We are delighted to announce that the Faculty of Modern and Medieval Languages and Linguistics (MMLL) has been awarded £324,000 to deliver a pilot project within the University’s Pathways to Inclusive Practice programme.
Pathways to Inclusive Practice is a three-year change and implementation programme bringing together recommendations from the Review of Teaching and the Review of the Approach to Provision for Disabled Students, alongside commitments outlined in the University’s Access and Participation Plan 2025–29. Supported by a philanthropic donation from Christina and Peter Dawson, the programme aims to accelerate progress and embed inclusive educational practice across the University by September 2028.
MMLL is one of only five pilot areas selected across the University and the only project based in the Arts and Humanities.
The two-year project, Enhancing inclusive education across MML: Design, deliver, document, takes a whole-system approach to designing, delivering and documenting inclusive teaching and assessment across the Modern and Medieval Languages Tripos.
The project will:
- map and evaluate current practice to establish a baseline of inclusive provision;
- develop accessible teaching materials, guidance and training for staff;
- establish shared competence standards and learning outcomes across language and content teaching;
- explore the use of technology, including artificial intelligence and virtual reality, to support inclusive learning;
- build a sustainable evidence base, with outputs shared across the University.
The pilot will be aligned with the ongoing Tripos review and will engage staff, students and partners across the Tripos — including supervisors, Directors of Studies and support teams — to ensure that inclusive practice is embedded consistently across teaching and learning.
The pilot is led by Professor Charles Forsdick, Drapers Professor of French, and Professor Silke Mentchen, Deputy Head of the School of Arts and Humanities.
This award reflects MMLL’s commitment to inclusive education and provides an opportunity to contribute to developing approaches that support long-term change across the collegiate University.
Colleagues interested in becoming involved in the pilot are warmly encouraged to get in touch and engage with the project as it develops.
Further information: https://www.academic.admin.cam.ac.uk/education-services/education-and-student-outcomes/pathways-inclusive-practice