Dr. Erin E. Peters-Burton’s research agenda is focused on helping all students build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help students succeed.
Director and Donna R. and David E. Sterling Endowed Professor in Science Education,
George Mason University