From: W. Trevor King Date: Thu, 30 May 2013 13:37:28 +0000 (-0400) Subject: Initial version of body content X-Git-Tag: st-martins~4 X-Git-Url: http://git.tremily.us/?a=commitdiff_plain;h=726fc807edc394b0e92160f86951ff29ba2a0659;p=research-statement.git Initial version of body content --- diff --git a/Makefile b/Makefile index 0c726ae..f1f7257 100644 --- a/Makefile +++ b/Makefile @@ -1,4 +1,4 @@ -#BIBS = ts +BIBS = ts #bu1 bu2 bu3 ts.pdf: ts.tex $(BIBS:%=%.bbl) $(BIBS:%=%.blg) diff --git a/ts.bib b/ts.bib index aefe963..c114cbf 100644 --- a/ts.bib +++ b/ts.bib @@ -1,9 +1,73 @@ +% Year for live projects + +@string{LIVE = 2013} + +% Licenses + +@string{CC-BY-SA-3.0-US = "CC BY-SA 3.0 US"} +@string{CC-BY-NC-SA-3.0-US = "CC BY-NC-SA 3.0 US"} + +% Schools + +@string{Drexel = "Drexel University"} + +% Publishers + +@string{AAPT = "American Association of Physics Teachers"} +@string{ASQ = "American Society for Quality"} +@string{Blackwell = "Blackwell Publishing Ltd."} +@string{DLA = "Digital Library and Archives, Virginia Polytechnic + Institute and State University"} +@string{PH = "Prentice Hall, Inc."} +@string{WSS = "Wiley Subscription Services, Inc., A Wiley Company"} + +% Addresses + +@string{Crowell-address = "2233 Loma Alta Dr., Fullerton, CA 92833"} +@string{UpperSaddleRiver = "Upper Saddle River, NJ 07458"} + +% Journals + +@string{AJP = "American Journal of Physics"} +@string{ASQ:HEB = "ASQ Higher Education Brief"} @string{IJBMM = "International Journal of Biological Macromolecules"} +@string{JEE = "Journal of Engineering Education"} +@string{JITE = "Journal of Industrial Teacher Education"} +@string{NDTL = "New Directions for Teaching and Learning"} +@string{Science = "Science"} + +% Authors +@string{MBelloni = "Belloni, Mario"} +@string{RBrent = "Brent, Rebecca"} +@string{WChristian = "Christian, Wolfgang"} +@string{SPChung = "Chung, Shih-Ping"} +@string{CHCrouch = "Crouch, Catherine H."} +@string{BCrowell = "Crowell, Benjamin"} +@string{LDeslauriers = "Deslauriers, Louis"} +@string{RMFelder = "Felder, Richard M."} +@string{RRHake = "Hake, Richard R."} +@string{SDJohnson = "Johnson, Scott D."} @string{WKing = "King, W.~Trevor"} +@string{JLochhead = "Lochhead, Jack"} +@string{EMazur = "Mazur, Eric"} +@string{MPrince = "Prince, Michael"} +@string{ESchelew = "Schelew, Ellen"} @string{MSu = "Su, Meihong"} +@string{AWhimbey = "Whimbey, Arthur"} +@string{CWieman = "Wieman, Carl"} @string{GYang = "Yang, Guoliang"} +@phdthesis{ wking13, + author = WKing, + title = {Open source single molecule force spectroscopy}, + school = Drexel, + year = 2013, + month = jun, + url = {http://blog.tremily.us/Thesis/}, + eprint = {http://blog.tremily.us/Thesis/draft.pdf}, +} + @article { king10, author = WKing #" and "# MSu #" and "# GYang, title = "{M}onte {C}arlo simulation of mechanical unfolding of proteins @@ -163,3 +227,256 @@ note= {Biophysical Society Annual Meeting}, address = {Long Beach, California}, } + +% Other people + +@article{ lochhead87, + author = JLochhead #" and "# AWhimbey, + title = {Teaching analytical reasoning through thinking aloud pair + problem solving}, + year = 1987, + journal = NDTL, + volume = 1987, + number = 30, + pages = {73--92}, + publisher = WSS, + issn = {1536-0768}, + url = {http://dx.doi.org/10.1002/tl.37219873007}, + doi = {10.1002/tl.37219873007}, + abstract = {The TAPPS technique is a useful device for the + teaching of problem solving because it causes learners to pay + attention to basic reasoning skills.}, +} + +@article{ hake98, + author = RRHake, + title = {Interactive-engagement versus traditional methods: A + six-thousand-student survey of mechanics test data for + introductory physics courses}, + year = 1998, + month = jan, + journal = AJP, + volume = 66, + number = 1, + pages = {64--74}, + publisher = AAPT, + issn = {0002-9505}, + doi = {10.1119/1.18809}, + url = {http://ajp.aapt.org/resource/1/ajpias/v66/i1/p64_s1}, + keywords = { teaching, education, classical mechanics}, + abstract = {A survey of pre/post-test data using the + Halloun--Hestenes Mechanics Diagnostic test or more recent Force + Concept Inventory is reported for 62 introductory physics + courses enrolling a total number of students $N=6542$. A + consistent analysis over diverse student populations in high + schools, colleges, and universities is obtained if a rough + measure of the average effectiveness of a course in promoting + conceptual understanding is taken to be the average normalized + gain $\langle g\rangle$. The latter is defined as the ratio of + the actual average gain + ($\%\langle\text{post}\rangle-\%\langle\text{pre}\rangle$) to + the maximum possible average gain + ($100-\%\langle\text{pre}\rangle$). Fourteen ``traditional'' (T) + courses ($N=2084$) which made little or no use of + interactive-engagement (IE) methods achieved an average gain + $\langle g\rangle_{\text{T} - \text{ave}} = 0.23\pm0.04$ (std dev). + In sharp contrast, 48 courses ($N=4458$) which made substantial + use of IE methods achieved an average gain + $\langle g\rangle_{\text{IE}-\text{ave}} = 0.48\pm0.14$ (std dev), + almost two standard deviations of + $\langle g\rangle_{\text{IE}-\text{ave}}$ above that of the + traditional courses. Results for 30 ($N=3259$) of the above 62 + courses on the problem-solving Mechanics Baseline test of + Hestenes--Wells imply that IE strategies enhance problem-solving + ability. The conceptual and problem-solving test results + strongly suggest that the classroom use of IE methods can + increase mechanics-course effectiveness well beyond that + obtained in traditional practice.