Brawdy, Paul

Paul Brawdy

Name:
Paul Brawdy, Ph.D.

Academic School:
School of Arts and Sciences

Academic Department:
Physical Education

Titles/Responsibilities:
  • Associate Professor, Physical Education
  • Department Chair

Contact Information:
Office phone: (716) 375-2248
E-mail: pbrawdy@sbu.edu 
Web site: http://sched.sbu.edu/faculty/pbrawdy/ 

Office Location/Hours:
Reilly Center

Courses Taught:

Academic Degrees:
  • Ed.D., Physical Education Pedagogy, University of Northern Colorado, 1996
  • M.S., Physical and Health Education, University of Wyoming, 1993
  • M.S., Exercise Science, Indiana University of Pennsylvania, 1987
  • B.S., Health and Physical Education, Indiana University of Pennsylvania, 1985

Professional Background:
  • St. Bonaventure University, 2003-2004, Interim Director (Graduate Health Education)
  • St. Bonaventure University, 2003-present, Department Chairperson (Physical Education)
  • St. Bonaventure University, 2003, Associate Professor (Tenured)
  • St. Bonaventure University, 1998, Assistant Professor
  • Morehead State University, 1997-1998, Assistant Professor
  • University of Wyoming, 1996-1997, Instructor
  • Ivinson Memorial Hospital, 1995-1997, Recreational and Movement Therapist
  • University of Wyoming, 1995-1996, Research Associate
  • University of Northern Colorado, 1993-1995, Instructor (Graduate Assistant)
  • University of Wyoming, 1993, Research Graduate Assistant
  • University of Wyoming, 1991-1993, Instructor (Graduate Assistant)
  • Eckerd Wilderness Program, 1990-1991, Physical Education for Youth At-Risk.
  • USIA/Guatemalan Olympic Committee, 1989, Strength Coach
  • Department of Welfare, Youth, and Sport, Brunei Darusalam, 1986-1988, Weightlifting/Strength Coach
  • Homer Central High School, 1985-1986, Public School Teacher (Health and Physical Education)

Accomplishments:

Refereed Journal Articles

  • Shimon, J. Brawdy, P.  (2003). Out-of-field teaching in physical education teacher education - Should we be concerned? Journal of Health, Physical Education, Recreation and Dance. 74(3), 12-15.
  • Brawdy, P.& Egan (2001).  The ersatz teacher: Seeking authenticity in the mirrored halls of accountability, Educational Studies.  Winter, 438-452.
  • Brawdy, P.  & Byra, M.  (Fall, 1995).  Supervision of an early field teaching experience:
     The effect of two supervisory models.  The Physical Educator,52(3), 147-159.
  • Brawdy, P. (1986).  Manipulating the variables of intensity and duration through exercise selection and order.  Journal of the National Strength and Conditioning Association.,9(3), 60-61.

Book Chapters

  • Brawdy, P. & Fernandez-Balboa, J. (2003).  Thinking critically about becoming a good teacher, In J. Kinchloe (Ed.), Critical Thinking and Learning, (127-135). Westport: Greenwood. 
  • Brawdy, P. (2001).  Moving toward kindness: What discipline teaches.  In Ben Lombardo (Ed), Sport and Movement in the 21st Century, (pp. 11-18). Boston: Pearson. 

Referreed Abstracts

  • Brawdy, P.  (2004).  Developing Bi-Cultural Awareness through Outdoor Education in Preservice Physical Education Teacher Preparation: The Seneca Experience.  XII World Congress on   Comparative Education. Havana, Cuba.
  • Taylor, K., Martinez, R., & Brawdy, P.J. (1995).  Evaluation and redesign of a basic instructional program, Research Quarterly for Exercise and  Sport.  March Supplement, A-47. 

Refereed Monographs

  • Shimon, J. & Brawdy, P. (2001).  A good teacher can teach anything? Western College Physical Education Society Monograph Series, 11, 2-9. 

