. It has attracted anenthusiastic following among peoplekeen to explore the music being createdby the newest generation ofcomposers.

To find out more:www.kettlesyard.co.uk/music



Much of the University’s educational outreach focuses onwork with schools – from primary upwards – to encourageenthusiasm, consolidate learning and develop confidence intackling intellectual challenges. A growing number ofdepartments run schools outreach programmes employingdesignated staff to develop schemes that extend and enrichthe curriculum. Some of these initiatives have pioneerednew ways of teaching and learning. They include JuniorCULP (an award-winning project developed by CambridgeUniversity Language Centre) and SeeK (Science andEngineering Experiments for Kids, a programme based inthe Department of Materials Science and Metallurgy).

Linguam Latinamamamus! (We loveLatin!)Cambridge Schools Classics Project

“Imagine a mountain so tall no man orwoman has ever seen its summit. Imaginethe home of the mighty gods andgoddesses. Imagine Mount Olympus. Ontop of Mount Olympus there was athrone. Upon the throne would sit father-god Zeus the cloud-compeller, whosetemple is the sky. From that throne Zeuscould see everything.”

In an inner city school in Dagenham acircle of nine year-olds, sitting cross-legged on the floor, listen to a CDintroducing them to the stories of Troy.These children are captivated by mythsand legends that have travelled downthrough generations and form thecornerstone of European literature.

The Iliad Project was set up by theCambridge Schools Classics Project(CSCP) in 2000 to create an oral retellingof the Trojan War, closely based onHomer’s Iliad, for use in primary schools.

Will Griffiths, Director of CSCP, sees thestorytelling initiative as an opportunity forall children to engage with compellingquestions passed down from ancientGreece, helping to raise standards,expectations and enjoyment in schools.

He says: “Initially schools were sceptical.One teacher said that he just couldn’t seeGreek classical text working for his pupils.But he gave it a go and from the firstlesson it was brilliant. Schools have seenpositive outcomes not only in speakingand listening, but also in reading, writing,history, dance, drama, art and music.”

Established in 1966 in response to adecline in classics teaching in schools,CSCP runs initiatives to enhance teachingand learning of the classics. In the earlydays, its activities focused on thedevelopment of the Cambridge LatinCourse which is now used by 80 per centof Latin teachers.

Advances in new technology have seenCSCP embrace new ways of reachingyoung people via the use of computer-based self-study materials, e-tutoring,

video-teaching and online resourceswhich make the classics available both toschools without a dedicated classicsteacher and to individual learners.

To find out more:www.cambridgescp.com

FACT CSCP has recently helped to raise thenumber of non-selective state schoolsoffering Latin from about 150 tomore than 300, and now employsmore than 30 tutors to support non-specialist school staff andindependent learners. It also employsa Latin Learning Manager whose roleis to teach children through videolink, engaging with them one-to-oneat a distance of more than 200 miles.Around 60 pupils from six schoolsaround the country have signed upfor this method of Latin learning.

Our childrenare the future


Let’s talk about mathsMillennium Mathematics Project(AskNRICH)

If you are a young person who lovesmaths, where can you go to share yourenthusiasm for a subject which canhave an image problem amongteenagers?

One answer is AskNRICH, a lively onlinecommunity of school pupils anduniversity students, dedicated toencouraging the enjoyment andexploration of maths. AskNRICH is partof the NRICH website and is a strand ofthe multi-faceted MillenniumMathematics Project (MMP).

The free AskNRICH discussion boardsare used by young people all over theworld to discuss maths-related ideaswith each other and with Universitystudent volunteers. Rather thansupplying the solutions, the AskNRICHvolunteers give hints and support sothat users can work out the answers forthemselves.

An A-level student preparing for aCambridge interview posted on a recentthread: “One of the main problems withhow maths is taught is that you neverreally discuss it. Therefore I amincredibly un-used to talking aboutmaths. Does anyone else feel like this?”

Some of the 50 or so current AskNRICHvolunteers used the discussion boardsthemselves while at school. One says: “Iwas 15 when I first posted, and I’vegradually made the transition frombeing one of the people who asks thequestions to one of the ones answeringthem. I learnt an awful lot through thisboard. I’m really glad to have theopportunity to repay the debt byhelping other people.”

To meet the needs of those who havegrown up with AskNRICH, a newsection, Higher Dimension, has beenlaunched, and is open to all universitystudents.

To find out more: www.nrich.maths.org

FACTThe award-winning MillenniumMathematics Project, based at theCentre for Mathematical Sciences,is a partnership between theFaculties of Education andMathematics. Its programmes forschools include web-basedresources, video-conferencing,workshops and activity days, talksand lectures. In 2005-2006 MMPwebsites had over 6.4 million sitevisits, or more than 149 millionhits. AskNRICH alone is regularlyvisited regularly by more than1,500 users.

