For Pei-Chun Hsieh, helping others live better lives through recreation and education is a lifelong passion.

The Associate Professor of Recreation and Leisure has been named a 2025 Chancellor’s Chair for Teaching Excellence recipient for her exceptional commitment to student learning.

Distributed by the Centre for Pedagogical Innovation, the three-year grants allow chair-holders to undertake projects designed to advance teaching and learning practices.

“I hope this project will not only support my students but also other faculty members who are exploring inclusive, student-centred pedagogy,” she said.

Hsieh, who is also a Certified Therapeutic Recreation Specialist, will use the grant to explore how experiential learning can affect students’ attitudes toward people with disabilities and improve their confidence and competencies in developing inclusive recreation programs.

The project will evaluate the impact of teaching strategies currently used in RECL 2P52: Therapeutic Recreation and Persons with Disabilities, which has evolved over to include more hands-on learning opportunities.

“Experiential learning is more than just doing — it’s about feeling, reflecting and applying that learning in real-world contexts,” she said. “While many students understand the benefits of leisure and recreation, they often need support in translating that knowledge into practice and learning how to meaningfully engage individuals with disabilities. That’s where this approach truly makes a difference.”

During the project, Hsieh will examine different experiential education approaches, such as videos or guest speakers and site visits, along with structured student reflections. Insights gathered will guide the refinement and full implementation of the most effective strategies.

Student outcomes, including shifts in attitudes, confidence and perceptions of experiential learning, will be assessed annually to inform ongoing improvements in teaching practice.

Representation and intersectionality are central to Hsieh’s approach, though she acknowledges the challenge of introducing students to the wide range of lived experiences among people with disabilities.

“I want to help students see people with disabilities as whole individuals, not just as diagnoses,” she said. “That change in perspective can influence how they engage with future clients and communities.”

Hsieh incorporates curated TED Talks into each unit, for example, to help students to learn from diverse voices and nuanced perspectives.

“They’re short and adaptable — students can listen while commuting or walking. They also provide a deeper, more personal view of the experiences we study,” she said.

Hsieh says experiential education can help to close gaps for RECL 2P52 students who have limited experience working with people with disabilities.

During a recent class visit, for instance, representatives from Brock Niagara Penguins spoke to students about the impact of adaptive sports on their lives and demonstrated how they tailor programming to meet the needs of participants with physical disabilities.

“Seeing these real-world examples helps make inclusive recreation feel more tangible and achievable for students,” she said.

Student feedback over the years has confirmed the value of this approach, she says, with many reporting they felt better prepared to design inclusive programs and advocate for equity in recreation settings.