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 […]

With increased competition publishing articles becomes more and more difficult. Here are my 5 tips for writing articles for publication.

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 chapter draws on Nicole's research on how academic staff with chronic illnesses and disabilities specifically interact with the buildings and what impact the physical environment has on their everyday experience.

This is an extract from a guest post on the Supervising PhDs Community Blog. In the post, I discuss what research supervisors can do to support doctoral students who may have disabilities, chronic illnesses and/or neurodiversities.

This is an extract from a guest post on the Supervising PhDs Community Blog, where I explore the experience of "atypical" students, and what research supervisors can do to better support those "atypical" students. 

This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.

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

To make sense of my participants' experiences, I am creating an art installation based on the raw data I receive in my research work.

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.

When observing experienced teachers in lessons or when looking at their lesson plans, the lesson planning process appears easy. However, once you start planning your first lesson you will soon realise that there are many aspects that you must take into consideration. Here are some recommendations to get you started.

How to write an action plan in order to improve teaching practice. An action plan should include targets, next steps and success criteria for it to be meaningful.

This is a brief description of Kolb's reflective model.