Dr Nicole Brown

Blog

• Reflexivity and positionality in social sciences research
  
• How to keep a research journal
  
• Assessments: Letting students decide on their assessments
  
• Assessments: Letting students decide
  
• 5 tips for writing articles for publication
  
• Teaching to large audiences
  
• Recommended readings – a reading list for creative methods
  
• Research ethics in a changing social sciences landscape
  
• Working in academia with a disability: What is it really like?
  
• Doing fieldwork in the virtual space
  
• Position papers for BERA (British Educational Research Association)
  
• Becoming an innovator in Higher Education
  
• Imagine! Different in academia
  
• FRSA: Fellowship of the Royal Society for the Encouragement of Arts, Manufactures and Commerce
  
• Knowing what to do with notes and journals
  
• Support for students taking on research projects
  
• The role of writing: A method of and for research
  
• The ResDance podcast: Embodied Inquiry
  
• Book launch: Making the most of your research journal
  
• Lessons from the COVID-19 pandemic
  
• Keeping a research journal that works for you
  
• Research journaling: Journal across boundaries
  
• Accessibility in higher education: key principles
  
• Embodied Inquiry as a research method
  
• The benefits and challenges of participatory research methods
  
• Identity boxes: An art-based approach at a distance
  
• The relationship between creative and participatory approaches to research
  
• Book: Making the most of your research journal
  
• Wellbeing in Higher Education podcast: Ableism
  
• Disclosure dances: The experience of PhD students with invisible disabilities in higher education
  
• The lived experience of fibromyalgia
  
• Systematic Visuo-Textual Analysis
  
• Challenging unconscious bias
  
• The PhD Life Raft podcast: Reflective journaling
  
• SAGE MethodSpace: Choosing creative methods for research
  
• Choose to challenge: The experience of disabled women in higher education
  
• Ableismus in der Akademie
  
• Handbags: representations of identity and memories
  
• Zu krank und/oder behindert für die Universität
  
• The part-time doctorate
  
• Ableismus in Academia: Trotz Fleiß kein Preis?
  
• Research impact poster
  
• Disability post-lockdown
  
• NVivo Podcast Episode 13: Participatory research methods
  
• Supervising PhDs: Atypical in more than one way
  
• Recordings of ableism events and keynotes
  
• Disability History Month interview
  
• Supervising PhDs: Creating a sense of belonging
  
• Supervising PhDs: Dealing with ‘atypical’ students
  
• Ice breakers: starting lessons or meetings
  
• Liberating the Curriculum: Ableism in Academia
  
• Conferencing “disabled style”
  
• Disclosure Dances in Doctoral Education
  
• Bodies and buildings: How the chronically ill or disabled experience buildings in academia
  
• LEGO® reflections in Higher Education
  
• Guest post: Creativity in the Curriculum – An Exam Production-Line
  
• NADSN Position Paper
  
• Invisible disabilities in academia
  
• Strategies to manage academic life
  
• Innovative research methods
  
• The research pipeline: managing the publications process
  
• Using creative methods to collect data in social research
  
• Analysing data that has been collected using creative research methods
  
• Emotions and the role of reflexivity in qualitative research
  
• Teaching international students
  
• Reshaping higher education
  
• “I can’t describe what I’m going through”
  
• Using creative methods to support well-being amongst PhD students
  
• Skype – Video-conference interviews in health research
  
• Ableism in the curriculum
  
• Joining Ableism in Academia event
  
• A conversation about creative and art-based methods in research
  
• Academic identity: active identity and body work in academia
  
• Meaningful, external-facing assessments
  
• Creative methods – messy data?
  
• Workshop: Using creative methods in research
  
• Making sense of fibromyalgia experiences
  
• PASAR Connecting Communities conference
  
• Ableism in Academia
  
• Presentation from CSHE Research Festival
  
• Presentation from MedSoc2017
  
• Presentation from the HEA Annual conference
  
• Presentation from UCL Conference
  
• How much reading is enough?
  
• Learning to accept fibromyalgia
  
• More messages from the classroom
  
• Providing feedback for learning
  
• Learning from the Korean context
  
• What’s your message?
  
• 3min thesis 2016
  
• Global Innovation Awards 2016: Winner Academic Integrity
  
• Presentation from the SEDA conference
  
• Presentation from the KSSEE conference
  
• Strategies for learning names of students
  
• Guest post: So we are all gifted and talented
  
• Getting started with educational research
  
• Digest: Value of social networks for teachers
  
• Book review: Study skills for students with dyslexia
  
• Presentation from the ESLTIS16 conference
  
• What are “communities of practice”?
  
