Academics
Areas of Study

About

Cara L. Gormally received her Ph.D. in plant biology from the University of Georgia. Her doctoral research in the Department of Plant Biology focused on the ecological and evolutionary responses of plant populations to the coastal dune environment. She also conducted graduate research on the impact of inquiry-based laboratory instruction on students’ science literacy skills. During her graduate career, she was a NOAA National Estuarine Research Reserve graduate fellow, on Sapelo Island.

Dr. Gormally is interested in advancing science literacy by designing courses relevant to students' lives, supporting and studying teacher development, and understanding the role of identity in science teaching and learning. Her research projects include the development of an instrument to evaluate science literacy skills, which was recognized in Science as Editor’s Choice as a paper of exceptional interest. Other research includes understanding how new teaching assistants learn to teach science as inquiry. Her research interests also include understanding students’ experiences of learning science and barriers and access to science identities. She was recent American Association of University Women Fellow.

  • BIO-105 Introduction to Human Biology (2013/01)(01)
  • BIO-105 Introduction to Human Biology (2013/02)(01)
  • BIO-105 Introduction to Human Biology (2014/02)(01)
  • BIO-105 Introduction to Human Biology (2013/02)(03)
  • BIO-105 Introduction to Human Biology (2013/01)(04)
  • BIO-105 Introduction to Human Biology (2014/01)(04)
  • BIO-105 Introduction to Human Biology (2014/02)(93)
  • BIO-243 Botany (2014/01)(01)
  • BIO-243 Botany (2014/01)(91)
  • BIO-105 Introduction to Human Biology (2015/01)(01)
  • BIO-105 Introduction to Human Biology (2015/02)(01)
  • BIO-105 Introduction to Human Biology (2018/02)(01)
  • BIO-105 Introduction to Human Biology (2016/02)(02)
  • BIO-105 Introduction to Human Biology (2019/02)(02)
  • BIO-105 Introduction to Human Biology (2019/01)(03)
  • BIO-105 Introduction to Human Biology (2015/02)(03)
  • BIO-105 Introduction to Human Biology (2016/02)(03)
  • BIO-105 Introduction to Human Biology (2018/01)(91)
  • BIO-105 Introduction to Human Biology (2019/01)(91)
  • BIO-105 Introduction to Human Biology (2019/02)(92)
  • BIO-108 Prin of Bio for Sci Majors II (2017/02)(02)
  • BIO-108 Prin of Bio for Sci Majors II (2018/02)(91)
  • BIO-108 Prin of Bio for Sci Majors II (2017/02)(92)
  • BIO-201 Rsrch Mthds in the Sciences (2018/01)(01)
  • BIO-201 Rsrch Mthds in the Sciences (2019/01)(01)
  • BIO-296 Research Experience I (2019/02)(03)
  • BIO-296 Research Experience I (2016/02)(04)
  • BIO-403 Senior Capstone I (2015/01)(01)
  • BIO-403 Senior Capstone I (2016/01)(01)
  • GSR-230 Scientific and Quantitative Re (2018/02)(06)
  • GSR-230 Scientific and Quantitative Re (2016/01)(07)
  • GSR-230 Scientific and Quantitative Re (2019/02)(HY02)
  • BIO-105 Introduction to Human Biology (2020/02)(02)
  • BIO-105 Introduction to Human Biology (2020/02)(92)
  • BIO-105 Introduction to Human Biology (2021/01)(92)
  • BIO-105 Introduction to Human Biology (2021/01)(OL2)
  • BIO-201 Rsrch Mthds in the Sciences (2021/01)(01)
  • Provide an Honors course option (2015/02)
  • Provide an Honors course option (2016/02)
  • Provide an Honors course option (2017/02)
  • Provide an Honors course option (2018/02)
  • Provide an Honors course option (2019/01)
  • Advising Load 2020/02: Total:5 Undergraduate:5
  • 2014 Maryellen Weimer Scholarly Work on Teaching and Learning Award
  • 2015 American Association of University Women American Fellowship
  • 2017 Playa Residency Fellowship
  • 2016 Playa Residency Fellowship
  • 2020 AAAS Science & Technology Policy Fellowship, Executive Branch Finalist
  • Welcoming Deaf Students into STEM: Recommendations for University Science Education.
  • Applications of the Deaf Mentoring Survey to Medical Education
  • The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students.
  • Engaged teaching strategies
  • "Everyone Was Nice...But I Was Still Left Out": An Interview Study About Deaf Interns' Research Experiences in STEM
  • Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change
  • Uncovering barriers to teaching assistants (TAs) enacting inquiry teaching: inconsistent facilitation techniques, student resistance, and reluctance to share control over learning with students
  • Deaf, hard-of-hearing and hearing signing undergraduates' attitudes to science in inquiry-based biology laboratory classes
  • "Science is not my thing:" Exploring non-science majors' science identities
