About

Ziteng "Tim" Xu is an Assistant Professor in the Department of Poultry Science at Texas A&M University. His research focuses on smart technologies in poultry production, contributing to advancements in poultry science through innovative applications of technology. He is involved in academic and extension activities related to poultry science, supporting education and industry practices. His contact information includes office location in Kleberg 418C, email, and phone number at Texas A&M University.

Research topics

• Computer Science
• Pedagogy
• Mathematics education
• Psychology
• Political Science
• Sociology
• Social Science
• Medicine
• Engineering ethics
• Human–computer interaction
• Engineering
• Geography
• Database
• World Wide Web
• Medical education
• Knowledge management
• Mathematics
• Multimedia

Selected publications

• Exploring Best Practices in Teaching Statistics: Student Insights from a Case Study

  NACTA Journal · 2026-05-05

  articleOpen access
  PublisherOA PDFDOI

• Comparative analysis of collaborative impacts on teacher job satisfaction: A cross-cultural study between the United States and China

  Research in Comparative and International Education · 2025-01-10 · 4 citations

  article1st author

  This present research proposed a whole-school approach collaboration model to assess its effects on the job satisfaction of teacher educators in the United States and China. It aims to identify differences in how collaboration influences job satisfaction among American and Chinese teachers, drawing data from the 2018 Teaching and Learning International Survey (TALIS). Utilizing hierarchical linear modeling (HLM), the study constructs models that integrate variables at both stakeholder and teacher levels. The results indicated that teacher-level collaboration had positive effects on American and Chinese teachers’ job satisfaction. Interestingly, this study reveals distinct dynamics in the influence of school leadership on teachers’ job satisfaction: it plays a significant role for American teachers, while its influence on Chinese teachers is not pronounced. This finding highlights the varying cultural contexts and organizational structures within the education system of the United States and China.

  PublisherDOI

• A comparative analysis of college student information literacy skills by disciplinary group

  The Journal of Academic Librarianship · 2025-11-01

  articleOpen access

  Information literacy (IL) instruction and evaluation is commonly conducted by discipline, with liaison librarians involved in library instruction efforts. However, few studies have examined the IL skills of college students across multiple disciplinary groups. This study uses the Threshold Achievement Test for Information Literacy (TATIL) to measure student IL skills in four disciplinary groups: STEM, humanities, social sciences, and general studies. Study results suggest that students in humanities and STEM disciplines demonstrate stronger IL skills than their peers in the social sciences and general studies. Study findings have implications for instruction coordinators and liaisons as they allocate IL resources and advocate for new IL collaborations.

  PublisherDOI

• First-Year and First-Gen: Assessing the Information Literacy Skills of First-Year, First-Generation College Students

  College & Research Libraries · 2025-01-01 · 1 citations

  articleOpen accessCorresponding

  As higher education continues to focus its attention on first-generation college students, academic libraries are increasingly interested in designing outreach and instruction programs to support these students, especially during their first year of college. This study informs these efforts by implementing a standardized test to assess the information literacy skills of first-year, first-generation college students. Study results reveal that first-year, first-generation college students demonstrate substantial information literacy skills. However, gaps remain in comparison with first-year, continuing-generation students, particularly in understanding the research process and scholarly communication.

  PublisherOA PDFDOI

• A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments

  Computers & Education · 2025-02-25 · 28 citations

  articleCorresponding
  PublisherDOI

• Women in agricultural marketing: A systematic review of motivations, opportunities, and challenges

  Outlook on Agriculture · 2025-01-15 · 1 citations

  review

  The motivations for women's involvement in agricultural marketing stem from the need to support their families and improve their livelihoods. Addressing these challenges through policy reforms and targeted interventions is crucial for promoting gender parity. How do challenges, along with available opportunities, impact women's participation in agricultural marketing while contributing to their empowerment and fulfillment of basic, psychological, and self-actualization needs? This study systematically reviewed 59 articles on women's participation in agricultural marketing, focusing on motivations, challenges, and opportunities, which were key variables analyzed in the paper. The study integrated three main frameworks: Msosa's (2022) framework for challenges, Maslow's (1943) Hierarchy of Needs theory for motivations, and McClelland's (1961) Achievement theory for opportunities. Each framework helped categorize these variables effectively to address the research question. The findings highlight major constraints like economic, social, and institutional constraints that intersect with opportunities that create pathways for women's empowerment. These opportunities, in turn, facilitate women's ability to fulfill their basic, psychological, and self-fulfillment needs, driving both individual growth and broader socio-economic outcomes. There are clear opportunities for empowerment through cooperative models, access to technology, and government-supported programs. Addressing these barriers not only allows women to participate fully in agricultural markets but also fulfills their broader psychological and self-actualization needs. By recognizing these dynamics, we can create more inclusive agricultural systems that promote gender equality and contribute to economic stability and food security in rural communities.

