Dr Daphne Loads
Dr Daphne Loads. Academic Developer.
Role in the IAD
I am the academic lead for both the Edinburgh Teaching Award (EdTA) and the Principal’s Teaching Award Scheme (PTAS). The EdTA is for colleagues who wish to develop their teaching and gain Fellowship of the Higher Education Academy (HEA). PTAS provides funding to support inquiry and development in learning and teaching. I coordinate the Practical Strategies series of short workshops for teaching staff. I teach on the Postgraduate Certificate in Academic Practice and contribute to other continuing professional development opportunities which the IAD offers for staff including consultations with groups and individuals, workshops and visiting speakers.
Please get in touch if you have any questions or ideas about how the IAD can support you in your teaching role.
My first degree was in English and I have professional qualifications in Social Work, Counselling and Teaching in Higher Education. I have an EdD (Doctorate of Education) and I am a Senior Fellow of the HEA.
My research interests include academic identities and arts-enriched professional development.
Bager-Elsborg, A. and Loads, D. (2016) Cut It Up and Put It Back Together: Cut-up and Collage as Tools to Overcome Academic Deadlock Journal of Perspectives on Applied Academic Practice 4(1)
Burge, A., Grade Godinho, M., Knottenbelt, K. Loads, D. (2016) ‘ … But we are academics!’ a reflection on using arts-based research activities with university colleagues, Teaching in Higher Education, 21(6), 730-737
Loads, D. and Collins, B. (2016) Recognising Ourselves and Each Other in Professional Recognition, in J. Smith, J. Rattray, T. Peseta and D. Loads, (eds) Identity-work in the contemporary university: exploring an uneasy profession pp170-179 Rotterdam: Sense
Loads, D. and Campbell, F. (2015) Fresh thinking about academic development: authentic, transformative, disruptive International Journal for Academic Development, 20(4) 355-369
Loads, D. (2013) Collaborative close reading of teaching texts: one way of helping academics to make sense of their practice Teaching in Higher Education 18: 8, 950-957
You can also follow my blog: Staying alive: surviving and thriving in academia