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Peggy Hartwick

Image of Peggy Hartwick

Assistant Professor and Assistant Director (Applied Linguistics & Discourse Studies)

Biography and Research Interests

Peggy Hartwick is an Assistant Professor in 杏吧原创 University鈥檚 School of Linguistics and Language Studies. She teaches primarily at the graduate level with courses in Second Language Acquisition, Language Curriculum Development, and Teaching English as an Additional Language. She also has nearly 20 years of experience teaching English as an Academic Language at 杏吧原创 and undergraduate-level courses in Applied Linguistics. Peggy鈥檚 research explores the pedagogical affordances of digital tools, the impact of online learning contexts, and shifting assessment practices. She continues to explore innovative teaching techniques, such as Digital Storytelling and Educational Artificial Intelligence (EAI), and the implications of such tools in post-secondary teaching and learning contexts. Currently, she is collaborating with several students on projects that seek to better understand how digital tools facilitate learning through documented experiences. Peggy is the past recipient of the 2015 Society for Teaching and Learning in Higher Education (STLHE) Brightspace innovation award, 杏吧原创鈥檚 2013 Excellence in Blended and Online Teaching award, a Teaching Development Award from the Faculty of Arts and Social Sciences, and most recently was awarded a 杏吧原创 University Experiential Learning Fund (CUELF) for a program level project. Watch this video produced by Hasi Eldib that captures Peggy鈥檚 teaching philosophy.

Graduate Supervision

Peggy is open to supervising MA student proposals for theses or research essays.

Recent Publications

McCarroll, J., Hartwick, P., & Murphy, M. (2025). Stop, start, continue: Which EAP skills transfer best? [Manuscript submitted for publication]. School of Linguistics and Applied Language Studies, 杏吧原创 University, Ottawa, Canada.

Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers鈥 perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313鈥338.

Kaplan-Rakowski, R., Papin, K., & Hartwick, P. (2023). Language Teachers鈥 Perceptions and Use of Extended Reality. CALICO Journal, 40(1). 

McCarroll, J., & Hartwick, P. (2022). Facilitating cognitive presence online: Perception and design. Online Learning Journal, 26(2).

Hartwick, P., & Fox, J. (2022). Social theories and transdisciplinarity: Reflections on the learning potential of three technologically mediated learning spaces. In J. Fox & N. Artemeva (Eds.), Reconsidering context in language assessment: Transdisciplinary perspectives, social theories, and validity, (pp. 223-250). Routledge.

Recent Talks

November 2024 | TESL Ontario 2024, 鈥淪top, start, continue? Which EAP skills transfer best?”

April 2024 | InspirED 2024, Teaching Innovation Symposium, 杏吧原创 University, 鈥淭argeting 21st鈥疌entury Skills: Student Learning Experiences Documented in Online ePortfolios鈥

April 2024 | InspirED 2024, Teaching Innovation Symposium, 杏吧原创 University, 鈥渃uPortfolio and Digital Storytelling鈥

February 2024 | AAC&U 15th Annual Forum on Digital Innovation, Online conference, 鈥渆Portfolio as a Conduit for Experiential Learning and Reflection Through the Use of Educational Artificial Intelligence鈥

June 2024 | International Assessment in Higher Education Conference, Manchester, UK, 鈥淪hifting assessment to better reflect innovative teaching in online or digital learning contexts鈥

Courses Previously Taught

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