· Web viewWe were initially concerned that participants would find it difficult to get to the university venues; however, 18 out of 21 people rated the university easy to get

Leeds Converge Consortium

Spring 2017

Compiled by Dr Nick RoweDirector of Converge, York St John University

The Converge name and logo is a registered trade mark of York St John University.

Introduction

"I've had some very positive feedback from people about the courses and I know it's won over a few sceptics - well done on bringing partners together to deliver the courses; it really has been a huge success. I was pleasantly surprised at the people who attended the celebration event, some of whom had some real challenges and complexity in their lives. I was struck by one of the Converge students who was overjoyed and visibly shaken when receiving his attendance certificate - it was very positive and moving, and something I want to see more of."

Richard Wall, Associate Head of Strategy, Leeds and York Partnership NHS Trust.

The Leeds North Clinical Commissioning Group in partnership with Leeds and York Partnership NHS Trust and Leeds Mind supported the development of a Converge Project in Leeds through employing a Programme Manager and inviting Nick Rowe, Director of Converge York to act as a consultant.

In early months of 2017, four courses (each 1.5-2 hours per week) were offered to people who use mental health services in Leeds. They were taught by 13 university students with the support of their tutors across four higher education institutions. The courses offered were:

Drama at Leeds University: 8 weeksElectronic Music at Leeds Beckett University: 8 weeksSong writing at Leeds College of Music: 6 weeksSports Coaching at Leeds Trinity: 7 weeks

The administration for the courses was conducted by Karen Pearse, Discovery College Programme Manager employed by Leeds MIND.

The courses followed the Converge model developed at York St John University (see appendix 1) with three key aims:

a) To offer high quality educational opportunities to people who use mental health services.

b) To challenge the dynamics of social exclusion that make it difficult for people with mental health problems to access good quality educational opportunities.

c) To provide an opportunity for university students to work alongside people with mental health difficulties, enhancing their employability and 'real world' experience.

Each course was supported by a member of academic staff at the respective institutions:

Christine Bates, Senior Lecturer in Community Music at Leeds College of MusicDr Paul Thompson, Senior Lecturer in School of Film, Music and Performing Arts at Leeds BeckettDr Alison Torn, Senior Lecturer in the Social of Social and Health Sciences at Leeds Trinity UniversityDr Aylwyn Walsh Lecturer in Applied Theatre and Intervention at Leeds University.

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This project would not have been possible without the 13 university students who were involved in delivery. Their names are listed in Appendix 2.

There were some variations in the delivery of the courses: Leeds College of Music paid for an experienced community musician to support the students, Aylwyn Walsh taught the course with the university students and paid them an hourly rate.

The courses were enhanced by library membership and concert attendance at Leeds College of Music, and library use and gym membership at Leeds Trinity. Leeds University drama students attended a Converge theatre production in York.

Evaluation

The Evaluation of the project involved 3 data collection points:

I. Attendance and Retention figuresII. A course evaluation form completed by Converge students (the participants)

followed by a meeting on 23 March at Inkwell Community Centre. III. Interviews with University students followed by a meeting on 23 March at Inkwell

Community Centre.

1. Attendance and Retention Figures

Converge Students Enrolled Started

Completed

Drama 21 16 9Electronic Music 16 14 7Sports Coaching 8 5 2Song writing 7 7 6

Other details:

32 men and 17 women enrolled (some enrolled for more than one course)Age range = 20- 75. Average age = 33 years

3 people attended from an inpatient ward.1 person was homeless and NFA for a short time during the course before moving into a hostel (he still attended the sessions and came to the evaluation)2 people attended from a residential care home.

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We managed to get in touch with some people who enrolled but did not attend. The reasons provided were: had fallen and broken leg; couldn’t get leave from hospital; ‘it wasn’t the right time; it wasn’t what he thought it was (wanted a DJing course); it clashed with another class; changed their mind.

2. Converge student feedback

We issued questionnaires to all Converge students in the last week of the course. This was followed up with a meeting at Inkwell. 21 Converge students completed the evaluation forms as follows:

Leeds Trinity University 2

Leeds University 8

Leeds College of Music 5

Leeds Beckett University 6

Total 21

The following is a summary of the responses:

1. How did you find out about the course you attended this term?

Worker = 8; Friend or relative = 4; Leaflet = 6; Twitter = 1; Email = 1

2. The Organisation of the Course

17 people rated the organisation as excellent.The average score was 4.8 out of 5.

