Ning Fang PhD
Engineering Education
Professor
Contact Information
Office Location: ENGR 224Phone: 435-797-2948
Email: ning.fang@usu.edu
Additional Information:
Biography
Dr. Fang has more than 20 years of work experience in industry, government, and academia. He has been the Principle Investigator of $3.5M research grants and has authored more than 200 papers and presentations.
Teaching Interests
Foundational engineering courses such as engineering dynamics, manufacturing courses, and educational research and assessment courses.
Research Interests
Dr. Fang's research in engineering education is in broad areas of Engineering Learning & Problem Solving, Technology Enhanced Learning, and K-12 STEM Education.
Awards
Outstanding Researcher Award, 2017
Department of Engineering Education, USU
Outstanding Graduate Mentor of the Year Award, 2015
College of Engineering, USU
Outstanding Graduate Mentor of the Year Award, 2015
Department of Engineering Education, College of Engineering, USU
Fulbright Scholar award, 2014
The Fulbright Scholar Program, Council for International Exchange of Scholars, U.S. Department of State
Outstanding Researcher Award , 2012
Department of Engineering Education, USU
Outstanding Researcher Award, 2010
Department of Engineering & Technology Education, USU
Most Downloaded Articles 2005 to 2010 Award, 2010
Journal of Materials Processing Technology
Outstanding Researcher Award, 2009
Department of Engineering & Technology Education, USU
The Bayer Teaching Excellence Award , 2009
The Best Paper Award, 2009
ASEE Manufacturing Division
Outstanding Advisor Award, 2008
College of Engineering, USU
Outstanding Advisor Award, 2008
Department of Engineering & Technology Education, USU
Outstanding Researcher Award, 2008
Department of Engineering & Technology Education, USU
Outstanding Researcher Award, 2007
Department of Engineering & Technology Education, USU
Outstanding Researcher Award, 2004
Department of Mechanical & Aerospace Engineering, USU
Publications | Journal Articles
Academic Journal
- Mayer, M., Fang, N., (2016). Factors affecting persistence of undergraduate engineering students: A quantitative research study using institutional data. International Journal of Engineering Education. Vol. 32(5A), pp. 1879-1887
- Fang, N., Guo, Y., (2016). Interactive computer simulation and animation for improving student learning of particle kinetics. Journal of Computer Assisted Learning. Vol. 32(5), pp. 443-455.
- Fang, N., Srinivasa, P., Edwards, N., (2016). Neural network modeling and prediction of surface roughness in machining aluminum alloys. Journal of Computer and Communications, Vol. 4, pp. 1-9.
- D’Mello, G., Srinivasa, P., Puneet, N., Fang, N., (2016). Surface roughness evaluation using cutting vibrations in high speed turning of Ti-6Al-4V - An experimental approach. International Journal of Machining and Machinability of Materials. Vol. 18(3), pp. 288-312
- Fang, N., Lawanto, O., Goodridge, W.H, Villanueva, I., Becker, K., (2016). A Research Experiences for Undergraduates (REU) Site Program on Engineering Education Research. International Journal of Engineering Education. Vol. 32(5A), pp. 1836-1846
- Ha, O., Fang, N., (2016). Spatial ability in learning engineering mechanics: critical review. Journal of Professional Issues in Engineering Education and Practice. Vol. 142(2), pp. 04015014-1 to 04015014-11
- Liu, G., Fang, N., (2016). Student misconceptions about force and acceleration in physics and engineering mechanics education. International Journal of Engineering Education. Vol. 32(1A), pp. 19-29.
- Fang, N., (2014). Difficult concepts in engineering dynamics: Students’ perceptions and educational implications. International Journal of Engineering Education. Vol. 30(5), pp. 1110-1119.
- Santoso, H.B, Lawanto, O., Becker, K., Fang, N., Reeve, E.M, (2014). High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules. Journal of Pre-College Engineering Education Research (J-PEER), 4:2, 11-28. doi: http://dx.doi.org/10.7771/2157-9288.1093
- Fang, N., Srinivasa, P., Edwards, N., (2014). A method of using Hoelder exponents to monitor tool-edge wear in high speed finish machining. International Journal of Advanced Manufacturing Technology. Vol. 72, pp. 1593-1601.
- Fang, N., Zhao, X., (2014). A cross-cultural comparison of learning style preferences between American and Chinese undergraduate engineering students. International Journal of Engineering Education. Vol. 30(1), pp. 179-188.
