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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

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

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

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

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.

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

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

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.

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.