Kenneth is a PhD student at Stevens Institute of Technology where he is figuring out the theoretical calculations to allow for the teleportation of molecules and the construction of full colored dynamic 3D holograms without the need for special glasses or cameras. His ambition of turning science-fiction technology into science fact is fueled from his life mentality. He stands by the statements, "If I can dream it, I can make it." "Time and effort can render what's deemed impossible today, probable tomorrow and inevitably an everyday occurrence." Kenneth's learning philosophy starts by acknowledging that getting something wrong is simply a sign post pointing you in the right direction. Kenneth believes in the growth mindset and that the process of learning something can, in many ways, be more valuable than getting something right. Kenneth takes his learning philosophy into his classroom at Stevens where he teaches undergraduates how to break down complex physics problems into small easy steps. At the same time, he always shows how mathematical or physics concepts relates to everyday life or technology. Kenneth's teaching methods will show you how to create your own knowledge tree as a method to categorize things you learn and be able to understand a subject any scale; the big picture or the nitty gritty details. He will not only teach you how to overcome misunderstandings and become proficient at math or physics, but will show you the path to mastery. My teaching style starts off with the big picture of "Why" and where the motivation comes from and then I dive into details. I use personal anecdotes about my struggles or successes in learning particular topics and drawings. I am a visual learner and I demonstrate concepts by drawing or finding some sort of demonstration or at least some kind of visual aid. When I show math steps, I progress in a linear manner; I write all my steps vertically with the equals sign lined up and I don't jump all over the place. In the classroom setting, I almost always try to get the students to get up and do the problem on the board and turn the classroom into a working workshop rather than a one sided lecture. I try limiting lecturing to at most 15 mins and jump back and forth between myself doing a problem and then encouraging students to do a related problem right afterwards. I repeat the process to constantly keep students changing between standing and sitting, doing problems and listening to prevent the class from turning stale. I give out my personal worked out step by step solutions to problems and emphasize utilizing them while always asking an important rhetorical question, "Does a cook book make you a good chef?" Then I answer or expect, "No, practicing cooking does."
Undergraduate Research Award 2011, Student Society of Physics-2011