  • The Basic Competencies of Biological Experimentation: Concept-Skill Statements
  • How to get pregnant in 2050: a biologist imagines how we'll use new reproductive technologies in the future
  • Community-building framework for collaborative research coordination across the education and biology research disciplines
  • Developing a teacher identity: TAs' perspectives on learning to teach science as inquiry
  • Coming out to the class: Identifying factors that influence college biology instructor decisions about whether to reveal their LGBQ identity in class
  • Using comics to make science come alive
  • Low-level learning: leaving behind non-science majors
  • "Goggles & white lab coats:" Students' perspectives on scientists and the continued need to challenge stereotypes.
  • Successes and limitations of inquiry-based laboratories on affective learning outcomes for deaf, hard-of-hearing, and hearing signing students
  • Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology
  • The Comics Project: Synthesizing and Communicating Science with Comics
  • An academic journey: failure, opportunities, and joy.
  • Low level learning: leaving behind most students—the non-majors
  • Getting personal: Using Graphic Medicine to re-envision and empower science learning and communication.
  • Invited panelist
  • Invited participant
  • What can we learn when science gets personal? Opportunities for making science relevant.
  • Characterizing the learning landscape for non-science majors and identifying opportunities for change
  • Achieving Science Literacy
  • STEAM Collaborations: Women’s Environmental Leadership Workshop
  • The Science Stories Project: Connecting Science with Society via Comics
  • Comics as a tool to improve health and science literacy: a course for undergraduates, medical students, and community public health organizations.
  • A desire to engage with science: science literacy for today’s students.
  • "Moving beyond feeling like a scientist with training wheels:" Students describe their science identities.
  • A scientist’s journey to Graphic Medicine for science literacy
  • Simple strategies for making student thinking visible
  • Comics for Science Literacy: Demystifying reproductive biology
  • Invited panelist. Comics for science literacy.
  • Understanding Students’ Science Identities
  • Show me the way: Future faculty prefer directive feedback when trying active learning approaches
  • Who is a scientist? What we know about research on science identity. Invited presentation
  • Coming out in life (sciences): LGBTQIA instructors’ experiences in biology
  • Successes and limitations of inquiry-based laboratories on affective learning outcomes for deaf, hard-of-hearing, and hearing signing students
  • Applications of the Deaf Community Cultural Wealth Mentoring Survey to Medical Education
  • Increasing the Number of Deaf Scientists: Recommendations for Better Research Internship Experiences
  • Inquiry-based laboratories & affective learning outcomes: do these labs improve students’ attitudes toward science and science identities?
  • The Missing Link: Educating the Future Professoriate
  • “Science isn’t my thing:” Exploring non-science majors’ science identities
  • The impact of pedagogical instruction and feedback on future faculty teaching beliefs
  • “Science isn’t my thing:” Exploring non-science majors’ science identities
  • Instructional feedback: Is it making the grade?
  • Building teachable units and assessing learning
  • What faculty say they need: instructional feedback to support change in STEM education
  • Emerging teaching sensibilities: multi-pronged assessment of TA development
  • Baby Movers & Shakers: A scientist mom gets to the bottom or baby gear and motor development
  • A biologist imagines how we’ll use new reproductive technologies in the future
  • Project-based Applied Learning Conference
  • Reboot: Using comics to make sense of life and science
  • Making learning relevant
  • Validated Learning Objectives for Introductory Biology: A Resource for Improving Course Design, Faculty Practice, and Student Outcomes.
  • A Vision for University Biology Education for Non-science Majors
  • NSF IUSE: Creating Validated Learning Objectives to Improve Course Design and Student Outcomes in Introductory Biology- (NSF)
  • NSF S-STEM: Overcoming Barriers to STEM Success for Deaf Undergraduates- (NSF)
  • Developing positive attitudes toward science in university lab classes- (Gallaudet University Priority Research Fund)
