Dr Nicole Brown

"Photovoice Reimagined" introduces photovoice as a method and photovoice as a framework to enable a more participatory approach to research.

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

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.

This is a recording of my talk "Research ethics in a changing social sciences landscape" from the UCL Research Ethics Conference "Frontiers in Best Practice in Research Ethics" in September 2022.

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?

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.

This is an excerpt of "Just one more time...", a fictionalised account of real-life experiences during the first year of the COVID19 pandemic.

This is an extract from my contribution to the LSE Higher Education blog exploring key principles to ensure accessibility in higher education.

I was invited to contribute to the SAGE MethodSpace to talk about how I use creative methods, and why I use creative methods, given the population and the nature of my research.

Plagiarism is a socio-cultural issue. This is about academic integrity and the reputation of an institution and the degree that is awarded. I would not want to hold an academic degree that is devalued in such way that many people were able to cheat their way through it. This is a reflective piece of writing on plagiarism and what it feels like for an academic.

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.

Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.

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