Academic Degrees

PhD in English Literature, University of Edinburgh, UK

MPhil(Master of Philosophy) in Shakespeare Studies, Shakespeare Institute, University of Birmingham, UK

BA, Department of Foreign Languages and Literature, National Cheng Kung University

Experiences

• 2023 Teaching Practice Research Project Achievement Award, Ministry of Education. (project introduction)
• 2024, 2022, 2020 NSYSU excellence in teaching award.
• 2024, 2021, 2020, 2019 NSYSU research achievement award.
• Associate Editor, International Journal of Sustainability in Higher Education (IJSHE) (2021/02 to date)
• Regional Coordinator, Solve Climate by 2030, Open Society University Network (OSUN) (2021/01 to date)
• 2023 visiting scholar, Waseda University.
• 2019 visiting scholar, London School of Economics and Political Science
• Committee, Ocean Affairs Council, Taiwan (2018-2019)
• Organizer and instructor, New Southbound Policy Educational Exchanges: Deepen exchange with ASEAN and South Asian countries, Ministry of Education, Taiwan (2018-2020).
• Director, Center for General Education (2024/08~)
• Associate Vice President, Office of Global Industry-Academe Collaboration and Advancement (2024/08~)
• Director, Division of Student Exchange, Office of International Affairs, NSYSU(2012/08-2014/07)

Teaching Courses

1. Sustainable Local Food in Global Context
2. Urban Agriculture and Sustainable Development
3. Sustainable Oceans: An Eco-dialogue between Marine Literature and Marine Science
4. Science, Media and Culture
5. Approaching Shakespeare: On Page and on Stage
6. Guide Appreciation of Arts
7. Service Learning: Training in Museum Organization at the Kaohsiung Museum of Fine Arts
8. International Business MBA(IBMBA) postgraduate dissertation co-supervision (2022~2024) – Angela Wu

Research Projects

1. 2023-2025. A Study on the Measurement and Impact Factors of Innovation Competence for Sustainability: A Communication Perspective of Science Culture. (NSTC 112-2410-H-110 -045 -SS2). PI
2. 2024-2025. Cultivating Intercultural Competence: A Study on the Teaching Practice of International Collaborative Course Curriculum Design. (MOE PGE 1137023). PI
3. 2023-2024. A study on “teach-ins on climate” as a teaching practice: Promoting university students’ engagement in learning climate action. (MOE PGE1123230). PI
4. 2023. A Study on the Conceptions of Locality and its Practices：Knowledge and Culture Perspectives in Taiwan and Japan. (NSTC 112-2918-I-110-004). PI
5. 2022-2023. A Study of University Students’ Scientific Innovation Competence for Sustainable Development: An Investigation from the Knowledge and Culture Perspectives. (MOST 111-2410-H-110-012). PI
6. 2022-2023. Project-based learning as a teaching practice intervention for sustainable development education: A pedagogical-oriented rethinking. (MOE PGE1110291). PI
7. 2021-2022. Participatory visual methods and education for sustainable development: Theories, practices, and educational applications in higher education (Book project. (MOST 110-2511-H-110-014). PI
8. 2018-2020. Knowing food and growing food: A study of the impacts of engaging undergraduate students in urban agricultural practices (MOST 107-2511-H-110 -004 -MY2). PI
9. 2019-2020. Exploring sustainable agricultural paradigm: Cultivating university students’ kinship with the land through campus farming (MOE 1080254).
10. 2019. A study on East-West cultural diversity in science culture (MOST 108-2918-I-110-004). PI
11. 2017-2018. The fostering of undergraduates’ perceptions of the human-animal-nature relationship via museum animal science and humane education (MOST 106-2511-S-110-006). PI
12. 2016-2017. eLife of Animals: Project of promoting animal and environmental science education through integrating Chimei Museum and community resources (MOST 105-2515-S-110-001). PI
13. 2015-2017. An Evaluation of Undergraduate Students’ Interdisciplinary Learning Outcome with regard to Ocean Sustainability Literacy: Exploring the Ocean Sustainability Education Model (MOST 104-2511-S-110-012-MY2). PI
14. 2014-2015. An Evaluation of Undergraduate Students’ Conceptions, Awareness and Responsibility with regard to Ocean Sustainability: Auto-Photography and the Interdisciplinary Study of Sustainable Oceans (MOST 103-2511-S-110-003). PI
15. 2010-2013. Exploring the Development of College Students’ Situational Interest in Learning Science (NSC 99-2511-S-110-001-MY3).CO-PI, PI

