Staff profile

Simon is Head of Academic Development which includes the Researcher Development, Education Development and Learning Design Teams within DCAD.  He is a Principal Fellow of the Higher Education Academy, National Teaching Fellow and an Institute of Leadership and Management Level 7 Executive Coach and Mentor and a Leader Coach with the Association of Coaching.  He has particular interests in personal, professional, and leadership development with a particular focus on creative thinking and inclusive practice.

Simon has strong interests in exploring and promoting the nature of creativity in science, having published books in this area with the Royal Society of Chemistry and the Institute of Physics. He leads workshops on this area as part of the Postgraduate Certificate in Academic Practice and externally such as with the Indian Institute of Science Education Research. Creativity is not a word that is associated with science but Simon is keen to address this misconception and demonstrate how creativity is at the heart of scientific endeavours.  Most recently he did this by taking his own creative science show to the Edinburgh Fringe festival!

Simon is also interested in the language of science and completed his Ph.D. in Chemistry Education with the School of Education in 2016. His research explored foundation student understanding of scientific language and how this develops. He has received funding from the Higher Education Academy, UK Council for International Student Affairs, Durham University and the Royal Society of Chemistry to develop resources in this area.

Simon has also previously worked with the Royal Society of Chemistry to develop online experimentation resources for students. These enable students to develop their confidence and understanding of experimental techniques and to perform experiments that would not normally be possible (http://www.rsc.org/learn-chemistry/collections/online-experimentation/).

 

 

• 2023: PFHEA: Principal Fellowship of the Higher Education Academy
• 2022: FRSC: Fellow of the Royal Society of Chemistry
• 2020: National Teaching Fellow: The National Teaching Fellowship Scheme (NTFS) celebrates and recognises individuals who have made an outstanding impact on student outcomes and the teaching profession in higher education.

  National Teaching Fellowship | Advance HE (advance-he.ac.uk)

Authored book

• Creative Chemists: Strategies for Teaching and Learning
  
  Rees, S., & Newton, D. (2020). Creative Chemists: Strategies for Teaching and Learning. Royal Society of Chemistry. https://doi.org/10.1039/9781839161094

Conference Paper

• Teaching for and with Creativity in Science
  
  Rees, S. (2021). Teaching for and with Creativity in Science [Conference paper]. Presented at Association of Science Education summer conference, online.
• The Successful Researcher Escape Room
  
  Rees, S. (2020). The Successful Researcher Escape Room [Conference paper]. Presented at Vitae Connections Conference, online.
• Creative Chemists
  
  Rees, S., & Newton, D. (2020). Creative Chemists [Conference paper]. Presented at Variety in Chemistry Education Conference, online.
• Chemical linguistic demand in multiple dimensions
  
  Rees, S., & Kind, V. (2018). Chemical linguistic demand in multiple dimensions [Conference paper]. Presented at 25th International Conference on Chemistry Education (ICCE 2018), Sydney, Australia.
• Reimagining Faraday
  
  Rees, S. (2018). Reimagining Faraday [Conference paper]. Presented at International Conference on Chemistry Education, Sydney, Australia.
• Chemical Linguistic Demand in multiple dimensions: implications for widening participation and non-traditional students.
  
  Rees, S. (2017). Chemical Linguistic Demand in multiple dimensions: implications for widening participation and non-traditional students [Conference paper]. Presented at Variety in Chemistry Education, York University.
• Chemical linguistic demand in multiple dimensions and implications for developing understanding in non-traditional students
  
  Rees, S. (2016). Chemical linguistic demand in multiple dimensions and implications for developing understanding in non-traditional students [Conference paper]. Presented at Durham University Teaching and Learning conference, Durham University.
• Improving chemical language comprehension for adult learners: a data-driven learning approach to chemistry teaching
  
  Rees, S. (2014). Improving chemical language comprehension for adult learners: a data-driven learning approach to chemistry teaching [Conference paper]. Presented at 23rd IUPAC International Conference on Chemistry Education, Toronto, Canada.
• The FOCUS project – Applications of Corpus Linguistics in Chemistry Teaching
  
  Rees, S., & Bruce, M. (2013). The FOCUS project – Applications of Corpus Linguistics in Chemistry Teaching [Conference paper]. Presented at Gordon Research Conference - Chemistry Education Research and Practice, Salve Regina University, Rhode Island, USA.

