{"id":973,"date":"2025-05-30T15:52:38","date_gmt":"2025-05-30T15:52:38","guid":{"rendered":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/?page_id=973"},"modified":"2025-06-02T11:14:12","modified_gmt":"2025-06-02T11:14:12","slug":"practical-steps-to-address-awarding-gaps","status":"publish","type":"page","link":"https:\/\/sitesd.reading.ac.uk\/inclusive-teaching-and-learning\/awarding-gap-toolkit\/practical-steps-to-address-awarding-gaps\/","title":{"rendered":"How to address awarding gaps"},"content":{"rendered":"
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Alongside an institutional strategy, closing awarding gaps demands a variety of local and bespoke solutions. As Fido and Wallace (2022) <\/a>write in Times Higher Education<\/em>, “though it is excellent to see mainstream discussion of awarding gaps within universities, we must recognise a need to take ownership of this on an individual level” (para. 10). <\/p>\n\n\n\n

We strongly recommend colleagues prioritise enhancements in the areas of curriculum, teaching and learning practice, and assessment. Solutions in these areas are typically more sustainable in terms of workload and funding than extracurricular interventions, have been empirically demonstrated to close awarding gaps, while also ensuring that all<\/em> students benefit from the changes.<\/p>\n\n\n\n

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<\/a>Teaching, learning and assessment design<\/h3>\n\n\n\n

The link between awarding gaps and teaching and learning lies in how teaching methods, assessments, and support systems impact students differently. A systematic review of studies involving nearly two million university students finds that academic attainment is strongly related to the choice of teaching methods and that inclusive curricula benefit all learners (Schneider & Preckel, 2017<\/a>). By adopting inclusive teaching practices, we can strive towards learning environments which do not inadvertently disadvantage certain student populations. <\/p>\n\n\n\n

At the University of Reading, inclusive curriculum design is undergirded by our Curriculum Framework<\/a> and the PRP principles discussed in the previous page. General principles and advice on implementing inclusive practice in your module teaching can be found elsewhere in this website and in CQSD’s inclusive teaching guide<\/a>.<\/p>\n\n\n\n

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Select the dropdown boxes below to find practical strategies for closing the gaps in your context.<\/strong><\/p>\n\n\n\n

School Teaching Enhancement Action Plans (STEAPs)<\/summary>\n

What are STEAPs?<\/strong><\/p>\n\n\n\n

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<\/a> (BoSSEs). They are living documents, meaning they are updated to reflect emerging priorities.<\/p>\n\n\n\n

What is the relevance to awarding gaps?<\/strong><\/p>\n\n\n\n

Awarding gaps are an increasing focus of STEAPs. Awarding Gap Representatives and colleagues can play a supportive role in developing the priority.<\/p>\n\n\n\n

Why focus on STEAPs?<\/strong><\/p>\n\n\n\n

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<\/strong> the success of the intervention\/s.<\/p>\n\n\n\n

How do I find out more about STEAPs?<\/strong><\/p>\n\n\n\n

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

Integrate digitally enabled learning<\/summary>\n
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Studies should come first but sometimes we don\u2019t 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<\/em>. \u2013<\/em> Inclusion Consultant<\/p>\n<\/blockquote>\n\n\n\n

What is it?<\/strong><\/p>\n\n\n\n

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<\/strong> learning environment.<\/p>\n\n\n\n

Universities UK<\/a> (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<\/strong>, students with disabilities<\/strong>, and students with caring duties<\/strong>, every learner will benefit from well designed and implemented digital and digitally enhanced learning environments. <\/p>\n\n\n\n

What does it look like?<\/strong><\/p>\n\n\n\n