|
（Last updated : 2025-03-31 17:48:42）
|
■ Academic Background
| 1. |
1992/10～1994/01 |
〔Master Course〕, Bristol University, Completed, M.Ed. |
| Period | 1992/10～1994/01 | | School Type | Postgraduate School | | Location | UK | | School or University | Bristol University | | Degree Course | Master | | Completion Type | Finished | | Most Recent Flag | Most Recent | | Date of Receiving Degree | 1994/01/31 | | Degree Obtained | M.Ed. | | Approved by | Course | |
| 2. |
1981/09～1985/07 |
Durham University, Graduated, BA |
| Period | 1981/09～1985/07 | | School Type | University | | Location | UK | | School or University | Durham University | | Completion Type | Graduated | | Date of Receiving Degree | 1985/07/31 | | Degree Obtained | BA | | Approved by | Course | | Field of Received Degree | French and Spanish (Modern Languages) | |
|
Hide details for all
|
|
Display details for all
|
|
■ Professional Background
|
1. |
2024/04～ |
Lecturer, English for Liberal Arts Program, College of Liberal Arts, International Christian University |
| Period | 2024/04/01～ | | Employer | International Christian University | | Department | College of Liberal Arts English for Liberal Arts Program | | Position | Lecturer | |
|
2. |
2019/04～2024/03 |
Instructor, English for Liberal Arts Program, College of Liberal Arts, International Christian University |
| Period | 2019/04/01～2024/03/31 | | Employer | International Christian University | | Department | College of Liberal Arts English for Liberal Arts Program | | Position | Instructor | |
|
3. |
2016/09～2019/03 |
Lecturer, English Studies, 上智大学 |
| Period | 2016/09～2019/03 | | Main Job Flag | Main | | Employer | 上智大学 | | Department | English Studies | | Country | Japan | | Position | Lecturer | | Subject to Teach | English Studies, Art and British Culture（Introduction to British Art History）
English Studies, Composition（Academic Writing）
English Studies, Cultures of the English-speaking World（Theme-based introduction to critical thinking）
English Studies, English Skills（Speaking, Listening, Presentations）
| |
|
4. |
2013/04～2017/03 |
Project for Promotion of Global Human Resource Development, , International Christian University |
| Period | 2013/04/01～2017/03/31 | | Employer | International Christian University | | Department | Project for Promotion of Global Human Resource Development | | Position | | |
|
5. |
2011/04～2016/03 |
Lecturer, English Studies Department, Sophia University |
| Period | 2011/04～2016/03 | | Main Job Flag | Main | | Employer | Sophia University | | Department | English Studies Department | | Country | Japan | | Position | Lecturer | |
|
6. |
2005/09～2010/08 |
Instructor by Contractual Appointment, , College of Liberal Arts, International Christian University |
| Period | 2005/09/01～2010/08/31 | | Employer | International Christian University | | Department | College of Liberal Arts | | Position | Instructor by Contractual Appointment | |
|
7. |
2002/09～2005/08 |
Adjunct Instructor, , College of Liberal Arts, International Christian University |
| Period | 2002/09/01～2005/08/31 | | Employer | International Christian University | | Department | College of Liberal Arts | | Position | Adjunct Instructor | |
|
8. |
1993/07～1997/08 |
Lecturer, Language Centre, Bristol University |
| Period | 1993/07～1997/08 | | Main Job Flag | Main | | Employer | Bristol University | | Department | Language Centre | | Country | United Kingdom | | Position | Lecturer | |
|
Hide details for all
|
|
Display details for all
|
|
Display 5 items
|
|
Display all(8)
|
|
■ Present Specialized Fields
| Key Word：Academic reading and writing, critical thinking, writing centres
|
|
■ Books and Articles
|
1. |
Article |
Developing Creativity in Academic Reading and Writing Courses Language Research Bulletin 38 (Collaboration) 2023/02 |
| Language | English | | Publication Date | 2023/02 | | Type | Research Paper | | Peer Review | With peer review | | Title | Developing Creativity in Academic Reading and Writing Courses | | Contribution Type | Joint Work | | Journal | Language Research Bulletin | | Journal Type | Japan | | Publisher | ICU | | Volume, Issue, Pages | 38 | | Total page number | 9 | | Authorship | Last author | | Author and coauthor | Simon Evans | | Details | Creative thinking and critical thinking were, for a long time, seen as distinct.
