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 pedagogical growth in Learning Assistants, professional development of pre-service secondary science teachers.
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:10.1119/perc.2016.pr.014.
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, doi:10.1119/perc.2016.pr.067.
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.
Sabella, M.S., & Van Duzor, A.G. (2013) Cultural Toolkits in the Urban Learning Community, Invited Paper presented at the Physics Education Research Conference Proceedings, AIP Conference Proceedings,1513:1,34
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.
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.
2015, Co-PI, NSF-$159,882.00- “Collaborative Research: Scaling Undergraduate STEM Transformation and Institutional Networks for Engaged Dissemination (SUSTAINED)," (National Science Foundation, 2015-2019) 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.
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, 2009-2014)
2008, PI, NSF- $670,962 - "Establishing a Supportive Environment for the Recruitment, Preparation, and Retention of the Urban Science Teacher" (National Science Foundation, 2008-2014)