Dr Nicole Brown

This post offers some recommendations on what to do if teaching involves larger audiences rather than smaller groups.

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?

Imagine! Different in academia. is the recording of a talk presented at the International Symposium on Poetic Inquiry in Cape Town in May 2022.

This is a link to a webinar organised to offer support for students taking on research projects. My contribution was based on my book Making the Most of Your Research Journal.

This article presents disabled academics' experiences and collective understandings of ableism as constructed through normalisation and able-bodiedness.

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.

It is with great excitement and pride that I share a list of scheduled ableism events. Celebrating the launch of my two edited books, find here events about Ableism in Academia.

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

In this guest post Dr Helen Ross reflects on the exam production line of our current school system.

This is an example for analysis within Embodied Inquiry from my research with chronically ill academics. The illustrated poem was created from the transcripts of conversations with chronically ill academics and an arts-based approach to making sense of data.

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 to stimulate a discussion around boundaries of research, ethics and ownership of "messy data" resulting from creative methods.

To make sense of my participants' experiences, I am creating an art installation based on the raw data I receive in my research work.

In this article about flipped learning I argue that flipped learning should only be used as one teaching method amongst many others.

When planning for a practice-based enquiry or small-scale study you will most often be confronted with the choice between an action research or case study approach. Here is a simplified exploration to get you started.

If you read a great range of articles you may find that you cannot remember who said what when and where. Therefore, a systematic approach to reading and taking notes is necessary. It may be helpful to apply the "CaMLISd" grid.