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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

23 Sep 2021: responsibility for inclusive curriculum). Not yet started . Aspiring. Introducing . Developing. Enhancing. ... Are their opportunities for peer learning formally integrated into the delivery of the curriculum, so that students are encouraged to work

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

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

15 Jun 2021: He regularly revises his teaching curriculum, especially with an eye to access and diversity issues. ... She developed the Medical Ethics and Law curriculum as an integrated theme across the three years of the clinical course.

30 Sep 2021: Next: The hidden curriculum.

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.

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.

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

24 Feb 2021: committees and curriculum critiquing. In this way, the student advocates’ roles moved from.

23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

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

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.