LEXINGTON, Ky. (June 3, 2026) — Faith Hensley, Ph.D., a former University of Kentucky graduate teaching assistant, is among 10 educators honored with UK’s 2026 Outstanding Teaching Awards.
These awards identify and recognize UK faculty and graduate teaching assistants who demonstrate special dedication to student achievement. Recipients were selected via nomination and reviewed by a selection committee based in the UK Provost’s Office for Faculty Advancement and the Center for the Enhancement of Learning and Teaching.
Hensley earned her Ph.D. in mathematics from UK this May, where she served as a graduate teaching assistant in the Department of Mathematics in the College of Arts and Sciences. During her time at UK, she held a range of instructional roles, including primary instructor, seminar facilitator and recitation leader across undergraduate courses in calculus, algebra, trigonometry and mathematics education for future teachers.
Her work reflects a strong commitment to teaching and student success, shaped by years of hands-on classroom experience. A first-generation college student, Hensley will continue that work as a tenure-track mathematics instructor at Cincinnati State Technical and Community College this fall, supporting a mission focused on accessible and affordable education.
As part of this summer series, UKNow connected with Hensley to learn more about her experience and approach to teaching.
UKNow: How would you describe your area of expertise and why is the work important right now?
Hensley: My more formal expertise, or research, focuses on inverse problems for the radiative transport equation within partial differential equations, which broadly involves using mathematics to recover hidden information from indirect measurements. While this has trained me to think deeply and analytically about complex problems, my primary passion has always been pedagogy, particularly helping students build confidence engaging in math courses that are often viewed as intimidating or inaccessible. I am especially interested in active learning approaches that encourage exploration, discussion and experimentation over simple recall or practice. This work feels more crucial to me having been in a position to see just how many students enter college carrying significant anxiety about mathematics. I believe active, supportive pedagogy can shape their confidence and academic paths long after they leave the classroom, showing them that they are capable of success in spaces where they may not have previously seen themselves belonging.
UKNow: What core principles guide your approach to teaching, and how do those show up in your classroom or learning environments?
Hensley: At the core of my teaching philosophy is the belief that “Math is not a gift; math is grit.” Mathematical skill is something students develop through persistence, support and practice. I work intentionally to create a classroom environment where students feel safe asking questions, making mistakes and participating without fear of judgment. One small but meaningful practice I incorporate is intentionally referring to my students as mathematicians, educators, scientists or engineers, depending on the course, because I want them to see themselves as people who already belong in those spaces. This shows up through active learning activities, collaborative problem solving and practices like learning every student’s name and checking in when someone seems disengaged. I want my classroom to feel welcoming and community-oriented while still maintaining high expectations and encouraging growth.
UKNow: Can you share a moment — inside or outside the classroom — that affirmed the value of your work as an educator?
Hensley: One moment that has stayed with me happened during one of my active learning days in Contemporary Mathematics. A student rushed into class late and immediately asked, “Am I too late? Can I still join?” They explained they had originally planned to skip class while out thrift store shopping with friends but remembered it was an activity day and ran back to campus because they did not want to miss it. That moment meant a great deal to me because it reflected not only engagement with the material, but also the sense of community and belonging we had built together in the classroom. It felt like undeniable proof that I had found a way to make learning truly enjoyable for my students.
UKNow: What do you hope your students take with them after they leave your course(s)?
Hensley: More than knowing any specific formula or technique, I hope students leave my courses with more mathematical confidence. I want them to believe in their ability to learn challenging material and persist through difficulty. I want them to recognize that struggling with a concept is not a sign they do not belong but instead a natural part of learning. I also hope they carry with them the understanding that mathematics can be collaborative, creative and meaningful rather than some elite study reserved for only a select few people. If students leave my classroom feeling more capable and less afraid to engage with math, then I consider that the ultimate success.
UKNow: What does receiving the Outstanding Teaching Award mean to you?
Hensley: As a first-generation college student from Appalachia and a woman in STEM, I care deeply about creating learning environments where students feel supported, respected and capable of succeeding. Pursuing a Ph.D. was one of the hardest things I have ever done, and throughout that process, teaching consistently reminded me why I chose this path in the first place. My work as a teaching assistant gave me a sense of purpose and fulfillment during difficult moments and reinforced that my goal has always been to teach mathematics at the collegiate level full time. Receiving this Outstanding Teaching Award alongside graduating with my Ph.D. feels incredibly meaningful and full circle.
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This year’s Outstanding Teaching Awards were given to six faculty and four graduate teaching assistants. Each winner received an award certificate, a commemorative engraved gift and a cash award in recognition of their teaching excellence at a campus ceremony on April 30. Read more here.