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Curie joined CEL in 2017 as the Programme lead for the Postgraduate Certificate in Education. She is an international fellow of the England Centre for Practice Development, has won numerous awards one of which enabled her to live in Brazil for a month to view nursing practice; and has presented at conferences nationally and internationally. Before coming to BU, she taught health professional students for 15 years at undergraduate and postgraduate level, and worked as a medical doctor. She also practices as a painter and origami artist.
Curie is interested in embodied cognition, the co-construction of knowledge via making, visual research methodologies, and medical/ health humanities. For her PhD, she designed a Drawing Programme where Health Professional students and people over 60 came together to draw, discuss and reflect on their future ageing. Non-representational drawing enabled participants to interrogate their previously un-critiqued assumptions or “truths” which they had absorbed from their surrounding culture about both drawing and ageing...
She is intrigued by what creative making processes bring to adult teaching and learning. Arts-based processes provoke different types of knowing that are more established in creative disciplines but less readily acknowledged or accepted across academic disciplines. Curie facilitates creative workshops for teaching, research and staff development. Examples include collages to develop research questions with doctoral students; projective timelines for future professional development; and community drawing projects. She was on Make Craft Britain, a television programme on the value of making and crafting. She launched Drawing Edges, a successful discussion and drawing group, bringing together drawing practitioners, academics and researchers. Though many in the academe readily say they “can’t draw” or “are not creative” there is much to be gained by re-engaging with our surroundings through creative methodsmore
- Jarrett, K., Mouchet, A., Harvey, S., Scott, C. and Light, R., 2014. Using elicitation interview within a phenomenographic framework: developing the breadth of research designs associated with game based approaches. Agora for Physical Education and Sport, 16 (3), 291-306.
- Scott, C. and MacInnes, J.D., 2006. Cardiac patient assessment: putting the patient first. British Journal of Nursing, 15 (9), 502-508.
- Falconer, E. and Scott, C., 2018. Phenomenology and phenomenography in virtual worlds: an example from archaeology. In: Falconer, E. and Gil-Ortega, M.C., eds. Virtual Worlds: concepts, applications and future directions. New York: Nova Science Publishers.
- Scott, C. and McLean, J., 2007. Pre-operative assessment and preparation. In: McArthur-Rouse, F. and Prosser, S., eds. Assessing and Managing the Acutely Ill Adult Surgical Patient. Oxford: Wiley-Blackwell, 3-15.
- Programme Leader (MA Education Practice, PG Cert Education Practice), Centre for Excellence in Learning
- Drawing Research Network