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Fengjiao Tu

Title: Teaching Fellow

Department: Data Science

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

INFO 4670.402Data Analysis and Knowledge DiscoverySummer 10W 2026
INFO 4670.401Data Analysis and Knowledge DiscoverySpring 2026 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

INFO 4670.401Data Analysis and Knowledge DiscoveryFall 2025 Syllabus SPOT
INFO 4745.401Information ArchitectureSummer 10W 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Conference Proceeding

  • Zhou, Y., Tu, F., Sha, K., Ding, J., Chen, H. (2024). A Survey on Data Quality Dimensions and Tools for Machine Learning Invited Paper. 2024 IEEE International Conference on Artificial Intelligence Testing (AITest). 120-131. IEEE. https://doi.org/10.1109/aitest62860.2024.00023
  • Wu, L., Tu, F., Liu, Q., Ma, X., Jia, X., Gao, Y. (2022). A Review of Intelligent Application of Educational Knowledge Graph from the Perspective of Artificial Intelligence. 2022 International Symposium on Educational Technology (ISET). 195-199. IEEE. https://doi.org/10.1109/iset55194.2022.00049
  • Liu, Q., Jia, X., Yang, W., Tu, F., Wu, L. (2021). Research on Entity Relation Extraction Based on BiLSTM-CRF Classical Probability Word Problems. Proceedings of the 13th International Conference on Education Technology and Computers. 62-68. ACM. https://doi.org/10.1145/3498765.3498775

    • Journal Article

  • Zheng, Y., Tu, F., Shu, F., Shang, C., Chen, L., Meng, J. (2026). How AI agents transform reflective practices: A three-semester comparative study in socially shared regulation of learning. Other. 97 104094. Elsevier BV. https://doi.org/10.1016/j.csi.2025.104094
  • Zheng, Y., Tu, F., Shang, C., Meng, J., Zhang, S. (2026). Unpacking the Effects of Role Assignment on Interaction Processes in Socially Shared Regulation of Learning: A Multi-Method Approach. Journal of Educational Computing Research. SAGE Publications. https://doi.org/10.1177/07356331261416827
  • Shu, F., Liu, Q., Wang, Q., Tu, F., Li, H., Zhao, C. (2025). Examining Factors Influencing Online Adult Learners’ Satisfaction with Blended Synchronous Learning. Education and Information Technologies. 30 (8) 10257-10280. Springer Science and Business Media LLC. https://doi.org/10.1007/s10639-024-13265-y
  • Tu, F., Wu, L., Kinshuk, Ding, J., Chen, H. (2025). Exploring the influence of regulated learning processes on learners’ prestige in project-based learning. Education and Information Technologies. 30 (2) 2299-2329. Springer Science and Business Media LLC. https://doi.org/10.1007/s10639-024-12870-1
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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