Main Publications

Book chapters and Journal papers

1. Lin, C. I. & Li, Y. Y. (2024). Empowering undergraduate students to take action: An empathetic mindset towards education for sustainable development. International Journal of Sustainability in Higher Education, 25(4), 708-727. doi 10.1108/IJSHE-07-2021-0319. (SSCI).
2. Lin, C. I. & Li, Y. Y. (2023). Campus Farming and Agri-food Education: Learning Sustainable Agriculture and Kindship with Land. Journal of Research in Education Sciences, 68(4), 129-156. (TSSCI). https://doi.org/10.6209/JORIES.202312_68(4).0005
3. Lin, C. I. (2022). Emergence of perceptions of smart agriculture at a community/campus farm: A participatory experience. Journal of Science Communication, 21(2), A02. https://doi.org/10.22323/2.21020202. (Scopus; Q2)
4. Lin, C. I. (2022). Campus Farming and Sustainable Agriculture: Values and Beliefs. In Walter Leal Filho & Claudio Vasconcelos (Eds.), Handbook of Best Practices in Sustainable Development at University Level(pp. 395-410). World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-04764-0_22
5. Lin, C. I. & Li, Y. Y. (2018). Protecting Life on Land and Below Water: Using Storytelling to Promote Undergraduate Students’ Attitudes toward Animals. Sustainability 2018, 10(7), 2479. (SSCI).
6. Lin, C. I. & Li, Y. Y. (2018). Sustainability Interdisciplinary education for facilitating undergraduate students’ holistic thinking and conflict resolution competencies: A study on education for ocean sustainability. Chinese Journal of Science Education, 26(1), 1-27. (TSSCI).
7. Li, Y. Y. & Lin, C. I. (2018). A Study of the Relationship Between Undergraduate Students’ Interdisciplinary Competence, Interdisciplinary Curriculum Participation, and Social Problem Perceptions. Chinese Journal of Science Education, 26(S), 419-440. (TSSCI).
8. Lin, C. I. & Li, Y. Y. (2017). An Auto-Photographic Study of Undergraduate Students’ Conceptions of Ocean Sustainability. International Journal of Sustainability in Higher Education, 18(4), 554-575. (SSCI).
9. Lin, C. I. (2017). Reading the past for the future: Exploring undergraduate students’ environmental consciousness through a place-based ecocritical approach of using Shakespeare’s plays. Journal of General Education: Concept and Practice, 5(1), 111-136.
10. Lin, C. I. (2017). Empress and temptress: The construction and constriction of writing Cleopatra in Mary Sidney’s Tragedy of Antonie and Shakespeare’s Antony and Cleopatra. In A. Tomiche (Ed.), Le Comparatisme comme approche critique/Comparative Literature as a Critical Approach. Tome 1 – Affronter l’Ancien / Facing the Past (537-549). Paris: Classiques Garnier. DOI : 10.15122/isbn.978-2-406-06524-1.p.0537
11. Lin, C. I. (2015). Integrating Humanities and Scientific Thinking in Cultivating Civic Literacy: Interdisciplinary Teaching and Course Design. In Shu-ing Shyu (Ed.). Civil Literacy: Cross-Boundaries (87-108). Kaohsiung: National Sun Yat-sen UP.
12. Lin, C. I. (2014). Defining Nature in Shakespeare: The Role of Literature in Ecological Literacy. In Jui-Fang Chang (Ed.). Civil Literacy and Environmental Sustainable Development 2014 (243-253). Kaohsiung: National Kaohsiung University of Applied Sciences. (Best paper award).
13. Lin, C. I. (2013). Maternity and Mourning with Queenship in Shakespeare’s Henry Ⅵ. Tamkang Review, 44(1), 25-46. (THCI core).
14. Lin, C. I. (2012). “Honour and Maternity in Coriolanus.” Shakespeare in Culture. Bi-Qi Lei and Ching-His Perng (Eds.). Taipei: National Taiwan University Press. 55-87.

