Faculty write the curriculum, select and sequence the material, set the standard against which work is marked, and calibrate how the platform responds to students. Every checkpoint question a student encounters has been reviewed by the faculty member responsible for that module.
The platform carries out the work that has always limited what one teacher can do for thirty students at once: answering the same question as often as it is asked, confirming comprehension before a student proceeds, monitoring progress continuously, and being available at whatever hour a student is able to study.
The division is deliberate. Judgment, standards and pastoral responsibility remain with faculty. Availability and repetition are delegated to a system that does not tire of either.
Dr Chen is responsible for academic programs and curriculum development. She holds an Ed.D. in Curriculum and Instruction from Columbia University and has published on integrated pedagogy. She sets the academic standards to which all programs are held.
Rev. Okafor leads student services and pastoral support. He holds an M.A. in Counseling from Fuller Theological Seminary and works principally with students balancing study against employment, family and distance.
Prof. Whitaker holds a PhD in Applied Linguistics and the Cambridge DELTA. He taught English for eighteen years across Southeast Asia and Latin America before moving into teacher training. He oversees the TESOL Certificate and the language and methodology modules of the degree.
The University's teaching model is drawn from established research. These are the scholars whose findings shape how our programs are designed.
Principal investigator of the 2-Sigma study, which quantified the advantage of individual tuition over group instruction, and author of the taxonomy of educational objectives adopted in more than a hundred countries.
Authors of Inside the Black Box. Their review of more than 250 studies established the case for assessment conducted during learning rather than only at its conclusion.
Originator of the zone of proximal development and of sociocultural theory. His account of scaffolded instruction underpins how our lessons sequence difficulty.
Founder of the International Center for Genetic Epistemology. His four-stage model of cognitive development remains standard in teacher education worldwide.
Author of Pedagogy of the Oppressed and originator of the dialogical method, which informs our emphasis on learner agency and assessment by discussion.
Author of Visible Learning, the largest synthesis of educational research undertaken. His effect-size rankings inform which interventions the University adopts.
The platform is supervised by faculty from end to end. Faculty write the material it teaches from, define the criteria by which comprehension is judged, and review the checkpoint questions before they reach students.
The arrangement produces a record that faculty use. Patterns in student responses show where a lesson is not landing, which points are repeatedly misunderstood, and where material needs rewriting. Each cohort improves the teaching received by the next.