You don’t need a laboratory to be ascientist. With just a few simple materials,and a bit of guidance, you can make awater rocket, find out why lettuce goeswrinkly in salty water, and extract the DNAof kiwi fruit.

These are just a few of the experimentsand activities that the student sciencegroup CHaOS (Cambridge Hands-OnScience) takes out into the communityeach year, spreading the message thatscience is exciting and accessible.

CHaOS grew out of the group organisingCrash, Bang, Squelch!, an event that is oneof the Cambridge Science Festival’s mainattractions, drawing crowds of up to 2,600in a day.

Each summer the CHaOS roadshow – atravelling science museum organised andstaffed entirely by students – visits seasideresorts, church halls, agricultural shows andmusic festivals to stage free, fun scienceactivities for all ages.

A recent project saw CHaOS runningactivities at Norwich Cathedral, wherechildren and their parents, with the help ofstudent demonstrators, discovered why asuspension bridge doesn’t fall down,discussed how sound travels through air toyour ear, and examined the inner workingsof a giant camera.

“CHaOS is about showing kids whatscience really is – not just facts andmethods but a whole way of looking atthe world. We try to let them in on the bigsecret – that sound, light, computers, kiwifruit are all far more interesting whenyou’ve got a feel for how they work,” saysRosy Hunt, CHaOS president.

“Most of our experiments are mainly builtby the CHaOS committee using itemsbought from DIY shops or on eBay, orscavenged from skips, using borrowedtools in the garage of a student house -which makes a change from the early dayswhen we made things in the living room ofa College flat.”

The students involved gain skills rangingfrom teamwork, leadership and projectmanagement to marketing and publicity.Many of CHaOS’s volunteers take theseskills with them into business, research ormedicine. Others have discovered in theprocess that what they really want to do isteach, or even find a career in scienceoutreach.

To find out more: www.chaosscience.org.uk

FACTEach year approximately 150 sciencestudents contribute to Crash, Bang,Squelch! Around 50 take part in otherCHaOS activities.

Student scientists in actionCambridge Hands-On Science (CHaOS)

Thinkingcreatively

Some of the mostrewarding projects develop

from imaginative andground-breaking

partnerships. For instance,the University’s eight

museums and its BotanicGarden have been workinghard to reach out to groupswho are under-representedamong their visitors, or find

it difficult to access theresources of an educational

or academic institution.They include people withdisabilities such as visual

and hearing impairments aswell as young offenders, the

homeless and refugees.

Making a playfulenvironmentArchitecture Sans Frontières

When a group of four- and five-year-oldchildren trooped into the Department ofArchitecture one day in February 2006,its normally pristine exhibition space filledwith excited chatter as 60 small figuresgot to grips with cardboard, string, pensand paint.

The children were reception-year pupilsof Mayfield Primary School in Cambridge,a school that had been destroyed by afire in September 2004. The school sawthe restoration of its playground as achance to move away from the

unimaginative “swings and slides”formula to embrace a “learn throughplay” approach.

Architecture Sans Frontières (ASF) – anetwork of Cambridge studentsdedicated to socially and environmentally-responsible architecture – was invited byMayfield School to work with pupils tocome up with a stimulating outdoorclassroom. “Our brief was to design andlandscape a playground that enabledchildren to learn through play, byproviding them with a set of flexible,interactive play elements,” says Hannevan den Berg, president of ASF-Cambridge.

One of ASF’s first steps was to invitesome of Mayfield’s children to take partin a workshop at the Department ofArchitecture to explore their ideasthrough interaction with various materialsand by means of drawings. Throughoutthe day, and during their walk throughCambridge, the children’s responses wereobserved and recorded.

In collaboration with pupils, parents andteachers, ASF came up with landscaping

elements that would enable children toplay safely and inventively – a timberframe, tunnel, circular bench, andamphitheatre.

Hanne says: “This design allows for avariety of different games and learningexperiences, bringing discovery andimagination back into the playground. Itcan be manipulated easily by the childrento suit any play scenario, whetherinvolving fire-fighters or dinosaurs,without dictating particular games.”

The plans have now received the formalgo-ahead. True to the spirit of ASF, theconstruction of the new playground willbe undertaken in collaboration withteachers, parents and children.

“For ASF this project has been reallyinspiring as it has shown us what we canachieve by enabling the clients (in thiscase, the children from Mayfield) toparticipate continuously in the designprocess,” says Hanne.

To find out more: www.asfcam.org


The plaque pictured (above) shows thegod Amun, a prominent Egyptian deity.