• Book review: Doing research in education – Theory and practice
  
• The “I” in Fibromyalgia at the PGFes2016
  
• Integrity at the core of strategies to prevent cheating and plagiarism
  
• Identity boxes
  
• How to flip, so it’s not a flop
  
• Is flipped learning really all the rage?
  
• Findings from RefME survey on plagiarism
  
• STEP presentation from the UCLTL conference
  
• Preventing plagiarism from the UCLTL conference
  
• Simulation of cognitive dysfunction
  
• Playing games in lessons
  
• Book review: The art of being a brilliant middle leader
  
• Presentation from the Islam and Peaceful Relations conference
  
• Using creative methods to reflect
  
• Simulation of brain fog
  
• Using audience response systems for teaching
  
• Teacher training placements
  
• What is fibromyalgia?
  
• Book review: Ticked off – checklists for teachers, students, school leaders
  
• Reflections about plagiarism
  
• Teaching empathy in dance classes
  
• Classroom management
  
• Professional development portfolios
  
• Assessment as a learning opportunity
  
• Time management
  
• Challenging students
  
• Pluralism lesson resources
  
• How to make writing more academic
  
• Teaching with artefacts
  
• Plagiarism workshop resources
  
• Types of plagiarism
  
• Lesson planning: The hook, a good starter
  
• Research posters
  
• How to create a research poster
  
• The educational context
  
• The Mosaic approach according to Clark and Moss
  
• Which kind of teacher are you?
  
• Epistemology
  
• Benefits of bilingualism
  
• Action research or case study?
  
• Manage behaviour in lessons
  
• Teaching empathy
  
• Lesson plan templates
  
• Lesson planning – some recommendations
  
• Methodology and methods – what are they?
  
• Grid for systematic reading
  
• Systematic reading to prepare a literature review
  
• Writing entries in a reflective journal
  
• Plagiarism
  
• Proofing and editing
  
• Referencing and bibliography
  
• Writing a good academic essay
  
• Action plan template
  
• Writing an action plan
  
• Critical incidents according to Tripp
  
• Sarah Pink: Doing Sensory Ethnography
  
• Invisible illness and academic identity
  
• Reflective model according to Gibbs
  
• Reflective model according to Brookfield
  
• Reflective model according to Kolb
  
• Reflective model according to Rolfe et al.
  
• Etiquette at University
  
• Teaching and reflective practice
  
• The bilingual’s relationship with language
  
• Challenges in bilingual families no one tells you about
  
• Challenges for mentors
  
• Contact
  
• Zoom course query
  
• Nomination for The Liebster Award 2018
  

Books

• Book: Making the most of your research journal
  
• Book: Making the most of your research journal
  
• Book: Lived Experiences of Ableism in Academia
  
• Book: Embodied Inquiry: Research Methods
  
• Book: Ableism in Academia
  

Publications

• Author talk: Making the most of your research journal
  
• Article: The social course of fibromyalgia: resisting processes of marginalisation
  
• Creative output: “Just one more time…”
  
• Article: Systematic Visuo-Textual Analysis
  
• Book: Making the most of your research journal
  
• Article: Exploring experiences of ableism in academia
  
• Creative output: Participatory research: Full ethical approval
  
• Article: Researcher experiences in practice-based interdisciplinary research
  
• Book: Embodied Inquiry: Research Methods
  
• Article: Making sense of cultural bumps – Supporting GTAs with teaching
  
• Book: Lived Experiences of Ableism in Academia
  
• Article: Scope and continuum of participatory research
  
• Creative output: This is just to say
  
• Book: Ableism in Academia
  
• Chapter: Rhythmanalysis to account for time
  
• Article: “Where’s the validation?”
  
• Chapter: The embodied academic
  
• Creative output: “I need duvet days” – Chronically ill academics
  
• Chapter: Assessments: letting students decide
  
• Article: Identity boxes: objects as data collection
  
• Article: Embodied reflection within dance training
  
• Article: Increasing students’ engagement with reflections
  
• Chapter: Centring imagination in teacher education
  
• Article: Partnership in learning
  
• Article: Creative and embodied methods to teach reflections
  
• Article: “Listen to your gut”: a reflexive approach to data analysis
  
• Article: My challenge of developing a creative research methods network
  
• Chapter: Creativity and playfulness in Higher Education research
  
• Article: Using LEGO® to understand emotion work
  
• Article: Making academia more accessible
  
• Article: Ableism in academia: where are the disabled and ill academics?
  
• Article: Partnership in teacher education
  
• Article: Exploring the lived experience of fibromyalgia
  
• Article: Preventing plagiarism and fostering academic identity
  
• Book Review: Against Plagiarism – A Guide for Editors and Authors