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Adding my application docs

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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% "ModernCV" CV and Cover Letter
% LaTeX Template
% Version 1.1 (9/12/12)
%
% This template has been downloaded from:
% http://www.LaTeXTemplates.com
%
% Original author:
% Xavier Danaux (xdanaux@gmail.com)
%
% License:
% CC BY-NC-SA 3.0 (http://creativecommons.org/licenses/by-nc-sa/3.0/)
%
% Important note:
% This template requires the moderncv.cls and .sty files to be in the same
% directory as this .tex file. These files provide the resume style and themes
% used for structuring the document.
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%----------------------------------------------------------------------------------------
% PACKAGES AND OTHER DOCUMENT CONFIGURATIONS
%----------------------------------------------------------------------------------------
\documentclass[11pt,letterpaper,roman]{moderncv} % Font sizes: 10, 11, or 12; paper sizes: a4paper, letterpaper, a5paper, legalpaper, executivepaper or landscape; font families: sans or roman
\usepackage{mathpazo}
\moderncvstyle{classic} % CV theme - options include: 'casual' (default), 'classic', 'oldstyle' and 'banking'
\moderncvcolor{purple} % CV color - options include: 'blue' (default), 'orange', 'green', 'red', 'purple', 'grey' and 'black'
\definecolor{color0}{rgb}{0,0,0}% black
%\definecolor{color1}{HTML}{1A3E68}% highlight color
\definecolor{color1}{RGB}{064, 031, 104}% NU purple
\definecolor{color2}{rgb}{0.45,0.45,0.45}% dark grey
\usepackage{lipsum} % Used for inserting dummy 'Lorem ipsum' text into the template
\usepackage[scale=0.75]{geometry} % Reduce document margins
%\setlength{\hintscolumnwidth}{3cm} % Uncomment to change the width of the dates column
%\setlength{\makecvtitlenamewidth}{10cm} % For the 'classic' style, uncomment to adjust the width of the space allocated to your name
%----------------------------------------------------------------------------------------
% NAME AND CONTACT INFORMATION SECTION
%----------------------------------------------------------------------------------------
\firstname{Jeremy} % Your first name
\familyname{Foote} % Your last name
% All information in this block is optional, comment out any lines you don't need
\title{Curriculum Vitae}
%\address{9325 Ewing Ave.}{Evanston, IL 60203}
\mobile{(702)217-8039}
%\phone{(000) 111 1112}
%\fax{(000) 111 1113}
\email{jdfoote@u.northwestern.edu}
%\homepage{staff.org.edu/~jsmith}{staff.org.edu/$\sim$jsmith} % The first argument is the url for the clickable link, the second argument is the url displayed in the template - this allows special characters to be displayed such as the tilde in this example
%\extrainfo{additional information}
%\photo[70pt][0.4pt]{IMG_4350_modified.JPG} % The first bracket is the picture height, the second is the thickness of the frame around the picture (0pt for no frame)
%\quote{"A witty and playful quotation" - John Smith}
%----------------------------------------------------------------------------------------
\begin{document}
\makecvtitle % Print the CV title
%----------------------------------------------------------------------------------------
% EDUCATION SECTION
%----------------------------------------------------------------------------------------
\section{Education}
\cventry{\textit{2019 (expected)}}{Ph.D., Media, Technology, and Society}{School of Communication, Northwestern University}{Evanston, IL}{}{} % Arguments not required can be left empty
\cvitem{Dissertation}{\emph{The formation and growth of collaborative online organizations}}
\cvitem{Committee}{Aaron Shaw (chair), Benjamin Mako Hill, Darren Gergle, Noshir Contractor}
\cventry{2014}{M.S., Media, Technology, and Society}{School of Communication, Purdue University}{West Lafayette, IN}{\textit{GPA -- 4.0}}{} % Arguments not required can be left empty
\cvitem{Thesis
}{\emph{Online naturalization: Evolving roles in online knowledge production communities}}
\cvitem{Committee}{Seungyoon Lee (chair), Lorraine Kisselburgh, Sorin Matei}
\cventry{2006}{B.A., English}{Brigham Young University}{Provo, UT}{\textit{GPA -- 3.98, magna cum laude}}{}
%----------------------------------------------------------------------------------------
% INTERESTS SECTION
%----------------------------------------------------------------------------------------
%\section{Academic Interests}
%\renewcommand{\listitemsymbol}{-~} % Changes the symbol used for lists
%\cvlistdoubleitem{Social Network Analysis}{Online Collaboration}
%\cvlistdoubleitem{Computational Social Science}{Algorithms and Culture}
%----------------------------------------------------------------------------------------
% PUBLICATIONS SECTION
%----------------------------------------------------------------------------------------
\section{Publications}
\subsection{Refereed Articles}
\cvitem{2018}{\textbf{Foote, J.}, Contractor, N. (2018). The behavior and network position of peer production founders. \textit{International Conference on Information (iConference 2018). Lecture Notes in Computer Science}. \url{https://doi.org/10.1007/978-3-319-78105-1_12}.}
\cvitem{2017}{\textbf{Foote, J.}, Gergle, D., Shaw, A. (2017). Starting online communities: motivations and goals of wiki founders. \textit{Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (CHI 2017)}. \url{http://dx.doi.org/10.1145/3025453.3025639}.}
\cvitem{2016}{Lee, S., \textbf{Foote, J.}, Wittrock, Z., Xu, S., Niu, L., French, D. (2016). Adolescents' perception of peer groups: Psychological, behavioral, and relational determinants. \textit{Social Science Research}. \url{http://dx.doi.org/10.1016/j.ssresearch.2016.12.005}.}
