National Education Officers Network Wednesday 19 th February 2020 - - PowerPoint PPT Presentation

@sparqs_Scotland #sparqsNEON

National Education Officers’ Network

Wednesday 19th February 2020 Fife College

@sparqs_Scotland #sparqsNEON

Today’s Agenda

10.45 – 11.45 Gender Action Plans 11.45 – 12.15 Sabbatical Officer Support and Development 12.15 – 12.45 College session: Apprentice Voice University session: Accreditation of Student Officers 12.45 – 13.30 Lunch and tour 13.30 – 14.30 College session: Attainment and Retention University session: Technology-Enhanced Learning 14.30 – 14.45 Break 14.45 – 15.45 College session: Attainment and Retention continued University session: Transnational Education & PGR Student Engagement 16.00 Event end

Gender Action Plan Overview and Progress

Emma Roberts, Policy/Analysis Officer, Scottish Funding Council

Wed 19th Feb, 2020 Fife College

Background

• SFC’s gender action plan (GAP) was published in August

2016.

• It was developed in response to the recommendation

from the Scottish Government’s Developing Scotland’s Young Workforce that ‘the Scottish Funding Council and colleges should develop an action plan to address gender disparities within college education’.

• SFC extended the plan to cover universities as well,

including the under-representation of male students at university.

Aims of the GAP

• By 2030, no college or university subject

will have a gender imbalance of greater than 75%

• By 2030, the proportion of

men studying at undergraduate level at university will be at least 47.5% i.e. the participation gap will be less than 5%.

Targeted Subject Areas

Targeted Subject Areas

Institutional GAPs

• In 2017 SFC focused on the implementation of

Institutional Gender Action Plans (iGAPS)

• iGAPs should cover how institutions will achieve the

Gender Outcomes in their Outcome Agreements:

• Subject Level Imbalance
• Imbalance in Undergraduate Entrants and

Success Rates

• Gender Balance on Boards and Courts
• Staff
• Trans and Gender Diverse People

Institutional GAPs

To achieve these outcomes, iGAPs should focus on actions to enhance 1. Infrastructure 2. Influencing the influencers 3. Raising awareness and aspiration 3. Encouraging applications 4. Supporting success

Where are We Now? Progress to Date

• The data for AY 2017-18 shows slight improvements for

the most imbalanced subject areas in colleges

• Only one subject (construction) has not improved it’s

gender balance since 2011-12

GAP superclass Minority Share 2011-12 Minority Share 2016-17 Minority Share 2017/18 Progress towards KPI 8 since 2011-12 Hair/Personal Care Services 3.5% 5.8% 5.4% 1.9pp Child Care Services* 4.7% 6.1% 9.5%* n/a Construction 6.6% 5.8% 6.3%

• 0.3pp

Building/ Construction Operations 2.5% 2.7% 3.9% 1.4pp Building Services 3.0% 9.2% 7.5% 4.5pp Electrical Engineering 4.1% 4.7% 4.6% 0.5pp Vehicle Maintenance/ Repair 5.1% 6.9% 6.1% 1.0pp IT: Computer Science/ Programming/ Systems 12.2% 11.2% 12.6% 0.4pp Engineering/ Technology (general) 10.9% 15.8% 14.5% 3.6pp Mechanical Engineering 6.1% 9.7% 8.3% 2.2pp

Where are We Now? Progress to Date

However:

• In universities, every subject but one (Engineering)

has seen an increase in the gender imbalance.

GAP JACS Subject Minority Share 2011-12 Minority Share 2016-17 Minority Share 17-18 Change Since 2011-12 Engineering 11.8% 15.0% 14.4% 2.6pp Computer Science 16.8% 14.8% 15.3%

• 1.5pp

Architecture, Building and Planning 31.8% 29.5% 27.9%

• 3.9pp

Technologies 18.6% 14.0% 8.2%

• 10.4pp

Nursing 11.2% 9.6% 9.0%

• 2.2pp

Social Studies 31.3% 28.8% 26.1%

• 5.2pp

Training Teachers 19.0% 19.0% 17.1%

• 1.9pp

Psychology 21.7% 20.9% 19.0%

• 2.7pp

European Languages and Related Subjects 22.7% 20.4% 21.1%

• 1.6pp

Where are We Now? Progress to Date

• The participation gap between men and women at

the undergraduate level has also increased.

