--- /dev/null
+% 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,
+}
\hypersetup{runcolor=black}
\hypersetup{urlcolor=[rgb]{0, 0, 0.7}}
+\makeatletter
+\newenvironment{thebibliography}[1]
+ {\list{\@biblabel{\@arabic\c@enumiv}}%
+ {\settowidth\labelwidth{\@biblabel{#1}}%
+ \leftmargin\labelwidth
+ \advance\leftmargin\labelsep
+ \usecounter{enumiv}%
+ \let\p@enumiv\@empty
+ \renewcommand\theenumiv{\@arabic\c@enumiv}}%
+ \sloppy
+ \clubpenalty4000
+ \@clubpenalty \clubpenalty
+ \widowpenalty4000%
+ \sfcode`\.\@m}
+ {\def\@noitemerr
+ {\@latex@warning{Empty `thebibliography' environment}}%
+ \endlist}
+\newcommand\newblock{\hskip .11em\@plus.33em\@minus.07em}
+\makeatother
+
+\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
+
+\let\bibsection\relax
+
\signature{W.~Trevor King}
\address{120 Miller Street \\ Highlands, NJ 07732}
\telephone{+1 215 284 6634}
\begin{document}
-\begin{letter}{Executive Assistant to the Dean \\
- College of Arts and Sciences \\
- Saint Martin's University \\
- 5000 Abbey Way SE \\
- Lacey, WA 98503}
+\begin{letter}{South Puget Sound Community College \\
+ Human Resources Office \\
+ 2011 Mottman Road SW \\
+ Olympia, Washington 98512-6292 }
-\opening{Ms.~Laura Hoff,}
+\opening{Sir or Madam,}
-Thank you for reviewing my application for the position of Assistant
-Professor of Physics at Saint Martin's University. Over my years
+Thank you for reviewing my application for the position of Professor
+of Mathematics at South Puget Sound Community College. Over my years
working on my Ph.D. studies at Drexel University, I have been looking
-forward to teaching physics at a small, undergraduate-oriented liberal
-arts college. While working at a larger research-oriented institution
-has been exciting, I have always been attracted to teaching. I look
-forward to working at a school such as St. Martin's which clearly has
-a strong commitment to teaching excellence and teacher training.
-Besides teaching physics, I am also interested in advancing the
-science of teaching as well as in developing open source experiment
-control procedures. Over the past year I have been active in the
+forward to teaching at an undergraduate-oriented college. I look
+forward to working at a school such as SPSCC which clearly has a
+strong commitment to teaching excellence and teacher training.
+Besides teaching math, I am also interested in advancing the science
+of teaching. Over the past year I have been active in the
\href{http://software-carpentry.org/}{Software Carpentry}
organization, which trains scientists around the world in current
software development and data management techniques. Software
a boot boot camp at the University of Washington, and I look forward
to continuing this outreach in the Puget Sound area.
-I am also looking forward to working at a religious school. I have
-several United Methodist ministers in my family and exposure to
-Catholic traditions from my
-\href{http://www.archmereacademy.com/}{Norbertine high school}. In my
-experience, a religious environment fosters a studied approach to
-learning, a willingness to grapple with big questions, and a respect
-for the diversity of humanity. Students undertaking a liberal arts
-education are well served by each of these qualities.
+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 mathematics.
+
+I have always had a strong interest in math, and early in my career I
+was able to devote enough time to the subject to double-major in math
+and physics. I have especially fond memories of my number theory and
+formal logic courses at Colgate. As I advanced through my graduate
+training, there was less time to devote directly to formal math, but I
+taught myself a good deal of statistics in support of my research
+(especially the Gumbel distribution\citep{king10,king13}). Physics
+and math are bound tightly together, and I look forward to returning
+to the analytical side of this pairing.
+
+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}. 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 statistics, 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. Several Software Carpentry collaborators (especially
+\href{http://michigancomputes.wordpress.com/}{Cait Pickens}) are
+experts in assessment design and validation, and between their
+experience with standard practices and my talent for software tooling
+and rigorous analysis, I expect we'll develop a robust system for
+monitoring student progress. By promoting this system in our own
+research and SWC outreach, we can also spread the practice of teaching
+research through the wider academic community.
On a more prosaic level, I am excited about moving from the
mid-Atlantic---where I have spent most of my life---to the Northwest.
Starting in the Fall, my wife Emily will be opening a veterinary
surgery practice at the \href{http://olympiapetemergency.net/}{Olympia
- Pet Emergency} hospital just down the street. After years of
-commuting several hours from our current home in New Jersey to Drexel
-in Philadelphia, the chance for jobs that are only two miles apart is
+ Pet Emergency} hospital across town. After years of commuting
+several hours from our current home in New Jersey to Drexel in
+Philadelphia, the chance for jobs that are only a few miles apart is
quite appealing. My wife is originally from Vancouver, Canada, and I
have enjoyed our annual summer trip out to visit with her family. I
also look forward to the drizzly climate, as my Northern European
\end{letter}
+{\footnotesize\bibliography{loi}}
+
\end{document}
projects / letter-of-interest.git / commitdiff