+% 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,
+}
\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}
\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}
\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}
projects / teaching-statement.git / commitdiff