「學生的光，老師看得見」這是中原大學的教育理念之一，黃建勝老師認為「光」是指學生的能力，老師看見每個學生的能力後，幫助他們找到航道，朝著遠方前進，過程中，彼此都獲得無法言喻的收穫。
學生是朋友，更像是同事
提到教學中印象最深刻的事時，黃建勝老師分享，他剛來中原時，恰逢疫情爆發，隔離快篩政策的影響下，電話成為老師與學生間的橋樑，卻也多虧這段期間，師生間的凝聚力產生微妙的變化，牽起織網般的連結。課堂上，老師的教學中，時常需要學生回答問題，增添許多互動討論的時間，這種氛圍下，黃建勝老師笑說：「學生是朋友，更像是我的工程師同事。」這也是老師樂見其成的結果。
學以致用，理論與實務並進的教學模式
黃建勝老師有開設熱力學、熱傳學、電子冷卻、熱交換系統、冷凍空調及產品設計與分析等課程，老師分享到，學生最常遇到的困難是不知道為什麼要學這些內容？他的課堂上，不僅僅是密密麻麻的板書，也沒有單純站在講台上的老師，伴隨著穿梭於學生間，搭配不同的學術原理闡述及產品設計概念講解的身影，剛好的距離、熱情的聲音與看得見的知識，讓冰冷的文字多了一絲溫度。
此外，黃建勝老師還會安排課程參訪(例如：參觀Panasonic台灣松下電器、高力熱處理工業等)，讓學生接觸到更多實務面的事物，對於那些枯燥的知識，自然地不再感到厭煩。從課本到企業場域，透過理論與實務並進的教學模式，除了讓學生收穫書本上以外的事物，也減少對未來的迷茫。
因材施教，成為彼此的光
訪談過程中，黃建勝老師分享許多學生的案例，他遇見許多成績普通，但手動能力極佳的學生，於是他搭配系上開設的專題實作課程，讓學生們發揮創意並代表學校參加校外競賽，屢屢斬獲諸多獎項，不僅增加學生的自信，也讓他們以中原為榮。雖然老師認為自己有時會過度關心，經常詢問學生的狀況，跟他們講道理，然而，如果沒有老師的深入關懷，加上因材施教的教學，學生的光無法被看見。
訪談尾聲，詢問了老師：「如果重來一次的話，你還會選擇當老師嗎？」黃建勝老師沒有猶豫地說：「會。因為在輔導的過程中，幫助本來沒有學習熱忱的同學，找到人生的方向，學生一句簡單的『謝謝』，是在職場上無法獲得的成就感。」那些看似嘮叨的言語中，藏著黃建勝老師無數的關心，學生的成長與改變，同時也襯托出老師的光。
At Chung Yuan Christian University, one of the core educational beliefs is that “teachers can see the light within every student.”
Dr. Chien-Sheng Huang understands this “light” as each student’s unique ability. By recognizing students’ strengths and guiding them toward the right direction, both teachers and students grow in ways that are difficult to put into words.
Students as Friends and Partners in Learning
When reflecting on memorable teaching moments, Dr. Huang recalls his early days at CYCU during the pandemic. With quarantine and testing policies in place, phone calls became the primary way to reach students. Surprisingly, this period created a new sense of connection, weaving teacher and students into a closer network.
In the classroom, Dr. Huang frequently invites students to answer questions and join discussions. This interactive atmosphere makes him feel that “students are friends, and sometimes even feel like engineering colleagues,” a dynamic he is delighted to see.
Connecting Theory and Practice through Hands-on Learning
Dr. Huang teaches courses such as Thermodynamics, Heat Transfer, Electronic Cooling, Heat Exchanger Systems, Refrigeration and Air Conditioning, and Product Design and Analysis. Students often ask why they need to learn these topics.
In his classes, knowledge is never limited to dense notes on the board. He moves among students, explaining principles with real product examples. His energy, approachability and clear demonstrations add warmth to concepts that might otherwise feel abstract.
He also organizes industry visits, such as tours at Panasonic Taiwan and Kaoli Heat Treatment, allowing students to experience real-world applications. Through a balance of theory and practice, students gain both classroom knowledge and industry perspectives, reducing uncertainty about their future paths.
Recognizing Individual Strengths and Helping Students Shine
During the interview, Dr. Huang shared many stories of students. He has met students with average grades but remarkable hands-on abilities. By encouraging them to join project-based courses and represent the university in external competitions, he has helped them earn awards, build confidence and feel proud of being CYCU students.
Dr. Huang admits that he sometimes worries he cares too much, frequently checking on students and offering advice. Yet without this deep attention and personalized guidance, many students’ strengths might remain unseen.
A Calling Shaped by Students’ Growth
When asked whether he would choose to become a teacher again, Dr. Huang answered immediately: “Yes. Because helping students who once lacked motivation find their direction in life brings a kind of fulfillment I could never find elsewhere. Even a simple ‘thank you’ from a student means more than words can describe.”
Behind every caring reminder is Dr. Huang’s dedication. His students’ growth illuminates their own paths and, in turn, reflects the light he brings into their lives.