Dr. Cara L. Gormally
  • Ph.D., Plant Biology, University of Georgia, 2010
  • B.A., Philosophy of Math and Science, St. John's College, 2002
Short Biography

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. Her other graduate research was 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 relevant pedagogies, supporting and studying teacher development, and understanding the role of identity in science teaching and learning. Her recent research projects include the development of an instrument to evaluate science literacy skills, which was recognized in Science as Editor’s Choice, highlighted as a recent paper of exceptional interest. Her other recent work includes research to understand 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.

Dr. Gormally teaches BIO 105 Introduction to Human Biology, BIO 243 Botany, and BIO 403 Senior Capstone.

Selected Publications

  1. Braun, D.C., C. Gormally, and M.D. Clark. (in press) The Deaf Mentoring Survey: A Community Cultural Wealth framework for measuring mentoring effectiveness with underrepresented students. CBE Life Sci Educ.
  2. Gormally, C., P. Brickman, M. Lutz. (2012) Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sciences Education 11: 364-377.
  3. Brickman, P., C. Gormally, G. Francom, S.E. Jardeleza, V.G.W. Schutte, C. Jordan, and L. Kanizay. (2012) Media-savvy scientific literacy: Developing critical evaluation skills by investigating scientific claims. The American Biology Teacher 74(6): 374-379.
  4. Gormally, C., J.L. Hamrick, and L.A. Donovan. (2012) Comparison of quantitative trait variation and allozyme diversity within and among populations of Sea Oats, Uniola paniculata L. (Poaceae), across an environmental gradient. Conservation Genetics 14(1): 185-193. 
  5. Gormally, C., J.L. Hamrick, and L.A. Donovan. (2011) Genetic structure of a widely dispersed beach annual, Cakile edentula (Bigel.) Hook (Brassicaceae). American Journal of Botany 98(10):1657-1662.
  6. Brickman, P., C. Gormally, N. Armstrong, and B. Hallar. (2009) Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning.
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