Since the 1980s, this distinction has been challenged and it is now recognised
that the two are closely connected. Indeed, critical thinking and creative
thinking are regarded as highly desirable, if not essential, dispositions among
undergraduates and employees. Significantly, creative thinking is recognised in
publicity materials at International Christian University. However, the English
for Liberal Arts (ELA) curricula and syllabi documents make little or no
reference to creative thinking. We believe that this is an important oversight.
This paper therefore outlines the need for the ELA to pay more explicit
attention to fostering creativity among its students by developing a shared
understanding of its meaning, by purposefully implementing classroom
activities to enhance creative thinking, and by amending the curriculum and
syllabus documents. | |
|
2. |
Article |
Annotated Bibliography: Thinking Critically About Sources Language Research Bulletin 37,pp.83-93 (Collaboration) 2022/02 |
| Language | English | | Publication Date | 2022/02 | | Type | Research Paper | | Peer Review | With peer review | | Title | Annotated Bibliography: Thinking Critically About Sources | | Contribution Type | Joint Work | | Journal | Language Research Bulletin | | Journal Type | Japan | | Volume, Issue, Pages | 37,pp.83-93 | | Total page number | 10 | | Authorship | Lead author | | Author and coauthor | Susan Edwards | | Details | With the advent of the internet and online databases, contemporary university
students are faced with a plethora of potential sources for their work. With online
sources in particular, however, it is essential that students can appraise them for
reliability. To do so successfully, they need to develop a clear and somewhat
sophisticated understanding of the borderline between reliability and
unreliability. This paper reflects on the introduction of an annotated
bibliography in the Winter Term 2021–2022 as part of the Academic Reading
and Writing (ARW) course at International Christian University (ICU) in Tokyo.
The task had several aims, one of which was to develop students’ abilities to
identify reliable sources correctly. Overall, the majority of sources found were
reliable. However, the task also highlighted some of the gaps in student
understanding of this issue as a result of the complexities and subtleties of
appraising sources. | | URL for researchmap | http://purl.org/coar/resource_type/c_6501 | |
|
3. |
Article |
Teaching Argumentation to University Students Language Research Bulletin 36,pp.1-8 (Collaboration) 2021/02 |
| Language | English | | Publication Date | 2021/02 | | Type | Research Paper | | Peer Review | With peer review | | Title | Teaching Argumentation to University Students | | Contribution Type | Joint Work | | Journal | Language Research Bulletin | | Journal Type | Japan | | Publisher | ICU | | Volume, Issue, Pages | 36,pp.1-8 | | Total page number | 8 | | Authorship | Last author | | Author and coauthor | Simon Evans | | Details | Analysis of the Academic Reading and Writing Stream 3 (ARW3) syllabus in
the English for Liberal Arts (ELA) programme at International Christian
University (ICU) in Tokyo, Japan, reveals three shortcomings in how
argumentation is taught. First, the syllabus needs to distinguish between two
main types of argumentation: formal and informal. Second, constructing and
evaluating arguments should be treated as a set of skills rather than as a
specific topic. Third, the syllabus needs to acknowledge the importance of
counter-arguments. To address these specific issues, a Critical Questions
Framework is proposed. Students should apply the framework to develop
critical thinking dispositions towards what they read and what they write. | | URL for researchmap | http://purl.org/coar/access_right/c_abf2 | |
|
4. |
Article |
Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy Language Research Bulletin 35,pp.21-32 (Collaboration) 2020/02 |
| Language | English | | Publication Date | 2020/02 | | Type | Research Paper | | Peer Review | With peer review | | Title | Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy | | Contribution Type | Joint Work | | Journal | Language Research Bulletin | | Journal Type | Japan | | Publisher | ICU | | Volume, Issue, Pages | 35,pp.21-32 | | Total page number | 12 | | Authorship | Lead author | | Author and coauthor | Susan Edwards | | Details | This paper focuses broadly on curriculum alignment in the English for Liberal
Arts (ELA) programme at International Christian University (ICU) in Tokyo,
Japan. More narrowly, it examines three Course-Wide Assessments (CWA)
recently developed for one ELA stream of the Academic Reading and Writing
(ARW) course. The three CWAs were designed to align with the Learning
Outcomes (LO) for the stream. Applying Bloom’s revised taxonomy to
examine the cognitive demands of the CWAs and their alignment with the
grading rubrics and learning outcomes, reveals three areas for improvement.
