• Each Texas Wesleyan University graduate should demonstrate competencies and attainments in preparation to be an informed and effective citizen of the world. 
• To prepare each student for this goal, the University has developed a General Education Curriculum that aligns with the National Association of Colleges and Employers (NACE) competencies.
• The curriculum includes a series of foundational courses that focus on preparedness for success within the student’s major, and a series of pillar courses that reinforce the foundational skills through a flexible array of courses that allow the student to follow their interests.

Goal A: Students will develop proficiency in a variety of communication forms.

i. Students will demonstrate critical comprehension skills across a variety of source formats. 

ii. Students will develop writing skills across a variety of styles and formats.

iii. Students will develop oral presentation skills across a variety of styles and formats..

Goal B: Students will develop proficiency in a variety of analytical and quantitative contexts.

i. Students will develop quantitative reasoning skills.

ii. Students will develop analytical reasoning skills.

iii. Students will engage in creative problem solving.

Goal C: Students will develop engage in collaborative activities.

i. Students will engage in group activities that enhance teamwork.

ii. Students will engage in activities that promote physical and emotional wellness.

iii. Students will engage with basic research methods across a variety of subject areas.

 

Pillar Courses

Pillar One: Communication and Interpersonal Skills

Goal A: Students will engage in research, and communicate clearly and strategically to a variety of audiences.

i. Students will demonstrate critical reading skills that promote readiness for upper-level coursework. 

ii. Students will recognize different types of communication and apply them correctly to a variety of professional situations.

iii. Students will develop proficiency in written communication that aligns with their major field of study.

iv. Students will develop proficiency in oral communication - for personal or professional presentation

v. Students will have the ability to write concisely and clearly. Students will present their ideas in written, verbal, and multimedia formats, both individually and as part of a group

vi. Students will apply ethical principles and accuracy in the use and citation of source​

Goal B: Students will collaborate efficiently and effectively with others for career & self-development.

i. Students will demonstrate active listening.

ii. Students will contribute effectively to the work of a team, seeking and embracing personal and group development opportunities.

iii. Students will practice making professional and community connections.

iv. Students will practice methods of negotiation and conflict resolution.

v. Students will determine the strengths of different team members and align them strategically with different tasks as they collaborate with others to achieve common goals.

vi. Students will apply rules of etiquette in their communication.

Pillar Two: Technology and Problem Solving

Goal A: Students will recognize, evaluate, and construct valid arguments.

i. Students will be able to explain and apply numerical skills to real-world applications, e.g., personal finance, data analysis, problem solving.

ii. Students will demonstrate analytical and critical thinking skills through discussion of current affairs centered on reason and evidence.

iii. Students will be able to explain and apply scientific knowledge and skills to real-world applications, e.g., ecology, biology, chemistry, etc. around questions of sustainably, health, energy, data analysis, and scientific problem solving.

iv. Students will demonstrate analytical and critical thinking skills through discussion of current scientific issues centered on reason and evidence.

Goal B: Demonstrate digital literacies, and apply appropriate technologies to further research and problem-solving.

i. Students will be proficient in creating and editing presentations for synchronous and asynchronous online audiences 

ii. Students will understand how to establish an online presence appropriate to their interests 

iii. Students will demonstrate basic competency in using core technologies such as the university learning management system and associated office software to improve efficiency and productivity of their work.

iv. Students will demonstrate problem-solving skills using data science 

v. Students will be proficient in at least two technology platforms in their chosen discipline in order to manipulate information, construct ideas, and use technology to achieve strategic goals.

vi. Students will demonstrate critical thinking skills.

Pillar Three: Leadership and Ethics

Goal A: Students will define ethics and apply ethical strategies to the challenges in the world.

i. Students will be able to explain ethical concepts and their importance.

ii. Students will have an ability to think critically about dimensions of an ethical dilemma.

iii. Students will understand/identify micro and macro (global) ethical issues.

iv. Students will be able to explain what “ethics” means for themselves, for citizens, and for leaders.

v. Students will evaluate the ethical implications of various leaders’ actions.

vi. Students will apply ethical principles to the evaluation of decisions.

Goal B: Students will be able to distinguish leadership styles and the contexts in which those are most effective.

i. Students will distinguish between different styles of contemporary leadership and how they are put into practice in organizations to achieve personal and organizational goals.

ii. Students will interact with community leaders.

iii. Students will practice leadership behaviors (e.g., visioning, transparency, planning, choosing best practices).

iv. Students will articulate the differences between leadership and positional authority (shared responsibilities, trust, accountability).

v. Students will identify leadership in a variety of contexts by analyzing case studies (of historical and contemporary leaders).

Pillar Four: Democratic Citizenship and Wellness

Goal A: Students will apply critical thinking in the service of diversity and tolerance.

i. Students will be able to identify important questions, problems, and assumptions related to an issue and respond based upon an understanding of situational context and logical analysis  

ii. Students will analyze the reliability and validity of data and information from various sources

iii. Students will be able to engage thoughtfully in difficult conversations about socioeconomic issues, refute misinformation and apply strategies to reduce discomfort and animosity 

iv. Students will be able to articulate the benefits of diversity, equity and inclusivity 

v. Students will explain the significant features of democratic forms of government along with their benefits and limitations

vi. Students will be able to articulate the impact of race, gender, religion, and socioeconomic status on access to wellbeing and wellness support structures in society.

Goal B: Students will explore their roles and opportunities as citizens contributing to a sustainable world.

i. Students will be able to articulate the role of history, culture and experience in shaping diverse worldviews. 

ii. Students will explore and engage in creativity and imagination in the arts and sciences (literary, visual, digital, scientific).

iii. Students will demonstrate the significant goals of sustainability and citizenship.

iv. Students will engage in service learning as they develop their professionalism (demonstrating effective work habits and acting the the interest of the larger community and workplace).

v. Students will be able to articulate the importance of individual emotional well-being to the sustainability of society, including how stress and anxiety impact health care systems, and how coping strategies that lessen these impacts.

vi. Students will articulate how activity, diet, and stress management impact individual and community health, and demonstrate informed consumerism and critical thinking related to health and fitness products promoted on social media.