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Learners not only have to manage the motivation to sustain their learning efforts, but also need to strategically regulate their cognitive activities in order to effectively acquire knowledge. Educational research has provided understanding of effective Self-Regulated Learning (SRL) and revealed that optimal learning is strongly correlated to the extent to which the learner uses SRL. However, those findings have not been well known and utilized by the STEM faculty members to facilitate learning of their students, particularly those African American students who had poor preparation in their early schooling. These students may mostly need the SRL skills for comprehending complex STEM subjects. This paper is intended to communicate a novel perspective for prompting STEM faculty to acquire SRL and other learning theories and prompting students to develop higher-order learning skills, which is the main implementation framework of a NSF-funded Target Infusion Project. The novelty of the presented framework lies in building a broad teaching community among STEM instructors and learning scientists, whose members can provide the peer support to acquire learning theories and design, implement, and evaluate effective teaching practice in implementing SRL Assessment. This novelty approach enables STEM instructors to adapt or develop learning strategies that are particularly suitable for a specific STEM subject. The process also enables students to be simultaneously prompted for learning, adopting, and evaluating various regulating strategies in context of learning subjects from multiple STEM courses. The paper reports findings from the work-in-progress of implementation of a proposed framework on faculty's preparation and perception for integrating skill development instructions for their students. Current status of students' learning strategy use and learning disposition is discussed. [ABSTRACT FROM AUTHOR]