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Kremen School of Education and Human Development

Trang Phan

Associate Professor

Curriculum and Instruction | 559-278-0043 | Office: ED 469

tphan@mail.fresnostate.edu

Education

  • Ph.D., 2016, University of Houston, Learning Design & Technology
  • M.A., 2010, University of Texas-RGV, English Language Instruction
  • B.A., 2006, Hue University, Vietnam, Bachelors of English Language Teaching

Courses Taught

Doctoral level courses

  • Leadership in a Digital Age for P12 and higher education leaders - Fresno State
  • Instructional Technology for Doctoral Students - University of Houston (TA)

Master level courses

  • Integration of Technology across the Curriculum - Fresno State
  • Introduction to Linguistics for TESOL Teachers - University of Houston

Undergraduate courses

  • Integration of Technology in the Classroom - Fresno State
  • Rhetoric and Composition - University of Texas-Rio Grande Valley
  • Studies of Languages - University of Texas-Rio Grande Valley

Trang Phan is an Associate Professor in the Department of Curriculum and Instruction at The Kremen School of Education and Human Development at California State University, Fresno. Phan’s research focuses on faculty adoption of technology to enhance student-centered learning, design thinking, human-centered design in the field of teacher education, and Massive Open Online Courses (MOOCs). 
  • Use of technology to enhance student-centered learning
  • Use of Design Thinking and Human-centered design approach in science and technology education courses
  • Massive Open Online Courses (MOOCs)
  • Online teaching and learning strategies
  • Student engagement 
Dr. Trang Phan's 

1. Curriculum Vitae 
2. Google Scholar page
3. Professional Website

Selected Publications

Qualitative research
  • Phan, T., Paul, M., Zhu, M. (in press). The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use. Contemporary Educational Technology.
  • Phan, T. (2020). Exercises of voice, choice and collaboration in a Personalized Learning Initiative. Educational Media International Special Issue Journal, 57 (1), 73-85.
  • ​Phan, T., Zhu, M. (2020). Professional development journey in MOOCs by pre- and in-service teachers. Educational Media International Journal, 57 (2), 148-166.
  • Phan, T. (2020). The Emotional Benefits of Diversity in MOOCs: Reshaping Views of Online Education Through Exposure to Global Learners. In Zhang K., Bonk C., Reeves, T., Reynolds, T. MOOCs and Open Education Across Emerging Economies: Challenges, Successes, and Opportunities (pp.113-126). NY: Routledge.
  • Phan, T. (2018). Instructional strategies that respond to global learners’ needs in massive open online courses. Online Learning, 22(2), 95-118. doi:10.24059/olj.v22i2.1160.
  • Phan, T. (2018). Impacts of Massive Open Online Courses on online learning and campus-based course design. In Milheim K. Cultivating Diverse Online Classrooms through Effective Instructional Design (pp. 218-232). PA: IGI Global.
Quantitative research
  • Phan, T., McNeil S., & Robin, B. (2016). Students’ Patterns of Engagement and Course Performance in a Massive Open Online Course. Computers & Education, 95, 36-44.
Others 
  • Phan, T., Kalum, A., Anthony Noel Beltran, A., McNeil, S. & Robin, B. (2014). Lessons Learned from Designing and Developing MOOCs by Doctoral Students. In T. Bastiaens (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1580-1585). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). 
  • Phan, T. (2015). Flipped Classes: Mind mapping to make sure students learn. Published on the EdTekHub, ISTE. https://www.iste.org/explore/articleDetail?articleid=513&category=Toolbox&article=.
Interviews Published