Fanni Liu Coward, Ph.D.
Office: Education 272
Dr. Coward was an Assistant Professor in the teacher education program at the University of Alabama in Huntsville (UAH) before coming to Texas Tech. During her term at UAH, she also served as the coordinator of the UAH Study Buddy Program at a local Title I school, and received the UAH Foundation Distinguished Teaching Award in 2007.
Since she started her work at Texas Tech, Dr. Coward has received honors and awards such as the Established Investigator Award, Division I-American Educational Research Association (2011), and Alumni Association’s New Faculty Award-Texas Tech University (2013). Recently she was nominated again for the Established Investigator Award, Division I-American Educational Research Association and has been inducted to the prestigious TTU Teaching Academy at Texas Tech University.
Her research interests center around the interaction of psychological factors in adult learners. She is currently involved in research projects that are related to the following areas in the context of learning and teaching, and STEM education: Teacher Identity & Teacher Education, Diversity, and Multimedia Learning.
- 1997-2002 Ph.D., Educational Psychology, University of Texas, Austin, TX
- 1994-1996 M. A., Educational Studies, The Ohio State University, Columbus
- 1990-1994 B. A., English, Tamkang University, Taipei, Taiwan
Areas of Expertise
- Human Development
- Learning Science
Chang, R. & Coward, F.L. (Accepted). Recess Time: A comparison between China and the U.S.. Kappan.
Coward, F. L., Hamman, D., Johnson, L., Lambert, M., Indiatsi, J., & Zhou, L. (2015).Centrality of enactive experiences, framing, and motivation to student teachers’ professional identity development. Teaching Education, 26(2), 196-221. DOI: 10.1080/10476210.2014.996741
Coward, F.L. (2014). Becoming an American without losing my Chinese identity. In W. Ma & C. Wang (Eds.). Learner’s privilege & responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States (pp.235-250). Charlotte, NC: Information Age Publishing Inc.
Hamman, D., Coward, F. L., Johnson, L., Lambert, M., Zhou, L., & Indiatsi, J. (2013) Teacher possible selves: How thinking about the future contributes to the formation of professional identity. Self and Identity, 13(3), 307-336. DOI: 10.1080.15298868.2012.671955.
Cheon, J., Coward, F.L., Song, J., & Lim. S. (2013). Factors predicting pre-service teachers’ adoption of Web 2.0 technologies. Research in the Schools, 19(2), 17-29.
Coward, F. L., Matteson, S. M., & Hamman, D. (2012). A case study of teacher identity development in middle level student teachers. Middle Grades Research Journal, 7(4), 31-42.
Coward, F. L., Crooks, S. M., Flores, R., Dao, D. (2012). Examining the effects of gender and presentation mode on learning from a multimedia presentation. GÉNEROS-Multidisciplinary Journal of Gender Studies, 1(1), 48-69.
Coward, F.L. & Jacob, S. (2012). Research Writing Team as a form of mentoring graduate students. In S. Myers & C. Anderson (Eds.). Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders (pp.167-179). Rotterdam, the Netherlands: Sense Publishers.
Coward, F.L. & Brown, D. (2011). How pre-service teachers’ beliefs and assumptions about diverse students change through their reflection on a study-buddy program. Kansas Teacher Education Advocate, 19 (2), 7-16.
Flores, R., Coward, F.L., & Crooks. S. (2011). Examining the influence of gender on the modality effect. Journal of Educational Technology System, 39(1), 87-103.
Coward, F.L. & Miller, P.C. (2010). Navigating the graduate seminar discussion: A qualitative analysis of international students' experiences. International Journal ofCommunication, 4, 1013-1031. (available online at http://ijoc.org)