Emily Dornblaser joined the University of New England in August 2009 as an assistant professor in the Pharmacy Practice Department. She completed her Pharm.D. degree at the University of Pittsburgh in 2007 and then a pharmacy practice and critical care specialty residency at the Hospital of the University of Pennsylvania. As a founding faculty member at the College of Pharmacy, she helped to design and deliver the first iteration of the curriculum and is responsible for the clinical pharmacokinetics course and the renal therapeutics module of the curriculum. She is actively involved in leading the development of an interactive group learning course for the new curriculum.
Her experience in curriculum design solidified her passion for teaching and in 2015 she completed her Masters in Medical Education and Leadership at the University of New England. Areas of pedagogical and scholarly interest include reflective writing to improve clinical judgment, best practices in global pharmacy education, and the influence of workforce demands on curriculum design. In 2017 she became a tenured, associate professor in the Pharmacy Practice Department. She brings her passion for teaching and faculty development to her position as interim director for the Center for Enrichment of Teaching and Learning.
In her free time, she enjoys spending time hiking with her husband and two dogs, biking, and competing in triathlons.
Karl Carrigan is the center coordinator and a well-known face to the University of New England. Intrigued by ways that technology can be incorporated into the classroom, he is happy to explore and research hardware and software solutions that can be incorporated into the experience. He is an incredible problem-solver which when coupled with a “can-do” spirit, the sky is the limit. He has an eclectic background with a degree in theatre which he uses to act and also build sets for the Biddeford City Theatre. Together he brings so many skills and gifts to the Center in terms of his creativity, divergent thinking and an incredible willingness to help others reach the point they want to get to in incorporating technology into their pedagogy.