Excavated by the Egypt ExplorationSociety at Saqqara and dating from thetwenty-fifth dynasty, it forms part of theEgyptian collection at The FitzwilliamMuseum. It is one of the images that DrSally-Ann Ashton uses as a talking pointon identity in her work with prisoners,many of whom are from African-Caribbean backgrounds.

Dr Ashton is Senior Assistant Keeper inthe Department of Antiquities at TheFitzwilliam Museum. She specialises in

Late Period, Ptolemaic and Roman Egypt– an era of great flux in terms of foreigncontact and rule.

In 2003 she was invited to give a lectureon Egyptian culture to prisoners at ahigh-security prison.

“The idea of developing an educationalresource for prisons came from a groupof prisoners serving long sentences. Manyinmates are unable to read and writewhen they arrive in prison. They takebasic skills courses and go on to study forhigher education qualifications,” shesays.

“Many black prisoners are keen toexplore their own cultural heritage. Suchan exploration raises their self-esteem,inspires a desire for learning, encouragesdiscussions between people fromdifferent backgrounds, and gives them apositive link with their own history.”

Prison education departments are oftenover-stretched. Prisoners are unable toaccess the internet and cannot visitmuseums. Within this context, Dr Ashtonhas set up three projects to make thestudy of ancient Egypt accessible toprisoners.

The first is a virtual gallery on African-centred Egyptology, developed incollaboration with prisoners at two high-security prisons. A second project,“Changing Times”, which aims toenhance literacy skills, was established inpartnership with a prison in Suffolk andthe Imperial War Museum at Duxford. Athird initiative, with prisoners in thenorth-west of England, focuses onEgyptian art.

“All three projects involve an exchange of ideas which make them both highlychallenging and intensely rewarding. Indeveloping them, and having access tothe responses of black and Muslimprisoners to Egyptian art, I have beengiven knowledge that informs my workas an Egyptologist,” says Dr Ashton.

To find out more:www.fitzmuseum.cam.ac.uk

FACTIn 2005–06 The Fitzwilliam organisedvisits for almost 500 school groups(reaching almost 10,000 pupils) andaround 45 community groups(reaching over 500 people).

Tracing its history back to 1846, theBotanic Garden is one of the UK’sforemost scientific resources in terms of itsplant collections. It is also a tranquil spacein the heart of the city with much to offervisitors and groups of all ages andbackgrounds.

Senior Education Officer, Karen VanOostrum and her colleagues run anexpanding range of activities thatembraces botany, the environment andart, and works closely with local groups,agencies and individuals on outreachprojects. The programme’s overall aim is todevelop the wider educational remit of theBotanic Garden by devising educationalprogrammes for schools and colleges, andfor the general public.

Events target not only the general publicand local school children, but also ‘hard toreach’ groups such as the visuallyimpaired, the young unemployed, theelderly, teenage mums and refugees.

A recent art-based day was run in

collaboration with the Cambridge RefugeeSupport Group, and involved working withunaccompanied minors, who had come tothe UK alone.

Karen explains: “Young refugees are avulnerable group, isolated from their ownculture and support network. Until theircases are assessed, their lives are put onhold. My experience of working withrefugees in Botswana had shown me thatthese young people can benefitenormously from creative activities. I alsolearnt that clever use of the natural worldmeans that language doesn’t have to be abarrier.”

Together with the Cambridge RefugeeSupport Group, the Garden’s educationteam devised a day that would offer arespite for refugees. Cambridge-basedartist Issam Kourbaj led the creativeactivities, which aimed to both relax andinspire participants. “Issam has first-handexperience of the difficulties of arriving ina new country unable to speak thelanguage,” says Karen.

Eleven refugees from seven differentcountries – Albania, Iran, Moldova,Afghanistan, Nigeria, Eritrea and China –took part in the event.

Karen explains: “All the participants tookgreat pleasure in exploring the Garden and recognising plants from their homecountries. They spent a wonderfulafternoon building structures from plantmaterials, under the theme of ‘home’. We hope to secure funding to run further workshops in collaboration with the Refugee Support Centre.”

To find out more:www.botanic.cam.ac.uk/educvisits.htm

Taking ancient Egypt into prisonsThe Fitzwilliam Museum

Finding expression through natureCambridge University Botanic Garden



Giving teachers extratoolsSt John’s Schools Project

“We found out more than we knew –and we knew more than we thought!”

This was how a Year 5 pupil from aSouth Cambridgeshire primary schoolsummed up his experience of learningabout science through a new approach,developed by a cluster of eight localprimary schools in collaboration withthe University.

The initiative, which encourages pupilsto ask fundamental questions aboutthe world around them, was madepossible through the “Schools Project”,a programme funded jointly by StJohn’s College and the GatsbyFoundation, with Professor Harry Marshas Director.

