Your Faculty Teach.
We Handle Everything Else.
Your faculty have spent decades building a theological legacy worth passing on. The bottleneck isn't their scholarship — it's delivery. You're losing bi-vocational students not because of what you teach, but because of when and how it reaches them.
Multiply takes your existing course materials — syllabi, lectures, reading notes — and turns them into complete, mobile-first digital courses in 14 days. Your faculty submit what they already have. They review the result once. Students enroll the next day.
Your faculty teach.
That's where it ends.
Right now, "going digital" means your faculty become part-time software operators. They learn an LMS. They format quizzes. They build module outlines. They do this on top of teaching, advising, writing, and everything else they were hired to do. Most of them do it reluctantly, and the result shows.
Multiply removes that entirely. Your faculty do one thing: hand over what they already have. A syllabus works. A recorded lecture works. A set of reading notes works. What comes back is a complete digital course — study guides, comprehension questions, pastoral reflection prompts — formatted for the working leader completing it on a phone between services.
Faculty review the result once before any student sees it. That review is a read-through, not a build session. They confirm the theology is accurately represented. Any changes are handled without their involvement. The course goes live after sign-off.
The issues keeping your provost
up at night.
These aren't edge cases. Every lean seminary faces a version of all four. Each one has a direct answer here.
Every course feels like your institution built it.
Because it did.
When faculty build their own digital courses, the student experience fragments. One professor produces something polished; another uploads a PDF. Multiply brings every department to the same standard — without touching a single professor's syllabus or theological convictions.
What goes in. What comes back.
Faculty submit what they already have — a syllabus, a recording, a set of notes. Toggle to see exactly what a finished course module looks like on the other side.
Course Description
An introduction to systematic theology examining the nature, sources, and methods of Christian doctrine. Students engage primary sources from the Patristic, Medieval, Reformation, and Modern periods — with attention to the doctrine of God, theological anthropology, and Christology.
Week 4 — The Doctrine of God: Divine Attributes
Required Reading: Grudem, Systematic Theology, chapters 11–13. Supplemental: Bavinck, Reformed Dogmatics Vol. 2, pp. 148–194.
- Lecture: The communicable and incommunicable attributes of God
- Discussion: How does divine impassibility relate to pastoral care?
- Case study: Calvin's treatment of divine accommodation in the Institutes
Learning Objectives
- Distinguish between classical and open theist understandings of divine foreknowledge
- Articulate the significance of divine aseity for Christian worship and prayer
- Apply the doctrine of divine accommodation to biblical interpretation
Assessment
Weekly reading response (300 words). Midterm exegetical paper (1,500 words). Final integrative essay (3,000 words).
- Incommunicable attributes (aseity, immutability, impassibility) belong to God alone — they protect worship from collapsing into sentiment
- Communicable attributes (love, justice, wisdom) are the ones we reflect dimly as image-bearers — they ground ethics and vocation
- Calvin's divine accommodation: God speaks as a parent speaks to a child — not falsely, but in forms the receiver can actually hold
This is exactly what your students open.
Work through a live module — the same experience a bi-vocational pastor completes on a phone between services. Your faculty's theology, your institution's voice.
What lands on your desk at day 14.
No vague outcomes. Five named deliverables — each one your Dean of Faculty can open, read, and either approve or send back for corrections. Click each item to confirm you've reviewed it.
The pilot starts with three courses.
One foundational, one advanced, one applied — selected by your Dean. All three go through the same 14-day process. All three reviewed before any student enrolls.
Three steps.
14 days.
The process is designed to remove every point of friction that has historically made digital course development slow and expensive.
Your department submits existing materials
Select the courses to start with. Submit the materials — syllabi, recordings, notes — in whatever format they already exist. Faculty do not need to be involved at this stage beyond identifying which courses to include.
Multiply builds the course — without involving faculty
The submitted material is read, structured, and turned into a complete digital course. Faculty are not contacted during this stage. The goal is to return something they can review — not to ask them questions along the way.
Faculty review once — then it goes live
The completed course is returned to the relevant faculty member. One read-through. They confirm the theology is accurately represented. Any corrections are handled without involving the professor again. After sign-off, the course is live and open for enrollment.
Three courses. 14 days.
See it before you commit to it.
The best way to evaluate this is to put your actual course material through the process and see what comes back. The pilot does exactly that — three courses, 14 days, faculty review before any student sees a single question.
Send us a syllabus. We'll send back a course.
No meeting required to see it work. Share an existing syllabus or lecture transcript and we'll return a complete sample module within 48 hours — study guides, questions, reflection prompts, formatted and ready for you to review. If it doesn't accurately represent the faculty member's work, we rebuild it until it does.