Essential Education Newsblog

Category: Michigan Tech Essential Education

Michigan Tech’s Essential Education Experiences – Applying the Essential Abilities

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Essential Education Experiences (E3) are 3-credit, upper-division courses, intended for students in their junior year (at the discretion of the course instructor). In E3 courses, students will actively apply their Essential Abilities through hands-on learning designed to increase their social awareness, global understanding, civic engagement or cultural competencies. E3 projects or activities engage with communities beyond the traditional classroom in the advancement of public good.

E3 courses should include a significant curricular component rooted in the SHAPE (Social Sciences, Humanities, and Arts for People and the Environment/Economy) disciplines that connects to the immersive or community engaged activity. Instructors can design their own projects for the course or connect courses to existing student activities (i.e. volunteering, student leadership roles, etc.). Engagement can happen at different locations, including on-campus, in our local community, abroad, or virtually.

Required Course Elements
All Experience courses must have the following course elements:

  • Experiential Learning: The instructor should provide an academic framework, best practices, and space for reflection and discussion to strengthen student hands-on learning. At least half of academic work should be dedicated to a real-world project or activity (i.e. direct service, reflection, research, project work, immersion, etc). 
  • Best Practices and Ethical Standards: Faculty should ensure that best practices and ethical standards for community engagement are upheld throughout the project or activity and teach those standards to students in the course, drawing on disciplinary expertise.
  • Critical Reflection: Assignments connected to the experience should be included regularly throughout the semester. Critical reflection assignments should promote, for example, self-awareness, continuous learning, and the integration of theory and practice.
  • Applied SHAPE Approaches: Academic content should be based in SHAPE disciplines, emphasizing interdisciplinary and integrative approaches to knowledge and problem-solving.
  • Husky Folio: Student work should be showcased in an individual-effort Husky Folio submission (a PebblePad workbook or portfolio). This should include reflection related to how the student applied at least one Essential Ability from the Contribute/Transform learning goal (described below) in their Experience. It might also include examples of student project work (done individually or as a member of a team), connections to previous learning, reflections on community impact, or how they will apply their Essential Abilities going forward.
  • Substantial Support for ONE Essential Ability from the Contribute/Transform Learning Goal 
    – Select one Essential Ability from the Contribute/Transform Learning goal as noted as options in the table below: 

Learning Goals Essential Abilities Essential Ed Experience Courses
Think Critically Question Assumptions
Evaluate Information
Analyze Ethical Implications
Communicate Communicate Quantitatively
Communicate Contextually
Foster Collaboration
Adapt Explore Diverse Perspectives
Reflect
Welcome Challenge
Contribute/Transform Engage in Civic Life 1 required for this goal
Innovate Solutions 1 required for this goal
Create 1 required for this goal
  • For the Essential Ability selected, include the following in the course:
    • Instruction and assignment(s) to help students develop the EA.
    • One assessment task that encourages students to demonstrate EA mastery at a level 3.

Michigan Tech’s Essential Education Experiences includes courses such as:

  • ENG 4070 – Peer Mentoring Practicum
  • FW 3114 – Reading the Forest
  • FW 3760 – Human Dimensions in Natural Resources Stewardship
  • HON 4070 – Leadership Practicum
  • HU 3000 – Humanities Experience: Community-engaged learning
  • HU 3289 – HU Experience: German Abroad
  • HU 3370 – The Documentary Experience
  • MUS 3700 – Visual and Performing Arts Tour
  • PSY 3511 – Teaching Digital Newcomers
  • SS 3541 – The Copper Country
  • SS 3913 – Sustainable Living Practicum
  • SS 4050 – Advanced GIS Methods
  • SS 4700 – Communities and Research
  • SS 4921 – Washington Experience Seminar
  • THEA 4190 – Directing for Theatre
  • UN 3013 – Interdisciplinary Experience

See the full list of Michigan Tech’s Essential Education Experiences here.

To learn more about Michigan Tech’s Essential Education Experience courses, check out our website which will have updates as classes are added when approved in Fall 2025.

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Michigan Tech’s Essential Education Minors – Options that Fit Your Interests

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Michigan Tech’s Essential Education Minors allow students to earn a credential completely within the structure of Essential Education. These are specific minors that are created to satisfy the spirit of Essential Education by introducing students to multiple disciplinary perspectives, as a complement to their major.

