X-Git-Url: http://git.tremily.us/?p=letter-of-interest.git;a=blobdiff_plain;f=loi.bib;fp=loi.bib;h=450a018434b8080a0cde98636061a2858ab3d058;hp=0000000000000000000000000000000000000000;hb=448745b12f18d2eda52bd7080d2fb6744a3f9323;hpb=e70006a336b35e7127bb643d4ad55282091ca5e5

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+% 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{ king13,
+    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
+        based on a simple two-state model",
+    year = 2010,
+    month = mar,
+    day = 1,
+    address =      "Department of Physics, Drexel University, 3141
+                   Chestnut Street, Philadelphia, PA 19104, USA.",
+    journal = IJBMM,
+    volume = 46,
+    number = 2,
+    pages = "159--166",
+    issn = "0141-8130",
+    alternative_issn = "1879-0003",
+    doi = "10.1016/j.ijbiomac.2009.12.001",
+    url = "http://www.sciencedirect.com/science/article/B6T7J-
+        4XWMND2-1/2/7ef768562b4157fc201d450553e5de5e",
+    language = "eng",
+    keywords = "Atomic force microscopy;Mechanical unfolding;Monte Carlo
+        simulation;Worm-like chain;Single molecule methods",
+    abstract = "Single molecule methods are becoming routine biophysical
+        techniques for studying biological macromolecules. In mechanical
+        unfolding of proteins, an externally applied force is used to induce
+        the unfolding of individual protein molecules. Such experiments have
+        revealed novel information that has significantly enhanced our
+        understanding of the function and folding mechanisms of several types
+        of proteins. To obtain information on the unfolding kinetics and the
+        free energy landscape of the protein molecule from mechanical unfolding
+        data, a Monte Carlo simulation based on a simple two-state kinetic
+        model is often used. In this paper, we provide a detailed description
+        of the procedure to perform such simulations and discuss the
+        approximations and assumptions involved. We show that the appearance of
+        the force versus extension curves from mechanical unfolding of proteins
+        is affected by a variety of experimental parameters, such as the length
+        of the protein polymer and the force constant of the cantilever. We
+        also analyze the errors associated with different methods of data
+        pooling and present a quantitative measure of how well the simulation
+        results fit experimental data. These findings will be helpful in
+        experimental design, artifact identification, and data analysis for
+        single molecule studies of various proteins using the mechanical
+        unfolding method."
+}
+
+% Talks
+
+@unpublished{ 2013-05-thesis,
+    title= {Open source single molecule force spectroscopy},
+    author = WKing,
+    year = 2013,
+    month = may,
+    day = 28,
+    note= {Thesis defense, Drexel University},
+    address = {Drexel University},
+    url = {http://blog.tremily.us/posts/Thesis/talk/},
+}
+
+@unpublished{ 2013-01-columbia,
+    title= {Collaborative version control with {G}it},
+    author = WKing,
+    year = 2013,
+    month = jan,
+    note= {Software Carpentry boot camp, Columbia University},
+    address = {Columbia University},
+}
+
+@unpublished{ 2009-10-life-cycles,
+    title= {Software life-cycles and alphabet soup},
+    author = WKing,
+    year = 2009,
+    month = oct,
+    note= {Drexel Physics Graduate Student Association},
+    address = {Drexel University}
+}
+
+@unpublished{ 2008-06-locks,
+    title= {Manipulating combination locks \& Ray tracing with polarization},
+    author = WKing,
+    year = 2008,
+    month = jun,
+    note= {Drexel Physics Graduate Student Association},
+    address = {Drexel University}
+}
+
+@unpublished{ 2006-05-quantum-computing,
+    title= {Quantum Computing},
+    author = WKing,
+    year = 2006,
+    note= {Rochester Solid State final},
+    address = {University of Rochester}
+}
+%    month = may,
+
+% Posters
+
+@unpublished{ 2013-04-swc,
+    title= {Teaching Software Carpentry: Better Science through Science},
+    author = WKing,
+    year = 2013,
+    month = apr,
+    note= {Drexel CoAS Research Day},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2012-04-calibcant,
+    title= {Thermally calibrating {AFM} cantilever spring constants},
+    author = WKing,
+    year = 2012,
+    month = apr,
+    note= {Drexel CoAS Research Day},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2011-04-saswsim,
+    title= {Flexible parallel simulations and packaging},
+    author = WKing,
+    year = 2011,
+    month = apr,
+    note= {Drexel CoAS Research Day},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2010-04-open-source,
+    title= {Open source software in experimental protein unfolding},
+    author = WKing,
+    year = 2010,
+    month = apr,
+    note= {Drexel CoAS Research Day},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2009-03-roughness,
+    title= {Experimental Estimation of the Free Energy Landscape
+        Roughness of Protein Molecules},
+    author = WKing,
+    year = 2009,
+    month = mar,
+    note= {Biophysical Society Annual Meeting},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2008-04-sawsim,
+    title= {Simulated mechanical unfolding of single proteins},
+    author = WKing,
+    year = 2008,
+    month = apr,
+    note= {Drexel CoAS Research Day},
+    address = {Philadelphia, Pennsylvania},
+}
+
+@unpublished{ 2008-02-stiffness,
+    title= {Effects of Cantilever Stiffness on Unfolding Force in AFM
+        Protein Unfolding},
+    author = WKing,
+    year = 2008,
+    month = feb,
+    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,
+}