How to address awarding gaps

What are STEAPs?

Process by which School Directors of Teaching and Learning (SDTLs) set out strategic priorities and actions at the school level. STEAPs are discussed and approved at Boards of Studies and Student Experience (BoSSEs). They are living documents, meaning they are updated to reflect emerging priorities.

What is the relevance to awarding gaps?

Awarding gaps are an increasing focus of STEAPs. Awarding Gap Representatives and colleagues can play a supportive role in developing the priority.

Why focus on STEAPs?

They are a routine opportunity to take a collegial approach and prioritise gaps for support and action at school and/or departmental levels. STEAPs also prompt us to evaluate the success of the intervention/s.

How do I find out more about STEAPs?

For guidance including the approval process and timelines, please see the STEAP Guidance on the CQSD website. You can also select this link to download the STEAP template as a Word document.

Studies should come first but sometimes we don’t have a choice […] Making sure everything is online and recorded means if I dedicate time to sit down and study, I know all the resources will be there. – Inclusion Consultant

What is it?

Digitally enabled learning means using digital tools and resources to create learning activities and
experiences. Digitally enabled approaches, combined with in-person and non-digital approaches,
can help to create an active, varied, flexible and inclusive learning environment.

Universities UK (2024) reports that “the move to digital teaching and learning has coincided with a narrowing of attainment gaps.” While digitally enabled learning particularly benefits commuter students, students with disabilities, and students with caring duties, every learner will benefit from well designed and implemented digital and digitally enhanced learning environments.

What does it look like?

• Providing structured independent study activities outside face-to-face teaching (e.g. flipped learning approaches) and opportunities for students to revise (e.g. classroom capture recordings) are examples of digitally enabled learning.
• Employing digital tools in your synchronous teaching – such as facilitating an activity involving live polling software students access on their mobile devices – is also an example of digitally enabled learning.
• The ‘gold standard’ is to create an ‘ecosystem’ of learning that seamlessly blends scheduled, face-to-face and self-directed learning. Through creating this seamless learning ecosystem, we can ensure students can readily access course material and engage in learning wherever they are.
• For advice on integrating digital learning into your practice, see CQSD’s Digitally Enabled Learning and Learning Actively in the Classroom guides.

What digital tools are available to me?

Digital teaching and learning tools supported by the University of Reading include:

• Blackboard virtual learning environment,
• Microsoft 365 suite of tools
• Padlet
• A complete list of tools and applications is available on CQSD’s Technology Enhanced Learning team’s website.

Keep in mind that the form digitally enabled learning takes in your module and/or programme will depend on a range of factors including the discipline, the level, the digital literacy of the students and your confidence teaching in digital environments.

To seek support or discuss digital learning tools and techniques, contact the Technology Enhanced Learning team.

It’s more digestible if you feel you can relate to the course content. It improves my learning and creates a sense of community. – Inclusion Consultant

The impact of the curriculum on awarding gaps

The research literature on closing awarding gaps is clear that the diversity of content – and how that content is taught – has a profound impact on student engagement, wellbeing and sense of belonging. As Arday et al. (2020) argue, “the monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners” (p. 298). As a consequence, an analysis of Access and Participation Plans across the sector finds curricula reform is a prominent approach (Andrews et al., 2023). Wong et al. (2021) observe “the narrowness of the curriculum can potentially demoralise minority ethnic students” (p. 1155).

Diversifying curriculum content is often regarded as extra challenging in STEM courses due to the emphasis on objectivity and discipline-specific skills grounded in the scientific method. While it is likely more challenging to introduce greater representation and diversity into STEM modules, it is nonetheless well worth attempting. For example, a case study in chemistry found the BAME awarding gap was closed through making the curriculum more accessible and introducing content that enabled “students to see themselves within the curriculum” (Williams, 2021, p. 1).

How do I diversify my curriculum

• Intentionally incorporate a wide range ethnic, multicultural and social perspectives to provide opportunities for students to feel represented in the curriculum.
  • As an example here, consider integrating international examples into activities and decolonising your reading lists. You can start this process by co-creating with students.
• Decolonise your module. This involves focusing on identifying and critiquing power relations that lie within teaching, learning and assessment. In the process, you will acknowledge the impact of colonialism and imperialism on higher education.
  • For University of Reading case studies and advice on decolonising your practice, see Reading’s Decolonising the Curriculum Resources (2022 & 2023). The resources contain staff and student perspectives on the topic.
• To help ensure material is relatable, timely and accessible, co-design your curriculum with students. Fido and Wallace (2022) recommend working specifically with demographic groups affected by awarding gaps.
  • Student Inclusion Consultants is one avenue to consult on the materials in your module. PLanT funding offered through CQSD can financially support student-staff partnership initiatives.

English was my 4th language so if the language is too complex, I usually get confused or feel stressed. Explaining it simply makes it easier to follow along and focus on the main ideas – Inclusion Consultant

How does language impact awarding gaps?

The language we use in the classroom has an impact on how included students feel in the higher education classroom. Wong et al. (2021) observed that “the ethnicity degree awarding gap might … reflect the challenges that some students experience when assessed in English” (p. 1154). A common and widely understood language in the classroom can also foster belonging. As an example, Joubert and Sibanda (2022) find that the use of English in instruction can assist second language speakers of English to develop a sense of belonging within their institutions, and offer enhanced opportunities to make connections with peers. Problems emerge when looking at jargon and discipline-specific terminology; Zukswert et al. (2019) identified that technical vocabulary can create a barrier to deeper understanding in biology. Ultimately, it is essential that communication in learning environments is accessible and shared understandings are possible.

