Cary Gillenwater

Contact Information

Cary Gillenwater

College: Sanford College of Education

Department: Teacher Education

cgillenwater@nu.edu

(919)923-1894


Education

The University of North Carolina at Chapel Hill - PHD - Education
Cary Gillenwater, Ph.D. graduated from The University of North Carolina at Chapel Hill in 2012. Cary is a full professor at National University in the Teacher Education Department of the Sanford College of Education. His primary role is dissertation chair, and his teaching responsibilities include teaching graduate level research courses. He also is part of the Sanford College of Education's curriculum team. Prior to National University, Cary was adjunct faculty, then, upon full-time employment, was awarded the rank of associate professor then full professor with Northcentral University. He also served as a specialization lead for curriculum and teaching. While at Northcentral, he was recognized on two separate occasions for outstanding student engagement. During his graduate program at The University of North Carolina at Chapel Hill, he was an instructor for the North Carolina Teaching Fellows Program and lead instructor for the Master of Arts Teaching Summer Program. Cary Gillenwater has presented and published on various education related topics including visual literacy. Currently, his research is focused on AI in higher education.

Publications

  • Lyn, A., Babcock, A., Broderick, M., Gillenwater, C., Kamm, B., & Collins, L.. (January 01, 2021). ![CDATA[Academic and Social Emotional Support from Teachers in Higher Education and K-12 Education During COVID-19]]. Journal of Innovative Education Strategies.

  • Cary Gillenwater. (January 01, 2014). ![CDATA[Reading images: The phenomenon of intertextuality and how it may contribute to developing visual literacy with Advanced Placement English/language arts students]]. Journal of Ethnographic & Qualitative Research.

  • Cary Gillenwater. (January 01, 2009). ![CDATA[Lost literacy: How graphic novels can recover visual literacy in the literacy classroom]]. Afterimage.

Presentations

  • (2022-03-28). Best Practices for Online Equity-Driven Education Post-Covid: Cultivating Connectedness and Efficacy with Students. Goodin, J. & Gillenwater, C. (2022). Best Practices for Online Equity-Driven Education Post-Covid: Cultivating Connectedness and Efficacy with Students. OLC Innovate (virtual), March 28-April 1, 2022.. Virtual.
  • (2021-10-07). How to Create a Responsive Education Culture in Both Traditional and Virtual Classrooms. Jusu, S. & Gillenwater, C. (2021). How to Create a Responsive Education Culture in Both Traditional and Virtual Classrooms. Virtual Education Support Center (VESC) micro-conference, Going Beyond the Surface with Relationship-Building in Online Education. October 2021.. Virtual.
  • (2021-03-12). Challenges and Opportunities for Online Doctoral Students During COVID-19: Perspectives of Dissertation Chairs. Broderick, M., Kamm, B., & Gillenwater, C. (2021). Challenges and Opportunities for Online Doctoral Students During COVID-19: Perspectives of Dissertation Chairs. OLC Innovate (virtual), March 12-22, 2021.. Virtual.
  • (2020-11-19). Academic and Social Emotional Support from Teachers in Higher Education and Secondary Education During COVID-19. Lyn, A., Babcock, A., Broderick, M., Gillenwater, C., Kamm, B., & Collins, L. (2020). Academic and Social Emotional Support from Teachers in Higher Education and Secondary Education During COVID-19. International Academy of Business / International Educators Group Annual Conference, http://www.intl-academy.org/, November 19-25, 2020.. Virtual.
  • (2014-04-03). Where are the super canons?: Canonicity of graphic novels and the exclusion of the superhero genre in higher education.. Gillenwater, C. (2014). Where are the super canons?: Canonicity of graphic novels and the exclusion of the superhero genre in higher education. Presentation at the 2014 North Eastern Modern Language Association (NEMLA) April 3-6, Harrisburg, PA.. Harrisburg, PA.
  • (2013-01-21). Using graphic novels as a pedagogical approach with Advanced Placement English/language arts students: A phenomenological case study. Gillenwater, C. (2013). Using graphic novels as a pedagogical approach with Advanced Placement English/language arts students: A phenomenological case study. Paper presented at the 25th Annual Ethnographic & Qualitative Research Conference (EQRC), January 21, 2013, Cedarville, OH.. Cedarville, OH.
  • (2012-04-01). Hybrid texts in the advanced ELA classroom: A phenomenological case study. Gillenwater, C. (2012). Hybrid texts in the advanced ELA classroom: A phenomenological case study. Paper presented at the University of North Carolina at Chapel Hill School of Education Research Symposium, Chapel Hill, NC.. Chapel Hill, NC.
  • (2011-07-22). Hybrid texts: A phenomenological case study exploring the pedagogical, curricular, and sociocultural implications of their use in an AP English classroom. Gillenwater, C. (2011). Hybrid texts: A phenomenological case study exploring the pedagogical, curricular, and sociocultural implications of their use in an AP English classroom. Paper presented at the National Association of Media Literacy Education (NAMLE) conference—Global Visions, Local Connections: Voices in Media Literacy Education, July 22-25, 2011, Philadelphia, PA.. Philadelphia, PA.
  • (2010-10-16). English/Language Arts (ELA) curriculum: Denying the future by negating the present in favor of the past. Gillenwater, C., & Bakis, M. (2010). English/Language Arts (ELA) curriculum: Denying the future by negating the present in favor of the past. Paper presented at the 31st Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH.. Dayton, OH.
  • (2009-04-14). Documenting racial segregation: A qualitative exploration in critical race theory. Unks, G., & Gillenwater, C. (2009). Documenting racial segregation: A qualitative exploration in critical race theory. Film presentation and discussion at American Educational Research Association (AERA), April 14, 209, San Diego, CA.. San Diego, CA.
  • (2008-03-21). Using think-alouds to assess students’ comprehension strategy use. Hall, L., Goldston, B., & Gillenwater, C. (2008). Using think-alouds to assess students’ comprehension strategy use. Research presentation and panel discussion at Let’s Read: The 39th Annual North Carolina Reading Association Conference, Greensboro, NC.. Greensboro, NC.
  • Countering print-text hegemony. Gillenwater, C. (2008). Countering print-text hegemony. Panel presentation at American Educational Studies Association (AESA), Savannah, GA.. Savannah, GA.
  • The tyranny of print literacy. Gillenwater, C. (2009). The tyranny of print literacy. Online presentation given as part of the Student Coalition for Action in Literacy Education (SCALE) Second Virtual Read. Write. Act. Conference, Chapel Hill, NC.. Chapel Hill, NC.
  • The town before Brown. Unks, G. & Gillenwater, C. (2007). The town before Brown. Film presentation and discussion at Southeastern Association of Educational Studies (SEAES), University of North Carolina at Chapel Hill, Chapel Hill, NC.. Chapel Hill, NC.
  • Using writing and discussion to improve students’ reading comprehension. Hall, L., Nellenbach, C., & Gillenwater, C. (2009). Using writing and discussion to improve students’ reading comprehension. Research presentation and discussion at North Carolina Middle School Association (NCMSA), Greensboro, NC.. Greensboro, NC.
  • Validation of a literacy: The past and present of comic books in schools. Gillenwater, C. (2008). Validation of a literacy: The past and present of comic books in schools. Presentation at Southeastern Association of Educational Studies (SEAES), University of South Carolina, Columbia, SC.. Columbia, SC.
  • Empowering literacy through comic books. Gillenwater, C. (2008). Empowering literacy through comic books. Paper presentation and panel discussion at New York State Foundations of Education Association (NYSFEA), Nazareth College, Rochester, NY.. Rochester, NY.
  • Revisiting San Antonio v. Rodriguez: Fundamental rights, citizenship, and the future of equality in public education. Gillenwater, C., & Cooley, A. (2007). Revisiting San Antonio v. Rodriguez: Fundamental rights, citizenship, and the future of equality in public education. Paper presentation and discussion at Southeastern Association of Educational Studies (SEAES), University of North Carolina at Chapel Hill, Chapel Hill, NC.. Chapel Hill, NC.
  • Teacher education programs toward social justice. Gillenwater, C., Gordon, E., Jones, J., & Wallen, M. (2005). Teacher education programs toward social justice. Panel presentation at Southeastern Association of Educational Studies (SEAES), University of North Carolina at Chapel Hill, Chapel Hill, NC.. Chapel Hill, NC.