Dr. Maureen Connolly is a Professor of Physical Education and Kinesiology. Her ongoing interests include narrative and Arts based inquiry, poetic and bodily expressive modalities and how these function across scholarly, pedagogic and other creative outlets. A university and national teaching award winner and a 2009 Erasmus Mundus scholar, Maureen’s teaching and research include curriculum, stressed embodiment, dance & movement education, and Freirian approaches to teaching and learning. Her theoretical dispositions are semiotic, phenomenological, post/anti-colonial, irreverent and quixotic. Maureen enjoys training, reading, writing, laughing, and authentic interpersonal engagement.
- Autism and movement
- Curriculum and inclusion
- Practitioner preparation in and for experiential contexts
- Phenomenology and semiotics and stressed embodiment
- Critical pedagogies
- North American Federation of Adapted Physical Activity
- Critical Disability Studies
- Arts based research
- Physical Education Curriculum
- Experiential learning and service based learning
- Coordinator 3MNSF (3M National Student Fellows) program March 2015
- Brock University Graduate Mentorship Award April 2013
- Chancellor’s Chair for Excellence in Teaching (with Gail Frost) July 1, 2010-June 30, 2013
Frost, G. & M. Connolly. Is fine tuning possible with grade-focused students? In N.Haave (Ed.) In G. Boulet, N. Haave, R. Harde, M. MacKinnon, J. Plews & J. Wesselius (Eds.) Collected Essays in Learning and Teaching, Vol. 9, p. 147-154. Society for Teaching and Learning in Higher Education: Windsor, ON. 2016.
Frost, G. & M. Connolly. The Road Less Travelled? Pathways from Passivity to Agency in Student Learning. In G. Boulet, N. Haave, R. Harde, M. MacKinnon, J. Plews & J. Wesselius (Eds.) Collected Essays in Learning and Teaching, Vol. 8, p. 47-54. Society for Teaching and Learning in Higher Education: Windsor, ON. 2015.
Frost, G., M. Connolly & E. Lappano. Why is it so hard to do a good thing? The challenges of using reflection to help sustain a commitment to learning. In C. Chiapetta Swanson, E. Allard, E. Aspenlieder, J. Raffoul & C. Teeter (Eds.) Collected Essays in Learning and Teaching, Vol. 7 No. 1, p. 46-49. Society for Teaching and Learning in Higher Education: Windsor, ON. 2014.
Anthony S. Burns · Daphney St-Germain · Maureen Connolly · Jude J. Delparte · Andréanne Guindon · Sander L. Hitzig · B. Catharine Craven (2014). Phenomenological Study of Neurogenic Bowel From the Perspective of Individuals Living With Spinal Cord Injury. Archives of Physical Medicine and Rehabilitation 08/2014; pii(1).
Cramp, J., Courtois, F., Connolly, M., Cosby, J., Ditor, D., The Impact of Urinary Incontinence on Sexual Function and Sexual Satisfaction in Women with Spinal Cord Injury. Sexuality and Disability. 09/2014. 32(3): 397-412
Anthony S. Burns · Daphney St-Germain · Maureen Connolly · Jude J. Delparte · Andréanne Guindon · Sander L. Hitzig · B. Catharine Craven (2014). Neurogenic Bowel After Spinal Cord Injury From the Perspective of Support Providers: A Phenomenological Study. Article in PM&R 7(4) · October 2014
- Movement Education (educational gymnastics I and II; creative, folk and social dance)
- Adaptive Physical Activity and Critical Disability Studies
- Qualitative Methodology
- Physical Education Curriculum
- Gender and sport
- Children and embodiment
- Semiotics and Phenomenology
The 3M National Teaching Fellow award, 2003