Comments:

‘Contact with Mind was good.’‘Text reminders and phone calls were useful’. ‘It was good to have someone take you to the room’. ‘The courses could be longer – sometimes we ran out of time’. ‘It was useful to have breaks in the sessions’.

3. The Quality of the Teaching

17 people rated the quality of the teaching as excellent.The average score was 4.6 out of 5.

Comments:

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‘I really looked forward to it every week, friendly tutors and got plenty of help if I needed it.’ ‘I have learned how to make a track with good support’.‘I could have done with more 1-1 tuition. I would like easy step by step instructions and simple stages leading to my own project’.‘Each tutor had expertise in a different aspect of song writing and musical composition.’‘Good information provided and well communicated. The tutors had good communication skills, nice and approachable.’‘I wouldn't be able to be taught at such a high standard anywhere else.’‘The course is a mixture of games, exercises and techniques which makes the classes fun. Everyone who taught found a coherent way to communicate ideas and instructions.’‘Quality time - leader and helpers gave time for everyone. All were given a chance to shine.’‘I liked that it was students teaching the course, this broke down barriers.’‘I felt safe, the teachers were respectful’. ‘We didn’t feel intimidated by the teachers’.

4. Were the space and materials sufficient?

19 people replied Yes; 1 said ‘sometimes’.

Comments:

‘It felt like I was in a music studio, a different place, the equipment was amazing.’‘I would like a print out to get use to programmes and the terminology.’‘I would like to come back to do more courses, the university campus is amazing to come to.’

5. Was the University easy to get to?

18 people replied Yes; 1 replied No and one said ‘sometimes’.

Comments on being at a University:

‘Felt good to say we were at the university – kudos and more gravitas to it’. ‘I liked the experience of being in that environment’‘It was the first time I had been to a university.’‘To be able to do a course at a university gives hope for the future and what I can achieve.’‘I felt equal to the university students’.

6. Did you feel you developed your skills and creativity during this term.

18 people replied Yes; 1 replied No and 1 recorded ‘Not Sure’.

Comments:

5

Communication skills; inspired to write songs, enabled to deal with change, used imagination, developed dexterity, chance to be someone different, learn to project myself,

7. Did you feel you developed your confidence as an artist during this term?


Comments:

‘I felt able to experiment’.‘I would like to pursue further; I have more confidence in rapping performance’.‘Would need to do a performance to feel I had increased confidence as an artist.’‘I am definitely more confident of some of my expressive abilities.’

8. Did you feel you developed your confidence within your wider life or improved your wellbeing?


Comments:

‘The self-critical voice in my head had definitely been challenged and scared away to a little distance. The feedback I have received has made my confidence blossom. I put myself forward, my critical voice back. Nowhere else could I find such a rich and supportive environment in which to develop my confidence and my drama skills’.‘It was a good distraction in a stressful time.’‘There should be a lot more courses like this, it helps’.‘Playing with other people helped me to develop confidence. Helped me to meet new people.’‘It improved my confidence and my interpersonal skills as I didn't have much trust in people. I do feel more able to be myself.’‘Being in front of people made me nervous but learning to let go has made it easier. Learning to let go has made me less neurotic in certain situations.’‘I feel able to trust my instincts and choices more. I am acknowledging an important part of myself, which improves wellbeing.’

9. Have you been able to identify goals for the future?


Comments:

‘I am really looking forward to seeing if there will be more programmes in the future. Hopefully an opening to a new career.’

10. Do you think Converge has offered you new opportunities?

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17 people replied Yes; 2 replied No and 2 people did not respond.

Things I really liked Things I would changeDramaCamaraderie and support, openness and friendly; improvisation activities, feedback.

More script work, more focused work on the same characters.

Good, friendly, well presented. Wouldn't change itWelcome atmosphere, great teaching, chance to be amongst creative people

Include more explanation of the jargon

Meeting with people, playing acting games, working with others.The games and warm up exercises, no pressure, the tutor.

Water available, would like opportunity to perform and showcase the work.

Excellent creative teachers, fun, challengingThe people, the initiation activities, the fact that have an option to have a new career.

We need refreshments, make the programme longer, perform.

Warm ups, cooperative games, improvisation. I felt like I was attending a drama course as if I was an undergraduate.Sports CoachingMeeting new people, doing sports, getting out.

More people on the course, don't push people too early.

