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23 Sep 2021: This new toolkit is intended to act as a briefing for all those interested in understanding the awarding gaps experienced by some cohorts of students and the University's commitment to eliminating these awarding gaps.

15 Sep 2021: Cycle 1 of the APP Participatory Action Research Project (2019-20) The student co-researchers in Cycle 1 of the APP Participatory Action Research Project identified a number of possible reasons for the awarding gaps experienced by some students at

25 Jun 2021: He regularly revises his teaching curriculum, especially with an eye to access and diversity issues. ... She developed the Medical Ethics and Law curriculum as an integrated theme across the three years of the clinical course.

12 Aug 2021: To understand what specific learning, teaching, assessment or curriculum interventions might have a positive impact on student progression and achievement, the Cambridge Centre for Teaching & Learning was tasked with undertaking the

12 Aug 2021: We hope this guidance is useful to all members of the University, and have provided some suggestions of next practical steps that individuals can take depending on your role. We would particularly welcome examples of effective use of content notes

13 Dec 2021: Learning Design Toolkit | Moodle. Informed by the ABC Curriculum Design methods of UCL, the Learning Design Toolkit has been developed with Cambridge practices in mind to help facilitate iterative developments to

19 Feb 2021: Ethical considerations Core ethical principles should be followed whether you are designing your study for a publishable research outcome or evaluating teaching and learning for your own purposes or internal discussion.

20 Oct 2021: Booking is now open for the Mind the Gap workshop series, an opportunity for staff to engage in discussion about awarding gaps. The series will explore what the current available data tell us about awarding gaps in course and College contexts and

19 Oct 2021: Accommodations benefit one person at a time, but accessible and inclusive practice can benefit everyone who interacts with your material. Beginning with Moodle, the guidance below is designed to support you in creating a supportive and accessible

21 Jan 2021: The Technology Enabled Learning Service (TEL) assists staff in the design and delivery of excellent teaching and learning particularly supporting development of blended educational experiences.

30 Sep 2021: As Cambridge embraces widening participation, the emerging attention to awarding gaps incudes the recognition that the ‘hidden curriculum’ around examination practices can privilege particular cohorts of students over others. ... The hidden

15 Sep 2021: She has completely redesigned the Papworth curriculum, making it more logical and educationally coherent. ... Her educational activities span not only her own clinical specialty but also wider involvement in curriculum design, assessment and quality

12 Aug 2021: Please click the question text to view the response.

12 Aug 2021: It may intersect with pastoral support within Colleges and in many cases will involve integration of academic skills development into the curriculum or educational practices.

15 Sep 2021: Specific outputs that have come out of Cambridge's Action & Participation Plan: Participatory Action Research Project.

17 Feb 2021: The Technology-Enabled Learning (TEL) Service is a new team situated within Education Services, created to support University staff in the transition to greater blended teaching and learning in the wake of the pandemic and in support of longer-term

11 Aug 2021: Inclusion encompasses more than access to higher education; it also involves the teaching, learning, assessment and curricula experienced by students after they arrive and throughout their course of study.

4 Mar 2021: The terms of reference for the Cambridge Higher Education Research Ethics Committee are: To receive details of any research involving human participants or personal data carried out by members of staff or students conducting research on teaching and

21 Apr 2021: The Centre for Teaching & Learning is delighted to announce the 2021 winners of the Pilkington Prize as follows: Dr David Clifford Faculty of English Homerton College Dr Elizabeth Fistein School of Clinical Medicine Lucy Cavendish College Prof.

12 Aug 2021: In summary A content note is a verbal or written notice that precedes potentially sensitive content. They flag content which may be distressing - to anyone, particularly those with related experiences - and/or triggering to those with PTSD or

12 Aug 2021: Curriculum scholars propose key questions which should be considered in the process of curriculum design. ... The higher education sector generally follows and outcome-based approach to curriculum design informed by [constructive alignment].

