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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.

23 Sep 2021: 3. Contextual information. Previous research performed by the Cambridge SU and the first cycle of APP PAR in 2019-20 has provided valuable contextual data in relation to assessment format and

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

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.