All posts by Georgia

Careers, LGBT+, TeamTalk

Demystifying Leadership: New Director of EDI (Simon Forrest)

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A few months ago, we published the first blog in our Demystifying Leadership Series, in which Professor Candy Rowe chatted to us about what her role as Faculty Director of EDI had been like, to help potential replacements decide whether it was the leadership role for them.

And it worked! 

We are pleased to introduce our new Faculty Director of EDI, Professor Simon Forrest! Have a read of his Q&A to get to know a bit more about him, why he applied for the role, and what he’s most looking forward to:

Tell us a bit about your background. What are your hobbies and interests outside of work?

Like a lot of academic careers, mine sounds like a series of wise choices when I tell in from where I am now. But, in truth, it has largely been about a combination of luck, when opportunity has spoken to my passions.

I began as a professional musician and got very interested in the sociology of health because of the advent of HIV/Aids, and the way that changes in sexual attitudes, behaviours and culture that came about because of that, and the way they were represented in the ‘pop’ culture of which I was part. I met and got involved in very early community responses to HIV through peer education with young people, and the mobilisation of gay men and MSM. That evolved into 30 years of work on sex, sexualities, gender and sexual health.

I am still engaged in advocacy, which often feeds my research, but also some more sedate pastimes, such as bee-keeping.

How did you first become interested in EDI? What are some of the aspects of EDI you are most passionate about?

I can’t imagine how anyone can be involved in the social aspects of sex, sexualities, gender and health and not have EDI running through their work.

I have seen the way that public policy has failed people and also then worked to improve people’s lives. I have seen and, I hope, been part of influencing great positive changes in the recognition sexual diversity, in seeing that the greatest threats to people sexual health and wellbeing are often about failure to provide that and promote respect and equality. What I’ve learnt is EDI is about listening; hearing and making sure we give voice those who get left behind or are disadvantaged by social attitudes, policy or organisations – mobilising their potential to change things for the better for everyone.

What drew you to the position of Director of EDI for FMS?

It’s very simple – FMS is a natural champion of Equality, Diversity and Inclusion.

All our contributions are about making everyone’s lives better, healthier, and happier. We have the opportunity, especially because of the values of the NHS and our other stake-holders, to put that at the heart of what we do. Who wouldn’t want to be able to contribute to that?

What has been your favourite thing about the role so far?

Finding my feet with the fantastic EDI team, both within FMS and across the University, hearing people being so honest about the challenges in their work and lives, and the energy right across the Faculty, from top to bottom, to effect real culture change so that it heartbeats with EDI.

What are the main things you hope to achieve in the role? Tell us what you’re most excited to get involved with?

To continue the amazing work done so far, and to see that recognised in further external recognition and accreditation.

I want to be an advocate, to empower, and mobilise the skills and expertise in the Faculty and our wider community, and to enjoy the debate, discussion, planning, and work we can do together.

What aspects of being FMS’ Director of EDI do you anticipate will be most challenging? What previous learning experiences do you think have helped prepare you to take on these challenges?

Universities are complex places and knowing how the system works and how to make the system work can be a challenge. I think I have had a lot of experience now and know something about we go about creating transparent and effective structures that support EDI.

What do you hope to learn through the role?

No day goes by when one doesn’t learn something about oneself and other people.

Universities are all about conversations and because I might see students or staff, do some engagement work with our community, and much more in a typical day, there’s always going to be a conversation out there which will make me think. It might be someone asking me a question I don’t know the answer to (that’s very common) or telling me something amazing about their lives that makes me stop and think.

Thank you so much to Simon for giving us a bit of insight into himself and how he’s feeling about his new role. We can’t wait to see all that you do as Faculty Director of EDI.

Careers, Gender Equality, Mental Health

Demystifying Leadership: Head of the School of Psychology (Gwyneth Doherty-Sneddon)

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As part of our Demystifying Leadership blog series, we’ve chatted to staff in a variety of leadership positions across the Faculty. To help you find out more about what a Head of School role might be like, I spoke to Professor Gwyneth Doherty-Sneddon about her job as Head of the School of Psychology in FMS.

What are your main responsibilities in your role?

I lead and manage the School of Psychology. My role is quite diverse, but it primarily focuses on the learning and teaching experience. I work with approximately 35 academic members of staff (whom I manage directly) and about 11 or 12 admin staff to run and deliver a number of Undergraduate, Postgraduate Taught and Professional Training programmes under the School of Psychology.