First, greater clarity in the CWA documents is needed to identify the cognitive
demands of each task. Second, greater acknowledgement of these cognitive
demands is required in the grading rubric. Finally, the cognitive demands of
the tasks may need articulating more explicitly in the Learning Outcomes
document so that there is stronger curriculum alignment. | | URL for researchmap | https://sites.google.com/info.icu.ac.jp/ela-lrb/home/lrb-volume-35-2020-1 | |
|
5. |
Article |
Transnational Histories of 19th Century Australian and American Landscape Paintings (1): John Glover and Thomas Cole Bulletin of the Faculty of Foreign Studies, Sophia University 53(2018),pp.75-110 (Collaboration) 2019/03 |
| Language | English | | Publication Date | 2019/03 | | Type | Research Paper | | Peer Review | With peer review | | Title | Transnational Histories of 19th Century Australian and American Landscape Paintings (1): John Glover and Thomas Cole | | Contribution Type | Joint Work | | Journal | Bulletin of the Faculty of Foreign Studies, Sophia University | | Journal Type | Japan | | Publisher | Sophia University | | Volume, Issue, Pages | 53(2018),pp.75-110 | | Author and coauthor | Kazuto Oshio and Susan Edwards | |
|
Hide details for all
|
|
Display details for all
|
|
■ Academic Conference Presentation
| 1. |
2022/01/30 |
Curriculum Alignment of Criticial Thinking Skills using Bloom`s Taxonomy (Sophia University Symposium on Learning Outcomes and Quality Assurance in Higher Education for Transformative Education) |
| Date | 2022/01/30 | | Presentation Theme | Curriculum Alignment of Criticial Thinking Skills using Bloom`s Taxonomy | | Conference | Sophia University Symposium on Learning Outcomes and Quality Assurance in Higher Education for Transformative Education | | Promoters | Sophia Linguistic Institute for International Cooperation | | Conference Type | International | | Presentation Type | Speech (General) | | Contribution Type | Individual | | International coauthorship | International coauthorship | | Country | Japan | | Venue | Tokyo | | Holding period | 2022/01/30～2022/01/30 | | Researchers and Co-Researchers | Susan Edwards | | Details | This study looks at one set of Course Wide Assignments in a first-year Academic Reading and Writing course in the English for Liberal Arts programme at International Christian University. Its primary goal is to assess curriculum alignment. It focuses on the critical thinking skills expressed in task requirements, course learning outcomes, and grading rubrics. It applies Bloom’s revised taxonomy (Krathwohl, 2002) to do this. As a secondary focus, the study also considers the utility of the taxonomy as a tool for curriculum alignment. It concludes that there is a need for greater clarity in the expression of the cognitive demands in task requirements, course learning outcomes, and grading rubrics. Furthermore, it raises the question of how to achieve a consistent shared understanding of Bloom’s taxonomy. If shared interpretations of the taxonomy can be achieved at a course-wide level, it represents a very important step towards curriculum alignment. | |
|
Hide details for all
|
|
Display details for all
|
|
■ Lectures
|
■ Academic Society Memberships
|
■ Teacher Examination
|
■ Research Topics, Funded Research, and Grants-in-Aid for Scientific Research
|
