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23 Sep 2021: Traditionally the language of attainment gaps has focused on students’ underachievement or lack of attainment, whereas it should focus on the institutional culture, curriculum and pedagogy” (Degree Attainment Gaps, 2020).. ... UDL purposefully

23 Sep 2021: Can awarding gaps be fixed simply by diversifying the curriculum or changing assessment? ... inclusive curriculum design. inclusive assessment. inclusive teaching. inclusive learning environments. inclusive staff and student engagement.

24 Sep 2021: Representation in the curriculum: a lack of role models, and of material relevant to them in the curriculum, and a lack of opportunity to bring their perspectives to their education, were ... It is increasingly recognised that the issues and challenges

15 Sep 2021: Dr Barclay has taken Cambridge’s programme, nationally recognised for its excellence, and used it to lead the development of a national curriculum. ... His lectures set complex scientific material within a rich social, economic and cultural context, in

27 Sep 2021: To help with our curriculum re-design process, we hired an education lead. ... Office for Students (2020) Inclusive curriculum: BME attainment gap, Closing the Attainment Gap Project.

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.

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.

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.

15 Sep 2021: should be designed-in as core to the curriculum for all. .

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

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.

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.

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

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: 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

24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of

23 Sep 2021: These tools have been designed to prompt reflection by course teams and individual teaching staff on good practice and inclusion in curriculum design, assessment, teaching practices, learning environment and staff engagement.

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

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

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: 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.

27 Sep 2021: Over the last few years the University has worked on several initiatives hoped to reduce our existing awarding gaps, such as: Pursuing participatory action research into the experiences of students Exploring the impact of assessment design and

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

23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall

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.

23 Sep 2021: The following tables summarise the data sources that are available to help course coordinators, Departments and/or relevant committees or working group identify the awarding gaps in their particular contexts.

27 Sep 2021: Review curriculum, teaching and learning practices. Assess the extent to which the curriculum and teaching practices impact on racially minoritised and disabled students’ achievement and whether there is sufficient acknowledgement and

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.

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.

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: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

15 Sep 2021: This project explored the assumption that STEMM subjects are less likely to have an awarding gap for Black British students than Arts or Humanities subjects.

23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year of the pandemic.

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,

24 Sep 2021: The APP Participatory Action Research Project has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning.

15 Sep 2021: This project explored how disabled students with mental health conditions who also have co-occuring neurodiverse conditions might be identified and supported through enhanced diagnosis and screening.

15 Sep 2021: How much choice should be given for students / supervisors to discuss and explore non-white-centric material and ideas, and how much should be designed-in as core to the ... Contrary to what has often been assumed, previous efforts to "decolonise the

15 Sep 2021: broader blended curriculum.

15 Sep 2021: This project explored common understandings of intermission and extension to period of study ('double time') to consider their effectiveness as options to support the wellbeing and academic performance of students with mental health conditions.

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

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

15 Sep 2021: This project explored what assessment methods, conditions and instructions are provided to students in different courses, and what examples there are of good practice with regard to student mental health.

23 Sep 2021: What are Cambridge's awarding gaps? The attainment measure used by the Office for Students (OfS) is the proportion of students achieving good honours (1st or 2:I degree class) compared to lower degree classes.

15 Sep 2021: This project explored whether and how the language used in discussions about race at Cambridge - in teaching and other contexts - impacts the academic performance of Black British students.

27 Sep 2021: Student engagement and belonging through their learning are integral to student success. In order to ensure that all students are engaged and feel like they belong, an inclusive learning approach can be employed to improve the experience and

27 Sep 2021: By being clear about expectations, many issues related to the ‘hidden curriculum’ will be bypassed.

27 Sep 2021: While students are commonly engaged in course evaluations and in departmental committees, it is becoming more common for institutions to go beyond these opportunities to engage with the student voice and recruit students as partners in projects to

15 Sep 2021: This project explored how the first-year transition might contribute to eventual awarding gaps for Black British students at Cambridge, looking especially at potential differences between STEM subjects and arts & humanities subjects.

27 Sep 2021: Inclusive approaches are important both inside and outside the classroom environment, where both physical and psychological factors can impact students’ sense of belonging and academic performance.

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.