- Fang, N., (2014). Correlation between students’ motivated strategies for learning and academic achievement in an engineering dynamics course. Global Journal of Engineering Education. Vol. 16(1), pp. 6-12.
- Fang, N., Srinivasa, P., Edwards, N., (2013). A comparative study of high-speed machining of Ti-6Al-4V and Inconel 718, Part I: Effect of dynamic tool edge wear on the cutting forces. International Journal of Advanced Manufacturing Technology, 2013, Vol. 68(5), pp. 1839-1849.
- Fang, N., Srinivasa, P., Edwards, N., (2013). A comparative study of high-speed machining of Ti-6Al-4V and Inconel 718, Part II: Effect of dynamic tool edge wear on the cutting vibrations. International Journal of Advanced Manufacturing Technology, 2013, Vol. 68(5), pp. 1417-1428
- Fang, N., Guo, Y., (2013). A web-based interactive intelligent tutoring system for enhancing student learning in a foundational engineering dynamics course. International Journal of Engineering Education. 2013, Vol. 29(6), pp. 1503-1513.
- Fang, N., (2013). Increasing high school students’ interest in STEM education through collaborative brainstorming with Yo-Yos. Journal of STEM Education: Innovations and Research. 2013, Vol. 14(4), pp. 34-40.
- Huang, S., Fang, N., (2013). Predicting student academic performance in an engineering dynamics course: A comparison of four types of predictive mathematical models. Computers and Education, 2013, Vol. 61, pp. 133-145.
- Fang, N., Nielson, K., Kawamura, S., (2013). Using Computer Simulations with a Real-World Engineering Example to Improve Student Learning of High School Physics: A Case Study of K-12 Engineering Education. International Journal of Engineering Education, 2013, Vol. 29(1), pp. 170-180.
- Fang, N., (2012). Using tablet PCs to quickly assess students’ problem-solving performances in an engineering dynamics classroom. World Transactions on Engineering and Technology Education, Vol. 10(4), pp. 247-252.
- Fang, N., (2012). A student-centered active learning approach to teaching grant proposal writing in a Ph.D. in engineering education program. International Journal of Engineering Education, Vol. 28(5), pp. 1168-1176.
- Fang, N., (2012). Using computer simulation and animation to improve student learning of engineering dynamics. Procedia-Social and Behavioral Sciences Journal,Vol. 56(8), pp. 504-512.
- Fang, N., (2012). Students’ perceptions of dynamics concept pairs and correlation with their problem-solving performance. Journal of Science Education and Technology, Vol. 21(5), pp. 571-580
- Fang, N., Srinivasa, P., Edwards, N., (2012). Tool-edge wear and wavelet packet transform analysis in high-speed machining of Inconel 718. Strojniški vestnik - Journal of Mechanical Engineering, Vol. 58 (3), pp. 191-202
- Fang, N., Srinivasa, P., Edwards, N., (2012). Wavelet-Based Denoising of Vibration Signals for Tool-Edge Wear Detection in High Speed Machining of Inconel 718. Advanced Materials Research, Vol. 415-417, pp.1512-1515.
- Fang, N., (2012). Improving engineering students’ technical and professional skills through project-based active and collaborative learning. International Journal of Engineering Education, Vol. 28(1), pp. 26-36.
- Fang, N., (2011). Tree of Dynamics: A modified concept mapping approach to improving student conceptual understanding in engineering dynamics. International Journal of Engineering Education, Vol. 27(6), pp. 1352-1361.
- Fang, N., Srinivasa, P., Mosquea, S., (2011). A comparative study of sharp and round edge tools in orthogonal machining with built-up edge formation: cutting forces, cutting vibrations, and neural network modeling. International Journal of Advanced Manufacturing Technology, Vol. 53(9-12), pp. 899-910.
- Fang, N., Srinivasa, P., Mosquea, S., (2011). Effect of tool-edge wear on the cutting forces and vibrations in high-speed finish machining of Inconel 718: an experimental study and wavelet transform analysis. International Journal of Advanced Manufacturing Technology, 52:1-4, 65-77.
- Fang, N., (2011). A new methodology for assisting the development of instructional awareness in teaching a large engineering class with academically diverse students. International Journal of Engineering Education, 27:1, 167-177.