\cvitem{2013}{\textbf{Foote, J.} (2013). Speed That Kills: The Role of Technology in Kate Chopin's "The Story of an Hour". \textit{The Explicator}, 71(2), 85-89. \url{http://dx.doi.org/10.1080/00144940.2013.779222}.}
\subsection{Book Chapters}
\cvitem{2017}{\textbf{Foote, J.}, Shaw, A., \& Hill, B.M. (2017). A computational analysis of social media scholarship. In Burgess, J., Poell, T., Marwick, A. (Eds.), \emph{The Sage Handbook of Social Media.}. Sage. \url{http://dx.doi.org/10.4135/9781473984066.n7}.}
\cvitem{2015}{Matei, S. A., \& \textbf{Foote, J.} (2015). Transparency, control, and content generation on Wikipedia: Editorial strategies and technical affordances. In S.A. Matei, M. G. Russell, E. Bertino (Eds.), \textit{Transparency in Social Media.} (pp. 239--253). Springer. \url{https://doi.org/10.1007/978-3-319-18552-1_13}.}
\cvitem{2014}{Matei, S.A., Britt, B., Bertino, E., \& \textbf{Foote, J.} (2014). The trajectory of current and future knowledge market research: Insights from the first KredibleNet Workshop. In E. Bertino \& S. A. Matei (Eds.), \textit{Roles, Trust, and Reputation in Social Media Knowledge Markets.} (pp. 169--196). Springer. \url{https://doi.org/10.1007/978-3-319-05467-4_11}.}
%\subsection{Manuscripts in Submission}
\subsection{In preparation}
%\cvitem{}{\textbf{Foote, J.}, Lee, S. Identifying and Tracking Changing Roles in an Online Genealogy Community}
\cvitem{}{\textbf{Foote, J.}, Shaw, A., Hill, B.M. Early-stage communication networks of productive and long-lived online volunteer communities.}
\cvitem{}{\textbf{Foote, J.}, Hill, B. M., TeBlunthuis, N., Shaw, A. An agent-based model of online community joining behavior.}
\cvitem{}{Lee, S., \textbf{Foote, J.}, French, D. The intersection of groups and individuals: Effects of adolescents' perception of peer groups on future network structure}
\section{Conference Presentations}
\cvitem{}{\textbf{Foote, J.}, Hill, B.M., TeBlunthuis, N. An agent-based model of online community joining.}
\cvlistitem{2018. International Conference on Computational Social Science. Evanston, IL, July.}
\cvlistitem{2018. Annual Meeting of the International Communication Association (ICA). Prague, Czech Republic, May.}
\cvlistitem{2018. Organizational Communication Mini Conference (OCMC). New Brunswick, NJ, October.}
\vspace{1em}
\cvitem{}{\textbf{Foote, J.}, Contractor, N. The behavior and network position of peer production founders.}
\cvlistitem{2017. Collective Intelligence Conference (CI). New York, NY, June.}
\vspace{1em}
\cvitem{}{\textbf{Foote, J.}, Shaw, A., Hill, B.M. Social structures of productive online volunteer communities.}
\cvlistitem{2016. Organizational Communication Mini-Conference (OCMC). Evanston, IL, October.}
\cvlistitem{2016. Annual Meeting of the American Sociological Association (ASA). Seattle, WA, August.}
\cvlistitem{2016. Annual Meeting of the International Communication Association (ICA). Fukuoka, Japan, June.}
\cvlistitem{2016. International Network for Social Network Analysis Conference (Sunbelt). Newport Beach, CA, April.}
\vspace{1em}
\cvitem{}{\textbf{Foote, J.} Watch And learn: Activity contagion in an online genealogy network.}
\cvlistitem{2014. International Network for Social Network Analysis Conference (Sunbelt). Poster. St. Pete Beach, FL, February.}
\cvlistitem{2012. Purdue Graduate Student Research Conference. West Lafayette, IN.}
\vspace{1em}
\cvitem{}{Lee, S., \textbf{Foote, J.}, Wittrock, Z., French, D., Xu, S., \& Niu, L. Adolescents' perceptions of friendship and peer groups.}
\cvlistitem{2014. International Network for Social Network Analysis Conference (Sunbelt). St. Petes Beach, FL, February.}
\vspace{1em}
\cvitem{}{Kisselburgh, L.G., Chandrasegaran, S., \textbf{Foote, J.}, Badam, S.K., Gettings, P., Kristensen, T., Peppler, K., Elmqvist, N., \& Ramani, K. Visually-integrated collaborative ideation: Changing the dynamics of creativity in design teams.}
\cvlistitem{2014. Annual Meeting of the International Communication Association (ICA). Seattle, WA.}
\vspace{1em}
\cvitem{}{Gettings, P., Kristensen, T., \textbf{Foote, J.}, Kisselburgh, L.G., Badam, S.K., Chandrasegaran, S., \& Ramani, K. Communicative bursts and idea sharing in collaborative engineering design processes.}
\cvlistitem{2014. Annual Meeting of the International Communication Association (ICA), Seattle, WA.}
\vspace{1em}
\cvitem{}{Matei, S.A., Wei, W., Zhu, M., Liu, C., Bertino, E., \& \textbf{Foote, J.}. Elite Size and Resilience Impact on Global System Structuration in Social Media.}
\cvlistitem{2014. International Conference on Collaboration Technologies and Systems (CTS). Minneapolis, MN.}
\vspace{1em}
\cvitem{}{Kisselburgh, L., Chandrasegaran, S., \textbf{Foote, J.}, Gettings, P., Kristensen, T. M., \& Ramani, K. The social ecologies of collaborative design in Visually Integrated Cyber-enabled Design (V-ICED) environments.}
\cvlistitem{2013. Annual Convention of the National Communication Association (NCA). Washington, DC.}
\section{Awards}
\cvitem{2013}{Top Four Paper Award, Communication and the Future Division, National Communication Association (NCA), for ``The social ecologies of collaborative design in Visually Integrated Cyber-enabled Design (V-ICED) environments.''}
%\cvitem{}{National Merit Scholar}
%\cvitem{}{Robert C. Byrd Scholarship}
\section{Research Experience}
\cventry{2014--}{NSF-funded Research Assistant}{Community Data Science Collective}{working under Aaron Shaw}{}{
\begin{itemize}
\item Developed my work on the early stages of online peer production communities
\end{itemize}
}
\cventry{2012--2014}{NSF-funded Research Assistant}{V-ICED: Visually-Integrated Cyber Exploratorium for Design}{working under Lorraine Kisselburgh}{}{
\begin{itemize}
\item Helped to run user studies to test newly developed collaborative software, collecting data via sociometric badges.