Explore three of the nine Essential Education Minors below. Which compliments your major and peaks your interests?


Human-Centered Design

The Human-Centered Design (HCD) minor at Michigan Tech prepares students to see the world through the lens of people – understanding not just how technologies and systems work, but how they truly impact the individuals and communities who use them. Rooted in internationally recognized design standards (ISO 9241-210:2019 and ANSI/HFES 400-2021), this minor emphasizes designing for usability, accessibility, and positive user experiences while also considering broader social and environmental impacts.

What makes this minor unique is its emphasis on ethical, sustainable, and community-focused approaches. Students will explore how design decisions shape daily life, from the interfaces we interact with to the systems we rely on. For example, you might work on designing a community space for inclusivity, creating safer and more intuitive healthcare technologies, or developing a digital tool that helps reduce energy use. Every project challenges you to think holistically – balancing technical feasibility, user needs, and long-term societal impact.

By completing the HCD minor, you’ll graduate with a versatile skill set that makes you stand out in todays job market. Industries from engineering to healthcare, computing to business, are seeking professionals who can integrate human-centered thinking into their work. This minor shows that you’re not just solving problems – you’re solving the right problems in what’s that make life easier.

Economics and Society

The Economics and Society Minor is designed for students who want to understand how economic forces shape communities, businesses, and public policy. Unlike a traditional economics minor, this program is deeply interdisciplinary – students explore core economics alongside courses in social sciences, humanities, communication, mathematics, and more. With 19 credits, the program integrates seamlessly with the Essential Education framework while giving students flexible pathways tailored to their own interests.

What makes this minor unique is the emphasis on real-world application. Students can pair foundational courses like Principals of Economics and Microeconomic theory with special topics such as Environmental Economics, Game Theory, or Energy Economics. Beyond economics, students dive into courses such as Environmental Communication, Indigenous Natural Resource Management, or Social Inequality. This combination ensures that graduates don’t just learn theory – they practice connecting economics to societies most pressing questions, whether climate change, financial decision-making, or cultural perspectives on development. 

Sustainability Studies

This interdisciplinary minor allows students to:

  • Build a foundational understanding of sustainability topics through multiple lenses
  • Customize their learning with courses across departments and colleges
  • Strengthen their ability to think crucially about sustainability issues in a global context

At Michigan Tech, we believe sustainability education should be:

  • Accessible to students in all disciplines
  • Rooted in real-world, experiential learning
  • Inclusive of diverse perspectives and lived experiences

Whether through coursework, minors, living-learning communities, or hands-on projects, our sustainability programs are designed to meet students where they are – and help them grow into leaders ready to shape a sustainable future for all. 

List of Michigan Tech’s Essential Education Minors

  • AI Ethics
  • Creativity and Expression
  • Economics and Society
  • Entrepreneurship
  • Human-Centered Design
  • Leadership
  • Population Health
  • Public Policy and Law
  • Sustainability Studies

To learn more about these minors, visit Michigan Tech’s Essential Education Newsblog . In the coming weeks we will continue to provide highlights of these minors from the academic teams and departments/colleges that developed them. 

To learn more about what course choices you have for each of Michigan Tech’s Essential Education Minors, follow this link. Take a moment to design your own Essential Education Minor within the available themes that compliments your own major and personal interests. 



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Building Towards Better Courses: Ongoing Improvement to Strengthen Learning in Essential Education

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Last week’s article introduced the Essential Abilities (EA) continuous improvement process—a faculty-guided approach to enhance student learning through intentional course planning, EA assessment, and reflection. At its center are two core course-level activities:

  • Completing the Planning Tool at the start of each semester to identify targeted EAs, align assignments, and request support
  • EA Reporting, a reflective process at the semester’s end that documents student outcomes, improvements made, and plans for continued course enhancement

Why This Matters

This is more than a compliance task—it’s a collaborative initiative focused on improving teaching and student learning. By intentionally connecting planning, assessment, and reflection, the process:

  • Creates a sustainable, collaborative improvement cycle
  • Supports meaningful student progress toward Essential Abilities
  • Ensures faculty insight and expertise guide course- and program-level decisions