What does an average day look like for you?

I don’t think there is an average day, to be quite honest. The largest amount of my time is spent strategically, making sure our School’s teaching plan is on track, and working with external organisations to ensure we have the right partnerships in place and that we’re developing new professional placements for students.

Another important part of my role is the leadership and mentoring of staff (academics, in particular). I review their personal development and manage any day-to-day issues, as well as the relationships between them. Due to the School’s recent growth in student numbers, I’m also often shortlisting or interviewing new academics to teach.

What do you enjoy most about your role?

I particularly enjoy the mentoring of staff. Since beginning working with them, I’ve seen a number of them be very successful and receive promotions on the basis of learning and teaching. This makes me particularly happy, as it shows the University values the learning and teaching advancement process.

Additionally, as I know my staff very well, I’m able to look strategically at the School to find projects that would be well-suited to the skill set of a certain staff member. So, to then see them flourish in that project makes me very happy.

What made you want to apply for the role?

At the time, I was an associate Dean for Research at Faculty-level in another institution, where I managed research across a diverse range of disciplines. I had been looking to get back into my own discipline again, so this leadership role was perfect, and I’ve really enjoyed being back in Psychology. I also knew the University wanted this School to grow, so I was excited that there was real opportunity to make a lot of big changes.

What do you think is your biggest achievement so far in your role?

As a result of our growth as a School, the University has invested in a state-of-the-art learning and teaching space within a new building. It will include specialised teaching spaces, such as a forensic laboratory and a psychological therapies clinic. It will be a fantastic environment for all our students and staff.

I feel these new resources are a symbol of our recent success and the University’s belief and trust in me.

What learning opportunities have been available to you in your role?

In much of my career previous to this role, I’ve had to learn on the job, through trial and error, which has been a massive challenge. But within this role, I have done a senior leadership course, which was quite useful, and also a mentoring course, where I did learn a lot, even about myself.

Have you been supported by colleagues, mentors or training opportunities?

I feel extremely supported by the University and the Faculty, and there are some very approachable people with real integrity here. The PVC has been very willing to listen and develop strategic plans. I couldn’t have grown the School to in such a way had the University not resourced more academic posts and invested in a new building for us. This makes me feel as though I’ve been listened to and I’ve been trusted to drive this growth.

The previous Undergraduate Dean (Jane Calvert) has also been fantastic and she was my go-to person when I needed a sounding board. The Heads of other Units also provide peer support and we regularly talk and share advice. Finally, I get a lot of day-to-day support from my colleagues in my school, with whom I have very good relationships and are always there to help with whatever I need.

What has your role taught you about yourself?

My current role has taught me how good I am with people. In my previous job, I was trying to manage 400 people and was never able to get to know them as individuals. So, at Newcastle, I’ve had the chance to realise that I work very well with individuals when I can get to know them, and that I am able to bring out the best in people.

However, management also often involves some very difficult conversations, and I’ve learnt that I can handle this. I’ve become good at knowing exactly when you must put your own emotions aside and how to always maintain my objectivity in tricky situations.

What have you found more challenging in your role?

The diversity of things I have to deal with on a daily basis. We’re a complicated School with 8 Undergraduate programmes (previously we had just 1, when I started). Several of our Postgraduate programmes also involve quite complicated relationships with external organisations such as the NHS, so dealing with the changes in these organisations can be very tricky.

How do you balance the role with your research and/or external commitments (families, hobbies etc.)?

I’m not doing very much research now. I do some through PhD students, but this is importantly their research and not mine. However, I was aware of this when I took the role; it was a very deliberate move for me and I felt it was right for this stage in my career. I do also still do some teaching. In the autumn semester I teach on some of the Masters and Undergraduate courses, and I supervise some of their projects.

In respect to balancing my work with my home life, it’s all about flexibility. I feel I’m getting better at it as my children are getting older. When they were younger I had to work very flexibly and bring them into the office, and also worked at home and in the evenings. So now, by being able to work more in the office, it allows me a better balance and to keep home life more separate. As a School, we’ve agreed to restrict emailing hours, to control the quantity of email traffic being sent in the evenings and weekends. This is something I feel I’ve learnt from my own experiences, which will improve people’s work life balance in the future.