Editorship(s)

  • Brawdy, P. & Luo P. (Eds.), Proceedings of the 2003 National Conference on Outdoor Leadership,  Wilderness Education Association, Paul Smith’s College, NY.
  • Brawdy, P. & Luo, P. (Eds.), Proceedings of the 2002 National Conference on Outdoor Leadership, Wilderness Education Association, Bradford Woods, IN. 

Refereed Proceedings

  • Brawdy, P. (2000).  Human movement and kindness.  Association Internationale des Ecoles Superieures d’Education Physiques Online Journal.  http://www.endicott.edu/journals/aiesep/brawdy.html.   
  • Brawdy, P. (1998).  Exploring freedom through the experience of the self-conscious mover:  Garden City, NY: Association Internationale des Ecoles Superieures d’Education Physiques, Education for Life. 

Refereed Technical and Research Reports

  • Shimon, Jane M.; Brawdy, Paul. (2001).  A Good Teacher Can Teach Anything? (ERIC Document Reproduction Service No. ED462382).
  • Brawdy, P.J. (2001).  Exploring kindness through the pedagogy of Aikido.  St. Bonaventure University.  (ERIC Document Reproduction Service No. ED451451). 
  • Brawdy, P.J. & Byra, M. (1995).  Supervision of pre-service teachers during an early field teaching experience.  University of Wyoming, Schools of Physical and Health Education.  (ERIC Document Reproduction Service No. EJ515467).
  • Brawdy, P.J., & Byra, M. (1994).  A comparison of two supervisory models in a preservice teaching practicum.  University of Wyoming, School of Physical and Health Education.  (ERIC Document Reproduction Service No. ED 372 065).

Non-Refereed Technical and Research Reports

  • Brawdy, P.J., Fahlberg, L.A., & Fahlberg, L.L.  (1996).  1995 Evaluation report: An evaluation of reducing the risk curriculum training.  Report submitted to the Wyoming Department of Education, Cheyenne, Wyoming.
  • Brawdy, P.J., Fahlberg, L.A., & Fahlberg, L.L.  (1996).  1995 Evaluation report: A process evaluation of the four Wyoming CSHE pilot sites.  Report submitted to the Wyoming Department of Education, Cheyenne, Wyoming.
  • Brawdy, P.J.  (1996).  1996 Student survey: Sweetwater County School District #2 health curriculum.  Report submitted to Sweetwater County School District #2, Green River, Wyoming.
  • Brawdy, P.J., Fahlberg, L.A., & Fahlberg, L.L.  (1995).  1995 Policy review: A content analysis of the HIV public school district policies in the state of Wyoming.  Report submitted to the Wyoming Department of Education, Cheyenne, Wyoming.

Technical Manuals and Curricula

  • Brawdy, P.J. (1993).  Health lessons for rural health care of mothers and infants in Khandburi, Nepal.  Khandburi, Nepal: University of Wyoming. 
  • Brawdy, P.J. (1989).  Coaching manual for strength and conditioning of national team sports.  Guatemala City, Guatemala: Guatemalan Olympic Committee.
  • Brawdy, P. J. (1987).  Strength conditioning level I coaching manual.  Negara Brunei Darussalam: Department of Welfare, Youth, and Sport.  
  • Brawdy, P. J. (1987).  Strength and conditioning level II coaching manual.  Negara Brunei Darussalam: Department of Welfare, Youth, and Sport.