Relaxed atmosphere, knowledgeable tutors, useful info.Song WritingTutors, room, refreshments Longer course, no ear plugs, equipment noise.The set up I wouldn't change anything.Meeting new people A different course for people who have experience. I

didn’t like being met in reception each time - it felt patronising, we just needed the room number; a mixed group with people who/do not have mental health issues.

Excellent tuition, excellent colleagues, great fun.

Nothing, everything was perfect!

Chord progressions, playing with other people, learning things that benefit my song writing.Different techniques, a good distraction, meeting new people

More basic handouts.

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and not being isolated.

Electronic Music ProductionTeaching, organisation, opportunity and possibility

More beats.

People on the course, teaching from the staff, making my own music.

More techno music, more Hip Hop, make longer tracks.

3. Interviews with University students.

Nick Rowe from Converge York interviewed 12 of the 13 students involved in the delivering courses. Their feedback is as follows:

Interviews with University students on 9th March 2017 and evaluation event on 23rd March.

2 students at Leeds Beckett4 students at Leeds Trinity3 students at Leeds University3 students and the coordinator at Leeds College of Music (LCM)

Reasons for engaging in the project

Personal or family history of mental health Interest in Dramatherapy, teaching or doing something of benefit to othersPrevious experience of work in this areaThought that it would be rewardingFits into my future plans‘We were excited to develop a new training programme’. (Trinity students)

Planning the sessions

All students reported that they had excellent support from their tutorsWe got the right level of support and had quite a lot of freedom to develop our ideas (LCM)The drama students just took part in the first 3 weeks, all other students took a lead from the beginning2 out of the 4 groups thought some mental health awareness training would be valuable. Mental health first aid was given to the Trinity students‘I had to get my head around teaching people when I am being taught’ It was a ‘massive trust exercise’ had to ‘keep the faith’ in the power of music (LCM).

Assumptions about mental health

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Students were surprised by the abilities of the Converge studentsThe majority were not sure what to expect.The drama students spoke about surprise that people had ‘given it a go’.The Trinity students thought there was value in a pre-sessionSome students were worried that no one would take part and were surprised how quickly people did. ‘People can’t be pigeon-holed and I tried not to have any expectations’.

Support during the course

Lots of praise for tutors: Alison Torn, Aylwyn Walsh, Paul Thompson, Chris Bates and Ainsley That were described as very available and supportive.

A) About teaching your subject‘I learned a lot through changing from a receiver of education to a provider. It changes your perspective on everything you know about the subject.’You have to go back to the beginning level and this is good for us (LCM and Beckett)It makes you think about why you are being taught certain things.

The value of setting tasks for each individual (in electronic music)Learning new teaching techniques (in electronic music)Keeping a balance between teaching and learning by doing (LCM)

Working with a very diverse group (in electronic music)Learning to adapt to changing circumstances. The change from group teaching to 1-1 teaching (in electronic music) and, in sports, having an array of different approaches so you can adapt what you are doing. In LCM they mixed 1-1 work and group teaching.

Learning to share your attention across the group.

The importance of being very clear in your instructions (drama) ‘I was worried that some drama exercise might be thought of as childish but that wasn't the case. People joined in’. The importance of planning and preparation. Health and safety issue in sports course. There may have been a confusion in the sports course between ‘teaching coaching sports’ and just teaching sports.

The importance of working as a team.

‘We co-produced the course with the participants. ‘ (LCM)

B) About mental health‘Not every case is the same’ The value of first aid trainingImportance of building trust

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That sometimes the quiet person is getting more than you expect out of the work (in sports a man who is using the Library and the gym)The drama students commented that they sometimes felt uncomfortable about not talking about mental health, it was ‘ the elephant in the room’. That sometimes people are more vulnerable than it appears. That there are external events that prevent people taking a full part. ‘We were just teaching a class of students’‘Mental health is a broad umbrella and everyone is different.’‘The students were our professional equals’ (LCM) That real change can happen over a series of sessions

C) About my myself and my future‘It has made me decide to teach in FE’‘I didn't think I could do it!’ Now wants to teachTwo people said that it had confirmed their decision to do work that helped others in some way.Working in sports psychology It has given me a new option.‘I need to learn a lot more to do this kind of work’.

What would you do differently if you were to do it again?

Drama

‘I would like to start leading parts of the course earlier’‘Perhaps do less in each session and slow it down a bit.’