}, +} + +@article{ johnson99, + author = SDJohnson #" and "# SPChung, + title = {The Effect of Thinking Aloud Pair Problem Solving + ({TAPPS}) on the Troubleshooting Ability of Aviation Technician + Students}, + year = 1999, + month = {Fall}, + journal = JITE, + volume = 37, + number = 1, + publisher = DLA, + issn = {0022-1864}, + issn-online = {1938-1603}, + url = {http://scholar.lib.vt.edu/ejournals/JITE/v37n1/john.html}, + license = CC-BY-NC-SA-3.0-US, +} + +@book{ christian01, + author = WChristian #" and "# MBelloni, + title = {Physlets: Teaching Physics with Interactive Curricular Material}, + year = 2001, + publisher = PH, + address = UpperSaddleRiver, + edition = 4, + isbn = {0-13-029341-5}, + isbn-13 = {978-0-1302-9341-1}, + url = {http://webphysics.davidson.edu/physletprob/}, +} + +@article{ crouch01, + author = CHCrouch #" and "# EMazur, + title = {Peer Instruction: Ten years of experience and results}, + year = 2001, + month = sep, + journal = AJP, + volume = 69, + number = 9, + pages = {970--977}, + publisher = AAPT, + issn = {0002-9505}, + doi = {10.1119/1.1374249}, + url = {http://ajp.aapt.org/resource/1/ajpias/v69/i9/p970_s1}, + keywords = {teaching, problem solving, educational courses}, + abstract = {We report data from ten years of teaching with Peer + Instruction (PI) in the calculus- and algebra-based introductory + physics courses for nonmajors; our results indicate increased + student mastery of both conceptual reasoning and quantitative + problem solving upon implementing PI. We also discuss ways we + have improved our implementation of PI since introducing it in + 1991. Most notably, we have replaced in-class reading quizzes + with pre-class written responses to the reading, introduced a + research-based mechanics textbook for portions of the course, + and incorporated cooperative learning into the discussion + sections as well as the lectures. These improvements are + intended to help students learn more from pre-class reading and + to increase student engagement in the discussion sections, and + are accompanied by further increases in student understanding.}, +} + +@article{ prince04, + author = MPrince, + title = {Does Active Learning Work? {A} Review of the Research}, + year = 2004, + month = jul, + journal = JEE, + volume = 93, + number = 3, + pages = {223--231}, + publisher = Blackwell, + issn = {2168-9830}, + doi = {10.1002/j.2168-9830.2004.tb00809.x}, + url = {http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x}, + keywords = {active, collaborative, cooperative, problem-based learning}, + abstract = {This study examines the evidence for the effectiveness + of active learning. It defines the common forms of active + learning most relevant for engineering faculty and critically + examines the core element of each method. It is found that there + is broad but uneven support for the core elements of active, + collaborative, cooperative and problem-based learning.}, +} + +@article{ felder09, + author = RMFelder #" and "# RBrent, + title = {Active learning: An introduction}, + year = 2009, + month = aug, + journal = ASQ:HEB, + volume = 2, + number = 4, + publisher = ASQ, + url = {http://asq.org/edu/2009/08/best-practices/active-learning-an-introduction.%20felder.html?shl=093530}, + eprint = {http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper(ASQ).pdf}, + abstract = {Richard M. Felder and Rebecca Brent describe active + learning as anything course-related that all students in a class + session are called upon to do other than watching, listening and + taking notes. They provide suggestions as to what teachers and + professors can do to engage students in active learning and the + formats to use for those activities.