15 Sep 2021: This project explored the extent to which Black British students felt adequately supported by mentors or mentoring networks at Cambridge.

20 Aug 2021: How to collaborate with students in the same space in realtime

12 Aug 2021: Introduction These webpages provide guidance on the use of content notes (sometimes known as 'content warnings' or 'trigger warnings') in a university context.

6 May 2021: Students and staff from across the collegiate University are warmly welcomed to the launch of Cambridge's new Black Advisory Hub. This online launch will be hosted by a team of student co-creators who were involved in the development of the Hub.

11 Aug 2021: Student Submission on the 2019-20 Access & Participation Plan Submitting student feedback to the Office for Students Access and Participation Plans (APP) set out how higher education providers will improve equality of opportunity for

23 Sep 2021: course review). Not yet started . Aspiring. Introducing . Developing. Enhancing. Content of the curriculum. ... inclusive curriculum). Not yet started . Aspiring. Introducing . Developing. Enhancing. Delivery of the curriculum.

15 Sep 2021: Common themes In order for students to utilise content notes in the most effective way, they should be specific and clearly refer to the nature of the content being discussed, read or presented.

16 Sep 2021: Inclusive Teaching & Learning: Disabled Students An interactive online course designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning, with a specific focus on how the practical

15 Sep 2021: This project explored the concept of 'Cambridge Time' and how it might penalise or impact disabled students with mental health conditions.

24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.

22 Feb 2021: Registration is now open for the Cambridge Teaching Forum 2021, which will be held online on Monday 19 April.

13 Dec 2021: George Cowperthwaite is a second-year PhD student studying Quantum Computing at Girton College, having completed his undergraduate studies in Mathematics at Cambridge in 2020.

15 Sep 2021: This project explored whether Black British students and staff at Cambridge would benefit from a centralised source of advice and educational support, such as an Advisory Hub.

15 Sep 2021: There are a wide variety of ways to implement content notes, and some may be more or less appropriate depending on course structure and content, teaching style, material format, etc. Below are descriptions of some practices which may be appropriate,

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

15 Oct 2021: Applications are open for the role of Project Associate for the new Black Advisory Hub. The Project Associate will be responsible for coordinating the ongoing development of the Black Advisory Hub and the delivery of a range of programmes aiming to

15 Sep 2021: This project explored examples of existing peer learning and support to be found across Cambridge, and looked at which are most effective in supporting students' mental health and academic performance.

24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.

15 Sep 2021: Anticipating potential triggers We recognise that it is impossible to anticipate every possible trigger for every possible disabled student. Psychiatrically, many individuals with post-traumatic stress disorder can be triggered by seemingly

16 Sep 2021: The Black Advisory Hub was launched in May 2021 to help build a diverse and inclusive community for all students and staff at the University, as part of institutional action to improve the outcomes of Black students at Cambridge.

11 Aug 2021: Trinity College's efforts to support transition to university and academic skills development in the pandemic Like several Cambridge Colleges, Trinity offers academic skills development to students.

14 Oct 2021: Would you like the opportunity to contribute to University-level strategic projects? We are currently seeking students for two initiatives with differing levels of input needed. First is the APP Participatory Action Research Project, for which we

15 Sep 2021: This project explored staff and student understandings of the role and value of content notes in helping students to engage with their study materials without risk to their mental health.

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

12 Aug 2021: Inbuilt provision Where a Faculty or Department has their own established alternative methods of presenting information to students, for example using Moodle, it may be appropriate to build content note provision into the system.

25 Jan 2021: The University has launched a new Technology-Enabled Learning Service, to assist staff in the design and delivery of excellent teaching and learning. The Service will, in the first instance, focus on supporting staff in the transition to greater

15 Sep 2021: This project explored the perceived value of 'Double Time' (Extension to Period of Study) to disabled students with mental health conditions.

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

15 Sep 2021: The Equality Act The Equality Act 2010 serves as a legal provision protecting those with 'protected characteristics' from direct and indirect discrimination.