What advice would you give to your successor?

I would tell them to always value and get to know your staff, and to be flexible with them. For the School to flourish, you must get the best out of each member of staff, and this is often done by being willing to be flexible in terms of work-life balance. You can never have a firm rule, you must always do things on an individual basis.

Additionally, I would emphasise to never allow hierarchy within the team from junior to more senior members of staff. Everyone is equal and is respected. As long as they are doing their job to the best of their ability and helping to drive the School forward then I am happy.

Thank you to Gwyneth Doherty-Sneddon for chatting to us about her role! We hope this has given you an insight into what being Head of a School might be like!

Careers, Gender Equality

Demystifying Leadership: Faculty PVC (David Burn)

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So, you think you could be PVC of FMS? 

 As part of our series, Demystifying Senior Leadership, we spoke to our very own PVC, Professor David Burn, about his role.

What are your main responsibilities?

Primarily, the day to day running of the Faculty, to set the strategy of the Faculty in consultation with others, and to be responsible to the VC and the Executive Board of the University.

That’s the attraction of a job like this; there’s obviously some structure to it, but there isn’t really an average day. Every day is different, and that’s what helps get you out of bed in the morning – it’s really great. They’re long days, there’s no question about it, but they’re very varied!

What made you want to apply for the role?

I know it sounds a bit trite, but I really felt I could make a difference!

Newcastle University has a fabulous reputation throughout all the region, and my family and friends nearly all live in the region. Trying to translate some of our great work out into the region, to make a real difference here, first and foremost, as well as beyond, is something I really feel passionately about.

What do you enjoy most about the role?

Probably the interaction with a large number of people. It’s really great to be able to talk to people, and to hear things, and to feel part of networks. I’m able to tap into lots of different sources, which means it’s uncommon that I hear something that completely blindsides me, and also means I’m able to take a helicopter view, to connect people in a way that they may or may not have thought about, which is such a nice thing.

I feel that a get a lot of job satisfaction from the role. It’s the little things, like trying to ensure people feel that their voices are heard, celebrating our successes, and just reinforcing the very positive, inclusive, and transparent culture we’ve got in this Faculty.

What’s the role taught you about the Faculty and University?

Well, it doesn’t get any easier the higher up the chain you get, that’s for sure! Processes, and systems, and ways of getting things through at University Executive Board can seem circuitous and tortuous and, at times, as opaque as when you’re putting in a grant in as a PI!

It’s also taught me that you’ve probably got to be quite broad church in your views, and a good listener, and broadminded. I get people coming in from all different walks of life and everybody has a slightly different agenda, or something they feel passionately about, which you have to accommodate. I’ve had to realise that sometimes you can’t always get everything that you want for your Faculty; that sometimes you have to do it for the common good of the University and take the important ‘One University’ approach.

What has the role taught you about yourself?

It’s taught me that I’ve got a greater capacity to do things than I thought, because I’ve never worked as hard as in this role, and I’ve never encountered more challenging situations!

I think it’s taught me that you’ve got to be, at times, a little thick-skinned, and realise, like Abraham Lincoln said, that you just can’t keep all the people happy all of the time. It doesn’t stop you from trying, but at times you’ve just got to do what you think is right.

What learning opportunities do you feel have helped prepare you for this role?

Learning opportunities are something that I feel are very important. I’ve been very lucky over the years, going back to when I was an Institute Director, or even before that, when I attended Leadership Development Courses and the like.

I also took myself off and had some discussions about strategy setting and had ongoing coaching. I’ve had an informal network of mentorship, which I’ve largely established myself, mainly through people outside Newcastle, and I’ve always found that to be very helpful. They are people who I look up to and respect, and who’ve always given very good advice – not just on work decisions, but on work-life things as well. I certainly see the value of mentorship, and am now a mentor myself through the Academy of Medical Sciences’ IHR Scheme.

What have you found most challenging in the role?

Most definitely it has been the sheer intensity of it, and the length of the days. A lot of time is spent Chairing meetings, so there’s very little downtime between and it’s very physically tiring.

Also, nobody likes confrontation or making tough decisions that will impact on people, but unfortunately, in a job like this, you just can’t avoid that. I think that’s something you always reflect on and think could I have done that better? Or: could I have had that conversation better? That’s been the element the role that I’ve lost some sleep over.