The Schools Project has two strands.Firstly, it enables teachers to take timeout from day-to-day teaching todevelop their subject interests andteaching skills. Secondly, it alsosupports local initiatives to encouragepupils to think about careers in maths,science and engineering.

Since the project was launched in2000, more than 100 teachers, knownas Teacher Associates, have benefitedfrom the opportunity to improve theirteaching skills and subjectunderstanding. Teacher Associatescome from schools that range from

Sharing knowledgeand resources

The University – its studentsand academics, specialistinstitutes and centres ofexcellence – represents a rich resource for the localcommunity. It is a resourcethat has, for much of thelocal community, remainedhidden behind the walls ofColleges and departments.While academic work relieson an intensity of focus, italso needs the stimuli ofinteractions across disciplines and with thewider world.

Interpersonal contactmatters when engaging thewider community in order toshare knowledge and ideas,and create a positivedialogue. Barriers betweenacademia and the outsideworld are lowered whenteachers are welcomed intothe University, or whengeneral audiences are invitedto hear leading speakerspresent world-class research.

Putting across the bigpictureDarwin Lectures

Power, Conflict, Space, Time, Identity: thethemes chosen for the annual DarwinLectures are invariably big and bold.

True to their namesake, Charles Darwin,whose work challenged acceptedthinking in his time, these lectures aim topresent complex ideas in a manner whichis accessible to interested generalaudiences.

Launched in 1986, the Darwin Lecturescomprise a series of eight public lectures.Each series is based around a singletheme and takes a multi-disciplinaryapproach to the topic. Each lecture isprepared for a general audience by anacademic authority on the subject. Drawing audiences of up to 700 peopleon Friday evenings at the darkest time ofthe year, the Lectures have developed ahugely enthusiastic following. Audiences range in age from sixth-formers though to members of theUniversity of the Third Age.

Guest lecturers come from within theUniversity and from other leadinginstitutions in the UK and overseas.

Names from the public arena haveincluded: Kate Adie and Simon Baron-Cohen (speaking on conflict), CherieBooth and Karen Armstrong (evidence)and Robert Winston (DNA).

Elisabeth Leedham-Green, Fellow ofDarwin College and one of the smallteam responsible for organising thelectures, says: “In providing a platformfor leading figures to communicate theirwork and ideas to a general audience,the Darwin Lectures make an importantcontribution to the dissemination ofknowledge and foster a spirit of inquirythat leaves audiences wanting to learnmore.”

To find out more:www.dar.cam.ac.uk/lectures

primary to sixth-form and colleges –and design their own projects.

Outcomes vary widely. The resultshave included the creation of a newapproach to teaching multiplicationand division, an introduction to DNAfor primary and middle school pupils,and a better understanding of howinteractive whiteboards can enhanceteaching and learning.

Local initiatives to raise the profile ofscience have included school-basedscience, technology and enterprisedays, university-based engineeringcourses, and taster projects in science,computing and technology at localsixth-form colleges.

To find out more:www.joh.cam.ac.uk/admissions/outreach_access/schools_project/

FACTDuring National ConstructionWeek in 2006, 300 pupils fromlocal primary schools constructedfive bridges to span the Bin Brookin the grounds of St John’sCollege, with help from SETPointCambridge.

FACT1,000 members of the public came to the Department of Engineering’s 2006‘Wet, wet, gurgle’ event to make submarines.

FACTNearly 12,000 students attend courses at the Institute of ContinuingEducation each year, including 500 voluntary sector professionalsattending courses at the Institute’s new Outreach and Community Division.


Building bridges:crossing borders

Developing a healthierand more integratedcommunity meansbuilding bridges

between people ofdifferent backgrounds,

age-groups andabilities. Many projectsserve a dual purpose:

for example, the annualBridge the Gap walkallows hundreds of

people access to thebuildings and gardensof the Colleges, while

raising substantial sumsfor local charities.

Through theirinvolvement in

voluntary activities,members of the

University gain valuableskills in organisationand communication,

while providing benefitsto the community.

Stepping out for charityBridge the Gap

Each September around 2,000 peopletake part in the annual Bridge the Gapwalk. Organised jointly by the Universityof Cambridge, Cambridge UniversityPress, Arthur Rank Hospice, andCambridge Newspapers, the walkregularly raises as much as £27,000 forlocal charities.

The walk takes participants on a five-mileroute through eight different Colleges. Itis enjoyed by walkers of all ages, manyfamily groups with small children, andwheel-chair users.

In 2006 money raised by the walk wentto Press Relief, Arthur Rank Hospice andthe Papworth Trust. At Arthur RankHospice, funds went to the new Hospiceat Home team, and at the Papworth Trustto help support adults with disabilities tolive independently.

