Dr Richard Noakes


I am a great believer in teaching as performance and communication.  When I started lecturing in 2002 I, like most young lecturers, thought that it was enough to read out from a script and point to a few slides.  Convinced that students were as bored of this format as I was, I took to Powerpoint.  I do find that this is a good way of creating a more concise and lively lecture and very often my lectures comprise commentaries on a series of images.  I believe the lecture experience should complement and reinforce the experience of close and critical reading as much as possible.  I don't think students should be given lots of text to follow and transcribe in lectures; rather, they need to be stimulated by more visual and performative aspects of lecture delivery.  

A good deal of my teaching is informed by research.   My second year module, 'The Occult in Victorian Britain' (HIC2316) and the third year module, 'Britain and the Telecommunications Revolution' (HIC3300) have given me ample chances to rehearse and clarify approaches to key questions arising from my current projects.  My second year module, 'The Cultures of the Sciences from the Renaissance to the French Revolution' (HIC23317) has helped me put my current research into a longer historical perspective.   One of the great joys of research-led teaching is the insights that are often generated when closely reading research sources.  My students and I often see things in texts and images that I've not spotted before and which prompt interpretative rethinks!

I have been twice nominated for a teaching award by the University of Exeter's Student Guild.

Modules taught