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 % Male 42.50% 42.70% 43.10% 42.30% 41.30% 41.40% 40.50% % Female 57.50% 57.30% 56.90% 57.70% 58.70% 58.60% 59.50% Gender Gap (pp) 14.9pp 14.5pp 13.8pp 15.3pp 17.5pp 17.2pp 19pp

Next Steps?

• Institutions will be asked to update their iGAPs :
• Outline Progress to date
• Identify Priority Actions
• Outline evaluation mechanisms
• Responsibility at the senior level
• SFC has just published updated iGAP guidance to

clarify expectations for iGAP’s.

• iGAP leads Network has been set up to identify

barriers and share best practice

Next Steps?

• The new guidance does not have specific

requirements around student engagement

• But meaningful and sustained student participation

throughout the GAP process is key to ensuring that institutions are bold and creative in their approaches, and put the needs of their students at the centre of the process

How Can Students Get Involved?

Resources:

NUS Scotland Student Engagement in Gender Action Plans Checklist Provides a starting point for your Students’ Association to get involved in the creation and delivery of a Gender Action Plan at your institution- including case studies. Sparqs Benchmarking and Development Tool Developed in partnership with NUS Scotland, Advance HE and Equate Scotland, the tool is designed to help you consider your institution’s current level of student engagement in GAP design and delivery, and what actions you and colleagues can take to bring about enhancements.

Examples:

• The #ThisAyrshireGirlCan campaign was created

by the Ayrshire College Student Association to encourage more women to think about careers in sport and STEM areas where female participation is traditionally low.

• Ayrshire College Students’ Association has since

won the Herald Diversity Award for this campaign and was commended in the Scottish Parliament.

National Education Officers’ Network

Alison Malcolm, Policy Analysis Officer Scottish Funding Council

Wed 19th Feb, 2020 Fife College

Male under-representation in FE and HE and the Men in Early Years Challenge Fund

Data from the OECD on male participation rates in pre-primary education places the UK below average for OECD nations, behind Poland, Slovenia, Mexico and Turkey

Policy timeline

2014

• 1140 hours ELC expansion

launched

• DYW youth employment

strategy launched 2015

• Workforce planning for 1140

hours begins

• SFC Gender Action Plan

research and development 2016

• SFC publish ‘Gender Action

Plan’

• Significant increase in ELC

training activity begins 2017

• SG publish ‘A Blueprint for 2020’

workforce action plan

• SDS publish ‘ELC Skills Investment

Plan’ 2018

• Colleges/Unis continue to increase

activity around ELC qualifications at all levels

• SFC and SG launch £50,000 MIEY

Challenge Fund.

• SDS increase contribution rates for

ELC Modern Apprenticeship framework by £1,000 for each age bracket.

Male participation in ELC

AY 2014/15 17/18 male participation in ELC courses* increased from 660 men to just under 1000. The total volume of ELC students in colleges by just over 1/3 and the proportion of male students The volume and proportion of other under- represented groups including students aged 25+, ethnic minorities and students with a disability also increased

* Enrolments to courses with "childhood", "childcare" "children" in course title. This included courses at all levels, courses which are non-certificated, access courses and courses leading to statutory qualifications

What does this tell us? ‘Men just don’t want to work in childcare’ Some men do, but are we doing enough to welcome them? What more can we do to reach out to 50%

• f the population currently put off by

traditional recruitment and training practices?

MIEY Challenge Fund

West Lothian College

• Built a Forest kindergarten
• Surveyed all S3 boys in the region on their perceptions of careers in ELC
• Upskilled teaching staff and worked with them to engage younger male

students

• Developed marketing materials
• Launched all-male access course

Inverness College UHI

• Ran 2 cohorts of all-male access courses
• Developed pedagogical toolkit
• Developed Erasmus activity with Norway on MIEY
• Engaged with regional stakeholders

The results

West Lothian College

• 93% of S3 boys indicated a career in ELC was not of not of interest to them
• 13 staff completed Forest Skills training
• Forest Kindergarten shortlisted for Green Gown award
• % and number of male students enrolling in ELC courses has improved
• 17 applications for MIEY access course started 30th Jan

Inverness College UHI

• 16 students enrolled in first cohort from across UHI region
• First male ELC lecturer started at the college
• 2 further cohorts of male access students enrolled
• % and number of male students enrolling in ELC courses has improved