Bridge the Gap has been applauded as ashining example of community outreach,helping to generate a sense of pride inthe history and worldwide importance ofCambridge, which is easily overlooked ifyou are not directly linked to theUniversity.

Professor Alison Richard, the Vice-Chancellor, says: “The University is partand parcel of the local community – andto flourish it needs that community to beflourishing too. It’s wonderful to see theColleges throwing their doors andgateways open and working towards acommon purpose.”

To find out more: www.pressrelief.org

Sharing culturalexperiencesEnglish Language Scholarships forTibetans

Chokey Dolma is a teacher and writerwith a special interest in Tibetan women’sissues. She recently spent three months inCambridge on a scholarship organisedand funded by ELST (English LanguageScholarships for Tibetans).

Ms Dolma, who comes from a Tibetancommunity living in exile in India, washosted by Girton College for threemonths as a Visiting Fellow. During hertime in Cambridge, she attended anEnglish language course, took part inacademic life at Girton, and visitedLondon and other cities.

On her return to India, Chokey Dolmawrote to ELST: “My time in Cambridgehas extended my ability to communicateand teach in ways that I experience onlynow that I have returned to India. Mywork, translating and teaching, istransformed and I can do many thingsthat I could not do before. I will neverforget the kindness extended to me inCambridge.”

ELST, which is open to academics andprofessionals in the Tibetan community,was inspired by Dr Thupten Jinpa, aTibetan academic who completed his PhDat Cambridge in 1997. He saw that abrief period in Cambridge could combineintensive English language tuition with arich cultural experience.

In 2004 ELST launched a new scheme,enabling a small number of Universitystudents to carry out educationalvolunteering within the Tibetancommunity in exile. Volunteers are giventravel grants, introductions to Tibetangroups and institutions in India,assistance in planning placements andhelp with further fundraising.

A recent volunteer, who taught English inBylakuppe, wrote: “The teaching wasdifficult but extremely rewarding andenjoyable. Many people are very keen tolearn English. And when we left everyonewas insistent that we should make suresomeone went back next year.”

To find out more: www.elstcam.org

FACTIn the past four years, theActive Community Fund hassupported 96 initiatives. Theseprojects have involved morethan 7,000 volunteers from theUniversity and reached over70,000 individuals.


The bare essentials ofscienceNaked ScientistsDavid Ansell works with the NakedScientists, a Cambridge-based initiative tocommunicate science to the general public.

He says: “Ever since I was a small Lego-obsessed boy, I have been passionateabout making things and understandinghow they work. As a Natural Sciencesundergraduate, I joined the student-ledgroup CHaOS and found myself making areplica arm with moving tendons and acollapsible suspension bridge.

Once I’d graduated it was a logicalprogression to move on to work with theNaked Scientists, an initiative to bringscience to the public set up in 1999 byChris Smith, then a PhD student and nowa clinical lecturer in virology. The group’sfirst foray into science communication wasa show on Star Radio.

The Naked Scientists has grown in leapsand bounds to encompass a weeklyscience show on BBC RadioCambridgeshire, “Café Scientifique” talksby leading scientists at Borders, anextensive and expanding website, and one-off events. We steer clear of jargon andwe’re not afraid of having fun.

I’ve become one of the regular presenterson the radio show, which is broken downinto sections including interviews withscientists and descriptions of experimentsyou can do on the kitchen table – such ascurdling milk with vinegar.

It’s taught me how to communicatecoherently and how to field questions onthe spot. You never know what people aregoing to ask next. We get questions fromsix-year-olds upwards to people of 90-plus.

Our website contains more than 1,300pages ranging from book reviews toforums to articles and experiments to do athome.

I can’t imagine anything I’d rather bedoing. I’m always learning and I’m able toshare my passion for understanding howthe world works.”

To find out more:www.thenakedscientists.com

FFACTACTEach week the Naked Scientists showon BBC Radio Cambridgeshire isdownloaded from the Naked Scientistswebsite by 60,000 people from all overthe world. Many use the onlinediscussion boards to ask sciencequestions.

FACTCambridge for All is a website dedicated to educational outreach andcommunity engagement. It outlines the range of University initiativesaimed at various groups, from local residents to schools and colleges.A searchable directory lists almost 200 different programmes. www.cam.ac.uk/cambforall


FACTEach year, nearly 3,000 members of University staff are involved inoutreach of some kind. Together they volunteer more than 285,000 hoursof their time.

CA

MB

RID

GE

NEW

SPAPER

S

Education into AfricaCUSAFE

CUSAFE, or the Cambridge UniversitySouthern African Fund for Education, isan initiative committed to improvingaccess to education for some of thepoorest, least advantaged people in theworld.

An organisation that has its roots in theanti-apartheid movement, CUSAFEworks across 16 Cambridge Colleges toraise money from students and Fellowsfor NGOs (non-governmentalorganisations) committed to educationin sub-Saharan Africa.

