Academically Speaking with Nicola Taylor Brown

Written by April Baniqued. Published 07 July 2025.

Talk us through your career journey and how you became part of The University of Law.

Looking back at my university days, I realised there was always that one lecturer who made me fall in love with learning. That’s when I knew I wanted to be that person for someone else. I want to empower students to unlock their full potential and help shape their future.

I decided to teach at The University of Law, not only for its excellent reputation, but also because of the emphasis on practical, career-focused learning. I believe combining classroom learning with real-world application is important for academic and professional success.

Who has influenced you in your journey?

I’ve been lucky enough to work alongside colleagues who strive for excellence in teaching and have a strong commitment to student success. I am influenced by their forward-thinking methods and how they connect to their students. One colleague encouraged me to add interactive and inclusive techniques, stressing that education must adapt to meet the needs of a diverse student body and that’s something I practice to this day.

Plus, navigating personal challenges has given me a deep empathy for those overcoming barriers in their education and career, reinforcing my commitment to creating an inclusive and supportive learning environment.

Most importantly, my family instilled in me the values of hard work, curiosity and a desire to make a positive impact.

What inspires you?

What really inspires me is seeing education in action: watching students grow in confidence, overcoming challenges and achieving their goals. One memorable experience was when I was supporting a student who struggled with self-doubt. They had returned to education following a long career break whilst raising a family. With consistent encouragement, they not only excelled in their coursework but also secured a role within the Probation Service, reigniting their passion and sense of purpose.

Challenges have also been a source of inspiration. Early in my career, I taught a class with different learning styles, cultural perspectives and personal challenges. To engage everyone, I took lessons on inclusive teaching and began including techniques like group discussions, case studies and personalised feedback. One breakthrough came when I introduced real-world scenarios into lessons, allowing students to connect theoretical ideas with their own experiences. This not only boosted class engagement but also encouraged collaboration and respect among the students. This experience helped me grow as a lecturer and encouraged me to continue creating an inclusive and dynamic learning environment.

What makes the University’s environment unique?

What makes the University stand out for me is its career-focused education and its deep commitment to diversity and inclusion. There is a supportive and dynamic setting, making sure students from all backgrounds feel valued, empowered and equipped to excel in their chosen fields. There is also a strong commitment to ensuring that everyone has an equal opportunity to succeed.

I have personally seen the positive impacts of a diverse and inclusive environment. For example, during a group discussion on offender management strategies, a student from a marginalised community shared their observations of their own country. Their unique perspective not only enriched the conversation but also created deeper understanding about how lived experiences can inform and challenge academic concepts. When students work together and share their different cultural, socioeconomic and professional backgrounds, it develops their ability to approach problems with empathy and creativity. This mirrors the diversity they will face in professional practice, preparing the graduates for the modern workplace. Diversity truly creates a vibrant and global learning community.

What’s one aspect of teaching that truly excites you?

What excites me most about teaching is knowing that I can make a real difference. It's especially rewarding when students engage with the topic, ask questions, share ideas and have thoughtful discussions with each other and with me. That kind of interaction often leads to deeper understanding and it's a privilege to be part of that process.

What can students look forward to when they walk into your classroom?

When students walk into my classroom, they can expect lots of passion, creativity and fun. I love teaching and I want them to see how enjoyable classroom learning can be too.

I’d say my teaching style reflects who I am: approachable, enthusiastic and genuinely keen to help others make sense of things. I think what really stands out is how much I enjoy learning myself and that enthusiasm carries through in the way I teach.

What achievements are you most proud of?

One of my most fulfilling achievements was designing and running a workshop on offender management for early-career professionals. It included real-life case studies and practical activities to help connect theory and practice. People who attended told me it really deepened their understanding of offender pathways and helped them gain confidence in applying desistance-based strategies.

On a personal level, I also started a mentorship programme called Inspirational YOU. I teamed up with local groups to help young people from minority communities get education and career advice from professionals. Seeing them thrive, pursue higher education and secure jobs was extremely rewarding and solidified my commitment to fostering opportunities for others.

Another achievement was completing a demanding professional qualification while balancing work and personal commitments. It tested my resilience and time-management skills; succeeding showed the importance of perseverance and discipline in reaching long-term goals.

What advice would you like to give to students?

My advice to students is to embrace their journey with curiosity, resilience and an open mind. Here’s my top tips.

• Don’t fear failure: Mistakes are not the end of your journey. They are stepping stones to progress. Each challenge you face teaches you something valuable so approach them with courage and reflection.
• Take initiative: Be proactive in your learning. Engage with your studies, ask questions and seek out opportunities to deepen your understanding. Whether it’s joining discussions, attending workshops or exploring internships, your initiative will set you apart.
• Build a support network: Surround yourself with peers, mentors and educators who encourage and inspire you. Never hesitate to reach out for help, whether academic or personal.
• Balance and wellbeing matter: Academic success is important but so is your mental and physical health. Prioritise self-care and find time for activities that recharge you.
• Believe in your growth: You are capable of more than you realise. Stay patient with yourself and celebrate your progress, no matter how small. Remember, education is a journey, not a race.
• On a personal note: Remember to be confident in your ability. Never be afraid to ask questions or to say you don’t understand. Growth begins when you step out of your comfort zone and ask the questions that spark new possibilities.

Interested in studying at the University? Find out more about the courses we offer.