Sports

A better system to communicate which students were coming, this would help in planningGiven a mobile to text students directlyThe numbers may have been low because of the difficulty of getting to Trinity. Perhaps hold in a venue closer to Leeds centre. ‘It might be better for second years who are less busy.’

Electronic Music

Focus more on making music. Rapping was very popular 1-1 is often more successful Have contingency plans in place if things go wrongMake it more interactive Reduce to 6 weeks provide a step by step guide to basic IT skillsThe group was very diverse in their IT abilities. Consider selectionProvide a mental health awareness course

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Song writing

Be more confident at the start.Get to the song writing more quicklyUse a ‘band room’ from the beginning.

Enhancements for Converge students

Using the library and gym membership at TrinityOne person on the LCM course uses the library and practice rooms regularly and attends performances One university student said: ‘we need real people knocking around here’ (LCM)

Evaluation Summary

“The Converge activity was a healthy experience for the College, staff feeling that they were involved in something special” (Chris Bates, Senior Lecturer in Community Music,

Leeds College of Music)

‘This is a brilliant scheme, I have no idea where else I could have found something like this.’ (Converge student)

‘ I felt a part of something’. (Converge student)

‘We’re all teachers and learners at the same time.’ (Converge student)

‘I learned a lot through changing from a receiver of education to a provider. It changes your perspective on everything you know about the subject.’ (University student).

a) Converge students

Feedback from the participants who completed the courses was generally very good. 17 out of 21 people rated the organisation and the teaching of the courses as excellent. One student commenting that, ‘I wouldn't be able to be taught at such a high standard anywhere else.’ There were things that they would change as set out of pages 6 and 7 and these will be considered if the courses are to continue.

We were initially concerned that participants would find it difficult to get to the university venues; however, 18 out of 21 people rated the university easy to get to, although in discussion with the students at Leeds Trinity this was cited as one reason why student numbers dropped off. There were several unsolicited comments about the value of the

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courses taking place in a university setting (see page 5) and this bears out the experience of Converge students in York.

Regarding whether the courses developed confidence in participants’ wider lives, 14 people answered Yes, 2 said No, and 4 were not sure. This largely seems to refer to people feeling more confident with others. 17 out of 21 people felt that Converge had offered them new opportunities. Notably a student on the drama course said,

‘The self-critical voice in my head had definitely been challenged and scared away to a little distance. The feedback I have received has made my confidence blossom. I put myself forward, my critical voice back. Nowhere else could I find such a rich and supportive environment in which to develop my confidence and my drama skills’.

b) University students

The students chose to work on the Converge project for a range of reasons including professional interest or personal experience in mental health, a desire to teach, or that it would be interesting to be involved in a brand-new project. All students were happy with the support they got from their tutors, some stressed the balance of the support and creative freedom they had in the project.’

Several students were struck by the challenges teaching for the first time. One student said, ‘I had to get my head around teaching people when I am being taught’. Another said that ‘…you had to go back to the beginners’ level and this was good them us’. They learned about the importance of giving clear instructions in drama, and providing individual teaching support in electronic music production. In the interviews the students stressed the importance of being flexible and responsive to participants; as one person put it, ‘We co-produced the course with the participants’.

The participants on the Electronic Music Course had different levels of knowledge and skill in IT. This made teaching a whole class difficult and students found it best to offer one-to-one instruction. There was a recommendation that there is more information of this at the enrolment stage so that the class can be planned more carefully.

The philosophy of Converge is to focus on the subject area and not the mental health problem. Students understood this although some of the drama students sometimes felt uncomfortable about not talking about mental health, it was ‘the elephant in the room’. Two of the student groups interviewed said that they would have appreciated mental health awareness training before starting the project.

A list of student learning and recommendations for change can be found on pages 9 and 10.

Recommendations

In light of this evaluation and following discussions with the university lecturers from each institution we make the following recommendations:

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I. Clear structure and governance: currently the Converge activity is managed through a group of tutors from the four institutions supported by a Discovery College Programme Manager (Karen Pearse) employed by Leeds MIND. In the view of both tutors and students this has worked very effectively however; a clearer governance structure will be needed to scale up the work and to attract funding.

II. Good and consistent administration is essential for the continuation of Converge courses. This needs to be done centrally and includes publicity, enrolment, liaison with tutors and university students, record keeping, data input, communicating with Converge students and issuing reminders.

III. Maintain flexibility of delivery across the H.E. institutions: there have been different approaches taken by tutors in each institution in respect of the support given to the university students and the involvement of the lecturers in the delivery of the courses. We recommend this flexibility is maintained to represent the different circumstances of each institution.