Vitally, CUSAFE provides keyopportunities for students to gainexperience in fundraising anddevelopment work at a grassroots level.Each participating college operates aSouth African Fund for Education(SAFE) programme that generates fundsthrough donations and special events,such as themed bar nights.

Student groups assess proposals fromas many as 20 different NGOs to decidewhich projects they wish to support.This process involves students in

considering questions of scale,accountability and focus of differentprojects.

Thus far, the projects chosen includeschemes to sponsor disadvantagedchildren through school, and providefunds and equipment for the buildingof schoolrooms.

To find out more:www.srcf.ucam.org/cusafe

FACTIn 2006, seven of the Colleges in theCUSAFE programme raised a totalof £28,000.

Supporting projects in thedeveloping world

Cambridge has produced,and continues to produce,some of the world’s mostfamous scientists andthinkers – people whomake valuablecontributions to scienceand medicine, engineeringand economics. It is acentre of research intohuman and animal health,crop diseases and landmanagement. TheUniversity is also aseedbed for many smallinitiatives committed topromoting a fairer worldand alleviating suffering.


FACTIt is estimated that more than 1 million people benefit fromvoluntary activities undertaken byUniversity staff and students.

FACTFunds of more than £1 million areraised and donated to charity byUniversity of Cambridge staff andstudents each year.

All together now!Humanitarian Centre

The Humanitarian Centre, launched in2006, is the product of collaborationbetween international developmentinitiatives with roots both in the localcommunity and the University.

Supported by the University ofCambridge and the Sir Halley StewartTrust, the Centre is located at Fenner’sSports Centre where it works to supportmore than 15 small local organisations.

Initiatives established and run by localresidents include the Harambee Centre,the Rama Foundation and VoluntaryService Overseas Cambridge. Programmesled by students include Architecture SansFrontières and Cambridge UniversityInternational Development Society.

The Centre fosters collaboration, andprovides opportunities for volunteeringand informal networking. The CentreManager, Ian Steed, emphasises the valueof collaboration and networking for smallorganisations.

He says: “If you run a small organisation,it is really important to be able to learnfrom what other people have alreadydone. The alternative is that youcontinually reinvent the wheel, and have

less time and energy to carry out yourorganisation’s mission.”

A recent course involving two of theorganisations based at the Centre –Registered Engineers for Disaster Relief(Cambridge Group) and Engineerswithout Borders – introducedundergraduate engineers to thechallenges of working in disaster andemergency situations.

As well as supporting local initiatives, theHumanitarian Centre is making the widerCambridge public more aware ofinternational development issues. It does

this through events and open days, and isworking with the University’s Institute ofContinuing Education to develop courseson international development for adultlearners.

The Centre’s website features a calendarof local events (talks, workshops andcourses) on development andhumanitarian topics, providing a valuableresource for the many local peopleinterested in these issues.

To find out more:www.humanitariancentre.org

Taking resources wherethey are neededKenya Education Partnerships

The Kenya Education Partnerships (KEP) iscommitted to improving the secondaryeducation opportunities of young peoplein rural Kenya.

KEP, which operates at Oxford as well asCambridge, works in direct partnershipwith schools, striving to build the capacityfor sustainable, good quality education,primarily through investment in essentialteaching and learning resources, such astextbooks and laboratory equipment. As an integral part of its programme, KEPoffers a unique opportunity to

outstanding students at Cambridgeand Oxford to help improve theperformance of KEP partner schoolswhile experiencing life in a differentculture.

Every year KEP recruits ten newproject workers from the currentCambridge student population. Thesestudents take on the challenge oftogether fundraising more than£20,000 to go to Kisii in south westKenya. The funds raised allowstudents to purchase essentialresources for KEP’s partner ruralsecondary schools.

KEP also undertakes supplementarywork through wider initiatives, whichinclude promoting HIV/AIDSawareness, girls’ education, post-educational opportunities, sports,music, drama and school management.

Funds to cover the costs of theseinitiatives are raised by student projectworkers themselves, through events,sponsored activities and streetcollections. As part of the programme,students receive guidance and trainingto reach their fundraising targets.

“When we arrived it was so strange to betold that we were sitting in a library yetthere were no books. Similarly, when wewere shown the laboratory, there wereno benches, no gas, and no equipment.”– Cambridge student

“I took these things for granted when Iwas at school. I wanted the students inthe school in Kenya to have the sameopportunity for quality education that Ihad.” – Cambridge student

“I want to thank you for Lydia andSam…they provided 13 toilets forstudents.” – Kenyan School

To find out more:www.kenyaproject.org.uk


Students and thecommunity

Generations of Cambridge students have worked withthe community – in Cambridgeshire, the UK andinternationally. At any time, around a third of theundergraduate and postgraduate student population isactively involved in a voluntary activity of some kind.

