Faculty - Andrea Gay Van Duzor

Professor of Chemistry

Contact Information

Phone: (773) 995-4437

Email: agay@csu.edu

Office: SCI-239

Website

Education

Sc.B. Brown University

Ed.D. CTAS Teachers College, Columbia University

Postdoctoral, Washington University in St. Louis

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 No table 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

American Chemical Society- Division of Chemical Education (ACS-CHED)
National Science Teachers Association (NSTA)
Member of Planning Board for Chicago Symposium Series on Excellence in Teaching Mathematics and Science

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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