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In Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

In this work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors and what they can do about them. By comparing students' demographic data and their actual performance with their teachers' expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students' comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how...

Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. Advancing Practice in Academic Development draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: .

• How have global academic developers and their units developed and changed over recent decades?...

In this unique work, the authors explore teachers' beliefs about university students' performance and expose which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. At universities in the UK and USA, across14 academic disciplines the authors interviewed academic staff about what they believed about their students and then tested these beliefs against data provided by students. By comparing students' demographic data and their actual performance with their teachers' expectations, the authors have exposed a complex picture of...