Dr Nicole Brown

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

This is an extract from my contribution to the LSE Impact blog discussing how to keep an effective research journal, thereby busting some of the myths surrounding research journaling.

This presentation video exploring identity boxes as an art-based approach at a distance was recorded for the virtual NVivo conference Qualitative Research in a Changing World. 

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.

This post is a link to a recording from an ableism event held via the Technische Universität Wien and Exceptional Norms.

If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.

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.

I have been asked about strategies for teaching international students. In principle, we should continue focussing on group work and sharing experiences and thus building collaborative, reflective practices. So the strategies I am presenting here for teaching international students are merely a reminder of good teaching practice, as they will be beneficial for all students.

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.

This is my contribution to the international conference "Connecting Higher Education" held at UCL Institute of Education in collaboration with McMaster University, Canada and University of Adelaide, Australia.

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.

Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.

This is a brief outline of what Tripp considers as critical incidents.

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