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 post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.
This is an extract from a guest interview on the Liberating the Curriculum website of UCL published in relation to my ableism in academia work. In this post, I reflect on my ableism work, how I came about to take a leading role in the activism around ableism in academia.
This is an extract from a guest post on the Conference Inference blog published upon invitation in relation to my ableism in academia work. In this post, I illustrate what it means to do conferencing "disabled style", when your body and/or mind are not typical, and what the realities are of navigating and negotiating conference spaces under the influence of visible and invisible conditions.
Disclosure dances - I am inviting you to take in part in my research project. Information, contact details and consent form available from here.
Bodies and buildings - I am inviting you to take in part in my research project. Information, contact details and consent form available from here.
This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.
Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.
Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.
I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.
Download some resources for a plagiarism workshop from here.
At University level you are expected to have checked, re-checked, edited and proofed your assignment several times. Each time you read through your work you should focus on a different aspect of your writing.
Consider some key elements when writing an academic essay: structure, language, use of sources.
This is a brief description of how the reflective cycle according to Gibbs works.