Jessica Brown, Carroll University faculty

Dr. Jessica Brown

Assistant Professor of Exercise Science - Applied Clinical Practice 262.951.3041 Charles Street Hall 108


Exercise Science Exercise Physiology - Clinical Exercise Physiology - Strength and Conditioning


Dr. Brown’s research centers largely on the use of prescriptive exercise to attenuate the deleterious side-effects and toxicities associated with cancer and its treatments. Additionally, she investigates the positive effects exercise interventions and rehabilitation have on patients diagnosed with chronic diseases and various comorbidities. For the majority of Dr. Brown’s career, she served as the Clinical Coordinator of the University of Northern Colorado’s Cancer Rehabilitation Institute and taught countless courses and certification workshops on Cancer Rehabilitation. She is thrilled to be at Carroll and has every intention of “Pioneering” a new rehabilitation program, because— Exercise is Medicine.  


  • University of Northern Colorado, Ph.D. in Exercise Physiology; minor concentration: Applied Statistics and Research Methods, 2016 
  • University of Northern Colorado, M.S. in Exercise Physiology, 2010
  • University of Northern Colorado, B.S. in Exercise Science; minor concentration: Nutrition, 2008

Areas of Specialization

Clinical Exercise Physiology, Cancer Rehabilitation, and Chronic Disease

Scholarly and Professional Achievements

Conferences Presentations 

Lead Presenter for the American College of Sports Medicine and the American Cancer Society:  Cancer Exercise Trainer ™ Certification Course; Seoul, South Korea, 2016

Lead Instructor and Developer of the University of Northern Colorado Cancer Rehabilitation Institute:  Clinical Cancer Exercise Specialist Workshop and Certification Program

Recent Publications

Vin-Raviv, N., Shackelford, D.Y.K., Brown, J.M., Akinyemiju, T., & Hayward, R. (in review).  Marijuana use among participants in an exercise-based cancer rehabilitation program. Supportive Care in Cancer.

Peterson, B.M., Johnson, C., Case, K., Shackelford, D.Y.K., Brown. J.M., Lalonde, T., & Hayward, R. (in review). Effects of a combined quasi randomized aerobic and cognitive training intervention on cognitive function in cancer survivors. Brain Impairment.

Peterson, B.M., Brown. J.M., Shackelford, D.Y.K., Manikowske, T., Lalonde, T., & Hayward, R. (in review). Implications of preconditioning status on initial physiological and psychosocial variables in cancer survivors entering a cancer rehabilitation program. European Journal of Cancer.

Brown, J.M., Shackelford, D.Y.K., Cress, M.L., & Hayward, R. (in preparation.) Evaluation of an Exercise-Based Phase Program as Part of a Standard Care Model in Cancer Survivors. Translational Journal of the American College of Sports Medicine.

Shackelford, D.Y.K., Brown, J.M., Peterson, B.M., Schaffer, J., & Hayward, R. (in preparation). Validation of the University of Northern Colorado Cancer Rehabilitation Institute multistage treadmill protocol for cancer survivors. Journal of Clinical Oncology.

Manikowske, T.L., Brown, J.M., Dames, K.D., Smith, J.D., & Hayward, R. (in preparation).  Evaluation of the relationships between muscular and psychological assessment of cancer-related fatigue.

Schneider, C.M., Repka, C.P., Brown, J.M., Lalonde, T.L., Dallow K., Carolyn, B., & Hayward, R. (2014). Demonstration of the need for cardiovascular and pulmonary normative data for cancer survivors. International Journal of Sports Medicine, 35(13), 1134- 1137.

Medrano, J., Peterson, B.M., Brown, J.M., Shackelford, D.Y.K., Beebe, C.N., Brennecke, A.P., & Hayward, R. (2014). The effects of a twelve-week aerobic and cognitive training intervention on cognitive function in cancer survivors. UNC Undergraduate Research Journal, 4(2), 1-14.

Honors and Awards

  • Institute Advancement Award, University of Northern Colorado Cancer Rehabilitation Institute, 2017
  • Dean’s Citation for Excellence, University of Northern Colorado, Greeley, CO, 2016

What is your teaching style?

I love to add as many practical applications as I can into a course. I often “flip” my classes when I can and provide hands-on activities for the in class portion. A picture is worth a thousand words, and I use plenty of diagrams and figures—I even try to draw my own pictures to capture thoughts on the white board (sometimes they even look good).

Why do you do what you do?

The students. Simply put, there is no better joy than teaching students and experiencing that moment when a difficult concept suddenly makes total sense. Additionally, our students then go on to help others in the community through prescriptive and clinical exercise. It’s a win win.

How do you make learning engaging?

I try to add in clever jokes whenever possible and keep things fresh.  Learning should be fun!

What should students know about you?

I’m in their corner. My job is to supply them with the skills needed to be successful in their chosen career and make the process fun and engaging along the way! I also want my students to know that I’m a huge Shaun T fan! I love the Insanity programs and tend to use variations of his name for most case study clients. I also collect those little stress ball/people. Please bring me more!

pano of main campus