\end{itemize}
}
\cventry{2013--2014}{NSF-funded Research Assistant}{KredibleNet - Building a research community and proposing a research agenda for the study and modeling of reputation and authority across informal knowledge markets}{working under Sorin Matei}{}{
\begin{itemize}
\item Helped to organize and support ``Reputation, Trust and Authority Workshop'', co-sponsored by Purdue University, Stanford University, and the Social Media Research Foundation; held at Stanford, 2013
\item {Helped to manage contributions for an edited volume:\\
Bertino, E., and Matei, S. A. (2014). \textit{Roles, Trust, and Reputation in Social Media Knowledge Markets}. Springer.}
\end{itemize}
}
\section{Teaching Experience}
\cvitem{2016-2018}{\textbf{Computing Everywhere}. Instructor for undergraduate seminar.}
\cvitem{2017}{\textbf{Introduction to data analysis in R}. Developed and taught workshop on data analysis to MBA students}
\cvitem{2016}{\textbf{Online Communities and Crowds}. Teaching assistant and recitation leader; mean student review: 5.7/6.0}
\cvitem{2014}{\textbf{Communication, Information, and Society (Spring 2014)}. Helped to develop and sole-taught new course; mean student review: 4.2/5.0}
\cvitem{2013}{\textbf{Communication and Emerging Technology (Fall 2013)}. Teaching assistant and recitation leader}
\cvitem{2012--2013}{\textbf{Presentational Speaking (3 sections)}. Instructor; mean student review: 4.3/5.0}
\section{Invited Presentations}
\cvitem{2014}{RSiena and Stochastic Actor-Oriented Models. COM 632. Purdue University.}
\cvitem{2014}{Online Naturalization. Wilmette Illinois Family History Center.}
\cvitem{2013}{Copyright and Digital Media. COM 435. Purdue University.}
%----------------------------------------------------------------------------------------
% WORK EXPERIENCE SECTION
%----------------------------------------------------------------------------------------
\section{Selected Work Experience}
\cventry{2007--2011}{Product Manager}{\textsc{Lingotek}}{Draper, UT}{}{Worked with a team of developers to create collaborative translation software for customers such as Adobe, eBay, the CIA, and the LDS Church.
}
\cventry{2014}{Technical Editor}{\textsc{Addison-Wesley}}{}{}{Technical editor for the book \textit{Learning to Program}%, written by my brother, Steven Foote.
}
%------------------------------------------------
%\subsection{Miscellaneous}
%\cventry{2004--2006}{Limo Driver}{Chapel of the Flowers}{Las Vegas}{}{Drove limo for wedding couples during the summer.}
%----------------------------------------------------------------------------------------
% OTHER SECTION
%----------------------------------------------------------------------------------------
\section{Skills}
\cvitem{}{Data Mining/Programming: Python, R, Weka}
\cvitem{}{Statistical Analysis: R}
\cvitem{}{Social Network Analysis: igraph, RSiena, Gephi}
\cvitem{}{Agent-based modeling: Python, NetLogo}
\section{Selected Coursework}
\cvitem{}{Collective Action and Organization Online, MTS 525, Aaron Shaw}
\cvitem{}{Data Mining, CS 390, Jennifer Neville}
\cvitem{}{Machine Learning, EECS 349, Doug Downey}
\cvitem{}{Social Network Analysis, COM 632, Seungyoon Lee}
\cvitem{}{Theories and Methods for Longitudinal Online Interaction Networks, COM 590, Seungyoon Lee}
\cvitem{}{Designing \& Constructing Models With Multi-Agent Languages, EECS 472, Uri Wilensky}
\section{Service}
\cvitem{2016-}{Reviewer for \emph{CHI, CSCW}, and \emph{International Communication Association}}
\cvitem{2018}{Co-organizer, Summer Institute in Computational Social Science Chicago}
\cvitem{2016}{Volunteer Session Chair, International Conference on Computational Social Science, Evanston, IL}
\cvitem{2013}{VP of Technology - Purdue Communication Graduate Student Association}
% \section{Extracurricular}
% \cvitem{}{Started open source project for extracting networks from MediaWiki XML dumps}
% \cvitem{}{Founder of Kiva Mormons - a group on Kiva.org that has loaned over \$3 million to needy borrowers.}
% %\cvitem{}{Contributor of both code and data to the WeRelate genealogy site}
% \cvitem{}{Husband, and dad to 4 great kids}
%----------------------------------------------------------------------------------------
% COVER LETTER
%----------------------------------------------------------------------------------------
% To remove the cover letter, comment out this entire block
%\clearpage
%\recipient{HR Departmnet}{Corporation\\123 Pleasant Lane\\12345 City, State} % Letter recipient
%\date{\today} % Letter date
%\opening{Dear Sir or Madam,} % Opening greeting
%\closing{Sincerely yours,} % Closing phrase
%\enclosure[Attached]{curriculum vit\ae{}} % List of enclosed documents
%\makelettertitle % Print letter title
%\lipsum[1-3] % Dummy text
%\makeletterclosing % Print letter signature
%----------------------------------------------------------------------------------------
\end{document}

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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% "ModernCV" CV and Cover Letter
% LaTeX Template
% Version 1.1 (9/12/12)
%
% This template has been downloaded from:
% http://www.LaTeXTemplates.com
%
% Original author:
% Xavier Danaux (xdanaux@gmail.com)
%
% License:
% CC BY-NC-SA 3.0 (http://creativecommons.org/licenses/by-nc-sa/3.0/)
%
% Important note:
% This template requires the moderncv.cls and .sty files to be in the same
% directory as this .tex file. These files provide the resume style and themes
% used for structuring the document.
