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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: 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.

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

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.

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

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

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

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.

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.

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.