Dr Nicole Brown

Here I share my two position papers written as part of the review of the ethical guidelines for the British Educational Research Association.

"Making the most of your research journal" offers guidance and additional resources to make research journaling effective.

I was invited to contribute to the Cambridge Centre for International Research podcast series to talk about the experience of disabled people in higher education and how to improve the situation.

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 a link to a recording from my International Women's Day keynote presented on the 8 March 2021 at the University of Manchester.

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

In this post, I explain what ableism in the curriculum is, and what we as teachers can do to counter ableism in the curriculum.

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

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

Watch my presentation and download my sketchnote summary about STEP from the UCL Teaching and Learning conference.

Download some resources for a plagiarism workshop from here.

Methodology and methods are only part of the story of choosing a research framework. The way you go about collecting and interpreting data is strongly influenced by how you interpret knowledge and truth. This is about the epistemology. In simple terms, epistemology is the theory of knowledge and deals with how knowledge is gathered and from which sources. In research terms your view of the world and of knowledge strongly influences your interpretation of data and therefore your philosophical standpoint should be made clear from the beginning.

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 description of how Rolfe's model of reflection should be used in order to improve practice and learning.