Dr Nicole Brown

QUEST (Qualitative Expertise at Southampton) in collaboration with the National Centre for Research Methods and the South Coast Doctoral Training Partnership organised a webinar on Metaphor and Method. I was one of three keynote speakers presenting “Objects as metaphors to account for embodiment”.   Access the video at the NCRM […]

This is a link to a video for UCL Digital Assessment that explains how in my module we are letting students decide on how they want to be assessed.

In this post I share my contribution to the SAGE research methods online resources about doing fieldwork remotely.

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.

I was invited to contribute to the Photovoice Worldwide webinar series to present the Systematic Visuo-Textual Analysis, a framework for analysing visual and textual data.

The remit of this paper is to provide practical ideas and recommendations to address accessibility issues in events and conferences as a first step to improving existing working conditions.

Find here the instructions of how to join the Ableism in Academia event via the connected UCL moodle page.

In my contribution to the SRHE Annual Conference, I talked about academics' active body work and identity work to maintain their academic identity.

This is a review of "The art of being a brilliant middle leader" by G. Toward, C. Henley and A. Cope. A fantastic read for any team leader.

This is a review of Harry Fletcher-Wood's book on how checklists can make all aspects of teaching more effective.

Plagiarism is a socio-cultural issue. This is about academic integrity and the reputation of an institution and the degree that is awarded. I would not want to hold an academic degree that is devalued in such way that many people were able to cheat their way through it. This is a reflective piece of writing on plagiarism and what it feels like for an academic.

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.

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.