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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: Minoritised students As well as students with mental health conditions, we believe that content notes can play a crucial role in helping to level the playing field for minoritised students of all kinds, as part of the University's commitment to

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

5 May 2021: Applications are now open for the Teaching Associates' Programme running over the 2021-22 academic year.

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 Feb 2021: Disability & society, 20(3), 231-245. 3 Berenson, C. K. (1998). Frequently missed diagnoses in adolescent psychiatry. ... Journal of Autism and Developmental Disorders, 46(1), 31-41 20 Emmers, E., Jansen, D., Petry, K., van der Oord, S., & Baeyens, D.

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.

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: Universal design The Accessibility & Disability Resource Centre, General Board and Cambridge Centre for Teaching & Learning are working in collaboration at present on the promotion of 'universal design for learning', facilitating a move away from

30 Apr 2021: The deadline for applications to the Technology-Enabled Learning Prizes has been extended to Friday 14 May.

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.

30 Sep 2021: Conversations about awarding gaps are quite often framed by the ‘student deficit model’.

15 Sep 2021: What is post-traumatic stress disorder? Post-traumatic stress disorder (PTSD) is an anxiety disorder which develops after the experience of one or more traumatic events; those which pose or are perceived to pose serious threat to life, health or

16 Sep 2021: A new interactive online course, designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning, has been launched.

15 Sep 2021: This project explored how much choice should be given for students and/or supervisors to discuss and explore non-white-centric material and ideas, and how much should be designed-in as core to the curriculum for all.

27 Sep 2021: The Cambridge initiatives listed above align with recommended good practices highlighted in the sector guidance for addressing awarding gaps.

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.

30 Jun 2021: Yesterday saw the 27th Pilkington Prize awards ceremony take place, online for the first time ever. Thirteen members of staff were celebrated for their outstanding contributions to education, with the Prizes awarded by the Senior Pro-Vice-Chancellor

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.

24 Feb 2021: 20% of students believe that it has had a positive effect (15% slightly positive / 5% very positive). ... dependent on individual staff; and 20% felt confident. When asked if they were happy with the time it took to communicate the issue/to self advocate,