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Heewon Yang Outstanding Teacher for 2009

Heewon Yang Associate professor in the Department of Health Education and Recreation

Respect, caring and “boxless” thinking define a teaching style

Heewon Yang, associate professor in the Department of Health Education and Recreation, was named the College’s top tenure-track teacher for 2009.  He and ten faculty members from other colleges and schools were recognized at the university’s “Excellence Through Commitment” awards dinner in Spring 2009.
 
The honor included a cash award, funds from the Office of the Provost to support professional activities during the coming fiscal year, a certificate and a watch from the Alumni Association.

Yang, who teaches both undergraduate and graduate courses in therapeutic recreation, makes a point of learning all his students’ names before the second class session, an early indication of the respect and caring with which he approaches his teaching responsibilities.
 
“Education should occur in a relationship in which teachers and students establish rapport, understand each other and love each other with genuine concern,” says Yang, whose father helped establish Ghandi School, Korea’s first alternative education institution.
           
Students respond to this approach, reporting that Yang always has time for them — in class, during office hours and at the times they most need him.  The words “inspirational,” “caring,” “passionate” and “dedicated” frequently surface in their accounts of his influence on them.

“He is always willing to help students no matter how long it takes or how many other things he has to do,” says former student Megan M. Kutz.

“Dr. Yang is more than a professor to me.  He is a mentor and an inspiration for what I aspire to be.”

At the semester’s start, Yang uses icebreakers — name games, team-building activities, and such — to establish rapport and increase students’ interactions with each other.  Each class also includes a daily quote or a “think-outside-the box” problem.

“Quotes, with themes of love, friendship, caring, leadership and creativity, provide students with positive philosophy and values, emphasizing the importance of becoming responsible citizens who can take care of fellow citizens in need,” Yang says.

“The main purpose of providing thinking-outside-the-box questions is to enhance students’ ability to solve problems in a creative and adaptive way.  Many times, those questions do not have a single absolute answer.”

Students mention both as among the most memorable parts of their coursework.

“We really liked those thoughts, lessons and philosophy in the beginning of each class,” says former student Candice Watson.  “They reminded us of how important caring for the people we serve should be.

“The thinking-outside-the box drills were by far one of the most stimulating learning opportunities in his class.  They helped us think creatively and flexibly and showed us that learning can be enjoyable.”

In his classes and labs, Yang uses a mix of technology, problem-solving, creative exercises, field trips, guest speakers, group discussion (both in class and online) and a sense of humor to make his subject matter come alive. 

“His classes are full of information that supplements the textbooks, his PowerPoint presentations are effectively designed with a variety of visual aids and animations, and the practical, fun-filled group discussion that allow students to share their ideas and opinions are welcomed by all the students,” says Lei Guo, now an assistant professor at North Carolina Central University. 

“The use of various teaching techniques helps students learn the material very effectively.”
Yang also encourages students to take part in service projects, such as Special Olympics and an activity weekend for people with multiple sclerosis, that afford them learning opportunities of a different kind.

“Our students should be creative problem solvers who will actively get engaged in changing and reforming our society — citizens who actualize what they learn,” Yang says.

Colleague Marjorie J. Malkin says these projects, which involve beginning as well as graduate students, allow them to take varying degrees of responsibility.

“These opportunities to put professional theories into practice have proved to be very valuable,” she notes.

In addition to his teaching expertise, Yang is gaining national recognition for scholarly contributions to his field.  While he focuses mainly how therapeutic recreation affects teenagers with behavior problems, he also has examined what it can do for older adults with physical problems such as arthritis.  He has published five book chapters, more than 25 peer-reviewed articles and has presented some 50 papers at international, national and regional meetings. 

While his research helps shape his teaching, so does his participation in such professional organizations as the National Council for Therapeutic Recreation Certification, where he serves as chair of the Exam Maintenance Committee, and the American Therapeutic Recreation Association, where he co-leads the international relations team.

Born in South Korea, Yang earned his bachelor’s degree in his home country, where he later worked in mental health hospitals, nursing homes, orphanages and shelters for the homeless.  He moved to the United States in 1995, completing his master’s in 1997 at The University of Tennessee and his doctorate in 2002 at Indiana University.  He joined the College faculty in 2004, winning his first teaching award in 2006.