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%----------------------------------------------------------------------------------------
% PACKAGES AND OTHER DOCUMENT CONFIGURATIONS
%----------------------------------------------------------------------------------------
\documentclass[11pt,a4paper,roman]{moderncv} % Font sizes: 10, 11, or 12; paper sizes: a4paper, letterpaper, a5paper, legalpaper, executivepaper or landscape; font families: sans or roman
\usepackage{mathpazo}
\moderncvstyle{casual} % CV theme - options include: 'casual' (default), 'classic', 'oldstyle' and 'banking'
%\moderncvcolor{blue} % CV color - options include: 'blue' (default), 'orange', 'green', 'red', 'purple', 'grey' and 'black'
\usepackage[english]{babel}
\usepackage{csquotes}
% \usepackage[
% backend=biber,
% style=ieee,
% url=false,
% isbn=false
% ]{biblatex}
%\addbibresource{refs.bib}
%\DeclareLanguageMapping{american}{american-apa}
%-------------------------------------------------------------------------------
% color scheme definition
%-------------------------------------------------------------------------------
\definecolor{color0}{rgb}{0,0,0}% black
\definecolor{color1}{HTML}{1A3E68}% highlight color
\definecolor{color2}{rgb}{0.45,0.45,0.45}% dark grey
\usepackage[scale=0.75]{geometry} % Reduce document margins
%\setlength{\hintscolumnwidth}{3cm} % Uncomment to change the width of the dates column
%\setlength{\makecvtitlenamewidth}{10cm} % For the 'classic' style, uncomment to adjust the width of the space allocated to your name
%----------------------------------------------------------------------------------------
% NAME AND CONTACT INFORMATION SECTION
%----------------------------------------------------------------------------------------
\firstname{} % Your first name
\familyname{} % Your last name
% All information in this block is optional, comment out any lines you don't need
\title{Diversity Statement\vspace{-2ex}}
\address{Jeremy Foote}{}
\mobile{(702) 217-8039}
%\phone{(000) 111 1112}
%\fax{(000) 111 1113}
\email{jdfoote@u.northwestern.edu}
\homepage{jeremydfoote.com} % The first argument is the url for the clickable link, the second argument is the url displayed in the template - this allows special characters to be displayed such as the tilde in this example
%\extrainfo{additional information}
%\photo[70pt][0.4pt]{pictures/picture} % The first bracket is the picture height, the second is the thickness of the frame around the picture (0pt for no frame)
%\quote{"A witty and playful quotation" - John Smith}
%----------------------------------------------------------------------------------------
\begin{document}
\makecvtitle % Print the CV title
%----------------------------------------------------------------------------------------
% EDUCATION SECTION
%----------------------------------------------------------------------------------------
% Override the default spacing
\setlength{\parskip}{1em}
\makeatletter
\RenewDocumentCommand{\subsection}{sm}{%
\par\addvspace{1ex}%
\phantomsection{}% reset the anchor for hyperrefs
\addcontentsline{toc}{subsection}{#2}%
\strut\subsectionstyle{#2}%
\par\nobreak\addvspace{.5ex}\@afterheading}% to avoid a pagebreak after the heading
\makeatother
I have led an incredibly privileged life. I am a white, heterosexual man. I was born in the United States, to caring, intelligent, middle-class parents. I have been blessed with good mental and physical health. Along nearly every dimension, I have been given every advantage.
I believe that advantages can be used to fight for justice. I am deeply committed to the ideal that we treat others, as Kant says, as ``ends in themselves;'' that we fight to remember and reveal the humanity of others, especially those who we disagree with or do not understand.
These ideals inform my daily life. I try hard to listen and to respect the viewpoints of others, and to recognize and compensate for my own unconscious biases. As a graduate of Brigham Young University and an active member of the Church of Jesus Christ of Latter-day Saints, I have many friends and family members who are religious conservatives. As a social scientist committed to rationalism and empiricism, I have many friends and colleagues who are liberal humanists. I have learned firsthand of the difficulties and blessings of living in what Ron Burt would call a ``structural hole,'' as I have tried to be a bridge between these two groups.
As an educator, I believe that we learn most when we work to bridge the gaps that divide us, when we try not only to accept one another but to empathize with one another. My own graduate school experiences have been enriched by my friendships with colleagues from around the world and from very different backgrounds than my own. In the classroom, I work toward this ideal by trying to create a culture of respect and mutual support. I often teach about technology, and I try to use examples from various cultures and to push students to think about the implications of technology for people who are not like them. As an older graduate student, I have had many opportunities to guide and support younger students, and enjoy helping others to recognize that they belong in the university. As a first-generation college graduate myself, I am particularly excited about the opportunity to help first-generation undergraduate and graduate students to succeed in the academy.
My commitment to inclusion and bridging gaps is also reflected in my research. I have focused on a context in which people are surprisingly generous and cooperative, in order to better understand the conditions that promote cooperation. At its heart, contributing to a public good like a wiki is often about acknowledging and internalizing the needs and desires of others. I am hopeful that my work will contribute to theories and interventions that help people to bridge the gaps that keep us from cooperation.
%Finally, I have been active in fighting against global poverty, which I believe to be the most pressing current injustice. My small efforts to help with this problem have been two-fold. First, I have been involved in studying and promoting effective interventions. I founded and help to run a group on Kiva.org that makes first-world capital available to low-income borrowers. I have also helped to organize events in my area pushing for less restrictive immigration policies because I see the free movement of people as one of the most promising ways to make the world more fair.
%Finally, I am dedicated to doing and promoting open science. This means open access publications, but as importantly, opening up the entire process of producing scientific work. This means making code and data as available as possible so that others can replicate and build on the work that I have done. Our book chapter, ``A Computational Analysis of Social Media Scholarship'', is a good example of this. In addition to negotiating with the publisher for a Creative Commons license, negotiating with Scopus to find a way to make the data accessible, and creating an online tutorial explaining how to replicate our paper. These sorts of efforts help to make scientific research available more broadly to those without access to university libraries.
