Launching in Fall 2025, the Essential Ed program will replace the general education curriculum used by Michigan Tech undergraduates since 2013. While resources for Essential Ed are being developed, here is key information to assist faculty in planning their courses.
- Essential Ed Program Overview- Includes general description and course numbers of course categories/lists
- Essential Ed Resource Hub for Instructors (in Canvas) - These resources, developed by faculty colleagues from across campus, are designed to help instructors understand the Essential Education program and support their development of Essential Education courses.
Former University Student Learning Goals
The former Undergraduate Student Learning Goals (USLGs), previously used for both degree programs and general education, are being phased out. The USLG rubrics and support resources will remain available during the transition.
| Learning Goal | Rubric | Resources |
|---|---|---|
| 1. Disciplinary Knowledge Students demonstrate a depth of knowledge in one area/discipline, as well as a breadth of knowledge that (1) enables adaptability and flexibility as knowledge grows and changes, and (2) recognizes linkages/complementarity to other areas/disciplines. |
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| 2. Knowledge of the Physical and Natural World Students demonstrate knowledge of the physical and natural world. This is accomplished by studying mathematics and the physical and natural sciences. |
USLG2 Rubric | USLG2 Resources |
| 3. Global Literacy Globally literate students analyze issues on multiple scales from diverse perspectives while acknowledging interconnectivity and complexity. In order to achieve this goal, a globally literate student must be aware of the following: 1) the diversity that exists both within and beyond one’s socio-cultural groupings, 2) the multiple scales of human impact on the social and natural world, and 3) the ways in which solutions to problems may contribute positively or negatively to the complex global challenges that persist in the world today. |
USLG3 Rubric | USLG3 Resources |
| 4. Critical and Creative Thinking Critical and creative thinking are learned cognitive processes. Key components in critical thinking include constructing and evaluating arguments, which entail identifying and analyzing relevant evidence, often for the purpose of understanding and advocating for a new or alternative perspective. Key components of creative thinking include modeling, composing, and refining ideas in innovative ways that allow for acknowledging contradictions. Collectively, these skills help students make sense of large amounts of information, detect and avoid fallacies, facilitate dialogues, generate alternative perspectives, and cultivate a deeper self-awareness of how to connect and synthesize cultural, social, economic, and scientific ideas. |
USLG4 Rubric | USLG4 Resources |
| 5. Communication Students are able to communicate effectively orally, in writing, and in new media to a wide variety of audiences. |
USLG5 Resources | |
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Written Communication Rubric |
USLG5a Rubric | |
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Oral Communication Rubric |
USLG5b Rubric | |
| 6. Information Literacy Students are able to analyze the need for, strategically access, critically evaluate, and use information effectively, ethically, and legally. |
USLG6 Rubric | USLG6 Resources |
| 7. Technology Students demonstrate knowledge of technology and its implications in society and are able to design and/or use technology for creative activities or innovative solutions to problems. |
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| 8. Social Responsibility and Ethical Reasoning Students are able to identify and address conflicting ethical values and develop a sense of responsibility for the broad impacts of individual actions, social institutions and public policy. They understand their role as citizens and their responsibility to work with others in promoting quality of life and a sustainable society. Social responsibility, like civic engagement, means promoting the quality of community life through both political and non-political processes. Ethical reasoning is reasoning about right and wrong human conduct. |
USLG8 Rubric | USLG8 Resources |