Conference papers

1.  Lin, C.I. (UK, 2024). Learning for sustainable development and social transformation: Project-based learning as a teaching practice intervention. Paper presented at UK-CSR Symposium on Sustainability Teaching in Higher Education, Manchester, 11 Aril.

2.  Lin, C. I. (Netherlands, 2023). A study of teach-in in communicating climate action to the younger generation. Paper presented at Public Communication of Science and Technology 2023 (PCST), Rotterdam, 11 – 14 Aril.

3. Lin, C. I. (Czech, 2022). A teaching practice study on enhancing interdisciplinary competence. Paper presented at 11th World Environmental Education Congress “Building Bridges in Times of Climate Urgency”, Prague, 14-18 March.

4. Lin, C. I. (UK, 2021). Fridays for “Farms”: Campus Farming and the Transformation of Community Agri-Food Conceptions. Public Communication of Science and Technology (PCST) 2020+1, Virtual Conference. 27 April – 27 May.
5. Lin, C. I. (Thailand, 2019). Engaging undergraduate students in campus farm practice and fostering campus-community interaction for promoting sustainable agriculture. 10th World Environmental Education Congress “Local Knowledge, Communication and Global Connectivity”, Bangkok. 03-07 November.
6. Lin, C. I. (Sweden, 2019). Way of small farmer. Inter-University Sustainable Development Research Symposium “Accelerating the Implementation of Sustainable Development in the Curriculum”, KTH Royal Institute of Technology, Stockholm. 10-11 September.
7. Lin, C. I. (New Zealand, 2018). Using storytelling to communicate human’s relationship with animals: Impact on undergraduate students’ perceptions of human-animal kinship. Public Communication of Science and Technology 2018 (PCST), Dunedin. 4-6 April.
8. Lin, C. I. (Canada, 2017). Community field trip learning and the development of undergraduate students’ responsible action toward ocean stewardship. 9th World Environmental Education Congress, Vancouver. 9-15 September.
9. Lin, C. I. (Japan, 2017). Who’s “vision of the island”? Developing students’ sense of place and understanding of differences through a film adaptation of The Tempest. Film.East.West, Waseda University, Tokyo. 21-22 January.
10. Lin, C. I. (Japan, 2016). The role of reading literature in promoting awareness and action with regard to ocean sustainability: Transportation experience. International Conference of East-Asian Association for Science Education2016 (EASE), Tokyo University of Science, Tokyo. 26-28 August.
11. Lin, C. I. (Taiwan, 2016). Approaching Ocean Sustainability: Definitions and Decisions. Paper presented at Civial Literacy and General Education Conference. National Sun Yat-sen University, Kaohsiung. 24 June.
12. Lin, C. I. (Sweden, 2015). An auto-photographic study of undergraduate students’ interdisciplinary learning for sustainable oceans. 8th World Environmental Education Congress (WEEC), Gothenburg. 29 June-2 July.
13. Lin, C. I. (US, 2014). “Field of feasts”: The politics of banquets in Shakespeare. Paper presented at the 60th Annual Meeting of the Renaissance Society of America, New York. 27-19 March.
14. Lin, C. I. (US, 2012). “Forgive my Fearful Sails”: Cleopatra and inconstancy in war. Paper presented at the 58^th Annual Meeting of the Renaissance Society of America, Washington, D. C. 22-24 March.
15. Lin, C. I. (2011, September). “Both our honour and shame in it”: Cressida’s ‘easy virtue’ in Shakespeare’s Troilus and Cressida. Paper presented at the British Shakespeare Association and Cambridge Shakespeare Conference on Shakespeare: Sources and Adaptation, University of Cambridge.

Public Science, Performance Art Works

1. Solve Climate by 2030 – Global Dialog_Taiwan Climate Solutions for Taiwan-Air, Earth, Oceans
2. Solve Climate By 2030 in Taiwan
3. 動物星球 Animals Where They Live(MOST project)
4. 2014. Naming Banyan. ArTrend International Performance Art Festival: Mind and Sea. Tainan, Taiwan.
5. 2003. Trial.  Marking/Paper/Skin. The 8th Nippon International Performance Art Festival. Tokyo, Nagoya, Osaka, & Nagano, Japan.