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

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

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.

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

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.

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