  • Relevancy or resistance?: Underrepresented students' perceptions of undergraduate science learning in active learning classes- (National Science Foundation)
  • Travel funds to a conference- (Gallaudet Professional Development Funds)
  • STEMitude: Learning from underrepresented students to promote meaningful science literacy- (National Science Foundation)
  • Travel funds to a conference- (Gallaudet Professional Development Funds)
  • Integrating active-engagement instructional approaches in visual learning environments- (Gallaudet Priority Research Funds)
  • BIO IUSE Ideas Lab: Promoting quantitative literacy beyond the classroom through student-driven social media projects evaluating claims about sex- (National Science Foundation)
  • Research Coordination Network-Undergraduate Biology Education Incubator, “RELATES: Research Establishing & Linking Argumentation To Education in Science- (National Science Foundation)
  • Travel. funds to a conference- (Gallaudet Professional Development Funds)
  • Developing positive attitudes toward science in university lab classes- (Gallaudet University Priority Research Fund)
  • Developing Positive Attitudes toward Science in University Lab Classes- (Spencer Foundation)
  • American Fellowship: Summer/Short-Term Research Publication Grant- (American Association of University Women)
  • Faculty development grant- (Gallaudet Faculty Professional Development Fund)
  • CAREER: Is science for me? The role of goal congruity theory in recruitment and persistence of deaf and hard-of-hearing students in biology- (National Science Foundation)
  • RELATES: Research Establishing & Linking Argumentation To Education in Science- (National Science Foundation)
  • Funding to support a sabbatical book project- (Sustainable Arts Foundation)
  • CourseSource Writing Studio Travel Grant- (CourseSource)
  • Creating Validated Learning Objectives to Improve Course Design and Student Outcomes in Introductory Biology- (National Science Foundation)
  • Travel to the Society for the Advancement of Biology Education Research annual conference- (Gallaudet Faculty Development Grant)
  • Travel to the Graphic Medicine annual conference- (Gallaudet Faculty Development Grant)
  • Travel to the AAC&U Transforming STEM Education conference- (Gallaudet Faculty Development Grant)
  • “BIOLOGY FOR-FOR?, What does biology mean to you?”- (Gallaudet Priority Research Funds)
  • Travel to the Society for the Advancement of Biology Education Research annual conference- (Gallaudet Faculty Development Grant)
  • Travel to the Graphic Medicine annual conference- (Gallaudet Faculty Development Grant)
  • Amber Marchut-Education (Doctoral committee) 2014/01-2016/02
  • Megan Majocha-Biology (Honors) 2017/02-2017/02
  • Andrew Makarewicz-Biology (Honors) 2019/02
  • Uncontrolled: Member 2013/02-2016/02
  • Organized alumni panel: Journey to Grad School 2017/02-2017/02
  • Organized alumni panel: Journey to Grad School 2016/01-2016/01
  • Biology hiring committee 2017/02-2017/02
  • Biology hiring committee 2018/01-2018/01
  • Biology hiring committee 2018/02-2018/02
  • Biology hiring committee 2019/01-2019/01
  • Biology hiring committee 2013/03-2013/03
  • Biology hiring committee 2015/02-2015/02
  • Biology hiring committee 2015/02-2015/02
  • Biology hiring committee 2014/03-2014/03
  • Faculty learning community 2015/01-2015/02
  • Ad-hoc committee for bilingual assessment 2014/02-2014/02
  • Organized alumni panel: Journey to Grad School 2015/01-2015/01
  • Coordinated Bio 105, a multi-sectional course 2013/01-2015/02
  • Applied to PULSE certification pilot program 2013/02-2013/02
  • Undergraduate Research Committee 2013/02-2016/02
  • Mentored new faculty member 2016/01-2018/02
  • Mentored new faculty member 2017/02-2018/02
  • Applied for Faculty Development Grant for Department Faculty Development 2013/02-2013/02
  • Applied for Faculty Development Grant for Department Faculty Development 2014/02-2014/02
  • Faculty Professional Development Presentation: Engaged Teaching Strategies “Inclusive Course Design: Theory to Practice,” Presentation, with Jane Nickerson, Carrie Pezzarossi, Susanna Henderson 2016/01-2016/01
  • Assessment coordinator 2013/01
  • GSR Self Study Committee 2016/02-2016/02
  • Biology hiring committee 2021/01
  • Mentored new faculty member 2016/01-2018/02
  • Biology hiring committee 2019/02-2019/02
  • Reviewed a manuscript : Teaching issues & Experiments in Ecology 2013/01-2013/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2013/01-2013/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2013/01-2013/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2013/02-2013/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2013/02-2013/02