Some 600 students are involved in volunteeringinitiatives run by Cambridge Student CommunityAction. Projects range from babysitting to one-to-oneteaching schemes largely within the city of Cambridge.

IntergenerationalpartnershipsCONTACT

When Dan, a student from SidneySussex, began visiting Joyce, an elderlylady in Cambridge, they already hadmuch in common: both were committedChristians.

Joyce is blind and Dan read the Bible toher. As a sense of trust developedbetween them, Dan beganaccompanying her to church on Sundays.For two years, he walked with her tochurch and got to know many of herfriends.

For more than 30 years the befriendingscheme, CONTACT, has been matchinghouse-bound Cambridge residents withUniversity students, who make weeklyvisits to offer conversation andcompanionship.

Many, though not all, visitees are elderlyand living alone; around a fifth arewheelchair users. Many have links withthe University. Referrals to the schemeare made through hospital dischargeteams, GPs, social services, friends andrelations.

The matching of volunteers is done withgreat care by CONTACT’s AdministrativeOfficer, John Walker, who meets every

student and resident wishing to takepart. Students undergo CRB (CriminalRecord Bureau) checks – and visitees andtheir homes are assessed for suitability.

Most partnerships work well. “Thescheme is at its best when the benefitsare felt to be two-way. The student isoffering friendship to someone who maybe lonely. The visitee is befriending ayoung person who is away from homefor the first time,” says John.

A recent CONTACT volunteer who waskeen to improve her spoken Italian wasteamed up with an elderly Italian visitee,whose lack of English was adding to hersense of isolation. “The student’s Italiancame on hugely, and her visitee gained aprecious sense of value in being able tomake an input,” says John.

Regular social events – garden parties,lunches and even boat trips – bring allCONTACT participants together. Severalcolleges make venues available for lowcost and volunteer drivers providetransport.

To find out more:www.srcf.ucam.org/contact

FACTCONTACT has around 120 house-bound residents on its books. Of thistotal, about 70 are matched withstudents, 20 are on a waiting list, withthe remainder opting to take part onlyin social events.


FACTAround 5,250 students take part in a voluntary activity each year,giving almost 85,000 hours of their time.

Providing positive rolemodelsBig Siblings

Jack, 11, and his younger brother, Ben, livewith their mother who has mental healthproblems. Because of his mother’sdifficulties, Jack has missed outemotionally and falls within the “YoungCarers” scheme run by Social Services.

The family has support but Jack’s mother isconcerned that he is beginning to hangabout with the wrong crowd and couldget into trouble. He needs a positive rolemodel, preferably a young man, whom hecan identify with and aspire to emulate.

On most Saturdays Jack has a visit fromHuw, a Cambridge undergraduate, who iskeen to encourage Jack’s interests inhistory and science. Sometimes they visit amuseum, sometimes they go to see a film,and sometimes Huw encourages Jack todiscuss his homework – which issomething he often fails to get done.

“I’m keen to help Jack to develop hissocial skills,” says Huw. “He doesn’t knowhow to greet people, thank them, or saygoodbye, and he finds eye contact hard.These things will begin to count againsthim as he gets older.”

Huw is one of 35 volunteers taking part inBig Siblings. One of ten projects run by

Student Community Action, it pairsundergraduates and graduates withschool-aged children who need extrasupport, due to family circumstances, orbecause they have special needs.

“I got involved in the scheme as a first-year undergraduate because I wanted todo something while I was at universitywhich wasn’t just about me and mydegree,” says Big Siblings project leader,Rebecca Jones.

“I was attracted to Big Siblings because, asa long-term commitment over a couple ofyears, it allows the volunteer to build up areally strong relationship with the child.”

Rebecca visits a seven-year-old girl calledLucy who has Down’s Syndrome. Her roleis to offer respite to Lucy’s family, whodedicate almost every waking hour to theirdaughter’s needs, and to be a friend andplaymate for Lucy.

Like any other child, Lucy loves messingaround in her room, playing on hertrampoline, and going to the park.Rebecca is very willing to take a breakfrom her studies to help her enjoy theseactivities. She says: “Lucy just needs a bitof extra support to do things that otherchildren might take for granted, and that’swhere I come in.”

To find out more:www.cambridgesca.org.uk/projects/big_sibs

Imparting languageskillsTeaching English as a SecondLanguage

More than 40 languages are spoken athome by pupils at Cambridge schools.Some pupils start school speaking littleor no English. As their English-speakingskills develop, such children may findthemselves acting as translators fortheir parents or extended family,benefiting an even wider group.