\end{document}

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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% "ModernCV" CV and Cover Letter
% LaTeX Template
% Version 1.1 (9/12/12)
%
% This template has been downloaded from:
% http://www.LaTeXTemplates.com
%
% Original author:
% Xavier Danaux (xdanaux@gmail.com)
%
% License:
% CC BY-NC-SA 3.0 (http://creativecommons.org/licenses/by-nc-sa/3.0/)
%
% Important note:
% This template requires the moderncv.cls and .sty files to be in the same
% directory as this .tex file. These files provide the resume style and themes
% used for structuring the document.
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%----------------------------------------------------------------------------------------
% PACKAGES AND OTHER DOCUMENT CONFIGURATIONS
%----------------------------------------------------------------------------------------
\documentclass[11pt,a4paper,roman]{moderncv} % Font sizes: 10, 11, or 12; paper sizes: a4paper, letterpaper, a5paper, legalpaper, executivepaper or landscape; font families: sans or roman
\usepackage{mathpazo}
\moderncvstyle{casual} % CV theme - options include: 'casual' (default), 'classic', 'oldstyle' and 'banking'
%\moderncvcolor{blue} % CV color - options include: 'blue' (default), 'orange', 'green', 'red', 'purple', 'grey' and 'black'
\usepackage[english]{babel}
\usepackage{csquotes}
%\usepackage{booktabs}
\usepackage{pdflscape}
\usepackage[normalem]{ulem}
\useunder{\uline}{\ul}{}
\usepackage[
backend=biber,
style=ieee,
url=false,
isbn=false
]{biblatex}
%\addbibresource{refs.bib}
%\DeclareLanguageMapping{american}{american-apa}
%-------------------------------------------------------------------------------
% color scheme definition
%-------------------------------------------------------------------------------
\definecolor{color0}{rgb}{0,0,0}% black
%\definecolor{color1}{HTML}{1A3E68}% highlight color
\definecolor{color1}{RGB}{064, 031, 104}% NU purple
\definecolor{color2}{rgb}{0.45,0.45,0.45}% dark grey
\usepackage[scale=0.75]{geometry} % Reduce document margins
%\setlength{\hintscolumnwidth}{3cm} % Uncomment to change the width of the dates column
%\setlength{\makecvtitlenamewidth}{10cm} % For the 'classic' style, uncomment to adjust the width of the space allocated to your name
%----------------------------------------------------------------------------------------
% NAME AND CONTACT INFORMATION SECTION
%----------------------------------------------------------------------------------------
\firstname{} % Your first name
\familyname{} % Your last name
% All information in this block is optional, comment out any lines you don't need
\title{Evidence of Teaching Effectiveness\vspace{-2ex}}
\address{Jeremy Foote}{}
\mobile{(702) 217-8039}
%\phone{(000) 111 1112}
%\fax{(000) 111 1113}
\email{jdfoote@u.northwestern.edu}
\homepage{jeremydfoote.com} % The first argument is the url for the clickable link, the second argument is the url displayed in the template - this allows special characters to be displayed such as the tilde in this example
%\extrainfo{additional information}
%\photo[70pt][0.4pt]{pictures/picture} % The first bracket is the picture height, the second is the thickness of the frame around the picture (0pt for no frame)
%\quote{"A witty and playful quotation" - John Smith}
%----------------------------------------------------------------------------------------
\setlength\arrayrulewidth{.4pt}
\setlength\tabcolsep{6pt}
\begin{document}
\makecvtitle % Print the CV title
% Override the default spacing
\setlength{\parskip}{1em}
\makeatletter
\RenewDocumentCommand{\subsection}{sm}{%
\par\addvspace{1ex}%
\phantomsection{}% reset the anchor for hyperrefs
\addcontentsline{toc}{subsection}{#2}%
\strut\subsectionstyle{#2}%
\par\nobreak\addvspace{.5ex}\@afterheading}% to avoid a pagebreak after the heading
\makeatother
I have taught in various roles and to diverse student populations at the undergraduate, MBA, and PhD levels. I have been the instructor of record for four courses, all at Purdue: three sections of public speaking and the inaugural section of ``Communication, Information, and Society,'' a course that I helped to design. I have also been a Teaching Assistant for two classes, have led recitation sections, and have taught workshops introducing programming and statistics. This year I will be helping to organize a Data Carpentry workshop to teach programming and data science skills. I will also be the TA for an undergraduate seminar on computational thinking and a course on social network analysis.
I greatly value cooperative, collaborative classrooms. I work to create an atmosphere where students get to know each other and feel comfortable asking questions or expressing confusion. One way that I do this is through liberal use of the think-pair-share strategy and frequent group discussions. Whether teaching communication theory or programming, I have found that taking a moment to digest and discuss difficult topics helps students to understand more and helps me to identify remaining points of confusion. One of my goals as an educator is to increase participation in computational social science by teaching data science and computational social science in a way that is accessible to people who do not think of themselves as technical.