Where do you find support when facing challenges in your role?

You can’t beat your peer support group. This does shrink, the higher up the chain you go, so my main peer support is currently the two other Faculty PVCs, and I’m very blessed there as they are lovely people.

I would also count Julie Sanders, who was formerly the PVC in HASS, as a really great friend and colleague, to some degree a confidante, and a real source of good, sensible, impartial advice. I also I have huge respect for, and would count as a friend and colleague, the VC. For real get-away-from-it type of conversation, and to let off steam, I would say the other Faculty PVCs and the VC would be probably my best source of support there really.

Finally, I have a number of people who I can bounce things off and talk to, particularly within the Professional Staff and Dean Team here.

How to you balance the role with your research, hobbies and family?

My research has largely withered. If you want to be research or clinically active, a role like this really is not compatible sadly. To do it fully and thoroughly I think you’d struggle. I do carry on contributing to papers and outputs for people who work with me, but the amount of time you can contribute is difficult. I have other major external commitments. I’ve recently been appointed Chair of the NHSA Board, and am a Trustee of Parkinson’s UK.  I’m also President of the Association of British Neurologists, which is a pretty big job. So that’s squeezed out other internal things like research.

You should also never lose sight of your family. We don’t have children, but my wife is absolutely outstanding. She works full time herself and she’s incredibly supportive; the worst guilt I can experience is feeling that I’m not giving her enough time. Work-life balance is so important.

I’ve always loved running and cycling, I like keeping myself fit. I also really love listening to and making music, and trying to learn guitar. I’ve got it all mapped out for when I retire though. I’m going to do more photography, and I’m going to try to get music lessons and do some multitracking. And also, construct a model railway; I’m determined to build a real-life model based on a line in Ireland. I think it’s really important to have some little things to aspire to in the future in that way.

When your role finishes, will you miss it?

Hm, interesting question. I think the answer is yes, obviously I will, because of the intellectual stretch that it gives me; that is something that gives you quite a buzz. In some of the harder moments, or times when there’s been a conflict or confrontation, I guess at those times if you ask me that question, I would say I absolutely won’t. But by large, yes, I think most people would miss a job like this.

What advice would you give to your successor?

I would say be true to yourself and be your own person.

And listen to colleagues – you just can’t know everything. I’ve got a wonderful team of people at Dean-level and School Director/Head-level, and they’ve all got amazing skill sets. The success of the Faculty comes from that.

When it comes to appointing my replacement, it would be fabulous if we could have some really strong internal candidates from very diverse backgrounds. There are several people in this Faculty who can do the job, I am absolutely convinced of it. If I could help bring through people who are capable of taking a PVC role, and particularly women, that would be a great legacy to leave.

Thank you so much to David Burn for taking time out of his busy schedule to speak to us about his role! We hope this empowers you to take all opportunities for development available – you never know where you’ll end up!

Careers, Social Mobility

AUA conference 2019: Higher Education – Fit for the future?

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Every year, the AUA (Association of University Administrators) hosts their Annual Conference and Exhibition, which gives those working in higher education the opportunity to attend sessions delivered by specialists and leading practitioners, share ideas and best practise, and learn about the latest sector developments. Their AGM is also hosted at the Conference.

This year’s AUA Conference and Exhibition was held on the 15th and 16th April at the University of Manchester and the theme was Higher Education – Fit for the Future? It focused on some of the challenges and inequalities in higher education and what changes must be made to prepare for the future.

Malasree Home, FMS’ Athena SWAN Support Officer, has written about her experiences at this year’s Conference:

I have to secretly confess that, on that Monday morning, I was really excited for the ASA Annual Conference, and that it was the fantastic conference freebie – the AUA water bottle – that did it for me. The remainder of the two days could only get better!

As with most AUA conferences, there was something for everyone. The plenaries and keynote sessions were really interesting, focussing on the challenges ahead for the HE sector and the implications that this may have for management and governance in HE institutions. Here’s a quick run through some of the bits that I really enjoyed, and the things that made me think.

I thoroughly enjoyed the keynoted delivered by Jess Moody from Advance HE. Jess talked about the balance between ‘Excellence’ and ‘Equity’, and the challenges across the sector, especially regarding student attainment, and the fact that, while HE institutions work towards gender equity, there are often discrepancies with regards to other protected characteristics. Jess focused on the need to integrate EDI and Widening Participation more, but also raised a point that I found fascinating – can ‘data’ allow us to intervene, and what are the ethics surrounding that?

