The Undergraduate Student Learning Goals (USLGs), used since 2013, are being phased out in anticipation of the 2025 launch of the Essential Ed program, which will have its own learning outcomes, called Essential Abilities.
PLEASE NOTE: A preliminary rubric for these Essential Abilities can be accessed here: Word and PDF.
The USLGs were used previously in both general education and degree programs. During the transition to Essential Ed, the USLG information, provided below, will remain available as a resource to faculty and students.
| 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. |
||
| 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 | |
|
Written Communication Rubric |
USLG5a Rubric | |
|
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. |
||
| 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 |
About the USLGs
These goals have been achieved by student engagement in learning opportunities across the university -- in the general education program, the degree programs, and student affairs programs. They were designed to align with the university’s strategic plan, professional accreditation outcomes (ABET, AACSB, SAF), and the American Association of Colleges and Universities (AAC&U) LEAP Essential Learning Outcomes. Michigan Tech is a member of the AAC&U LEAP campus action network.
To measure students' success in achieving these goals, we emphasize direct, embedded assessment of student work in Michigan Tech courses. We also use discipline-specific examinations and surveys such as the National Survey on Student Engagement (NSSE). Assessment results enable us to identify opportunities to improve courses and curricula, teaching practices, and student life activities, as well as make informed decisions about degree programs.
About the Rubrics
Goals have been assessed using Michigan Tech rubrics that are adapted from AAC&U's VALUE rubrics. These rubrics have been used for assessment of the goals in all programs to develop a consistent measure of student progress from matriculation to degree completion. The rubric identifies student learning at four levels: 1-beginning, 2-developing, 3-proficient and 4-exemplary. Answers to common questions related to the VALUE rubrics are available on the VALUE FAQs webpage.
Broader Objectives
These eight learning goals are integrated, interrelated, and interdependent. They are consistent with the broader impacts of the National Science Foundation to advance knowledge and benefit society. These goals are also consistent with the broader aims of lifelong learning, which LEAP defined as having acquired the skills and dispositions of curiosity, transfer, independence, initiative, and reflection.
Helping our students to achieve these learning goals will enable Michigan Tech to meet the University’s strategic goal on education:
Education
Provide a distinctive and rigorous action-based learning experience grounded in science, engineering, technology, business, sustainability, and an understanding of the social and cultural contexts of our contemporary world.
Student Learning
Integrate instruction, research, and innovation to achieve the student learning goals for undergraduate and graduate programs.
- Provide research, service-learning, project-based, entrepreneurial, and international opportunities for students.
- Promote mutual appreciation of, and collaborative opportunities across, academic disciplines.
- Continually assess, review, and improve programs and develop new offerings in emerging disciplinary and interdisciplinary areas.
Transformative Education
Provide a technologically-rich education grounded in a residential and experiential learning environment.
- Encourage and support high quality, innovative, and effective instruction and experiences to enhance student learning.
- Provide student mentoring, career and professional development, and leadership opportunities.
- Enhance student learning and experiences to promote long-term physical and mental health.
- Foster mutual respect in personal and professional interactions.
Educational Programs
Expand programs in response to social and economic needs and challenges.
- Develop and enhance pathways to completion of undergraduate and graduate programs.
- Increase both scholarly productivity and number of doctoral and master’s degrees awarded.
- Improve access via online and other non-traditional delivery of educational programs.
- Promote lifelong learning by providing opportunities for continuing education.
- Encourage understanding of public policy issues.