Dr Nicole Brown

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

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.

Here I share my two position papers written as part of the review of the ethical guidelines for the British Educational Research Association.

Nicole Brown is FRSA, a Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce.

This is a recorded conversation between Dr Janet Salmons of MethodSpace SAGE and Dr Nicole Brown explaining how to journal across boundaries. This video is similar to the one that we recorded for the NVivo conference Transcending Boundaries in Qualitative Research. 

This post is a link to a recording from my presentation "Disclosure Dances" presented on the 30 June 2021 at the UCL Institute of Education.

This post is a link to a recording from an event held via the Johannes Kepler Universität Linz, where I was asked to discuss ableism in academia.

This is an extract from a guest post on the Supervising PhDs Community Blog. In the post, I discuss what research supervisors can do to support doctoral students who may have disabilities, chronic illnesses and/or neurodiversities.

This is an extract from a guest post on the Supervising PhDs Community Blog, where I explore the experience of "atypical" students, and what research supervisors can do to better support those "atypical" students. 

This article explores where the somatically inspired pedagogy of teaching reflective practice through a creative and embodied approach sits within dance training.

This is my contribution to the PASAR Connecting Communities conference, which was held in November 2017.

This is my contribution to the CSHE Research Festival 2017, which was held in October 2017 at the University of Kent.

This is a brief simulation of what cognitive dysfunction and brain fog feel like.

It may look simple to deliver the hook but in reality planning for the hook should not be underestimated, after all you need something very catching to get your students' attention so they become interested in your lesson.

This is a brief description of how the reflective cycle according to Gibbs works.