While I was disappointed that one of the sessions that I had signed up for was cancelled at short notice (‘Looking Behind the Label – Mental Health in the Workplace’), it was great to think outside the box in two sessions focusing on a positive workplace culture. One discussed the GROW model of coaching, while the other (fantastically titled ‘Yoga and the Hokey-Pokey’), focused on how teams can think creatively to enable solutions.

Though a bit bleary eyed after the AUA Gala dinner (though I have to confess that I called in a relatively early night) I also found the session on ‘Leading Change from the Bottom Up’ fascinating – the session presenters took us a through a successful restructure of a department to streamline processes. Change, in itself is a very pertinent topic in Higher Education, with almost every organisation going through some form of change at any moment in time, on a variety of scales. Yet, while relevant, it is also an uncomfortable topic, and the presenters showed consummate skill in not just describing the intricacies of their scenario, but also fielding the questions from the audience.

Indeed, it is the sheer variety of topics that makes this conference so interesting. As a participant, you can dip your toes into areas of HE that might not be your role, yet still come back with insights that can then be pertinent to how you do your day job! It also gives you an idea of the breadth of change and challenges in the sector. Even as I write this blog, I realise that a lot has changed since the event itself, especially with the Augar Review of post-18 education having been launched on the 30th May.

However, it will be remiss of me not to mention the icing on the cake – the AUA Conga. I was too chicken to join in, but it was great to watch. If you don’t believe me, check out the video on the AUA twitter! Enough said.

If you like the sound of these sessions and feel like getting involved, next year’s conference will be hosted at the University of Nottingham on the 6th and 7th April 2020. See you there!

Careers, Race and Faith

BME Early Career Researchers’ Conference

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On Friday 26th April, we funded two of our PGR students to attend the 3rd annual BME Early Career Researchers’ conference at the University of East London. This year’s theme was ‘How to Stay in Academia’.

The conference aims to encourage and empower BME (Black Minority & Ethnic) early career researchers to stay within academia, and promotes the ethos ‘be positive, practical, and pragmatic’ in driving career progression. Speakers included inspirational people such as award-winning writer, academic, and human rights campaigner Professor Gus John, and KCL Dental Institute lecturer and Diversity and Inclusion Champion, Dr Bernadine Idowu-Onibokun.

We chatted to our two PGR students who attended, Aisha Islam and Nana-Jane Chipampe, to find out what they thought of the conference.

What were your impressions of the conference?

Aisha Islam:

The conference was hosted at the University of East London, where I arrived to meet many senior BAME academic staff and PG researchers from multiple disciplines and cities across the UK. The programme began with the delivery of short, inspirational talks from, most notably, Professor Gus John and Dr Bernadine Idowu-Onibokun, both of whom have contributed substantiality and significantly to managing Education and Equity, and Regenerative Medicine in Dentistry, respectively. This was followed by a panel discussion addressing the following topics:

  • The journey of each BAME academic within academia
  • The importance of the visibility of a BAME academic
  • What the barriers and challenges of gaining senior positions for BAME academics are
  • What needs to change

The discussions were supportive, insightful, and inspiring, providing an excellent forum to consider my opportunities for continuous professional development and career growth. The structure of the event was relaxed and informal. I had the opportunity to meet and build connections with brilliant, like-minded BAME researchers who share the same enthusiasm for academia.

Nana-Jane Chipampe:

I was really impressed with the format of the conference. There were short, inspirational talks by various academics, describing their journeys and it was motivational to hear their insightful and inspirational guidance. All speakers gave honest accounts of their personal journeys, which was particularly humbling to hear. There was also workshops that addressed applying to and writing for fellowships, mentoring and sponsorship, fantastic tips and advice on networking, and the importance of wellbeing and maintaining work-life balance. These workshops provided supportive, engaging, and productive advice, all directly relevant to the everyday research environment.

What is the most important take-home message for you as a BAME researcher from this event?