Presentations

  • Brawdy, P., Belcher, D., Leroy, P., Scraba, P., & Lada, D.  Considering the Colonized Mind, Body and Spirit: Teaching in the Borderlands of Native America. To be presented at the 2008 AIESEP World Congress, Sapporo, Japan. 2008.
  • Brawdy, P. What is the Source of a Coach’s Authority?  Presented to the Salamanca High School Athletic Department, Salamanca, NY. 2007.
  • Brawdy, P. Exploring Culturally-Relevant Pedagogies for a Diverse Community of Learners.   Presented at the 2007 National AAHPERD Convention, Baltimore, MD. 2007.
  • Brawdy, P. & Davies, N.  Teaching Map & Compass Activities to Multiple Intelligences. Presented at the 2006 National AAHPERD Convention, Salt Lake City, UT. 2006.
  • Davies, N. & Brawdy, P.  Teaching Mountain Biking in Physical Education  Presented at the 2005 National AAHPERD Pre-Conference Workshop, Chicago, IL. 2005.
  • Brawdy, P.  Developing Bi-Cultural Awareness through Outdoor Education in Preservice Physical Education Teacher Preparation: The Seneca Experience.  XII World Congress on Comparative Education. Havana, Cuba. 2004.
  • Brawdy, P.  Is your curriculum up-to-date?  Are we moving in the same directions as the world around us?  Presented at the Western New York Physical Education Teachers’ Roundtable, Portville High School, Portville, NY. 2004.
  • Brawdy, P., Luo, P., Workman, G., & Davies, N. Hard skills of outdoor education for physical education teachers.  Presented at the 2004 National AAHPERD Conference, New Orleans, LA. 2003.
  • Luo, P., Workman, G., & Davies, N. & Brawdy, P.  Wilderness education curriculum development for in-service public school teachers: The WEA workshop.  Presented at the 2003 National AAHPERD. Conference, Philadelphia, PA. 2003.
  • Brawdy, P.  Wilderness education workshops in the State of New York  for in-service teachers.  Presented at the 2003 National Wilderness Education Association Conference, Paul Smith, NY. 2003.
  • Brawdy, P.  Teaching orienteering and indoor wall climbing in physical education K-12 curriculum.  Inservice provided for Pioneer Central School District Physical Education Faculty, Machias, NY. 2003.
  • Brawdy, P.  Teaching orienteering in physical education K-12 curriculum.  Inservice provided for Pioneer Central School District Physical Education Faculty, Machias, NY. 2002.
  • Brawdy, P.  Exploring human kindness through pedagogy of Aikido.  Presented at American Education Research Association Annual Meeting, Seattle, WA. 2001.
  • Brawdy, P.  Reflections on the pedagogy of Aikido: Implications for practice in teacher preparation in physical education.  Presented at the 11th Annual National Somatics Conference, Columbus, OH. 2001.
  • Shimon, J. & Brawdy, P.  A good teacher can teach anything?  Presented at 46th Annual Meeting of the Western College Physical Education Society, Reno, NV. 2001.
  • Brawdy, P.  Linking assessment to sound curriculum planning in physical education.  Presented at assessment in-service for Allegany public school teachers, Allegany, NY. 2000.
  • Brawdy, P. Examining the role of educational research in popular debate, public policy and instructional practice.  Presented at the American Educational Studies Association annual Meeting, Vancouver, BC. 2000.

Grants

  • (2000) Saint Bonaventure University, Internal Grant for Institutionally Sponsored Research.   $650.00
  • (2007) Journey Grant, Internal Grant for Curriculum Development $7,000.00
  • (2007) Journey Sub-Grant, Internal Grant for Curriculum Development $3,000.00
  • (2007) St. Bonaventure University, Keenan Grant $4,800.00
  • (2009) St. Bonaventure University, Keenan Grant $4,600.00

Honors

  • Dr. G. Arthur Broten Young Scholar Award Co-recipient, 2001.
  • University of Northern Colorado, Tuition Scholarship, 1994 – 1995.
  • University of Northern Colorado, Tuition Scholarship, 1993 – 1994.
  • Finalist, Outstanding Graduate Research Project, University of Wyoming, 1993.
  • Recognized for Outstanding Service to the National Sports Program by the Guatemalan Olympic Committee, Guatemala, Central America, 1989.
  • Appreciation for Sport Service, Department of Welfare, Youth, and Sport, Negara Brunei
    Darussalam, 1988.