I enjoy teaching and have received very positive feedback from the professors that I have worked with and from the students that I have taught. Overall, they have found me to be competent, prepared, and engaging. I am providing summary information from courses that I have taught, as well as the syllabus which I created for the ``Communication, Information, and Society'' course. I will be happy to provide full feedback files upon request.
\begin{landscape}
\section{Teaching Reviews Summary}
\subsection{Numeric Feedback}
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\multicolumn{1}{|p{3.5cm}|}{\textbf{Course Name}} & \multicolumn{1}{p{2cm}|}{\textbf{Role}} & \multicolumn{1}{p{2cm}|}{\textbf{Course Overall}} & \multicolumn{1}{p{2cm}|}{\textbf{Instructor Overall}} & \multicolumn{1}{p{3cm}|}{\textbf{Instructor has shown interest in topics of class}} & \multicolumn{1}{p{3cm}|}{\textbf{Instructor has been well prepared for class}} & \multicolumn{1}{p{3cm}|}{\textbf{Instructor provided meaningful feedback}} & \multicolumn{1}{p{3.5cm}|}{\textbf{Instructor treated all students with respect}} & \multicolumn{1}{p{3cm}|}{\textbf{Instructor communicated ideas clearly}} \\ \hline
Fall 2016, Online Communities and Crowds & Teaching Assistant & N/A & N/A & 5.8/6 & 5.8/6 & N/A & N/A & 5.6/6 \\
Spring 2014, Communication, Information, and Society & Instructor of Record & 3.8/5 & 4.1/5 & 4.8/5 & 4.5/5 & 3.9/5 & 4.6/5 & N/A \\
Fall 2013, Communication and Emerging Technology & Teaching Assistant & 3.8/5 & 4.5/5 & 4.5/5 & 4.8/5 & 4.8/5 & 4.8/5 & N/A \\
Spring 2013, Fundamentals Of Speech Communication & Instructor of Record & 4.0/5 & 4.9/5 & 4.9/5 & 4.9/5 & 4.8/5 & 4.9/5 & N/A \\
Fall 2012, Fundamentals of Speech Communication (1st section) & Instructor of Record & 3.4/5 & 4.1/5 & 4.2/5 & 4.6/5 & 4.0/5 & 4.4/5 & N/A \\
Fall 2012, Fundamentals of Speech Communication (2nd section) & Instructor of Record & 4.1/5 & 4.5/5 & 4.5/5 & 4.5/5 & 4.3/5 & 4.7/5 & N/A
\end{tabular}
}
\subsection{Narrative Feedback}
\begin{itemize}
\item ``Good at teaching, entertaining to be with, good at explaining things.''
\item ``Since it was a newer class it seemed like everyone was learning day by day how to interact in the class and how we were going to be taught. As the semester went on, more and more felt comfortable speaking in class and that added to the experience.''
\item ``Jeremy seemed to be excited about course material and was approachable, was able to break complex topics down well
when they got to be a bit confusing, which helped a lot''
\item ``Jeremy is an absolutely wonderful TA. So helpful and accommodating, and his suggestions for course assignments
are super useful for improvement.''
\end{itemize}
\end{landscape}
\end{document}

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%%%%%%%%%%%% JOB DESCRIPTION %%%%%%%%%%
% https://www.si.umich.edu/node/15567
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\familyname{Foote} % Your last name
% All information in this block is optional, comment out any lines you don't need
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\recipient{Brian Lamb School of Communication}{Purdue University\\ 100 N University St\\
West Lafayette, IN 47907}
\date{}
\opening{Dear Professor Reimer and the Search Committee,}
\closing{Sincerely,\vspace{-.2em}}
%\enclosure[Attached]{curriculum vit\ae{}} % use an optional argument to use a string other than "Enclosure", or redefine \enclname
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I am writing to apply for the position of \emph{Assistant Professor in Organizational Communication with a Focus in Data Science}. I am a Ph.D. candidate in the Media, Technology and Society program at Northwestern University and I expect to finish my degree in June 2019. As you know, I also received an M.S. in Media, Technology, and Society from the Brian Lamb School of Communication at Purdue. My training as a communication scholar and computational social scientist have allowed me to begin an exciting research program at the intersection of communication theory, data science, and computational methods.
My research centers on exploring the social, technical, and communication context in which people make decisions regarding informational public goods. The way that people perceive their options influences whether and how they cooperate to produce online public goods. Their contribution decisions then recursively influence and re-create the environment in which others make decisions. I have focused much of my work on an empirical context where theory suggests that the role of social and communication cues should be particularly important: the formation and early stages of online collaborative projects.
I have focused on two aspects of these early-stage groups: community founders and community processes. Using digital trace data with fine-grained information about contributors to online public goods projects, I used data science methods to build rich models of which people choose to start and join new communities. These models test how management theories about entrepreneurship in firms apply in the context of online volunteer groups. I supplemented this data with survey research which asked founders about their motivations and goals when starting a new community. In these projects, I developed theories about the motivations of founders and about the role of small-scale, niche projects.
In my work on community processes, I used the same dataset to model how the communication network structure of fledgling communities relates to their productivity and chances for long-term survival. These findings suggest that processes of coordination and social integration may partially occur through ``stigmergic coordination'' as contributors edit a shared artifact. I directly explored processes of community growth using an agent-based simulation which models how emergent communication networks influence the projects that people are exposed to and join. My research has been funded under grants from the NSF and the Army Research Office, and has been accepted at major communication, computer science, and information systems conferences and publications.
%For example, I have done work studying how the antecedent behavior and position in communication and collaboration networks relate to people's propensity to found a new wiki (Foote and Contractor, 2018). We learned that people on the periphery of communication networks were more likely to become founders, but less likely than their more central peers to found large communities. In related research, we surveyed wiki founders about their goals, motivations, and perceptions of the environment in which they started their wiki (Foote, Gergle, and Shaw, 2017). We learned that many founders are intending to create niche, small-scale organizations, and theorize that this form of organization is made possible by the affordances of internet technologies.
I am passionate about the potential impact of computational methods on social science. While much of the current computational social science research is largely descriptive, I believe that a more exciting wave is coming as computational methodologies become accessible to less technical social science researchers. I am excited to be a part of this second wave, both as a researcher who uses computational methods to advance theory and as an educator teaching computational methods to social scientists. My future research seeks to use computational social science methods such as simulation, causal inference, and online experiments to develop theories of the role of communication in self-organizing groups and to identify the conditions under which people choose to cooperate.
