As Nilson (2013) observes, “few of our students show signs of being intentional, independent, self-directed learners” (p. 1). This problem in teaching and learning has inspired an interdisciplinary collaboration between a business professor and an English/writing professor. In winter 2013 we conducted an action research study that explored how a series of interventions improved students’ self-regulation regarding the process of drafting and revising reports for a second-year-university course about women and leadership. This session explores higher education’s collective quest to transform students into self-regulated learners by giving and receiving peer feedback and adopting self-regulatory learning strategies. In addition, it will address various gaps in student preparation for learning, writing, and revision. Finally, it will consider teaching practices through participant engagement with, reflection upon and incorporation of self-regulation strategies into their teaching.