IV. The Converge model. A Memorandum of Understanding signed between the CCG, Leeds Mind and York St John University set out the conditions on which the Leeds project may use the Converge name and logo. These are as follows:

“In order to adopt the Converge logo and name the signatories will adopt the following key characteristics of the Converge model:

6.1. Courses will take place in a university venue.

6.2. As far as possible course participants will be regarded as, and treated in the same way as, university students.

6.3. University students will be involved in the delivery of the courses and the support of participants.

6.4. The subject area of courses will be aligned to the programmes offered at the University.

6.5. There will be an aim to involve people with lived experience of mental health problems as tutors and mentors.

It is understood that the implementation of these key characteristics will be in response to the particular conditions in Leeds. However, if after negotiation, York St John University considered that these conditions were not met they would be entitled to ask the signatories to cease using the Converge name and logo.”

It will be important to discuss if this agreement is to continue.

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Appendix 1

Converge: education for recovery

“The Community Mental Health Teams have developed excellent partnership working with York St John University through the ‘Converge’ partnership.”(Care Quality Commission Report, January 2015)

Winners: Non-Clinical Team of the Year, 2016, Tees, Esk and Wear Valleys NHS Trust.

Shortlisted for Health Service Journal Award (2015) in the category ‘Acute or Community Service Redesign’.

Winners: Medipex Innovation in the NHS Award, 2014: http://www.medipex.co.uk/events/nhs-innovation-awards-2014/

In York Converge is a partnership between York St John University and Tees, Esk and Wear Valleys NHS Trust delivering educational opportunities to people overcoming mental health difficulties. Students and staff teach our courses and support those who participate. The project is driven by two imperatives:

a) The need for recovery-orientated, non-stigmatising educational opportunities for people who are experiencing mental health problems.

b) To provide opportunities for university students to learn through working alongside people who use mental health services.

In York, Converge currently offers courses in sports/exercise, music, theatre, dance, fine art, creative writing, psychology, life coaching, research methods and storytelling. We run a choir with over 40 members and a theatre company, Out of Character (19 members). We employ 3 members of staff, 13 graduates on casual contracts and work alongside 4 secondees from the NHS.

What distinguishes Converge is that it offers a model of collaboration between a university and a mental health service provider that can make a real difference in the lives of users of mental health services, full-time students and the university community. Each can learn from and alongside the other. It matches the ‘core business’ of its key providers: the university educates its students; the health service has a valuable provision for its clients; and full-time students complete their modules.

Converge began in 2008 with one course in theatre offered to local people who use mental health services. It has grown each year; in the academic year 2015-16 336 people (164 individuals) completed our courses and 85 university students were involved in delivery and the support of participants.

The project is cost effective because of the ‘convergence bonus’ that derives from a provision that benefits both the university and the NHS Trust. The Trust contributes a

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portion of the full costs and the university contributes staff and student time, rooms, utilities, library and office provision.

Converge contributes significantly to mental health provision through opening the university and its resources to mental health service users and providing educational opportunities that promote hope and aspiration for the future and challenge the corrosive effects of the mental illness identity.

Converge increases social inclusion. Social isolation is one of the most intractable problems for people who have experienced mental illness. Converge students tell us that engaging in the project promotes a sense of belonging and increased social integration. One Converge student recently said: “Converge has been the best thing to support me, it has helped me to stay out of hospital by providing engaging activities which engage me as a whole person. It also gives me a community to be part of.”

Converge offers valuable opportunities to university students. In the academic year 2015-16 85 students were involved in Converge either helping to deliver courses or by supporting participants. This is experience that enables students to develop an understanding of mental health that will enhance employability on graduation.