Sharing the experience

Over the year we have shared the experience by:

• OECD referenced the project
• Speaking at the Men In The Early Years conference in

London in Sept ’19

• Presenting to the Colleges Care Strategy Steering

Group

• Holding the MIEY Seminar in Sept ’19
• Starting the MIEY Scot network
• Presenting to IGAP Leads meeting Oct ’19
• Presenting to the Gender Governance Group meeting

Nov ’19

• Local and national press coverage
• National Gender Conference Jan ‘20

OECD recommendations

Using campaigns to attract male workers Build public support, improving norms around men as caregivers Improving male worker support and networking initiatives Networking and peer-to-peer support are important Implementing affirmative action policies favouring male candidates Affirmative action has been used to get more men into ELC jobs

What can student networks do?

• Use the NUS/Sparqs toolkits with your institution on

their areas of curricular development.

• Don’t overlook areas of male under-representation

e.g. ELC, Nursing, Teaching, Hair & Beauty or Social Work.

Digital Technologies Skills Skills Development Scotland Tackling the Technology Gender Gap

Demand for Tech Skills

100,000 tech professionals

Demand for Tech Skills

• 5,000 tech graduates
• 1,500 apprenticeship starts
• 23% tech roles female

Women in Tech Workforce

18% 23%

2016 2018

Women in Tech Pipeline

• Teaching Resources
• Girlguiding Scotland Digital Challenge Badge
• Role Models Resources
• Employer Best Practice Guide
• Ongoing – best practice in college and universities

What’s Been Done So Far?

• Renaming courses and use of terminology
• Restructuring and modernising CS curriculum
• Delivery of CS and content development
• Placements and opportunities to experience the workplace

Gender Diversity in Education

Claire.Gillespie@sds.co.uk

@sparqs_Simon @sparqs_Scotland

Sabbatical education officer support: what works?

Simon Varwell Senior Development Consultant, sparqs National Education Officers’ Network 19th February 2020

@sparqs_Simon @ sparqs_Scotland

How do you explain your job to people

• utside universities or colleges?

@sparqs_Simon @ sparqs_Scotland

Our support to you

• That’s Quality!
• NEON.
• Individual institutional support.
• Induction toolkit for colleges (and unis?).
• Our Student Engagement Staff Network.

@sparqs_Simon @ sparqs_Scotland

That’s Quality!

• For new education officers and related staff.
• Two-day residential, focussed on sector context of

policy, reviews, support.

• 2020 details:

– Universities: Monday 13th to Tuesday 14th July. – Colleges: Thursday 13th to Friday 14th August. – Both at Stirling Court Hotel, University of Stirling.

@sparqs_Simon @ sparqs_Scotland

NEON

• This is your network!
• Let us know what you want.
• What can you share – challenges and successes?

@sparqs_Simon @ sparqs_Scotland

Individual institutional support

• Know your key contact in sparqs!
• Invite us in to discuss ongoing challenges and

successes.

• We can help build partnership approaches – we

work with institutional staff too.

• Connection with our projects and policy work.

@sparqs_Simon @ sparqs_Scotland

Student Engagement Staff Network

• For roles in SE and academic rep support roles.
• “Learn, share, develop”.
• How do these roles best support you?
• What would you want SESN to provide for staff?

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Sector sessions

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Apprentice Voice Engaging apprentices in L+T dialogue

Justin Walker 19 February 2020 NEON – Fife College

@sparqs_Scotland #sparqsNEON

Apprenticeships in Scotland

Day Release Block Release Assessor-Visitor Model Year 1 Apprentices

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Show of Hands - Q1

Does your college offer courses for apprentices?

• Yes
• No
• Don’t Know

@sparqs_Scotland #sparqsNEON

Show of Hands - Q2

Does your course rep system include apprentices; are classes of apprentices supposed to choose course reps?

• Yes
• No
• Don’t Know

@sparqs_Scotland #sparqsNEON

Show of Hands – Q3

Does this happen successfully, or is it difficult to get course reps for apprentices?

• It works well – we get course reps easily for apprentice groups.
• It is more difficult to get course reps with classes of apprentices

than with classes of full-time students.

• Don’t know

@sparqs_Scotland #sparqsNEON

Group Discussion

Getting started (2 mins, verbal)

• Introduce yourselves – name and college.
• State whether there are courses for apprentices in your college.
• Name as many of these courses as you can – ie. list subject areas.

