Dr Nicole Brown

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?

In this blog post I try to answer the question that I am often asked in my presentations and workshops: "What should I do with notes and journals?".

This article reports on a study with over 100 Graduate Teaching Assistants exploring experiences of ‘cultural bumps’ at a UK University.

This post is a link to recordings and write-ups of an ableism event held in German via the Johannes Kepler Universität Linz and Universität für künstlerische und industrielle Gestaltung Linz.

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.

This is a post I wrote in July 2018 about how neurodiverse, chronically ill and disabled academics manage their academic life. This was published as a guest post on the Chronically Academic blog.

This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.

Call for contributions to the Ableism in Academia symposium and special edition publication.

This is my contribution to the HEA annual conference that was held in Manchester in July 2017.

This is about the Global Innovation Awards 2016, in which I have been nominated the winner for the Academic Integrity category.

Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.

In my experience using audience response systems in secondary or higher education can improve participation and engagement amongst learners.

Many teacher training sessions focus on assessment but we do not spend enough time on discussing assessment in the sense of marking student work. We do not discuss the impact marking has on the students' learning and the teachers' workload, nor do we talk about how we could make marking more meaningful for our learners.

Bringing up a child bilingually is a conscious decision, but there are issues and challenges that bilingual families encounter that are not mentioned in any of those handbooks or parent guides. Knowing about these might have had led to fewer disappointments.