My research has led to opportunities to teach in numerous settings, many of them at Purdue. I have been the instructor of record for four classes, including ``Communication, Information, and Society,'' a class which I worked with Professor Kisselburgh to design. I have taught methods workshops on social network analysis and data analysis. I also wrote a book chapter about the use of computational methods in studying social media, and I was a co-organizer of the Chicago chapter of the Summer Institute on Computational Social Science. My research and experience qualify me to teach existing classes at Purdue, such as ``Communication and Social Networks,'' ``Communication and Emerging Technology,'' or the ``Communication, Information, and Society'' course for which I was the first instructor. I am also qualified to teach courses I would design on topics like online organizations, communication and collective behavior, and programming for social scientists.
My time at Purdue established the trajectory of my academic life and continues to shape my scholarship. I continue to research and publish with Professor Lee and enjoy collegial relationships with many other faculty members. My work at Northwestern has been more and more informed by organizational scholarship, and I would look forward to opportunities to deepen and enrich my research through conversations and collaborations with the great organizational communication scholars at Purdue. Overall, I believe that my experience, training, and research program complement and reinforce the strengths of your current faculty.
Below I am including contact information for three reference letter writers.
Aaron Shaw\\
Northwestern University\\
\href{mailto:aaronshaw@northwestern.edu}{aaronshaw@northwestern.edu}
Benjamin Mako Hill\\
University of Washington\\
\href{mailto:makohill@uw.edu}{makohill@uw.edu}
Noshir Contractor\\
Northwestern University\\
\href{mailto:nosh@northwestern.edu}{nosh@northwestern.edu}
Thank you for consideration. I look forward to hearing from you.
\vspace{1em}
\makeletterclosing
\end{document}

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\section{Research Questions}
My research uses computational methods to study the relationship between communication and the production of informational public goods. Public goods---like clean air or Wikipedia---can be consumed by anyone, whether or not they contribute. Therefore, even though everyone wants them to exist, no one is incentivized to produce them. And yet, peer production projects like open source software and Wikipedia have shown us that there are conditions where people will contribute to producing valuable, large-scale public goods.
My research uses data science and computational social science methods to explore the social, technical, and communication context in which online information goods are created. The way that people perceive their environment influences whether and how they cooperate; their contribution and communication decisions then recursively influence and re-create the environment in which others make decisions. Collectively, these decisions result in some topics having rich information goods while others are neglected. I have focused much of my work on an empirical context where theory suggests that the role of social and communication cues should be particularly important: the formation and early stages of online collaborative projects.
In one strand of this research I focus on early contributors. Building on the entrepreneurship literature, I investigate the attributes, motivations, and goals of founders of new collaborative organizations. In the second strand, informed by the communication, management, and human-computer interaction literatures, I study the processes that allow nascent organizations to coordinate, grow, and survive.
\subsection{Community Founding}
Most research on online collaboration focuses on examining large-scale successes, like Wikipedia or Firefox. However, the vast majority of projects never have more than a few contributors. When these small projects are considered, they are typically cast as failures. My work on community founders shows that there is much more richness to community foundings than this simple story suggests.
For one project, I used large-scale digital trace data from Wikia to build communication networks and behavioral measures for tens of thousands of contributors. In this paper, which was published in the \emph{Proceedings of the iConference}, I show that founders differ from other users along a number of dimensions \cite{foote_behavior_2018}. Most founders are brand-new users, who likely start communities as a way of learning about the site. Other founders are actually more likely to be active, experienced users who are in peripheral social network positions. While behavior and network position were fairly good at differentiating founders from non-founders, these measures do very little to predict how large a founder's communities will grow. These findings provide evidence that founders have a surprisingly small role in the long-term growth of their communities.
I led another project which helps to explain and give context to these findings. For this project, which was published in the \emph{Proceedings of the ACM Conference on Human Factors in Computing (CHI)},
%\footnotemark\footnotetext{CHI is widely considered the preeminent publication venue for research in human-computer interaction. In 2017 it received 2,400 submissions and accepted only 25\% for publication.}
I worked with Wikia to survey wiki founders right after they had started a new project \cite{foote_starting_2017}. The survey asked about their motivations, contribution plans, and goals for their wiki. Using this unique dataset, I found that for the most part our respondents were not actually trying to start large-scale projects. In general, they were attempting to create niche communities and only expected to have a few other contributors. In addition, they had diverse goals; while most cared about building a valuable information artifact, others cared about building a large or long-lasting community. While the literature often suggests that small communities are failures (even using size as a dependent variable), this project gives evidence that small-scale projects are common and intentional. I suggest that these niche communities deserve more attention, both to understand the role of niche information goods and to understand the workings of the small-scale, temporary organizations that produce them.
\subsection{Community Processes}
My other strand of research focuses on the organizational processes of early-stage peer production communities. Digital trace data from online collaboration projects provides us with an unprecedented opportunity for fine-grained information about the interactions and behavior of millions of people. For one project, I used the Wikia trace data to build measures of the communication network structures of over one thousand early-stage wiki projects \cite{foote_social_nodate}. The paper tests theories of coordination and social integration, showing that contrary to theory and intuition, network structures are not very good predictors of group productivity or longevity in this context. I theorize the importance of the technology of a shared artifact, and suggest that these groups are able to coordinate by modifying the artifact rather than through structured communication. In this way, the technological structure of a project may be a partial substitute for the social structure of an organization in coordinating work.
In a related project presented at the \emph{International Communication Association (ICA)} and the \emph{International Conference on Computational Social Science (IC2S2)}, I use agent-based simulation to test theories about how people self-organize into information creation communities \cite{foote_agent-based_nodate}. The simulations show that while conventional theories about joining behavior focus only on the decision of whether or not to join a community, the way that people are exposed to new communities is even more important in explaining the empirical distribution of attention. Despite their importance, exposure processes are undertheorized and understudied. I propose a theory that people are exposed to communities not through a random process but via their social networks created in previous communities. Information goods are thus both a product of and an input into social and communication networks.
I am primarily focused on online communities, but some of my work looks at perception and groups in offline contexts. In a paper published in \emph{Social Science Research}, I explore the ways that adolescents perceive which groups they and others belong to \cite{lee_adolescents_2017}. In work under development, I am looking at how these perceptions recursively influence group growth and dissolution.
