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15 Sep 2021: This project explored the extent to which Black British students felt adequately supported by mentors or mentoring networks at Cambridge.

24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.

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: The Equality Act The Equality Act 2010 serves as a legal provision protecting those with 'protected characteristics' from direct and indirect discrimination.

23 Sep 2021: supervision discussion, e.g., HSPS are more likely to discuss race in their curriculum. ... 2. Faculty-led reviews of the curriculum incorporating insight from student-led decolonise networks.

15 Sep 2021: This project explored the concept of 'Cambridge Time' and how it might penalise or impact disabled students with mental health conditions.

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

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

15 Sep 2021: This project explored whether Black British students and staff at Cambridge would benefit from a centralised source of advice and educational support, such as an Advisory Hub.

24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.

23 Sep 2021: 5. Are students consistently provided with accessible learning materials and resources in advance of teaching or curriculum delivery?

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.

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

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

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.

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

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

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

24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of

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.