  • Reviewed a manuscript : Ecological Restoration 2014/01-2014/01
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/01-2014/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/01-2014/01
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/01-2014/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/01-2014/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/01-2014/01
  • Associate Editor: International Journal of Teaching & Learning in Higher Education 2014/01
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2015/02-2015/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2015/01-2015/01
  • Reviewed a manuscript : Ecosphere 2015/01-2015/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/03-2014/03
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/02-2014/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/02-2014/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/02-2014/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2014/02-2014/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/02-2014/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/01-2014/01
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2014/01-2014/01
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2015/02-2015/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2015/02-2015/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2015/02-2015/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2015/02-2015/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2015/03-2015/03
  • Reviewed a manuscript : CBE-Life Sciences Education 2015/03-2015/03
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/01-2016/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/01-2016/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/01-2016/01
  • Reviewed a grant proposal: Baylor University Internal Funds 2016/02-2016/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2016/02-2016/02
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2016/02-2016/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/02-2016/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/02-2016/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2016/03-2016/03
  • Reviewed a manuscript : International Journal of Teaching & Learning in Higher Education 2017/02-2017/02
  • Reviewed a manuscript : Journal of Science Education for Students with Disabilities 2018/01-2018/01
  • Reviewed a manuscript : Teaching and Learning in Medicine 2018/01-2018/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2018/02-2018/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2018/02-2018/02
  • Reviewed a manuscript : Teaching and Learning in Medicine 2018/02-2018/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2018/02-2018/02
  • Reviewed a manuscript : Journal of Biological Education 2018/03-2018/03
  • Reviewed a manuscript : Journal of Science Education for Students with Disabilities 2018/03-2018/03
  • Reviewed a manuscript : CBE-Life Sciences Education 2019/01-2019/01
  • Reviewed a manuscript : Sage Open 2019/01-2019/01
  • Reviewed a manuscript : Transactions on Education 2019/01-2019/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2019/02-2019/02
  • Reviewed a manuscript : Transactions on Education 2019/02-2019/02
  • Reviewed a manuscript : CBE-Life Sciences Education 2020/03-2020/03
  • Review: National Academies of Sciences, Engineering, and Medicine's graphics and narratives of the Committee on Illustrating the Impact of the Mathematical Sciences 2021/01-2021/01
  • Reviewed a manuscript : CBE-Life Sciences Education 2021/01-2021/01
  • Member of ACED-BIO: Assessment of Competence in Experimental Design in Biology (ACED-Bio) Network 2013/02-2017/03
  • Member of BioTAP: Biology Teaching Assistant Project 2.0 2015/02-2019/03
  • Invited panelist, Alumni career panel: St. John's College 2016/02-2016/02
  • Invited panelist, Alumni career panel: St. John's College 2016/01-2016/01
  • Invited panelist, Alumni career panel: St. John's College 2014/01-2014/01
  • Invited Alumni Lecturer : University of Georgia Plant Biology Department 2014/01-2014/01
  • Invited Alumni Lecture: University of Georgia Plant Biology Department 2020/01-2020/01
  • Panelist: Applying for academic jobs: University of Georgia Future Faculty Program 2013/02-2013/02
  • NSF IDEAS Lab, Virginia 2013/02-2013/02
  • Society for the Advancement of Biology Education Research: August 2011
  • Graphic Medicine: July 2018
  • Contact Me

    Cara Gormally

    E306 Hall Memorial Building

    202-651-5219

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