Dr Nicole Brown

This post links to my contribution to the Lex Academic Blog, in which I write about how to keep a research journal.

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.

The Diversity Network asked me for an interview to answer the question: what is it really like to be working in academia with a disability?

This podcast is an audio-recording with slides as it was presented on the 25th June 2021 to the fibromyalgia support group Faversham Fibromyalgia Friends.

I was invited to contribute to The PhD Life Raft Podcast. My contribution was about research journaling and reflective practice, and the book Making the most of your research journal.

Handbags: I am inviting you to take in part in my research project. Information, contact details and consent form available from here.

This is an example of an ethnographic poem, the output of poetic inquiry and analysis within Embodied Inquiry from my research with academics.

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.

In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.

This is a call for contributions of max. 8000 words to "Failures and fallacies of innovative research methods . If you are interested in exploring your failures and fallacies regarding innovative research methods submit your abstract here.

We need to think about what the messages are we send. So here are some more messages from the classroom.

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

The classroom is a place where learning happens and should be encouraged, therefore classroom management relates to the strategies a teacher can use to organise students' learning. According to Garrett (2015) classroom management can be considered in five categories: behavioural management and discipline, the layout of a classroom, rules and routines, the relevance of relationships and the importance of instruction. Good classroom management is proactive and about the students' learning.

This is a brief description of Kolb's reflective model.