Prof Nicole Brown

Call for participants! “Ripped off in Academia: Costs and Consequences of Unethical Practices in Research” Background In informal settings, academics of all career stages talk about being ripped off in higher education: they experience or witness unethical practices in research. Unethical practices described include but are not limited to: …academics […]

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

Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.

This post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.

This is a post I wrote in July 2018 about how neurodiverse, chronically ill and disabled academics manage their academic life. This was published as a guest post on the Chronically Academic blog.

This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.

This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.

This entry shows the edited outcome of a video-recorded conversation regarding the use of creative and art-based methods in research.

This is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.

In this post I report some preliminary outcomes from the pilot phase of my fibromyalgia study. This is about learning to accept.

Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training sessions.

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?