+% 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
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,
+}
projects / teaching-statement.git / blobdiff