Aisha Islam:

Academia presents several challenges when obtaining external funding, maintaining a publication record, and progressing through your career. The key take-home message I retained from the event was to remain positive, practical, and pragmatic, in order to feel empowered to remain in academia. Undertaking doctoral research and beyond involves a transition of learning styles from the traditional, rote learning style practiced within primary and secondary education, and to some extent during undergraduate education, to a critical and analytical approach, which requires a higher degree of independence. As a PGR or early career researcher (ECR), this can be an intimidating process, given the feedback of progression is often limited and can fuel self-confidence issues and psychological phenomena such as ‘Imposter Syndrome’.

In an environment where self-doubt of abilities and strengths is rife, it is important to consistently celebrate small successes. I met a huge number of BAME researchers determined to stay and excel in academia throughout the course of the conference, which was admirable and motivational.

Nana-Jane Chipampe:

The most important take-home message from this event for me was be POSITIVE, PRACTICAL, and PRAGMATIC. This can be achieved in many ways. By being persistent and pragmatic in my research and overcoming the difficulties I face with a positive mind, I can feel empowered in academia and maximise my ability to achieve my potential.

How has this conference affected your perceptions regarding your own career as a BAME researcher?

Aisha Islam:

My uncertainties regarding remaining in academia were overcome by the opportunity to spend time with senior academics of minority backgrounds who filled an entire lecture auditorium – which was liberating to say the least!

The afternoon workshops, focusing on applications to fellowships, mentoring and sponsorship, and networking and wellbeing, were incredibly informative and affirmed my understanding of these areas, alongside helping to ensure I am maximising my potential as a BAME researcher. The short talks provided evidence for the extraordinary and compelling contributions made by BAME academics across a vast array of disciplines in research and have helped me to transcend my own expectations of academic achievement and success.

Nana-Jane Chipampe:

The conference has made me aware that it is important to have key individuals to facilitate your research journey. Find, develop, and sustain relationships with other researchers, as ‘people need people’. As a researcher, I learnt that it is important to collaborate and network with others, and remember who you are, what your purpose is, and how you want to achieve your goals. I am now more aware of the importance of surrounding yourself around individuals who can encourage and support you through your journey in academia.

Do you think such conferences aimed at BAME ECRs are useful? How do you think you could encourage other BAME ECRs to attend such events?

Aisha Islam:

The multiplicity of academic backgrounds present at the conference ignited meaningful and thought-provoking discussions on tackling issues faced by BAME academics. The event was a unique opportunity to vocalise concerns and negotiate strategies to overcome hurdles and encourage progression, and most importantly, to receive affirmation of my experiences of difficulties associated with being part of a minority in higher education and academia (e.g. disengagement from the curriculum due to a lack of inclusivity, isolation, and micro-aggressions). The attainment gap between white and BAME students remains significant, alongside the disparity in employability between white and BAME graduates.

We were introduced to a relatively new journal, the ‘Journal of Impact Cultures’, which endeavours to transform educational policy and practice through the decolonisation of the curriculum and culture that currently exists in higher education. As the journal challenges debates in teaching and learning through an interdisciplinary approach, it may be of interest to many BAME researchers seeking to create change within education for them to submit their narratives, reflections, and empirical reports.

I would encourage other BAME ECR’s to attend by speaking to their fellow network members for guidance or general discussions about the benefits of such a network. Ultimately, the conference addresses many layers of complexity regarding identities existing amongst BAME academics and allows us to identify areas in which to intervene, in addition to finding solutions, in order to resolve racialised inequalities within higher education.

Nana-Jane Chipampe:

I strongly feel that conferences aimed at BAME ECRs are extremely useful, due to the psychological impact of spending a day among intelligent, encouraging, and dedicated BAME academics. I felt particularly empowered to stay in academia when speakers spoke on the topic being your authentic self and being proud of who you are. A university’s ethos should reflect the diversity of the institution, and conferences such as these remind you of this. I believe research is a key component of knowledge production and knowledge sharing, and events like this encourage you to be confident in doing so.

I would encourage other BAME ECRs to attend such events, as it is refreshing to step away from your niche area of research and explore a different type of learning experience – learning through others. I would encourage BAME ECRs to put themselves in environments where interesting, thought-provoking discussions take place, and the BAME ECR conference provides a platform to receive encouraging and practical tips to put yourself in the best position to succeed.

Thank you so much to Aisha and Nana-Jane for chatting to us about their experiences, and we’re glad you got so much out of attending!

To find out more, read about the conference, or watch the promotional video. Or, if you’re interested in other opportunities available to BME staff and students, check out NU’s BAME Network.