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Cambridge Centre for Teaching and Learning


This new toolkit is intended to act as a briefing for all those interested in understanding the awarding gaps experienced by some cohorts of students and the University's commitment to eliminating these awarding gaps. Practical information about how to source, collect or analyse existing institutional or new context-specific qualitative data is followed by a rationale for - and examples of - a range of inclusive teaching, learning and assessment practices that evidence tells us will contribute to addressing existing and potential awarding gaps.

The accompanying self-evaluation tools include a checklist with prompts for course teams and staff members to self-evaluate the inclusivity of their own practices, developed in collaboration with staff and students alert to factors that contribute to obstacles in academic performance and, hence, awarding gaps.


The Mind the Gap Toolkit is organised into three sections:

  1. How do you know if you have an awarding gap?
  2. What are the reasons for your awarding gaps?
  3. What would work to close your awarding gaps?


It is accompanied by:


This resource exists alongside the associated Mind the Gap workshop series and the Awarding Gaps Consultation Team.

At its heart the guidance offered here is about making what we teach and how we teach it more responsive to the needs of our increasingly diverse student body, in a range of contexts across the collegiate University. It is connected to wider institutional questions about the principles and practices of inclusion.

Appreciating that there is no single factor that will eliminate our awarding gaps, the toolkit offers a set of suggestions, ideas and examples of practice for teaching staff and course teams to consider, either in their individual or collaborative endeavours. Its aim is to stimulate reflection, dialogue and enhancements to teaching practices that reflect Cambridge's mission and core values.

If you have any questions or comments about the Mind the Gap Toolkit, please get in touch with Dr Ruth Walker.