At the core of the Essential Education program is a commitment to continuous improvement of student learning through the Essential Abilities (EA) assessment process. This faculty-driven system provides both structure and flexibility, helping instructors intentionally design, assess, and enhance their courses each semester through two main components: the Planning Tool and EA-Assessment Reporting.
- The Planning Tool, completed at the start of each semester, helps instructors identify supported Essential Abilities, confirm course alignment, and request support or offer feedback.
- EA-Assessment Reporting, at the end of the semester, prompts instructors to reflect on how these abilities were integrated, evaluate student performance, and plan improvements for future courses.
To balance ongoing engagement with workload, Essential Ed faculty follow a 3-Year Improvement Cycle. Instructors complete the Planning Tool every semester throughout the cycle. Meanwhile, their end-of-semester responsibilities gradually shift—from detailed assessment reporting and improvement planning toward sharing updates and focusing more on professional development—supporting continuous improvement while managing workload.
Week 7: Mid-Semester Check-In: How’s Your Essential Abilities Plan Holding Up?
As we settle into the rhythm of the semester, it’s worth taking a moment to reflect on the work many of you did back at the start — completing the Essential Abilities (EA) Planning Tool.
Though it was brief (approximately 15 minutes), that step helped lay the groundwork for more intentional teaching by:
- Clarifying which Essential Abilities your course supports
- Encouraging alignment between assignments and Essential Abilities
- Creating a space to flag support needs or raise questions
Now, with classes in full swing, you may already be seeing the benefit of that early intentionality — whether it’s clearer assignment design, more focused student feedback, or simply a stronger sense of direction. A quick self-check now can help ensure that things stay on track—or give you space to course-correct, if needed.
Quick Check — Which best describes your experience so far?
- Students have submitted assignments showing Essential Abilities, and I’m satisfied with my plan, and I’m satisfied with how my plan is unfolding.
- Students haven’t submitted yet, but I’m confident in my plan.
- I’m beginning to think my original plan may not work as expected and might need revising.
If you relate to the third point or feel unsure, reach out to your Course List Team for help you revisiting your plan, realigning assignments, or troubleshooting challenges. Also, visit the Essential Ed Resource Hub for Instructors in Canvas, which offers updated tools to support you—whether you’re revising your plan mid-semester or preparing for reporting. It includes support contacts, editable rubrics, a setup guide with a growing number of examples from fellow instructors.
Why This Matters Now
This fall marks the soft launch of the Essential Abilities assessment process. Selected courses—typically those taken by first-year students—are participating in the phased launch of EA Reporting. Instructors teaching 1xxx- and 2xxx-level courses on the Foundations, Math, and Science lists are asked to complete an EA Report at semester’s end.
Early planning makes the process smoother and more meaningful because you will have already:
- Identified which Essential Abilities you’re focusing on
- Aligned those abilities with your assignments or activities
- Set clear expectations for how students demonstrate those abilities
If you’re not required to report this semester, it’s still a good time to reflect on how your EA goals are unfolding. Taking a few notes now will be especially helpful later, when EA Reporting is fully launched and you teach the course again.
The EA Report is essentially a check-in: Did things go as planned? What worked well? What might you adjust next time? We’ll share more about the reporting process next week—including who will need to complete a report this term.
By Jean Straw DeClerck, Office of Assessment for Curricular Effectiveness