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Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning.

sustainability --- Green Engineering --- curriculum development --- chemical education --- engineering education --- improving classroom teaching --- simulations --- teaching/learning strategies --- GIS --- learning tool --- open source software --- satellite data --- crystal system --- Bravais lattices --- spatial abilities --- didactic virtual resources --- didactic virtual tools --- design --- active methodology --- hidden curriculum --- engineering --- faculty --- professionalization --- mixed-methods --- critical theoretical frameworks --- anti-deficit approach --- engineering education research --- critical pedagogy --- inductive methods --- re-thinking the teaching --- viscometer --- systems engineering --- education --- role-play --- self-reflection --- reverse engineering --- active learning --- CDIO --- learning activity --- high school --- engineering curriculum --- STEM --- service-learning --- project-based learning --- underrepresented minorities --- outcomes --- ternary phase diagrams --- spatial visualization --- PDF-3D --- engineering education --- education --- engineering --- evaluation --- survey --- feedback --- moderation --- pass rate --- module

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Within the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social impact has this research had? This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition. Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health.

Amanda Mooney --- Billy Hawkins --- Brendan Hokowhitu --- Carolyn Pluim --- Chris Hickey --- David Kirk --- Deana Leahy --- Doune Macdonald --- Football 4 Peace --- Foucault --- Goran Gerdin --- Graham Spacey --- HPE --- HPE teaching --- Hakan Larsson --- J. P. Mills --- Jan Wright --- Janice Atkin --- Jayne Caudwell --- Jim Denison --- Lisette Burrows --- Louise Burrows --- Louise McCuaig --- Michael Gard --- MIkael Quennerstedt --- PETE --- Pirkko Markula --- Richard Pringle --- Richard Tinning --- Rod Philpot --- Roy McCree --- Salutogenic Questions --- Simon C. Darnell --- Wayne Smith --- coach education --- critical pedagogy --- critical research in sport --- embodied practice --- exercise --- fitness --- health education --- health promotion activities --- homophobia --- obesity --- physical education --- physical education curriculum --- physical education teacher education --- public sociology --- social change --- social impact of research --- social injustices --- sport for development and peace --- sport media --- sport policies