Hello! My name is Kendall. I'm a recent graduate of the University of Wisconsin-Madison, graduating with a Bachelor of Science in Mathematics and Physics, with a certificate in Statistics. I finished with Comprehensive Honors, and previously graduated Salutatorian from Pewaukee High School.
I previously tutored as a volunteer as part of National Honors Society requirements in high school, but most of my recent teaching has come at UW. As an undergraduate, I was hired for four semesters to...
Hello! My name is Kendall. I'm a recent graduate of the University of Wisconsin-Madison, graduating with a Bachelor of Science in Mathematics and Physics, with a certificate in Statistics. I finished with Comprehensive Honors, and previously graduated Salutatorian from Pewaukee High School.
I previously tutored as a volunteer as part of National Honors Society requirements in high school, but most of my recent teaching has come at UW. As an undergraduate, I was hired for four semesters to TA, getting the opportunity to teach discussions and labs through much of the non-major physics curriculum. I've taught Mechanics, Electricity & Magnetism, and even a very unique course dealing with physics in the arts. As a teacher, I greatly benefit from initially learning this content relatively recently: I remember what it was that made these classes complicated in a way some longtime teachers simply don't, and as such I have an intuitive grasp on not just the content itself, but how the content can best be elucidated to someone still outside the field. I found this often manifested in my teaching as a detail-oriented back and forth with my students: while I could start by laying the groundwork for the logic and motivation behind a given problem or phenomenon, much of my most effective teaching came from listening to students' questions and truly understanding what critical point was causing confusion. Having also taught lower-level algebra-based physics courses, I have become quite effective in explaining the mathematical intuition and literal problem-solving process to students as well. Additionally, a strong background in calculus and linear algebra has proved effective in my teaching.
As an undergraduate TAing, I mostly taught students my own age (and occasionally older) in a face-to-face classroom setting with occasional office hours, though my experience in these lower-level classes has given me experience in teaching students who are, at least in this field, operating on a high school level.
