Integrating self-regulatory skills into subject-specific curriculum in the School of Interdisciplinary Studies and Employment Services (ICES) at Durham

College

By: Heidi Milovick

To build awareness among faculty and staff in ISES of what self-regulatory skills are and their importance to students personally, academically and professionally 2. To increase the integration of self-regulated skills instruction into college courses in the School of Interdisciplinary Studies and Employment Services
1.

Gaining Support

Leadership

Targets

Barriers

Solutions

Gaining Support

Contact Dean of ISES to get support and direction for implementation plan With support of Dean, contact VicePresident Academic to get support for implementation plan Secure financial support for resources Staff time (research, faculty, and Learning Skills Advisors) Finances (staff time, professional development, research, supplies)

Leadership Team
Contact ORSI (Office of Research Services and Innovation) for support in creating tools to evaluate the success of the implementation plan CAFE (Centre for Academic and Faculty Enrichment) discuss their involvement in developing and delivering faculty training in the integration of self-regulated skills into curriculum SALS (Student Academic Learning Services) discuss the types of supports they provide to students and faculty around selfregulated learning skills and look for opportunities to integrate supports right into curriculum CSD (Centre for Students with Disabilities) discuss supports that Learning Strategists provide to students with disabilities around self-regulation skills and what supports would be helpful in the classroom Peer Tutor Advisor training subject-specific tutors in integrating self-regulatory skills into tutoring sessions Faculty find out what faculty are doing already in the classroom and what are some concerns

Targets
YEAR 1 -Gain support -Form a leadership team research staff, faculty from CAFE, Learning Skills Advisors from SALS, Learning Strategists from CSD, Peer Services Advisor, faculty from different programs in ISES -Development of assessment tool to benchmark current supports and the integration of self-regulatory skills in the classroom -CAFE develop training workshops for faculty -Development of training workshops for Peer Tutors YEAR 2 At beginning, assess current integration of self-regulatory skills in curriculum CAFE begin offering workshops to provide faculty with strategies to integrate self-regulatory skills into curriculum Provide one-to-one support to faculty SALS Pair Learning Skills Advisors and faculty to enhance subject specific support in self-regulatory skills Enhancement of tutor training to include subject-specific strategies for helping students develop selfregulatory skills YEAR 3 -Assess the number of CAFE workshops and number of attendees -Assess supports and the integration of selfregulatory skills in curriculum -Assess the number of Peer Tutors trained in selfregulatory skills development -Communicate results at school and college-wide meetings -Plan next steps

Barriers

Solutions

1.

Gaining faculty support

1.

2. Union issues/Faculty time to integrate material into curriculum

Involve faculty in the process and gain support of motivated faculty to help gain the support of other faculty. Recognize what faculty already do. 2. Gain support from administration to provide swifts for faculty to develop curriculum which integrates self-regulatory skills development
3. Accept that this will take time and many courses do not have a lot of time to take aware from core curriculum. Make changes small and realistic.

3. Integrating self-regulatory skills teaching into curriculum