Assistant Professor of Chemistry
Sc.B. Brown University
Ed.D. CTAS Teachers College, Columbia University
Postdoctoral, Washington University in St. Louis
Fostering connections between theory and practice in laboratory, encouraging chemistry conceptual learning for elementary teachers, professional development of pre-service secondary science teachers.
Van Duzor, A. G. (2012). Evidence that teacher interactions with pedagogical contexts facilitate chemistry-content learning in K-8 professional development. Journal of Science Teacher Education, 23(5), 481-502.
Sabella, M. S., Van Duzor, A. G., Passehl, J., & Weisenburger, K. (2012). A collaboration between university and high school in preparing physics teachers: Chicago State University's Teacher Immersion Institute. The Physics Teacher, 50(5), 296-300.
Sabella, M., Van Duzor, A. G., & American Physical Society. (2011). Preparing urban students to teach in the urban classroom: Chicago State University's PhysTEC Program. (http://www.aps.org/units/fed/newsletters/spring2011/sabella.cfm)
Van Duzor, A.G. (2011) Capitalizing on teacher expertise: Motivations for contemplating transfer from professional development to the classroom. Journal of Science Education and Technology.20 (4) 363-374.
Van Duzor, A.G. (2010, March 21-24) Use of self-explanations in chemistry laboratory reports: Supporting student procedural understanding and transitioning laboratory curricula, Paper presented at the National Association for Research in Science Teaching, Philadelphia, PA.
Van Duzor, A.G. (2009, March 19-22) Capitalizing on teacher expertise: Contemplating transfer from professional development to the classroom through effective use of pedagogical contexts- NARST research session , Paper presented at the National Science Teacher Association, New Orleans, LA.
National Association for Research in Science Teaching (NARST)
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
2010, Co-PI, PhysTEC- $74,838 - "Physics Teacher Education Coalition Pilot Site at Chicago State University" (National Science Foundation/ American Physical Society, 2010-2013.
2009, PI, NSF- $133,625 - Supplemental for Noyce Internship Support "Establishing a Supportive Environment for the Recruitment, Preparation, and Retention of the Urban Science Teacher" (National Science Foundation, 2009-2013)
2008, PI, NSF- $670,962 - "Establishing a Supportive Environment for the Recruitment, Preparation, and Retention of the Urban Science Teacher" (National Science Foundation, 2008-2013)