Journal Article

• Personal Development of Doctoral Students
  
  Riby, D. M., & Rees, S. (2024). Personal Development of Doctoral Students. Encyclopedia, 4(2), 743-752. https://doi.org/10.3390/encyclopedia4020047
• Inconsistent Language Use in Online Resources Explaining the Mole Has Implications for Students’ Understanding
  
  Rees, S. W., & Bruce, M. (2022). Inconsistent Language Use in Online Resources Explaining the Mole Has Implications for Students’ Understanding. Journal of Chemical Education, 99(7). https://doi.org/10.1021/acs.jchemed.2c00199
• The Creative Sciences
  
  Rees, S., & Newton, D. (2021). The Creative Sciences. School Science Review, 382, 57-62.
• Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education
  
  Rees, S., Kind, V., & Newton, D. (2019). Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education. Israel Journal of Chemistry, 59(6-7), 470-477. https://doi.org/10.1002/ijch.201800079
• The development of chemical language usage by “non-traditional” students: the interlanguage analogy
  
  Rees, S., Kind, V., & Newton, D. (2018). The development of chemical language usage by “non-traditional” students: the interlanguage analogy. Research in Science Education, 51(2), 419-438. https://doi.org/10.1007/s11165-018-9801-0
• Can language focussed activities improve understanding of chemical language in non-traditional students?
  
  Rees, S., Kind, V., & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students?. Chemistry Education Research and Practice, 19(3), 755-766. https://doi.org/10.1039/c8rp00070k
• The Stories Behind the Words
  
  Rees, S. (2016). The Stories Behind the Words. Education in Chemistry., 53(5), 14-17.
• Write on the edge: using a chemistry corpus to develop academic writing skills resources for undergraduate chemists
  
  Bruce, M., Coffer, P., Rees, S., & Robson, J. (2016). Write on the edge: using a chemistry corpus to develop academic writing skills resources for undergraduate chemists. Chemistry Education Research and Practice, 17, 580-589. https://doi.org/10.1039/c6rp00005c
• Utilising Data-driven Learning in Chemistry Teaching: a Shortcut to Improving Chemical Language Comprehension
  
  Rees, S., Bruce, M., & Bradley, S. (2014). Utilising Data-driven Learning in Chemistry Teaching: a Shortcut to Improving Chemical Language Comprehension. New Directions in the Teaching of Physical Sciences, 10(1), 12-19. https://doi.org/10.11120/ndir.2014.00028
• Embedding language learning strategies within a Foundation Chemistry course using the FOCUS project
  
  Rees, S., & Bruce, M. (2014). Embedding language learning strategies within a Foundation Chemistry course using the FOCUS project. InForm : A Journal for International Foundation Programme Professionals., 13, 12-14.
• Book Review of An Introduction to the Chemistry of the Sea, 2nd Edition, by Michael E.Q. Pilson
  
  Rees, S. (2013). Book Review of An Introduction to the Chemistry of the Sea, 2nd Edition, by Michael E.Q. Pilson. New Directions in the Teaching of Physical Sciences, 9(1), 107-108. https://doi.org/10.11120/ndir.2013.00017
• Can I Have a Word Please – Strategies to Enhance Understanding of Subject Specific Language in Chemistry by International and Non-traditional Students
  
  Rees, S., Bruce, M., & Nolan, S. (2013). Can I Have a Word Please – Strategies to Enhance Understanding of Subject Specific Language in Chemistry by International and Non-traditional Students. New Directions in the Teaching of Physical Sciences, 9(1), 8-13. https://doi.org/10.11120/ndir.2013.00012

Other (Print)

• Teaching Creative Chemistry
  
  Rees, S. (2020). Teaching Creative Chemistry. Education in Chemistry.
• Chemistry Stinks!
  
  Cox, J., Rees, S., & Banks, P. (2016). Chemistry Stinks!. Education in Chemistry.
• What is the connection between the halogens and salami?
  
  Rees, S. (2014). What is the connection between the halogens and salami? (pp. 16-17). Science spotlight.
• Chemistry unearths the secrets of the Terracotta Army
  
  Rees, S. (2014). Chemistry unearths the secrets of the Terracotta Army (pp. 22-25). Education in chemistry.