@sparqs_Scotland #sparqsNEON

Group Discussion A

Current practice (3 mins. Brief notes).

• 1. What specific measures does your SA organise, to engage

apprentices? Which of these work well?

• Welcome events for Apprentices.
• Motivational sessions.
• SA officer responsible for apprentices.
• Anything else?

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Group Discussion B

Obstacles and Innovation (6 mins. Brief notes).

• 2. What do you think are the obstacles to apprentice engagement?
• 3. Innovation. Suggest some new ideas that colleges could try, to

help apprentices engage in dialogue about their learning experience.

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Group Discussion

Collect Feedback (8 mins) Respond to any of the discussion questions.

• Initially one per group.
• Then further contributions.
• Please also submit your written notes.

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Thank you!

@sparqs_Scotland #sparqsNEON

Lunch: 12.45 – 1.30

Liz Shevlin Stef Black Leading Improvement Team Senior Development Consultant Scottish Government sparqs lit@gov.scot #scotimprove

Whole system approach Leaders must create the conditions Aim big, start small

1 Aim Is there an agreed aim that is understood by everyone in the system? 2 Correct changes Are we using our full knowledge to identify the right changes and priorities those that are likely to have the biggest impact on our aim? 3 Clear change method Does everyone know and understand the method(s) we will use to improve? 6 Spread plan Have we set out our plans for innovating, testing, implementing and sharing new learning to spread the improvement everywhere it is needed? 5 Capacity and capability Are people and other resources deployed in the best way to enable improvement? 4 Measurement Can we measure and report progress on our improvement aim?

The 3-Step Improvement Framework

Test and adapt in in each ch context xt

The College Improvement Project is contributing to this:

The Project launched in 2017 with the aim of improving retention and raising attainment in FE in colleges through the application of a quality improvement approach to developing evidence based practice. A key aspect of the approach is to embed a culture of continuous improvement which compliments and supports the new college quality arrangements and refreshed professional standards and so joins up this project with the wider quality improvement effort overseen by Education Scotland and the Scottish Funding Council.

OFFICIAL

Language and terminology

Attainment – attainment is measurable progress which students make as they advance through and beyond education, and the development of the range of skills, knowledge and attributes needed to succeed in learning, life and work. In this context, attainment is obtaining the qualification they were aiming for successfully. Retention – improving the number of students who stay at college; retaining those who start a course to continue onto the next year and eventually to successful completion.

Language and terminology

• Successful completion: successfully completed their

course, or if more than one year course and this was not in the final year they will have progressed to the next year of study and achieved at least 70 per cent

• f the units studied in the current year.
• Partial Success: Completed the course, but did not

achieve the qualification they were aiming for. This could mean that the student has passed all units except one, or did not pass any units at all.

• Withdrawal: indicates that a student withdrew from

their course before completion.

• Early Withdrawal: students withdrawing before the

funding qualifying date (before 25% of the course is completed, meaning colleges are not funded for these students)

• Further Withdrawal: students withdrawing after the

early withdrawal point and before the end of the course.

• Large college: delivering above 25,000 credits.
• Small college: delivering below 25,000 credits.

Around 236,000 students are studying in Scotland’s colleges

SFC have provided a detailed data set on College Withdrawal Data: 2016-17

Source: Scottish Funding Council FES data 2016-17

There were a total of 19,621 withdrawals from full-time study at colleges. Around a quarter of all full-time study in 2016-17.

• A total of 6,178 withdrawals from full-time Higher Education study at

colleges around 18% of all full-time HE in 2016-17.

• A total of 13,443 withdrawals from full-time Further Education study at

colleges around 27% of all full-time FE in 2016-17.

Experimental Analysis: not for publication

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Sep eptember sa saw the the hig highest num number r of

• f with

thdrawals ls with 3,579 students withdrawing from their course.

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480 3,579 2,736 3,037 2,137 2,071 1,880 2,127 743 752 79 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000

Full-time College Withdrawals by Month

Experimental Analysis: not for publication

Gender

Over the year there were 9,004 male students who withdrew from full-time study and 10,602 female students.

Age

• 60% of those who withdrew were aged 20 and under.

13% aged 17 (2,621), 19% aged 18 (3,733), and 11% aged 19 (2,224).