How do I improve the clarity of language I use in my practice?

Here are some communication strategies to not only help make your classroom welcoming to all students, but to also widen engagement and participation in learning:

• Unpack ‘British-isms’ (e.g. colloquialisms) and discipline terminology.
• Consider the implications of language we take for granted at Reading or in UK universities e.g. ‘office hours’ versus ‘student hours,’ distinction between lecture and seminar, etc.
  • This tip falls under unpacking the hidden curriculum, which is “the difference between the curriculum as designed by the academic, and how it is experienced by the learner” (Cagliesi et al., 2023, p. 1667).
    • For inspiration to address the hidden curriculum, see Millmore (2024) who has a case study on uncovering the hidden curriculum in law.
  • Quiz or poll foundation, first year and transitioning students on their level of understanding of common language in our context to identify gaps in understanding.
• Repeat and/or paraphrase questions before responding to ensure everyone is following.

The other students already knew from sixth form how to use the equipment, but I was clueless. It felt embarrassing. – Inclusion Consultant

How does integrating skills address awarding gaps?

Studies have demonstrated that minoritised ethnic students feel that disparities in skills and resources contribute to awarding gaps (Gutman & Younas, 2024; Wong et al., 2021). When we talk about skills in higher education, we mean the range of skills from academic study and assessment skills – inclusive of ‘soft skills’ such as teamwork – through to discipline-specific skills. It is important to give students the opportunity to practice the skills that will be needed in practical activities and assessments.

How do I integrate skills?

• For advice, see CQSD’s Integrating Skills Development into Your Modules guide.
• Consider scaffolding essential skills. Scaffolding means providing students with appropriate guidance to enable them to perform tasks that they would not otherwise be able to do. If appropriately implemented, students over the course of their study will require less and less scaffolding.
  • Van de Pol, Volman, and Beishuizen’s (2010) framework outlines six key scaffolding strategies: providing feedback, offering hints, giving instructions, delivering explanations, modelling, and asking questions. For an example of this framework in action, see Lönngren et al. (2017).
• Minoritised ethnic students are overrepresented in academic misconduct cases (e.g. Keasley & Jefferies, 2024). In light of this trend, it is important to give focus to developing skills in academic conventions in scheduled teaching. 
  • Clearly establish norms and attitudes regarding collaboration and citation.
  • Signpost academic support services such as Study Advice to increase academic integrity skills.

Adding team conversations and group work. When you help cultivate a relationship between the people in the class, they’re more likely to speak out when they might be wrong, because they know they’re not in a judging environment. – Inclusion Consultant

What is the connection between belonging and awarding gaps?

Feeling a sense of belonging is essential for student success. Belonging involves being valued, included, and accepted within the university community. Studies show that students in higher education who experience a strong sense of belonging are generally more motivated, have greater academic self-confidence, engage more actively in their studies, and achieve at higher levels (Pedler et al., 2022). As Boulton (2022) argue in their literature review of belonging higher education, “if the student feels their race, language and cultural identity is not being accepted, they begin to believe that they do not belong and shouldn’t be accepted” (p. 15).

How do I effectively build belonging in my classroom?

• Don’t overlook the value of icebreakers and warming exercises. They are opportunities to help students relate to one another.
  • This Cardiff University guide offers a checklist for effective icebreakers and a list of examples.
  • Stuck for icebreaker ideas? Consider using generative artificial intelligence applications like Microsoft Copilot to generate activity prompts and ideas to adapt to your teaching context.
• Working to ensure all students are ‘on the same page’ is important here. Regularly check learners’ understanding by taking breaks to allow questions and provide multimodal ways for students to check their understanding e.g. setup a Padlet board for students to post questions during the lecture.
  • Studies have shown that BAME students are more likely to uncomfortable asking questions and demonstrate less help-seeking behaviours than their white peers (e.g. Gutman & Younas, 2024). With this in mind, it is important to find ways for students to feel comfortable to ask questions during teaching.
• Group work exercises and assessment, especially when they are supported by mixed ability groups, is highly effective for building belonging (e.g. Canal & Child, 2025).
  • For advice on implementing group work, see CQSD’s Making the Most of Group Work: A Guide for Staff and Effective Group Work guide.

A few of my modules have included a formative where you just submit the introduction first. As someone who struggles with essays, it prevents going off on a tangent and only realising afterwards that’s why I got 50%. It’s about having the support to get you there. – Inclusion Consultant

An effective approach to closing awarding gaps involves implementing inclusive assessment practices, which provide all students – regardless of their backgrounds or abilities – with equal opportunities to demonstrate their knowledge and skills, without the need for alternative or adapted assessments (Bain, 2023). A increasingly popular approach for addressing awarding gaps is diversifying assessment methods, as it better reflects and celebrates the increasing diversity of the student population in higher education (Nieminen, 2022).

Some ways to enhance the inclusivity of assessment approaches include:

• Standardised assessment briefs, unambiguous instructions and rubrics remove barriers to understanding assessment requirements.
  • Work with students to unpack what a good assessment looks like by taking time in class to work through assignment materials and expectations. Even better, collaborate with students to create marking criteria.
    • For further advice, see CQSD’s Inclusive and Accessible Assignment Briefs guide
• Provide flexibility and choice in the subject matter and form for the assignment so that it becomes engaging.  This will provide different ways to express knowledge, so students can leverage their strengths.
  • See: CQSD’s Using a Variety of Assessments to Support Inclusive Learning guide