Background in Faculty Development

• Peg is currently the Director of the Georgetown University Medical Center (GUMC) Teaching Academy for the Health Sciences, a community of Practice model for faculty professional development.
  • She also serves as Associate Director of the GUMC Center for Innovation and Learning in Education (CENTILE).
  • Associate Dean for Educational Scholarship, which allows her to work with medical students and faculty in their pursuit of research in medical and health science education research.
  • Associate Professor in the Department of Family Medicine, GUMC.
• Previous positions:
  • Former Associate Dean for Educational Assessment and Evaluation for the Georgetown University School of Medicine, a job that spanned from program assessment to effective use of assessment as an instructional design tool.
  • Director of the Extended Learning Institute Distance Learning Center, Northern Virginia Community College, a leader in distance education for over 35 years (2004-2006).
  • Director of Instructional Design and Development at the Center for Teaching and Learning, Indiana University-Purdue University, Indianapolis (IUPUI) (2002-2004).  Roles there included:
    • Instructional design consultant (1999-2002)
    • IUPUI Preparing Future Faculty Advisory Council (20000-2003)
    • Task Force/Organizing Committee for Annual IUPUI Associate Faculty Conferences (1997-2000)
• Peg has been active in the POD Network (Professional & Organizational Development Network in Higher Education), serving in several capacities:
  • National Core Committee (Board of Directors), 2003-2006.
  • Co-coordinator, Organizing Committee, Fourth National Institute for New Faculty Developers (2002-2003).
  • National Committee Chair, Experienced Faculty Developers Sub-Committee (2003-2006).
  • National Committee Liaison, New Faculty Developers Sub-Committee (2002-2006).

Workshop Experience

• She has facilitated more than 100 presentations at academic conferences and meetings throughout the United States, and consults nationally with colleges, universities, and non-profit entities.  She is a frequent invited keynote speaker, workshop facilitator, and consultant on issues of curricular reform, program assessment, and active learning.
• She has worked with faculty in:  community colleges, undergraduate and graduate institutions, professional schools, and academic medical centers.
• She has served as invited faculty at three Institutes for New Faculty Developers, which are POD Network-sponsored week-long seminars geared toward new professionals in faculty development.
• She has taught graduate courses on curriculum development for The George Washington University (2006-2014).
• She is an invited presenter for the Teachers of Critical Languages Program, a collaboration of the American Councils for International Education and the US Department of State (2009-present).

Other General Information

• She received her EdD in Higher Education (Instructional Systems Technology minor) from Indiana University; an MAT from DePauw University; and a BA in education from Purdue University. She has worked in Higher Education since 1990.
• Honors and awards:
  • Robert J. Menges Honored Presentation Award, presented by the Professional and Organizational Development Network in Higher Education (POD Network), 2002.
  • Ann Ferguson Award for Professional Development, presented by the National Association for Developmental Education (NADE), 2001.
  • Teaching Excellence Recognition Award (TERA), presented by the Trustees of Indiana University, Indiana University – Purdue University, Indianapolis (IUPUI), 1999.
• Contributing author in T. O. Seng (Ed.) Problem-based learning. Scarborough, Ontario, Canada: Thomson Learning, Inc. (2004). Her book chapter was entitled “Critical thinking, metacognition, and PBL.”
• Professional Workshops include the following (among others):
  • Assessment workshops for the Teachers of Critical Languages Program, American Councils for International Education.
  • Invited Health Science Grand Rounds Speaker with focus on Improving Lecture as a Pedagogy, Incorporating Active Learning, Implementing TBL in the Health Sciences, Effective Use of Formative Assessment, Creating Rubrics.
  • Facilitator, Medical Education Research Certificate (MERC) Program.  Amer. Assoc. of Medical Colleges (AAMC): Program Evaluation and Evaluation Research; Formulating Research Questions and Designing Studies; and Questionnaire Design and Survey Research.
  • Regional Director and Facilitator, Leadership Certificate, Amer. Assoc. of Medical Colleges (AAMC).