• 15% were aged between 21 to 24.
• 16% were aged between 25 to 34.
• 9% were aged 35 and over.

Experimental Analysis: not for publication

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Receipt of Student Support Funding

Of the 19,621 students who withdrew, 11,832 students hadn’t received any student support at the point of withdrawal (over 60%).

SIMD quintile

• 36% of those who withdrew from their course were from the most deprived quintile,

with 48% of those withdrawing in September, October and November.

• Of the 7,042 people from the most deprived areas that withdrew, almost 57% (3,997)

hadn’t received any student support funding at the point of withdrawal.

• Withdrawal peaked around the week commencing Monday 27th March. No easy way to

identify the reasons for this in the data. Colleges record the reasons for withdrawal, however this information is not collected by SFC. Experimental Analysis: not for publication

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SFC publication College Performance In Indicators - 2018/19 Data

Headline figures for FT FE students

• 65.2% of enrolled FE students completed their course, 0.9% lower than 2017-18
• Of the 26 colleges delivering FT FE courses, nine improved their success rates

and 17 saw a decrease compared to 2017/18

• For large colleges, success rates ranged from 56.0% to 71.7%
• For small colleges, success rates ranged from 62.7% up to 75.0%
• The SFC target for FT FE success rates by 2019/20 is 73.2%; only 1 small college

exceeded this target in 2018/19. The sector as a whole is 8.0PP below the target

FT FE FT HE

Successful Completion 65.2% (0.9% lower than 2017/18) 69.8% (1.5% lower than 2017/18) Partial Success 10.1% 11.7% Withdrawal Early Withdrawal 8.7% 5.2% Further Withdrawal 16% 13.3%

The Challe llenge We want to reduce wit ithdrawal l and in increase successful l completion rates in in Scotland’s colleges whilst continuing to wid iden access and provid ide opportunitie ies for all. ll.

Student withdrawal: It’s not just about the student failing the course it’s about the system failing the student

• Financial problems
• Poor secondary school

preparation

• Choosing the wrong course
• Conflict with work and family

commitments

• Failing multiple

modules/assessments

• Lack of quality time with

lecturers and support staff

• Course relevance
• Lack of help and support for

students

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Sector Purpose Alignment System Change Behaviour Change

The Improvement Journey

Improvement is relative

Understand the ‘as is’ … with all its flaws (& strengths) The ‘to be’ … Vision of Success

Generate good ideas & take action to make positive changes At each stage: There are key ingredients you need to know and different tools that will help you

Current Future

Create conditions for change Understand current system Develop aim and change theory Identify specific change ideas, test and refine using pdsa Implement and sustain where tested Share learning and spread where relevant

The Improvement Journey

Leadership, project planning and management, communication and measurement

Quality Assurance Quality Planning Quality Improvement

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Carnegie Foundation for the Advancement of Teaching and Learning

Tests of change

• 1. What are we trying to accomplish?
• Set clear and focused goals
• Be bold in its aspirations
• Have clear, measurable targets
• 2. How will we know if the change is an improvement?
• Measure outcomes
• Note changes that affect the measures & demonstrate

sustainable improvement

• Collect data to demonstrate whether change = improvement
• 3. What changes can we make that will result in improvement?
• Think big
• Start small
• Scale fast

Measures: Focussing on what we need to know Is the young person getting the right outcome? Outcome Measures Are we making things better? Are we on track to achieve our Aim? Is the system working as planned? What about the bigger picture? Process Measures Are we doing the right things at the right time, every time? Is the process reliable? Balancing Measures Looking at the system from different dimensions. Does improving one thing cause problems elsewhere?

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Why test t ch changes?

Step 1: Plan

• Plan the test or observation,

including a plan for collecting data.

• State the objective of the test.
• Make predictions about what will

happen and why.

• Develop a plan to test the change.

Step 4: Act

• Refine the change, based on what

was learned from the test.

• Determine what modifications

should be made.

• Prepare a plan for the next test.

Plan, Do, Study, Act (PDSA) cycle

Step 2: Do

• Try out the test on a small scale.
• Carry out the test.
• Document problems and

unexpected observations.

• Begin analysis of the data.

Step 3: Study

• Set aside time to analyse the data &

study the results.

• Complete the analysis of the data.
• Compare the data to predictions.
• Summarize and reflect on what was

learned.