}, +} + +@article{ deslauriers11, + author = LDeslauriers #" and "# ESchelew #" and "# CWieman, + title = {Improved Learning in a Large-Enrollment Physics Class}, + year = 2011, + month = may, + day = 13, + journal = Science, + volume = 332, + number = 6031, + pages = {862--864}, + doi = {10.1126/science.1201783}, + url = {http://www.sciencemag.org/content/332/6031/862.abstract}, + eprint = {http://www.sciencemag.org/content/332/6031/862.full.pdf}, + abstract ={We compared the amounts of learning achieved using two + different instructional approaches under controlled + conditions. We measured the learning of a specific set of topics + and objectives when taught by 3 hours of traditional lecture + given by an experienced highly rated instructor and 3 hours of + instruction given by a trained but inexperienced instructor + using instruction based on research in cognitive psychology and + physics education. The comparison was made between two large + sections (N = 267 and N = 271) of an introductory undergraduate + physics course. We found increased student attendance, higher + engagement, and more than twice the learning in the section + taught using research-based instruction.}, +} + +@book{ crowell-light-and-matter, + author = BCrowell, + title = {Light and Matter}, + year = LIVE, + url = {http://www.lightandmatter.com/lm/}, + eprint = {http://www.lightandmatter.com/lm.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-simple-nature, + author = BCrowell, + title = {Simple Nature}, + year = LIVE, + url = {http://www.lightandmatter.com/area1sn.html}, + eprint = {http://www.lightandmatter.com/simple.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-mechanics, + author = BCrowell, + title = {Mechanics}, + year = LIVE, + url = {http://www.lightandmatter.com/mechanics/}, + eprint = {http://www.lightandmatter.com/me.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-conceptual-physics, + author = BCrowell, + title = {Conceptual Physics}, + year = LIVE, + url = {http://www.lightandmatter.com/cp/}, + eprint = {http://www.lightandmatter.com/cp.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-calculus, + author = BCrowell, + title = {Calculus}, + year = LIVE, + url = {http://www.lightandmatter.com/calc/}, + eprint = {http://www.lightandmatter.com/calc/calc.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-general-relativity, + author = BCrowell, + title = {General Relativity}, + year = LIVE, + url = {http://www.lightandmatter.com/genrel}, + eprint = {http://www.lightandmatter.com/genrel/genrel.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} diff --git a/ts.tex b/ts.tex index ec2977c..25a6b0e 100644 --- a/ts.tex +++ b/ts.tex @@ -5,9 +5,11 @@ \headsep 0.0in \textheight 9in \oddsidemargin 0in -\textwidth 6in +\textwidth 6.5in \pagestyle{empty} % no room for page numbers +\usepackage{amsmath} % \text and other useful math stuff + \usepackage{hyperref} \hypersetup{colorlinks} \hypersetup{linkcolor=black} @@ -16,7 +18,13 @@ \hypersetup{filecolor=black} \hypersetup{menucolor=black} \hypersetup{runcolor=black} -\hypersetup{urlcolor=black} +\hypersetup{urlcolor=blue} + +\usepackage[super,sort&compress,comma]{natbib} +% super selects citations in superscript mode +% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...}) +% comma seperates multiple citations with commas rather than the default semicolons. +\bibliographystyle{unsrtnat} % number citations in the order referenced \title{Teaching Philosophy} \date{\today} @@ -26,6 +34,115 @@ \maketitle -Aloha! +In high school, I initially wanted to be a marine biologist. The goal +lasted until my first physics course during my senior year, when Tom +Hoch introduced me to the idea that the kinetic behavior of the world +around us can be described with a handful of simple laws. How far +will this trebuchet launch a baseball? What would you redesign to +make it go farther? How should you build a wheel to win a race down a +5 foot ramp? Besides the joy of attacking the problems themselves, I +enjoyed arguing about them with my classmates. If you pull on a +thread coming from underneath a spool sitting on the table, will the +spool roll toward you or away from you? Physics gives you the feeling +that you can figure out \emph{anything} (to a first approximation), +and if you're not sure you're right, you can usually design and build +a simple experiment to test your understanding. In no other +discipline are the fundamentals of the scientific method so clearly +laid out or so obviously powerful. + +Since that high school course, I have enjoyed honing my skills in +physics and related disciplines, but no task has been as satisfying as +introducing new students to the discipline and sharing my enthusiasm +for the material and philosophy. I have been lucky to have almost a +decade of teaching experience from a range of teaching assistant-ships +covering the classic introductory courses (with recitations and labs +of 20 students in classes of up to 700) as well as some more advanced +numerical methods courses (with as few as five students). The range +of formats allows me to experiment with a number of teaching styles, +from modeling recitation problem solutions to more Socratic approaches +for helping students design and troubleshoot software. + +While I have not yet been in a position to design my own courses, I +have enjoyed building some supportive tools. Over the past several +years, I have developed an open source +\href{http://blog.tremily.us/posts/Course_website/}{course website + framework} and +\href{http://git.tremily.us/?p=course.git;a=tree;f=asymptote;hb=HEAD}{graphics + libraries} for illustrating +\href{http://blog.tremily.us/posts/Course_website/Mechanics-test.svg}{mechanics}, +\href{http://blog.tremily.us/posts/Course_website/ElectroMag-test.svg}{electricity + and magnetism}, +\href{http://blog.tremily.us/posts/Course_website/Circ-test.svg}{circuits}, +and +\href{http://blog.tremily.us/posts/Course_website/stickfigure-test.svg}{stick + figures}. I've also designed the +\href{https://pypi.python.org/pypi/pygrader}{pygrader} framework for +collecting and grading homework assignments that students submit via +email and the \href{https://pypi.python.org/pypi/quizzer}{quizzer} +framework for managing online quizzes and surveys. These tools will +make it easier for me to maintain class notes, homework, tests, and +lecture material, which gives me more time to focus on engaging +students directly. Downloadable class notes also give students more +time to focus on the concepts and applications instead of focusing on +transcription. I look forward to tying these pieces together and +building cohesive courses to introduce new students to physics. + +Earlier attempts at instructional tooling\citep{christian01} have not +kept up with the rapid pace of software development. Using flexible +open source tools makes it possible to distribute maintenance costs +across a community of teachers. This makes it easier for existing +teachers to share ideas and for new teachers to pick up where previous +teachers left off, instead of having to start by recreating earlier +work. On the self-study side of this, Ben Crowell has already +developed a number of open source +textbooks\citep{crowell-light-and-matter,crowell-simple-nature,crowell-mechanics,crowell-conceptual-physics,crowell-calculus,crowell-general-relativity}, +which are freely available along with +\href{git://lightandmatter.com/physics}{their source} under the +\href{http://creativecommons.org/licenses/by-sa/3.0/us/}{CC BY-SA 3.0 + US} license. There is room for continued development along this +front, as well as uncharted territory in open source laboratory +materials and equipment. My Ph.D.\ thesis focused on developing open +source software for controlling atomic force microscopes in +biophysical applications\citep{wking13}, and I look forward to +leveraging this experience to develop open source software and +procedures for undergraduate labs. Besides making it easier for other +teachers to collaborate on lab design, an open source platform +(software and hardware) will enable on-the-fly student alterations. I +expect that replacing the magic of ``black boxes'' with well +documented, explorable tools will encourage students to see labs as +chances to build their theoretical and practical familiarity with the +physical world instead of arbitrary, cookbook-style recipes. + +As a scientist, I feel that teaching itself can be improved through +the scientific method. By testing the effect of different classroom +approaches---and by building on the research of my peers---I intend to +gradually refine my teaching to improve student engagement, critical +thinking, and content retention. I am especially excited to try +active learning approaches\citep{hake98,crouch01,prince04}, especially +thinking-aloud pair problem solving +(TAPPS\citep{lochhead87,felder09}), which has been shown to increase +student performance\citep{johnson99}. Besides improving teaching +strategies, an experiment-based approach to teaching is a chance to +practice what I preach, which should help convince students of the +efficacy of the scientific method. Of course, not \emph{everything} +can be measured with sufficient clarity to support this approach. +Developing quantitative evaluations of student learning is tricky, +but---at least at a basic level---it is possible. Mentioning these +difficulties when discussing course organization with students will +provide jumping-off points for discussing the limitations of the +scientific approach and the flavor of scientific progress, while +avoiding confusion about the well-understood fundamentals covered in +the content of the course itself. + +I look forward to guiding students through the early stages of their +exposure to physics, while at the same time engaging in higher level +discussions about the practice and role of science in general. I hope +that this experience is as transformative for my students as my early +physics courses were for me, teaching them how to break down problems +into manageable chunks and encouraging them to make use of analytical +reasoning and evidenced-based inquiry in their chosen profession, +regardless of whether it is directly related to physics. + +{\footnotesize\bibliography{ts}} \end{document}