Dr Nicole Brown

In April 2024, I was asked to deliver a keynote for an international webinar organised by CripLab. CripLab is a research laboratory on crip posthumanities in Santiago, Chile, whose members seek to map the modes of discursive and material production of the norm of dis/ability in Chilean universities that develop […]

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

In this video Dr Helen Kara and Dr Nicole Brown discuss the role of writing in the life and career of researchers.

This article reports an empirical study into the lived experience of fibromyalgia, which led to the identificiation of four forms of resistance against processes of marginalisation amongst those who have been diagnosed with fibromyalgia.

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.

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.

If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.

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 is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.

This is my contribution to the Postgraduate Research Festival, the PGFes2016, at the University of Kent.

This is a brief simulation of what cognitive dysfunction and brain fog feel like.

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

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.