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个人简介
After growing up in the rural North West of England, Sam went to study for his MSCi in Physics at Imperial College, University of London. Followed by a Ph.D. in Gamma-Ray Astronomy at Durham. After graduating, Sam worked through NASA funding for 12 months, based at Purdue University, USA.
After this time, Sam returned to Durham where he has been based since. Sam initially worked as a PDRA in Physics before moving into an Associate Fellow in Astronomy role in 2007. Sam then moved to a post as Head of Scholarship at Durham University's Foundation Centre, as well as working for the Cherenkov Telescope Array project as an outreach associate, based at the University's Department of Physics in 2010. Over this time Sam's research interests have grown from High Energy Astrophysics, through Science Communication to the Scholarship of Teaching and Learning (SOTL).
In his role as as a Head of Scholarship Sam developed a national profile and in Physics Educational Research (PER). From 2012-2018 Sam sat on the Higher Education Committee of the Insitute of Physics.
Sam sits on the editorial board of the HEA journal New Directions in the Teaching of Physical Science and the journal Practice and Evidence of the Scholarship of Teaching and Learning in HE. In 2014 Sam was awarded a University Excellcence in Learning and Teaching Award.
Sam created and developed the Transitions into HE project, which utilises funding from the Enhancing the Student Learning Experience Awards at Durham to develop an innovative e-learning course to support incoming first year undergraduate students develop a range of study skills prior to arrival at Durham. With 90% approval and with over 4000 students using the course annually, in 2016 Sam led the development of a similar program for PGT students.
In 2015, Sam created the Enhancing Student Learning Through Innovative Scholarship meeting, the first international interdisciplinary meeting of teaching track staff which took place at Durham. Sam chairs the conference which attracts over 150 staff annual and has been held in UCL, Sheffield, Bristol and Edinburgh since. In 2019 the conference will take place in Keele University.
In 2016 Sam was a co-editor and contributing author of the book Widening Participation, Higher Education and Non-Traditional Students published by Palgrave i.
At the end of 2015, Sam took up a new role as Assistant Director at the Centre for Academic, Researcher and Organisation Development (CAROD). At CAROD Sam led the skills development program for PGR students, postdoctoral researchers and Academic Staff, where he secured the HR Recognition Award from Vitae and led Durham through successful reaccreditation with the HEA.
In 2016 Sam was awarded a National Teaching Fellowship, followed in 2018 by the award of Principal Fellowship of HEA (now Advance HE) for his strategic leadership of staff and PGR development at Durham.
In June 2018, Sam took on his current role as Assistant Director of the Durham Centre for Academic Development (DCAD). DCAD brings together UG, PG and Academic Development, with English for Academic Purposes, Academic Communication, 2 MA Programs in English Language Teaching and a Foundation Programme for Mature Students.
Sam is an active keynote speaker on a broad range of topics including learning through simulation, game-based learning, and supporting the transition of students between school and University.
研究兴趣
论文共 40 篇作者统计合作学者相似作者
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Creative Thinking in University Physics Educationpp.10-1, (2022)
Creative Thinking in University Physics Educationpp.9-1, (2022)
Creative Thinking in University Physics Educationpp.1-1, (2022)
Leading Innovation and Creativity in University Teachingpp.3-15, (2022)
Leading Innovation and Creativity in University Teachingpp.71-85, (2022)
Creative Thinking in University Physics Educationpp.2-1, (2022)
Tony Fawcett,Sam Nolan
Leading Innovation and Creativity in University Teachingpp.137-153, (2022)
Creative Thinking in University Physics Educationpp.3-1, (2022)
Creative Thinking in University Physics Educationpp.7-1, (2022)
Creative Thinking in University Physics Educationpp.5-1, (2022)
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