Search

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

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

27 Aug 2021: Degrees             PhD in Medical Sciences, University of Aberdeen, UK MSc in Organic Chem

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

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.

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.

30 Aug 2021: By acknowledging such digital technologies and AI could also pose existential threats to humanity, the book also shows how to maximise their economic and environmental use, while minimising the risks they ... Cambridge CARES is dedicated to developing

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: 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: 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

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 perceived value of 'Double Time' (Extension to Period of Study) to disabled students with mental health conditions.

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.

27 Aug 2021: Degrees        MA (Cantab.), MPhil (Cantab.), PhD (Cantab.) Awards & Prizes:     &

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: broader blended curriculum.