- Fang, N., Srinivasa, P.P, Mosquea, S., (2010). The effect of built-up edge on cutting vibrations in machining 2024-T351 aluminum alloy. International Journal of Advanced Manufacturing Technology, 49, 63-71.
- Fang, N., Srinivasa, P.P, Edwards, N., (2010). Prediction of built-up edge formation in machining with round edge and sharp tools using a neural network approach. International Journal of Computer-Integrated Manufacturing, 23:11, 1002-1014.
- Huang, S., Fang, N., (2010). Prediction of student academic performance in an engineering dynamics course: development and validation of multivariate regression models. International Journal of Engineering Education, 26:4, 1008-1017.
- Fang, N., Lu, J., (2010). A decision tree approach to predictive modeling of student performance in engineering dynamics. International Journal of Engineering Education, 26:1, 87-95.
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Other
Other
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Teaching
Graduate Students Mentored
Research Synopsis
My research in engineering education are in broad areas of Engineering Learning & Problem Solving, Technology Enhanced Learning, and K-12 STEM Education. I have been working on research projects dealing with computer-assisted instructional technology as well as curricular reform in engineering education. My recent efforts focus on 1) identifying and studying key factors that affect retention and graduation of engineering undergraduates, and 2) developing and assessing new techniques to improve students’ conceptual understanding and problem solving in foundational engineering courses.
If you are interested in joining my research group, please contact me by email at ning.fang@usu.edu or by phone at (435)-797-2948. I look forward to speaking with you.
REU Site: Self-Regulated Learning in Engineering Education
Funded by: National Science Foundation (NSF Award No. 1262806)
PI: Ning Fang (ning.fang@usu.edu)
Co-PI: Oenardi Lawanto (olawanto@usu.edu)
Overview
This ten-week summer program provides undergraduate students in a science, technology, engineering, or mathematics (STEM) discipline with intensive experience in engineering education research, such as how learners’ experience, background, and perception play a role when they learn engineering knowledge and skills. The program provides research experience for undergraduates (REU) and is not an internship. The program is sponsored by the National Science Foundation and hosted by Utah State University (USU) in Logan, Utah, a beautiful city nestled between two mountain ranges.
The central focus of this summer research program is on self-regulated learning (SRL). When confronted with a problem or task, a learner usually begins with generating thoughts, feeling, and actions to attain the best solution to that problem. The self-generated thoughts, feeling, and actions are called self-regulated learning. Numerous studies suggest that SRL is a significant predictor of a learner’s academic performance. This ten-week program consists of a nine-week research on the USU campus (starting on June 9, 2014) and subsequent one-week at-home activities with research assignments. During the program, REU students will work with faculty mentors and their graduate students on four emerging research projects that focus on self-regulated learning in engineering education. REU students will participate in workshops, a research symposium, and a rich variety of social and recreational activities.
Amount of funding: $287,497.00
Status: Started 2013
Further information: Please visit reu.usu.edu.
Improving Undergraduate Engineering Education Through Student-Centered, Active and Cooperative Learning
Overview:
As technology increasingly impacts the nation’s economy and security, high demands have been set for engineering schools to graduate an ever greater number of quality students optimally educated to meet business and industry needs. This project is funded by the National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program. The project aims to provide S-STEM scholarship support for academically-talented, financially-needy engineering students and train these students to become effective scientific and technological contributors when entering the engineering workforce.
The project targets students in two departments in the College of Engineering at Utah State University: the Department of Mechanical and Aerospace Engineering (MAE) and the Department of Civil and Environmental Engineering (CEE). The specific objectives of this project are:
- increase the retention of pre-professional students in MAE and CEE
- increase the retention of students to BS degree achievement in MAE and CEE
- expand opportunities that lead to increasing the number of students who continue studies beyond the BS
- improve student support programs through enhanced advising, tutoring, and mentoring
- increase the number of well-educated and skilled employees in technical areas of national need, particularly in mechanical, aerospace, civil, and environmental engineering
Through a competitive selection process, each S-STEM Scholar will receive up to four years of scholarships with the annual support up to $5,000. The application for annual scholarship renewal is subject to the approval of the S-STEM Scholarship Selection Committee. During the scholarship period, S-STEM Scholars are encouraged to get involved in a series of student-centered, active and cooperative learning activities such as problem-based learning, project-based learning, supplemental instruction, undergraduate research experiences, and internships and co-ops.
Amount of Funding: $624,642
Project duration: 2015-2020
Further information: please visit http://s-stem.usu.edu/