Skip to Content

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 Carleton University’s 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 Carleton and undergraduate-level courses in Applied Linguistics. Peggy’s 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, Carleton’s 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 Carleton University Experiential Learning Fund (CUELF) for a program level project. Watch this video produced by Hasi Eldib that captures Peggy’s 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, Carleton University, Ottawa, Canada.

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

Kaplan-Rakowski, R., Papin, K., & Hartwick, P. (2023). Language Teachers’ Perceptions and Use of Extended Reality. CALICO Journal, 40(1). https://doi.org/10.1558/cj.22759

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, “Stop, start, continue? Which EAP skills transfer best?”

April 2024 | InspirED 2024, Teaching Innovation Symposium, Carleton University, “Targeting 21st Century Skills: Student Learning Experiences Documented in Online ePortfolios”

April 2024 | InspirED 2024, Teaching Innovation Symposium, Carleton University, “cuPortfolio and Digital Storytelling”

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

June 2024 | International Assessment in Higher Education Conference, Manchester, UK, “Shifting assessment to better reflect innovative teaching in online or digital learning contexts”

Courses Previously Taught

This site uses cookies to offer you a better browsing experience. Find out more on how we use cookies and how you can change your settings.