Dr Nicole Brown

This is a link to a UCL MicroCPD video that explains how in my module we are letting students decide on how they want to be assessed.

Contribution to Times Higher Education Campus about becoming an innovator in Higher Education.

I was invited to contribute to the Cambridge Centre for International Research podcast series to talk about the experience of disabled people in higher education and how to improve the situation.

This poem about full ethical approval is the outcome of poetic inquiry and analysis within Embodied Inquiry from my research with academics.

The book "Ableism in Academia" provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm.

This post is a link to a recording from an event held on the 25th November 2020 via the University of Birmingham, where I was asked to discuss disability experiences before and after Covid19 Lockdown.

In this guest post Dr Helen Ross reflects on the exam production line of our current school system.

This paper considers the use of identity boxes as a data collection method to elicit experiences.

Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.

Download my presentation from the ESLTIS16 (Enhancing Student Learning Through Scholarship 2016) conference from here.

This post provides some guidance on how to organise your lesson to flip successfully, as to flip cannot be done thoughtlessly.

This is a review of Harry Fletcher-Wood's book on how checklists can make all aspects of teaching more effective.

Nowadays more and more emphasis is placed upon the impact of research. In many cases research students are even required to create a research poster as part of their thesis and enquiry submissions. However, how do you create a research poster?

In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?

Being a mentor for trainee teachers is rewarding and challenging at the same time. Ultimately, the smiles on a trainee teacher's face after successful lessons is definitely worth every battle against all odds.