Search

17 Feb 2021: A Panel Discussion on the Anniversary of Nostra Aetatae jointly organised with the Woolf Institute

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

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: 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

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

17 Feb 2021: Public book launch organised by Heythrop College and Margaret Beaufort Institute of Theology

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 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.

27 Jul 2021: BOS minutes 07.07.21

17 Feb 2021: The VHI is delighted to host the launch of The Archbishop of Canterbury Lent Book 2018 Say it to God: In Search of Prayer, introduced by Professor Sarah Coakley and the book's author,

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: 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

10 Sep 2021: BOS minutes 21.07.21

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.

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

17 Feb 2021: A 2-day workshop hosted by the Department of Politics and International Studies (POLIS), in collaboration with the Von Hügel Institute and the Cambridge Migration Research Network

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.

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

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

27 Jul 2021: BOS minutes 16.06.21

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.

17 Feb 2021: A high-level panel session to discuss how the peaceful uprisings in 2011 have developed into a full-fledged civil, regional, and global war and the prospects of peace in Syria, the possible scenarios, and the regional and world powers involved in it

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.

13 Dec 2021: BOS minutes for the Zoom meeting held on 28 October 2021 BOS mins 28.10.21

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

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: 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.

17 Feb 2021: A public talk by Dr Mark Hayes, St Hilda Chair in Catholic Social Thought and Practice, Durham University

29 Sep 2021: BOS minutes 08.09.21

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: 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 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.

1 Nov 2021: BOS minutes for the Handover meeting 06.10.21 BOS mins 06.10.21

17 Feb 2021: A talk by Dr. Eduardo J. Echeverria, jointly organised by the VHI and the Kirby Laing Institute for Christian Ethics (KLICE)

30 Sep 2021: Conversations about awarding gaps are quite often framed by the ‘student deficit model’.

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

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.

17 Feb 2021: Organised jointly with the Early Detection Program, CRUK/Cambridge Cancer Centre. This event is part of the Cambridge Science Festival 2018

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

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.

17 Feb 2021: Date:. Friday, 16 February, 2018 - 18:30 to 20:30. Event location:.

17 Feb 2021: Date:. Tuesday, 20 January, 2015 - 17:30 to 19:00. Event location:.

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

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: Inclusive curriculum design involves consideration of the overall course structure - including both content and delivery - to ensure that all students are provided with an equitable and supportive learning experience that offers them the opportunity

27 Sep 2021: Inclusive assessment aims to tackle assessment at the point of design in order to ensure that the ways in which we assess do not exclude or unfairly disadvantage some students.

27 Sep 2021: Inclusive approaches are important both inside and outside the classroom environment, where both physical and psychological factors can impact students’ sense of belonging and academic performance.