Publications

Rowe, N. (2010). Bridging the Divide: Supporting people who use mental health services to enter higher education. In M. Cooper (Ed.), Changing the Culture of the Campus: Towards an Inclusive Higher Education – Ten Years On. London: European Access Network. http://ray.yorksj.ac.uk/1151/

Rowe, N. (2011). Border Crossings: Arts and health work in a university. Journal of Applied Arts and Health, 1(3), 241-250. http://ray.yorksj.ac.uk/546/

Rowe, N, Forshaw, N and Alldred, G (2013). A return to ordinariness: how does working alongside people who use mental health services effect students’ attitudes to mental illness? Journal of Applied Arts and Health. http://ray.yorksj.ac.uk/548/

Rowe, N. (2015). Creating a Healing Campus: A Partnership between a University and a Provider of Mental Health Services. University Partnerships for Community and School System Development. (Vol. 5, pp. 119-134). Online: Emerald Insight. http://ray.yorksj.ac.uk/id/eprint/1154

Asghar, M. and Rowe, N. (2016). Learning from the unfamiliar: How does working with people who use mental health services impact on students' learning and development? Journal of Further and Higher Education. (In Press) http://ray.yorksj.ac.uk/id/eprint/1540

Higgins, L and Willingham, L. (2017) Engaging in Community Music: An Introduction. London: Routledge

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http://ray.yorksj.ac.uk/id/eprint/1540







http://ray.yorksj.ac.uk/548/









Pendle, A, Rowe, N, & Britten, D. (2017). Coaching in a non-clinical setting with coachees who access mental health services. International Journal of Evidence Based coaching and Mentoring, 15(1) https://ray.yorksj.ac.uk/1736/

Rowe, N. (2017) Converge. In Higgins, L and L.Willingham. Engaging in Community Music: an introduction. Pages 111-113. New York and London: Routledge.

Stannage, E. (2017) Precariousness and Groundedness in arts in mental health. Research in Drama Education: The Journal of Applied Theatre and Performance. Vol 22, No 1 153-156.

Converge website: www.yorksj.ac.uk/converge

Out of Character website:http://outofcharactertheatre.squarespace.com

Contact:

Dr Nick RoweAssociate Professor and Director of

Converge.York St John University

Lord Mayors' WalkYork

YO317EX

e: [email protected]: 01904 876902

w: www.yorksj.ac.uk/converge

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http://outofcharactertheatre.squarespace.com/

http://outofcharactertheatre.squarespace.com/

http://www.yorksj.ac.uk/converge

https://ray.yorksj.ac.uk/1736/

Appendix 2

University Students involved

This project would not have been possible without the sustained enthusiasm and commitment of the following university students:

Drama at Leeds University:

Amy HeverinDanielle O'ConnellShiyan Wang

Electronic Music at Leeds Beckett University:

Michael BradleyMatthew JonesRyan Murray

Song writing at Leeds College of Music:

Fiona HelsingJack HespeJames Whateley

(supervised by post grad Ainsley Johns)

Sports Coaching at Leeds Trinity:

Reece EagleCharles IsherwoodElliot BitcliffCharlie Doherty

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Appendix 3

Converge Leeds

Student Feedback

It is very important to us to get feedback from students, this will help us improve the courses. Thank you for filling this form in.

What course did you do:

How did you find out about the course you attended this term?

Worker Leaflet Friend

If other, please specify here:

Please circle how well you felt the course was ORGANISED (1 = poor, 5 = excellent):

1 2 3 4 5

Please tell us more:

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We would like to find out what you thought about the way the courses were taught and supported

Please circle how you felt about the QUALITY OF TEACHING (1 = poor, 5 = excellent):

1 2 3 4 5

Please tell us more: ......................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

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Did you feel the SPACE and MATERIALS were what you needed for the activities within the courses?

Yes

No Sometimes


...........................................................................................................................................................................

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Did you find the University easy to get to?

YesNo


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Did you feel you DEVELOPED YOUR SKILLS AND CREATIVITY during this term?

Yes No Not sure


...........................................................................................................................................................................

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Did you feel you DEVELOPED YOUR CONFIDENCE AS AN ARTIST during this term?

Yes No Not sure

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Did you feel you DEVELOPED YOUR CONFIDENCE WITHIN YOUR WIDER LIFE OR IMPROVED YOUR WELLBEING?

Yes No Not sure


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Have you been able to IDENTIFY GOALS FOR THE FUTURE?

Yes No Not sure


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Do you feel Converge OFFERED YOU NEW OPPORTUNITIES that you hadn’t been able to access elsewhere?

Yes No Not sure


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UP TO 3 MOST IMPORTANT THINGS I REALLY LIKED about the courses:

UP TO 3 MOST IMPORTANT THINGS I WOULD CHANGE about the courses:

Is there ANYTHING ELSE you would like to tell us? Please continue on reverse, if necessary

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Thank you for completing this form, your feedback is much appreciated

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Documents

· Web viewWe were initially concerned that participants would find it difficult to get to the university venues; however, 18 out of 21 people rated the university easy to get