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The undergraduate admission of SUSTech adopts comprehensive evaluation enrollment mode based on national college entrance examination.The graduate admission of SUSTech currently adopts joint training mode.

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Faculty

LIU_LI_SHA


Lecturer of English

Department of General Education

0755-88018115

liu.ls@sustc.edu.cn

Professional Experience:

 

◆ 2013-present: Lecturer of English at South University of Science and Technology of China

◆ 2012-2013: Chinese teacher at United International College London

◆ 2011-2012: Research assistant of the Project on BRIC immigrants at CCPN Global

◆ 2010-2012: Data analyst at TSL Education, Ltd.

◆ 2008-2009: IELTS teacher at Global IELTS School

 

Educational Background:

 

◆ 2009-2013: PhD in Education at Institute of Education, University of London, UK

◆ 2007-2008: MSc in Educational Studies at University of Oxford, UK

◆ 2003-2007: BEd in Educational Studies, BA in English Language and Literature at Beijing Normal University, China

 

Honors & Awards:

 

◆ Postgraduate Student Grant for BERA 2012 Annual Conference (paper presentation)

◆ 2007 Annual Instrumental Bursary (Piano) at St Edmund Hall, University of Oxford

 

Selected Publication:

 

◆Liu, L (2014), Engagement in Learning on UK Full-time Taught Master’s Programmes: International students’ experiences, Scholars’ Press, Saarbrücken, Germany (ISBN: 978-3-639-71562-0).

◆Liu, L (2014), ‘Case Studies of CFL Textbooks for English-speaking Beginners’, Course Education Research, 2014:10, pp. 10-11.

◆Liu, L (2014), ‘A Preliminary Discussion on Skill-based Reading Class Design in College English Teaching’, Time Education,2014:3, pp. 115.

◆Liu, L (2014), ‘An Investigation into John Locke's Ideas of a Moral Man's Education’, Theory Research, 687, pp. 184 -188.

◆Liu, L (2012), ‘An Overview of Development of Higher Education Access in China’, Higher Education Studies, 2:2, pp. 107-113

◆Liu, L (2011), ‘Taught Master’s Students’ Curricular Engagement in the UK: A conceptual framework’, Educate~: The Journal of Doctoral Research in Education, Kaleidoscope Special Issue 2011, pp. 15-27

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