Suzanne E. Hiller has been involved in education for nearly three decades as a practitioner, professor, researcher, and writer. Her research interests center on STEM career motivation in both formal and informal learning settings from a social cognitive career theory perspective. By examining the relationship between metacognition, self-regulation, and achievement, her work focuses on maximizing student prospects in both formal classrooms and outdoor contexts including citizen science programs. In particular, her research has targeted self-motivational beliefs for preservice science teachers, the perspectives of field experts on effective outdoor education programs, and STEM career motivation for adolescents in citizen science contexts. She has also contributed to writings on self-regulation and metacognition in citizen science programs, self-regulation and college resiliency, and technological applications for self-regulation. In addition to her research interests, Suzanne E. Hiller has worked in both formal educational settings (NK-8), with the Smithsonian Institution’s National Museum of Natural History, and as a professor of research methodologies and educational psychology. Mastering Science with Metacognitive and Self-Regulatory Strategies; A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students serves as a bridge of theoretical/practical discourse based on Suzanne E. Hiller’s experiences as both a practitioner and researcher.

Suzanne E. Hiller
George Mason University, VA, USA
Suzanne E. Hiller has been involved in education for nearly three decades as a practitioner, professor, researcher, and writer. Her research interests center on STEM career motivation in both formal and informal learning settings from a social cognitive career theory perspective. By examining the relationship between metacognition, self-regulation, and achievement, her work focuses on maximizing student prospects in both formal classrooms and outdoor contexts including citizen science programs. In particular, her research has targeted self-motivational beliefs for preservice science teachers, the perspectives of field experts on effective outdoor education programs, and STEM career motivation for adolescents in citizen science contexts. She has also contributed to writings on self-regulation and metacognition in citizen science programs, self-regulation and college resiliency, and technological applications for self-regulation. In addition to her research interests, Suzanne E. Hiller has worked in both formal educational settings (NK-8), with the Smithsonian Institution’s National Museum of Natural History, and as a professor of research methodologies and educational psychology. Mastering Science with Metacognitive and Self-Regulatory Strategies; A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students serves as a bridge of theoretical/practical discourse based on Suzanne E. Hiller’s experiences as both a practitioner and researcher.

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