Over the course of my career, I have been fortunate to teach and mentor many students in a diverse range of topics from fundamental physics to highly applied engineering design. Below are a few testimonals from previous students and faculty members:

“Richard Henshaw is a shining example of a researcher and a teacher. He inspires students with his professionalism and engages us with his enthusiasm. His dedication to teaching was nothing short of astounding. A brilliant example of this is that h emade himself available to project studetns even when he himself was exceptionally busy, answering emails at all times of the day and night and patiently explaning concepts or working in the lab with myself and my lab partner over and over again with no complaint. I have found it is rare that anyone would sacrifice as much time and energy as he did for students who he had no real obligation to.”

“I can honestly say my work and attitude towards what it means to be a good scientist have been profoundly altered thanks to him. I am sure I will continue to use the lessons he’s taught me in my own scientific career going forward.”

“Richard has been of great help especially during our weekly seminars. He would
not only go over what we have already done to make sure we understand it but
then would also go over the maths for next weeks lectures to make it easier to
understand. He also prepared a whole booklet on integration explaining the
general steps involved in line, surface and volume integrals. Overall a great tutor!”

“He (Richard) has really helped me
during my first year because I hadn’t done Further Maths at A-Level, and I thought
that the maths at degree level would be really difficult for me. However, he has
made it much easier than I expected because he is always around to answer any
questions we have from lectures and gives good feedback on our examples sheets
so that we can improve. He also manages to make the lecture content a lot easier
to grasp by teaching us things that aren’t necessarily part of the course, but which
give a wider understanding of the applications of the maths and not just how to
solve the problems.”

“He (Richard) has always shown a passion for teaching and cares deeply about his students and their understanding and development. He has found a way to bring the best out of students by setting up the learning environment and having a depth of knowledge which the students draw upon. In addition he goes well beyond the expectation levels of the department, giving freely of his time to help his students – running additional revision sessions, providing additional resources as well as offering direct 1:1 contact time. These activities are not part of the official contract but done purely in support of the student’s learning and development; something which not only the students but the department value extremely highly. “

“Of particular note is the effort Richard puts into dealing with the transition from school to university which is a difficult time for many students. This is especially true in Physics where the level and use of mathematics is a big jump from school (especially for those who have not done further maths). Richard is always prepared to help students across this transition, but is skilful enough to facilitate student centred learning and development. He has shown a depth of understanding on how to teach effectively and put this into practice what he has learnt through his four years of his teaching. As module leader, I am particularly grateful of his collegiate engagement in which he has ensured that colleagues coming into the teaching program benefit from his insight, helping to nurture and guide new teachers in the program. Overall Richard has shown engagement in his teaching beyond any reasonable level of expectation which is reflected in the uniformly positive response of the students to his insightful, patient and supportive teaching. He has shown the commitment, engagement and development that are a model to any teacher and his impact on the students is often transformational.”