To support children and families inthese situations, Student CommunityAction set up its TESL (Teaching Englishas a Second Language) scheme aroundten years ago. At any one time, almost100 University students contribute tothe scheme, working one-to-one withpupils to help with general Englishreading and writing skills.

Referrals to the scheme are madethrough schools, often by teachersdedicated to supporting pupils fromethnic minorities. In most cases, TESLvolunteers visit children’s homes,taking with them resources from theSCA stock of educational games,puzzles and books. Sometimes theyhelp in classrooms under the directionof the child’s teacher.

“Around 30 per cent of our pupilscome from homes where a languageother than English is spoken, and inmany cases parents are unfamiliar withthe British education system,” saysTrudi Binns, a teacher at St Philip’sPrimary School whose post is fundedby an Ethnic Minority AchievementGrant.

“Our children see the SCA volunteersas their friends and they provide apositive link between home andschool. Some of the children they helphave very limited English, other pupilsbenefit from support with writtenEnglish. We’ve had some volunteerswho have helped pupils right throughto secondary school.”

To find out more:www.cambridgesca.org.uk/projects/tesl


Past, present and futureThe University can trace itsroots back to 1209 when a

small band of scholarssettled here. The treasuresacquired by the University

over the last 800 years dateback into prehistory.

Collections come right up-to-date with the Sculpture inthe Close Collection at Jesus

College, and the work ofwomen artists at New Hall

Art Collection. Thesecollections are accessible to

the public throughpermanent and temporary

exhibitions.


Discovering CambridgeafreshShapeWalks

(1) Where in Cambridge is the bestexample of a Tudor court? (2) What’s thename of the famous Victorian architectwho designed Lloyd’s Bank Chambers onSt Andrew’s Street? (3) Which faculty cantrace its history back to the oldestteaching building in the University andmoved into new premises in 2000? (Seebelow for answers.)

If you pass them every day, or even if youwork in one of them, it’s easy to takeCambridge’s historic buildings forgranted. ShapeWalks is a website givingdetails of walks that focus on the city’sarchitecture – ancient, modern and in-between. It’s a tool for getting to knowCambridge better and offers theopportunity to get involved in the city’sfuture.

The ShapeWalks website features eightthemed Cambridge walks, complete withdownloadable maps and details ofnotable buildings and landmarks. Thelatest additions are walks with audioguides that can be downloaded on to anMP3 player.

Initiated within the Department ofArchitecture, the website is supported byShape East, a publicly-funded initiative toencourage community engagement in

the built environment. It is run by StrideDesign, a partnership between twoalumni of the Department ofArchitecture, Simon Ruffle and VickySmith.

The ShapeWalks website has around1,000 visitors per month. Each walk takesabout two hours to complete and guidesusers to both the obvious historichighlights of Cambridge and the lessobvious areas currently undergoing rapidchange – such as the former CattleMarket area and developments aroundthe station.

Simon Ruffle, a senior research associateat the University, explains: “The audioguides enable users to look at thearchitecture of the city while listening toa commentary. It’s like watching adocumentary in which your own eyes arethe camera.”

To find out more: www.shapewalks.net


ANSWERS(1) Queens’ College Front Court (1450-1550). (2) Sir Alfred Waterhouse (1830-

1905) who also designed buildings for Gonville and Caius and PembrokeColleges. (3) The Faculty of Divinity developed from teaching that took placein the Combination Room at the Old Schools. Its new building on the Sidgwicksite, designed by Edward Cullinan, opened in 2000.


A bigthank you …We hope you have enjoyedreading this report. Wewould like to thank themany people who havecontributed their thoughtsand experiences, andsupplied us with wonderfulpictures to illustrate theprojects.

… from the Office of CommunityAffairsThis report has been produced by theOffice of Community Affairs. The Officeof Community Affairs initiates andsupports mutually beneficial charitable,educational and voluntary partnerships,which make use of the University’sresources to benefit a local, national orinternational community.

To find out more:www.admin.cam.ac.uk/offices/community

Please contact usPlease get in touch with us if you wouldlike to:• find out about any of our community

initiatives;• make a contribution to one of the

initiatives featured in the report; • talk about an idea for a new

community partnership.

ContactOffice of Community AffairsThe Pitt BuildingTrumpington StreetCambridge CB2 1RP

Email: [email protected] Tel: 01223 339666.

You can also visitwww.cam.ac.uk/cambforallfor a listing of the projects in this report plus many many more.

cambridge design studiowww.cambridgedesignstudio.org

This publication is supported by

Designed by www.cambridgedesignstudio.orgPrinted by Cambridge University Press

Documents

Connecting with Communities Report 2007...mentoring homeless people to giving talks in schools. None of this is new at Cambridge; we have a long history of working with the community