Teaching Philosophy:

Teachers need to be anchored in their content. It is among my core beliefs that a teacher’s familiarity with content is an essential element of his or her professional identity. Consequently, I am a firm believer in the consolidation of this identity through continued study of disciplinary knowledge, practice and scholarship.


Furthermore, I feel it is of great importance that teachers strive for a level of integration between what/how they teach and who they are. Perhaps in the best of all possible scenarios, teaching becomes an authentic form of self-expression. Teachers are defined by relationships shaped by learning. While it is possible to assume a role and behave like a teacher, it is only through relationships shaped by learning that the authentic act of teaching derives its meaningfulness.


Education does not happen in a vacuum: Meaningful learning experiences are meaningful because they are culturally relevant. Experience has taught me that students are most likely to take the intellectual and emotional risks necessary to learn something new and different when they believe that a lesson is particularly meaningful to them. It has further been my experience that what is meaningful to a learner is often shaped by what the person perceives is culturally relevant to his or her experience. 


I believe that teachers are constantly challenged to help students examine, problematize and expand their views of what is both culturally relevant, and ultimately what is personally meaningful and worth learning. The vitality of a democratic society depends on educational systems that foster the development of critical thought, celebrate individual expression and encourage social participation -- for all of its membership.


My philosophy, articulated a number of ways through the courses I teach, includes a special emphasis on the importance of education for a free and democratic society. Because of this emphasis, I challenge my students to examine and question what they have long considered “normal” in physical education curriculum, I expose them to new and different movement experiences from around the world to stimulate their imaginations and challenge their belief of “what is possible” in physical education, I build a number of experiences into my lessons that require students to creatively express themselves as they apply their skills and I encourage my students to continuously accept personal responsibility for decisions made within groups as both followers and leaders.


I believe these activities and experiences play an important role in the socialization of people who belong to a society where one’s individual agency and social membership are of equal importance. For this reason, I include this fourth item in my teaching philosophy.  In as much as technology is appropriate to the work of teachers and the learning experiences of their students, it should be embraced and integrated thoroughly into the culture of our schools.


In my own teaching I have integrated technology into a number of the courses I deliver in our teacher preparation program. I do, however, feel quite strongly that technology is something for which we should develop clear goals, plans, budgets, strategies and assessments. Because of its vast potential and its enormous cost, this invaluable resource to the work of teachers should be approached deliberately with the larger curriculum in mind rather than reactively as the “next big thing” in a runaway consumer culture.

Current Research Interests/Projects:
  • Brawdy. P.  Overcoming the Inertia of Institutionalized Teacher Selves:  Adventures in Physical Education Teacher Preparation. 
  • Brawdy, P.  Exploring kindness through the pedagogy of Aikido, Journal of Sport, Education and Society.

Other Interests/Community Involvement:

Service on many committees including

  • School of Education Dean’s Council, 2002-2007
  • Athletics Deferred Maintenance Committee, 2007
  • Bona Voyageur Advisor, 2005-2006
  • Ski Team Advisor, 2004-06
  • School of Education Library Committee, 2000-2001
  • Student Recreation Center Committee, 2002
  • Employee Wellness Committee, 2002
  • University Finance Committee, 2001 – 2002
  • Faculty Search Committee (Health Education), 2001 – 2002

Memberships and Service; Professional Organizations

  • American Education Research Association, Member 1999-2002
  • AIESEP, Member, 1998- 2001
  • American Alliance for Health, Physical Education, Recreation, and Dance, Member, 1991 – present
  • New York Alliance for Health, Physical Education, Recreation and Dance, Member 1998-present
  • Wyoming Alliance for Health, Physical Education, Recreation, and Dance, Member, 1991 - 1994
  • Wilderness Education Association, Member, 1989 – 1996, 2001-present
  • American College of Sports Medicine, Member, 1987-1989
  • National Strength and Conditioning Association, Member 1985 - 1991

Additional Biographical Information:

A native of Pittsburgh, Dr. Brawdy enjoys photography, travel and outdoor sports.

 

Links: