Andrea Gay Van Duzor
Professor of Chemistry
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Education |
Sc.B. Brown University
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Ed.D. CTAS Teachers College, Columbia University
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Postdoctoral, Washington University in St. Louis
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Hobbies and Interests
Vegetarian cooking, fantasy novel reading, container gardening.
Research Interests
Fostering connections between theory and practice in laboratory, encouraging pedagogical
growth in Learning Assistants, professional development of pre-service secondary science
teachers.
Representative Publications
- Emenike, M., Schick, C., Van Duzor, A., Sabella, M., Hendrickson, S., Langdon, L..
Leveraging Undergraduate Learning Assistants to Engage Students during Remote Report
Generated on February 10, 2021 Instruction: Strategies and Lessons Learned from Four
Institutions. Journal of Chemical Education, 2020,97(9).
- De Leone, C.P, Price, E., Sabella, M.S., & Van Duzor, A.G. Developing and Sustaining Faculty-Driven, Curriculum-Centered Partnerships Between
Two-Year Colleges and Four-Year Institutions, Journal of College Science Teaching, 2019, 48 (6).
- Walker, J. P, Van Duzor, A.G., &Lower, M. A. Facilitating Argumentation in the Laboratory:
The Challenges of Claim Change and Justification by Theory,Journal of Chemical Education
2019 96 (3), 435-444 DOI: (ACS Editors' Choice)
- Davenport, F., Amezcua, F., Sabella, M.S., & Van Duzor, A. G., Exploring the Underlying
Factors in Learning Assistant - Faculty Partnerships, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:
- Van Duzor, A. G. (2016). Using self-explanations in the laboratory to connect theory
and practice: The Decision/Explanation/Observation/Inference writing method. Journal of Chemical Education, 93(10), 1725-1730.
- Cochran, G. L., Van Duzor, A. G., Sabella, M. S., & Geiss, B. (2016). Engaging in
self-study to support collaboration between two-year colleges and universities, 2016 Physics Education Research Conference Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:
- Sabella, M. S., Van Duzor, A. G., & Davenport, F. (2016). Leveraging the expertise
of the urban STEM student in developing an effective LA program: LA and instructor
partnerships, 2016 Physics Education Research Conference Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, (PERC Notable Paper) doi:
- Sabella, M.S., Robertson, A., & Van Duzor, A.G. (2015) The Teacher Immersion Course
Model: A reform-oriented early teaching experience that capitalizes on the expertise
of multiple communities. In E. Brewe & C. Sandifer (Eds.) Effective Practices in Preservice Physics Teacher Education: Recruitment, Retention,
and Preparation, College Park, MD, American Physical Society.
- Sabella, M., & Van Duzor, A.G. (2015). Not just Great Science Teachers ... Great Chicago Science Teachers: The role of local
communities in diversifying the Physics Teaching Workforce.
Memberships
Representative Grants & Funding
- 2021 REsiliency and Capacity Expansion for Student Success (RECESS), Department of
Education, Personnel, $587,729.
- 2021 Catalyst: Leveraging the community of learners to envision and support innovative
and engaging instructional spaces, Partnership for College Completion, Co-PI, $12,000.
- 2019 Louis Stokes STEM Pathways and Research Alliances: The Illinois LSAMP STEM Pathway
and Research Alliance (ILSPRA), NSF (Senior Personnel)2015, Co-PI, NSF-$159,882.00-
“Collaborative Research: Scaling Undergraduate
- 2019 ExPo-POGIL: Exploring Polymers in the Undergraduate Chemistry Curriculum Through
POGIL Laboratory Experiences, POGIL SPUR+, Co-PI, The POGIL Project- $2,491
- 2015 STEM Transformation and Institutional Networks for Engaged Dissemination (SUSTAINED),"
(National Science Foundation) PI: Mel Sabella. Co-PIs: Kim Coble and Amber Wise.
- 2010, Co-PI, PhysTEC- $74,838 - "Physics Teacher Education Coalition Pilot Site at
Chicago State University" (National Science Foundation/ American Physical Society,
2010-2013.
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