Link to a short video about the

• project. Created by media students from West

College Scotland.

https://www.dropbox.com/s/5d31jzbslng8zd4/CDN% 20and%20Parliment%20Training%20Reel.mp4?dl =0

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https://www.cdn.ac.uk/college-innovation-hub/

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Why is it important to understand the system?

Systems thinking – ‘Every system is perfectly designed to deliver the results that it gets’

Understa nding your system

System map Force Field Cause & Effect Proces s map Data Analysis User Journey

Reflection

Culture Map ISM Model

Empathy map

System Mapping

Who are the key stakeholders?

What is the vision for the students’ association?

what does the S.A. offer to that person/organisation and what does the person/organisation offer to the service?

Breakdown by colleges FT FE Successful Completion 2018/19 +/- compared to 2017/18 Partial Success Withdrawal Ayrshire 66.2%

• 0.7%

8.6% 25.2% Borders 68.2%

• 0.5%

8.3% 23.4 City of Glasgow 65.9%

• 2%

11.2% 22.9 Dumfries & Galloway 58.6%

• 1%

13.4% 27.9% Dundee & Angus* 70.2%

• 5.2%

10% 19.8% Edinburgh* (4,180 students) 56%

• 4.7%

12.4% 31.6% Fife 57.9%

• 1.2%

16.4% 25.7% Forth Valley 69.1%

• 2.3%

7% 23.8% Glasgow Clyde 68% +1.9% 9.5% 22.5% Glasgow Kelvin 63.8% +2.6% 8% 28.2% New College Lanarkshire* 63% +1.6% 6.9% 30% Newbattle (72 students) 75% +22.9% 11.1% 13.9% NESCOL 64.8%

• 1.8%

11.1% 24.2% South Lanarkshire 71.7% +1% 4.9% 23.4% SRUC 70.1% +1.8% 11.1% 18.8% West College Scotland* 67.9%

• 1.3%

10.5% 21.5% West Lothian College 67.7% +2.2% 7.8% 24.4%

UHI Colleges Argyll 62.7%

• 13.3%

11.2% 26% Inverness* 69.9%

• 0.7%

7.3% 22.8% Lews Castle 68.1% +7.3% 14.5% 17.4% Moray 67.9%

• 1.1%

10.7% 21.4% Orkney 71.6%

• 3.4%

11% 17.4% Perth 67.4%

• 2.6%

9.7% 22.9% Shetland 71.1%

• 6.7%

10.8% 18.1% North Highland 69.2%

• 2.6%

9.7% 21.1% West Highland 71.8% +2% 12.6% 15.5%

All recognised courses across all colleges that make up the published PIs are available in the Course Tool.

On Student Satisfaction SFC only receives summary level data but colleges will have this at Department and at course level.

College Leaver Destination Tool (only collected for full-time successful students)

Purpose of this session: understanding qualitative data collection tools

• How do you begin to identify areas for

improvement?

• What do you need to know in order to know

that what you are doing is leading to improvement?

• How to understand what you need to

measure, and how do you begin to gather that data?

Methods to choose participants for qualitative research

Snowballing: referrals from previous participants or ‘gatekeepers’ Purposive sampling: choosing participants based on criteria (e.g. age, gender, course studied) Oppositional sampling: criteria is ‘disagreement’ or difference Triangulating data: using more than one method to collect data

• n the same topic, and bringing all

this data together to analyse Useful for validation, providing different perspectives on the same issue

What wil ill you do wit ith this is qualitative data?

• Wordle: prioritising

written/qualitative data

• ‘Check sheet’: tallying

events/scores/outcomes against factor

• f your choice (time/location/group)

What wil ill you do wit ith this is qualitative data?

• Run chart: one data set in a time sequence
• Pareto Chart: two data sets compared
• Left axis: frequency of event/score
• Right axis: cumulative total of all

events/scores

Different qualitative data gathering techniques

Survey Focus group Semi-structure interviews Participant observation / enquiry Workshop

Any questions?

• Elizabeth.Shevlin@gov.scot
• Stef.Black@sparqs.ac.uk

@sparqs_Scotland #sparqsNEON

Thank you!

• Evaluation forms!
• Let us know about your ideas for topics

you’d like to cover at future events and whether you’d be keen to host at your SA.

• Next meeting – Thursday 7th May,

Edinburgh University Students’ Association