Find all the useful resources in one place.
Moodle
We have a dedicated Awarding Gap Moodle site where you will find an extensive collection of professional development resources related to the awarding gap, decolonisation and race in higher education.
Accessing the data
Our awarding gap data is available to staff on Business Objects, our University Reporting Portal. Please follow the steps in our guide to access this.
It is necessary to undergo Business Objects training before you are granted access to the portal. Please see here for information and booking link.
Programme level awarding gap data can also be found on our Continuous Improvement Tool (CIT).
Inclusive Curriculum Enhancement Tool (ICET)
The Inclusive Curriculum Enhancement Tool (ICET) is an audit tool which examines the extent to which a module considers equality, diversity and inclusion, and provides inclusive teaching and learning opportunities for all students. The ICET adopts the core principles of the Inclusive Curriculum Framework, (ICF) (McDuff and Hughes, 2017). The ICF was designed by Kingston University, with whom we worked in partnership during the early phase of our awarding gap project.
The Tool focuses on 6 areas of inclusivity: concept, content, delivery, assessment, feedback, and reflexivity. It provides a framework for ensuring our curricula are as inclusive as possible, and enables module and programme leaders to identify key strengths and areas for enhancement, and to action plan. We strongly encourage all module leaders to complete the tool and develop an action plan for their module.
The ICET is accessed via our Staff Learning Support page. You can watch a short video introduction to the ICET here.
Inclusive assessment - internal resources
- Inclusive Assessment: Student’s journey through assessment by Dr Emma Kennedy and Yang Yang.
- A video on Inclusive Assessment, by Dr Emma Kennedy.
- Resources and exemplars for developing an Authentic Assessment.
Inclusive practice at The University of Greenwich
- 10 recommendations for creating an inclusive curriculum by inclusivity consultants
- Owusu-Kwarteng, Louise (2019). ‘Livin and Learnin’, tellin' stories, challengin’ narratives: Critical reflections on engaging students from marginalised groups in academic research activities.’ Compass 12 (1)
- Ade-Ojo, G. (2021). Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum. Academia Letters, Article 173.
- Inclusive Assessment: meeting the needs of a diverse student population through embedded assessment support and flexible feedback by Dr Kenisha Linton and Dr Leroi Henry 2022
- Decolonising the Sciences and Healthcare at Medway by Andrew Day
- Letting students’ voices be heard: building effective learning relationships and increasing outcomes on the 2-year accelerated BA (Hons) in Primary Education by Dr Poppy Gibson
- Resources on Tackling Racism: University of Greenwich page
- 'A Level Playing field' by Michael Downes, Sharon Perera, Nicola Mottram and Kelvin Fawdrey 2019
- Our curriculum framework Moodle site with resources on designing an inclusive curriculum.
External resources
- Black, Asian And Minority Ethnic Student Attainment At UK Universities: #Closingthegap (Amos and Doku, 2019)
- Universities UK and NUS 2019, Black, Asian and Minority Ethnic Student Attainment at UK Universities: Case Studies
- Universities UK 2022. Closing ethnicity degree awarding gaps: Three years on
- UK Higher Education Award Gap Group repository
- Approaches to addressing the ethnicity degree awarding gap (Dr Sally Andrews, Jameelia Stephenson, Dr Arinola Adefila, Dr Kate Cuthbert, Sue Lee, Vanessa Dodd, Prof. Stella Jones- Devit (Staffordshire University)).
- 'Visualising the attainment gap related to entry qualifications, travel time and the index of multiple deprivations' by Christine Couper
- McDuff, N. et al. 2018., Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change. Widening Participation & Lifelong Learning, 20 (1), pp. 79-101