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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.

16 Sep 2021: The Black Advisory Hub was launched in May 2021 to help build a diverse and inclusive community for all students and staff at the University, as part of institutional action to improve the outcomes of Black students at Cambridge.

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

11 Aug 2021: Trinity College's efforts to support transition to university and academic skills development in the pandemic Like several Cambridge Colleges, Trinity offers academic skills development to students.

14 Oct 2021: Would you like the opportunity to contribute to University-level strategic projects? We are currently seeking students for two initiatives with differing levels of input needed. First is the APP Participatory Action Research Project, for which we

24 Sep 2021: Traditional modes of assessment such as essays and timed invigilated examinations still have their place in the modern university and students benefit from them.

15 Sep 2021: This project explored the perceived value of 'Double Time' (Extension to Period of Study) to disabled students with mental health conditions.

12 Aug 2021: Inbuilt provision Where a Faculty or Department has their own established alternative methods of presenting information to students, for example using Moodle, it may be appropriate to build content note provision into the system.

24 Sep 2021: Black and BAME awarding gaps As the Office for Students notes, there are stark differences between ethnic groups in terms of the degree class they achieve.

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.

25 Jan 2021: The University has launched a new Technology-Enabled Learning Service, to assist staff in the design and delivery of excellent teaching and learning. The Service will, in the first instance, focus on supporting staff in the transition to greater

15 Sep 2021: The part particularly relevant to content notes is Section 20: Duty to make adjustments, which sets out that legally there is a requirement.

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

16 Sep 2021: This new interactive online course is designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning.

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.

13 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022.

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 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: The purpose of content notes The purpose of content notes is often misunderstood or misrepresented. Content notes provide advance information about the content of material: this affords autonomy in how an individual chooses to approach and tackle

29 Apr 2021: A range of materials from the Cambridge Teaching Forum 2021 are now available for members of the University on the Materials page (Raven access required). These include recordings of most sessions and slides from all, as well as a transcript of the

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

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 Feb 2021: We are pleased to open registration for the Diversifying Assessment Forum 2021 after the success of the inaugural event last 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.

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: 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 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.

12 Oct 2021: This year's Annual Meetings for Directors of Teaching, Senior Tutors, Directors of Postgraduate Education and Postgraduate Tutors were held online once more.

15 Sep 2021: The methodology involved two similar online surveys, one to students and one to academic staff, with 20 questions across three themes: interests, comfort & belonging, and feedback.

24 Sep 2021: The 18 student co-researchers in Cycle 1 (2019-20) worked on ten projects which tended to focus on ‘central’ or whole-of-University initiatives.

15 Sep 2021: This project explored how the experiences and challenges of supervisions and supervision work differ between students with and without mental health problems.

26 Mar 2021: Cambridge University Press are pleased to announce that they will be awarding two prizes for excellence in Technology-Enabled Learning at Cambridge for the third year running.

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.

12 Apr 2021: The deadline for nominations to the Outstanding Student Contribution to Education Awards this year has been extended to Monday 17 May. These awards are intended to recognise the significant contributions that our students make towards enhancing the

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: 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