Looking Ahead: The 3-Year Improvement Cycle (Starting Fall 2026)

Starting in Fall 2026, all Essential Ed instructors will follow a 3-Year Improvement Cycle designed to balance meaningful engagement with manageable workload. 

source — https://mtu.instructure.com/courses/1545959/pages/ace-ongoing-improvement-approach-for-essential-ed-program

The cycle includes:

  • Year 1: Submit Planning Tool for each course at semester start; full EA Reports for 1–2 courses at semester end
  • Year 2: Submit Planning Tool for each course at semester start; either a short update or one full EA Report per semester
  • Year 3: Submit only Planning Tool for each course at semester start; focus on reflection, peer learning, or course improvements without end-of-semester reports

Submitted reports will be reviewed over the summer by compensated peer reviewers, who will:

  • Provide individualized feedback to instructors
  • Identify cross-course themes and support needs
  • Share findings with the Essential Ed Steering Committee to inform program development, faculty support, and recognition initiatives

Ongoing Essential Ed team support helps maintain this balance throughout the cycle, and the feedback loop strengthens both teaching practice and the Essential Ed program.

How This Approach Supports Ongoing Improvement

At the course level, this approach helps instructors by providing clear structures for intentional course design, ongoing adjustments, and reflective teaching. By aligning course goals with Essential Abilities (EAs) from the start, addressing challenges in real time, and reflecting on what worked, instructors can continuously improve their teaching methods. This process not only supports student learning but also fosters a collaborative environment where effective practices are recognized and shared.

Core Function What It Does
Promotes Intentional Design Aligns course goals with Essential Abilities from the start
Adjusting in Real-Time Helps instructors address student needs with timely adjustments.
Fosters Reflective Teaching Encourages review of what worked—and what could improve
Supports Recognition Surfaces effective practices through peer feedback
Closes the Loop Links planning to results, enabling meaningful course adjustments

At the program-level, this process highlights effective teaching practices, offering instructors the chance to share successes and be recognized, which leads to improvements in teaching methods, support systems, and the overall structure and effectiveness of program delivery.

This Year’s Soft Launch (Fall 2025 – Spring 2026)

EA Reporting is piloting during 2025–26, focused on first-year courses taught alongside or following the Essential Ed Seminar, where students first encounter the Essential Abilities. Participating courses include:

  • Composition
  • Foundations
  • Lower-level Math and Science List courses

Instructors in these courses will complete an end-of-semester EA Report—using the provided template—to reflect on Essential Abilities integration, student outcomes, and areas for improvement.

If unsure whether your course is included, contact essentialed@mtu.edu.

For full details on the EA Report and preparation guidance, see What’s in the EA Report below or visit the Instructor EA Reporting page in the Canvas Resource Hub.

What’s in the EA Report?

Whether part of the soft launch or preparing for full rollout in 2026, the EA Report offers a structured way to reflect on your course’s support for student learning through Essential Abilities.

Soft launch participants will:

  • Document course learning objectives and their alignment with Essential Abilities
  • Describe assignments and connection to HuskyFolio
  • Explain assessment methods
  • Report student performance (% meeting/exceeding expectations)
  • Reflect on successes and improvement areas
  • Submit two anonymized student work samples (one at Developing level, one at Beginning or Proficient level depending on course level)

Submit all materials via the Canvas upload form.

EA Reporting: What You Can Do Now

Whether you’re submitting this year or preparing for 2026, here’s how to get ready:

  • Review the EA Report template and upload form
  • Revisit your EA plan—are assignments clearly aligned with your selected abilities?
  • Explore the Canvas Resource Hub for sample rubrics, assignments, and performance criteria
  • Evaluate your data plan—will it give you actionable insights?
  • Reach out to your Course List Team for support at any stage

You are Helping Shape This Work

This pilot and the feedback collected will directly influence how EA Reporting evolves into a collaborative, manageable, and student-centered system.

Need Help?

Contact:

  • essentialed@mtu.edu
  • Your Course List Team (specific to your course type) – Refer to Need assistance? in the Canvas Resource Hub 

Thanks for being part of this thoughtful rollout. We’re excited to build this together—one course at a time!

Author: Jeannie DeClerck – Office of Assessment for Curricular Effectiveness

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