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

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.

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

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.

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.

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

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: 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