Cara Gormally

Associate Professor
Science, Technology & Math / Science, Technology, Mathematics (Biology Program)

Cara Gormally

Phone Numbers

202-651-5219 (V)


Personal Website


Hall Memorial Building E306

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 is a recent American Association of University Women Fellow.

My research interests include advancing scientific literacy; making science learning accessible and relevant for all students; expanding professional development for constructivist pedagogies; and exploring the role of identity in science teaching and learning. 

  • Bio 105: Introductory Biology
  • Bio 243: Botany
  • Bio 403: Senior Capstone
  • GSR 230 

Service to the Field

  • Associate Editor, The International Journal of Teaching and Learning in Higher Education, 2014-
  • Steering Committee, Biology Teaching Assistant Project, NSF Research Coordination Network, 2016-
  • Education Expert, Assessment of Competence in Experimental Design, NSF Research Coordination Network, 2014-
  • Member, Society for the Advancement of Biology Education Research, 2010-

Service to the University

  • Member, Gallaudet Faculty Salary & Benefits Committee, 2014-
  • Assessment Coordinator, Biology Program, 2013-

Grants & Fellowships

  • Gallaudet University Priority Research Fund, “Developing positive attitudes toward science in university lab classes.” $89,161. 2015-2018
  • Playa Residency Fellowship, Summer Lake, Oregon, 2016
  • American Association of University Women, American Fellowship: Summer/Short-Term Research Publication Grant. $6,000. 2015-2016

Recent Publications

  • Gormally, C., P. Brickman, M. Lutz (2013) Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sciences Education, Highlights of 2013 Issue: 47-60.
  • Gormally, C., M. Evans, P. Brickman (2014) Feedback about teaching in higher ed: Neglected opportunities to promote change. CBE-Life Sciences Education 13:187-199.
  • Gormally, C., Carol Subiño Sullivan, and Nadia Szeinbaum (2016) Uncovering barriers to enacting inquiry teaching: inconsistent facilitation techniques, student resistance, and reluctance to share control over learning with students. Journal of Microbiology and Biology Education 17(2): 215-224.
  • Gormally, C. (2016) Developing a teacher identity: TAs' perspectives on learning to teach science as inquiry. International Journal of Teaching and Learning in Higher Education 28(2): 176-192.
  • Brickman, P., C. Gormally, and A.M. Martella (2016) Instructional Feedback: Is it making the grade? CBE-Life Sciences Education.
  • Braun, D., C. Gormally, and M.D. Clark (Accepted) The Community Cultural Wealth Mentoring Survey: an instrument that measures the effectiveness of mentoring for underrepresented students. CBE-Life Sciences Education. 


800 Florida Avenue NE
Washington, DC 20002


800 Florida Avenue NE
Washington, DC 20002