\subsection{Computational Methods}
Part of my research agenda is to make data science and computational methods more accessible to social scientists. I see computational methods as key to unlocking the amazing data about human behavior that is being gathered all around us. Toward that end, I wrote a book chapter about computational methods for social scientists published in the \emph{Sage Handbook of Social Media} \cite{foote_computational_2017}. We made the entire chapter fully reproducible, with code and \href{https://communitydata.cc/social-media-chapter/}{instructions} on every step, from data collection to analysis and even the creation of the paper itself. The project received press coverage on O'Reilly media and BoingBoing. I was also an organizer of the Chicago chapter of the 2018 Summer Institute on Computational Social Science.
\section{Future Research}
My future research agenda has two main directions. The first is to continue my work on understanding niche information communities. I am developing a data science approach to characterize the topical space in which projects exist and to identify differences in the organizational structures and processes of emergent versus established projects. I will then use an ecological approach to understand how different types of communities compete for resources within populations of information goods. This line of research will help me to develop my theory that small, niche collective action projects represent a new type of organization, enabled by technology which lowers costs of both participation and coordination.
The second direction focuses more explicitly on decision-making processes, at the intersection between game theory, human-computer interaction, and communication. For example, in one current project I am using agent-based simulation to model the processes behind people joining and contributing to enterprise communication systems, which contain both ``connective'' and ``communal'' information goods. I am also developing work to explore how people are exposed to different communities, and how different cues influence their decisions about whether and where to spend their attention and effort. This work will both advance theories of collective decision making and provide insight into how to design ways for people to cooperate more effectively.
\printbibliography[title = {References}]
\end{document}

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I have taught in various roles and to diverse student populations at the undergraduate, MBA, and PhD levels. I have been the instructor of record for four courses: three sections of public speaking and the inaugural section of ``Communication, Information, and Society,'' an undergraduate course about the interaction between information technologies and society that I helped to design. I have also been a Teaching Assistant for two classes, have led recitation sections, and have taught workshops introducing programming and statistics. This year I will be helping to organize a Data Carpentry workshop to teach programming and data science skills. I will also be the TA for an undergraduate seminar on computational thinking and a course on social network analysis.
I feel so lucky to live my life in the world of ideas. Concepts like the tragedy of the commons, stigmergy, and social network analysis have provided me both the excitement of learning a beautiful idea and a framework for me to see the world and my research. In my opinion, one of the most important parts of teaching in a university is helping others to have these same sorts of experiences with big ideas. I believe that learning is most effective when instructors 1) create a collaborative learning environment, 2) solicit and listen to feedback, and 3) build on the work of others.
I greatly value cooperative, collaborative classrooms. I work to create an atmosphere where students get to know each other and feel comfortable asking questions or expressing confusion. One way that I do this is through liberal use of the think-pair-share strategy and frequent group discussions. Whether teaching technical material like my ``Introduction to R'' workshop or social science topics, I have found that taking a moment to digest and discuss difficult topics helps students to understand more and helps me to identify remaining points of confusion.
I have also found student feedback incredibly helpful. Collaborative classrooms ideally provide instructors with lots of immediate feedback from students. I also seek to create a framework for other types of feedback by encouraging students to meet with me during office hours and by providing mid-semester feedback surveys. These channels have helped me to fix higher-level problems with a course, such as modifying assignments that aren't working or providing additional resources.
An example of how I have tried to apply my teaching principles is my approach to a two-hour class I taught three times titled ``How the Internet Works,'' as part of a recurring course for social science undergraduates called ``Computing Everywhere.''
The first time that I taught the course, I thought that I understood what my students would be interested in. I prepared a lecture focused around how various internet technologies enable surveillance. While students liked the class and our discussion, I received feedback that many of their courses already focused on the social implications of technology and that the gap they were trying to fill was a more technical understanding of the technology.
The next year, I rewrote the class to try to focus on the needs of the students. The technical details of how the internet works are incredibly dry and so I worked to develop materials and a metaphor that would make them accessible and memorable. As students came in I assigned each one to be either a user, a server, or a router. I then had them act out uploading a picture to Instagram. Using the metaphor of envelopes as packets, they would cut pictures into pieces and send them from router to router. I helped them to see weaknesses in this system (e.g., routers could discard envelopes) and they would discuss how to fix those problems. We would then apply their solution, and iterate to identify another weakness. In this way, they designed interventions that were very similar to internet protocols and technologies like TCP/IP, SSL, and Tor. I could then use their intuitive understanding as mental scaffolding to explain how the real-world system works.
So much of the technical and quantitative world has been hidden behind equations and jargon, discouraging people from learning these skills. I am not a mathematician or a physicist---my Bachelor's degree is in English Literature---and I know what it feels like to see Greek letters and disengage. One of my goals is to increase participation in computational approaches to information science by teaching technical material in a way that is accessible to people who do not think of themselves as technical.
Finally, I believe that we can help students through sharing. My research focuses on the way that people collaborate in the production of information goods, and I have learned the power of building on the work of others. For many of the classes that I have taught, I have repurposed the syllabi and materials that others have prepared and shared, such as videos or animations that explain a tricky concept. I have also made many of my teaching materials available for other instructors, a practice that I will continue.
Overall, I have received very positive teaching evaluations and I am happy to make detailed course evaluations available upon request. I believe that my teaching and research experience have prepared me to successfully teach existing courses at the University of Washington such as ``Computer-Supported Cooperative Work,'' ``Core Methods in Data Science,'' or ``Social Network Analysis,'' as well as new courses on topics like agent-based modeling, communication and information, and online communities.
%Because I believe that instructors are better when we build on each other's work I wrote a \href{https://jeremydfoote.com/blog/internet-technologies-lecture/}{\color{blue}blog post} about this course and made my course materials available. When possible, I have made other materials available for other instructors, such as my "Introduction to R" workshop.
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