  PublisherDOI

• Leveraging Learning Analytics to Model Student Engagement in Graduate Statistics: A Problem-Based Learning Approach in Agricultural Education

  Behavioral Sciences · 2025-10-05 · 1 citations

  articleOpen access1st authorCorresponding

  Graduate students often experience difficulties in learning statistics, particularly those who have limited mathematical backgrounds. In recent years, Learning Management Systems (LMS) and Problem-Based Learning (PBL) have been widely adopted to support instruction, yet little research has explored how these tools relate to learning outcomes using mixed methods design. Limited studies have employed machine learning methods such as clustering analysis in Learning Analytics (LA) to explore different behavior of clusters based on students log data. This study followed an explanatory sequential mixed methods design to examine student engagement patterns on Canvas and learning outcomes of students in a graduate-level statistics course. LMS log data and surveys were collected from 31 students, followed by interviews with 19 participants. K-means clustering revealed two groups: a high-performing group with lower LMS engagement and a low-performing group with higher LMS engagement. Six themes emerged from a thematic analysis of interview transcripts: behavioral differences in engagement, the role of assessment, emotional struggle, self-efficacy, knowledge or skill gain, and structured instructional support. Results indicated that low-performing students engaged more frequently and benefited from structured guidance and repeated exposure. High-performing students showed more proactive and consistent engagement habits. These findings highlight the importance of intentional course design that combines PBL with LMS features to support diverse learners.

  PublisherOA PDFDOI

• Examination of Factors that Interact to Shape Academic Outcomes in an Animal Nutrition Course

  Journal of Agricultural Education · 2025-11-03

  articleOpen accessSenior author

  Academic success in rigorous agricultural science courses like animal nutrition may be influenced by various student factors including demographics, preparedness behaviors, prior academic achievement, and proximity to agriculture. This study examined 1,097 students across four semesters of an animal nutrition course at a large land-grant university to identify predictors of academic performance. Using descriptive statistics and multiple linear regression analyses, our study found that prior academic success was the strongest predictor of student performance. Preparedness behaviors and certain demographic variables also demonstrated statistically significant relationships. However, agricultural proximity was the least predictive factor. Our findings highlight the importance of academic preparedness over background exposure and offer insights into improving student support strategies in agricultural education.

  PublisherDOI

• Learning Analytics in STEM Higher Education: Trends, Challenges, and Future Directions

  2025-01-01

  article1st authorCorresponding
  PublisherDOI

• Promoting <scp>SDGs</scp> Through Education: A Theory of Planned Behavior Analysis of Japanese and Nigerian Students' Sustainability Actions

  Sustainable Development · 2025-04-24 · 2 citations

  articleOpen access

  ABSTRACT Education plays a pivotal role in achieving the Sustainable Development Goals (SDGs), with education for sustainable development (ESD) fostering the knowledge, skills, and attitudes necessary for a sustainable future. ESD emphasizes holistic learning, critical thinking, problem‐solving, and participatory decision‐making. The theory of planned behavior (TPB), which serves as the guiding framework for this study, posits that intentions shape planned actions and are influenced by attitudes, subjective norms, and perceived behavioral control. While research underscores the importance of strategic teaching and student participation in sustainability education, empirical evidence remains limited regarding how students' attitudes, norms, and perceived behavioral control shape their sustainability intentions. This study examines the impact of an ESD course on voluntary sustainability actions among Japanese ( n = 106) and Nigerian ( n = 27) students. Using a quasi‐experimental design, it assesses the influence of classroom discussions and SDG communications on students' intentions and behaviors. Results analyzed with Coarsened Exact Matching (CEM) and logistic regression reveal that classroom discussions significantly enhance students' intentions and subsequent SDG‐related actions (OR = 3.95, p = 0.002). Additionally, frequent exposure to SDG communications increases the likelihood of students engaging in voluntary sustainability actions. The findings suggest that structured discussions foster attitudinal development, reinforcing sustainability as a socially endorsed behavior. Moreover, SDG messaging enhances perceived behavioral control by normalizing sustainability practices and reducing perceived barriers to action. For ESD to be most effective, it should integrate participatory learning environments and strategic communication approaches that strengthen self‐efficacy, reinforce social norms, and sustain long‐term behavioral engagement.

  PublisherOA PDFDOI

Frequent coauthors

• Nickolaus A. Ortiz

  Georgia State University

  32 shared

• Yaacov Petscher

  32 shared

• Xueyan Hu

  China Three Gorges University

  21 shared

• Joanne F. Carlisle

  University of Michigan–Ann Arbor

  20 shared

• Jamie L. Tock

  20 shared

• Jessica Sidler Folsom

  University of Iowa

  20 shared

• Judith A. Scott

  University of California, Santa Cruz

  20 shared

• Sungyoon Lee

  Middle Tennessee State University

  18 shared

Education

• Ph.D., Poultry Science

  Texas A&M University

  2016

• M.S., Poultry Science

  Texas A&M University

  2012

• B.S., Animal Science

  China Agricultural University

  2009