Online\Off-Campus
Online Studies
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Statesmanship Seminars
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Online StudiesGeorge Wythe University is pleased to offer our degree programs online, enabling students around the world to engage in a leadership education. Our online programs are specifically designed to closely mirror the on-campus experience. We offer Fall and Winter semesters as well as an accelerated two-month Summer semester that begins in mid-May. Online courses are available for both full and part-time students. All students:
Full-time students:
Part-time students:
Class-by-class students:
The George Wythe experience is built upon a foundation we call "5-4-3-C", namely an environment consisting of the Five Pillars of Statesmanship, the Four Mentors, the Three Fundamentals and Community. The Five Pillars of Statesmanship™ By carefully studying the patterns used to train leaders throughout history, George Wythe University has distilled them into a specific methodology referred to as The Five Pillars of Statesmanship™ which include Classics, Mentors, Simulations, Field Experience and God. More than just methods, these form the foundation of great education and are vehicles for personal and societal change. Since education should be dynamic and moldable, not rigid or static, the pillars are personalized to meet the needs of each student. When used regularly, they become the essence of the education of leaders. Click here to learn more. In any given George Wythe classroom there are four mentors present. When a class is reading a particular work, for example, a student may be taught and inspired not only by the instructor, but by the work's author, by God and by the other students in the class. Students are encouraged to understand the role of each mentor and cultivate these relationships accordingly. Students learn more and better when they realize this, and that they are part of the mentoring experience for others as well. The environment of learning becomes more effective when students discover that they are both a teacher and a learner in every situation. The three academic fundamentals of any George Wythe program, both on- and off-campus, are reading, writing and discussing. Students are expected not only to read, but to annotate; not only to write, but to publish; not only to participate in class, but to engage in discussions outside the classroom and share what they learn. Course assignments and grades are based on observed and documented performance in these areas. Giving and receiving support is essential when embarking on a life-changing leadership education. The classics can be intimidating, assignments can be daunting and the prospect of months or years of rigorous study can be overwhelming - especially to the online student who may be physically distant from classmates. Every full and part-time online student is placed in a cohort of approximately 15-25 students. A George Wythe mentor directs this cohort and oversees the online environment of learning. There are two types of cohorts: focused and interdisciplinary. We hope that all George Wythe students are able to experience both types during their educational career. All full and part-time online students, regardless of cohort type, engage in a live, rich, interactive online classroom using Elluminate software which we provide online. Below are some of the highlights:
In addition, some foreign language and applied math and science courses will be facilitated by online partners including Rosetta Stone, Aleks and others. Click here for more information on how frequently classes meet. A focused cohort is created when there are enough students in a given semester who are enrolled in the same classes. Classroom lectures, discussions and mentor-led readings are centered on the common curriculum being studied by all students. This type of structure most closely resembles the on-campus cohort experience. Interdisciplinary (Mixed) Cohorts An interdisciplinary or mixed cohort may consist of students in differing degree programs or in the same degree program but enrolled in different classes. The advantage of this cohort type is the heightened exposure to interdisciplinary perspectives that is inherently critical in a liberal arts education. It is only in modern academia that the various disciplines are treated almost mutually exclusive. In any given interdisciplinary cohort you may have students studying economics, political philosophy, mathematics, literature or world religions. Each student approaches class with his or her unique subject of inquiry, related to their course of study. Students are encouraged to draw connections between disciplines, which increases the understanding and appreciation they have for their own. Within an interdisciplinary cohort two methods are primarily used to facilitate this interdisciplinary approach. These are mentor-led readings and quote threads. On occasion a student may wish to take a course that is not being offered as part of an active focused cohort that semester or that may not lend itself to the interdisciplinary cohort approach (a language, for example). In such cases, students are encouraged to make use of recorded lectures, discussions and other materials from past semesters available in via OLS My Media. Students using the independent study method are expected to make special efforts to discuss their material outside the classroom environment. Writing assignments are submitted and graded in the normal fashion. A short reading is selected by the mentor from a classical text, modern periodical, recent bestseller, etc. and is assigned to the class in addition to the regular readings that are part of their individual program syllabi. Students read the selection, seeking connections between it and their discipline and subject of inquiry. In the classroom the mentor directs a colloquium or discussion based on the selection. Often students will read the short selection as a group while in class and under the direction of their mentor. This method also helps students learn to read more deeply and to question and cross-reference as they read. Quote thread sessions provide students with an opportunity to share significant passages from their studies, books, papers and other coursework that have been particularly meaningful or transformational to them. Students come to class with two or three quotes from the same or various sources that fit together to create an idea or question that may call for discussion. This also provides a venue for students to practice verbally articulating their ideas and insights while attempting persuade and learn from others. Frequently Asked Questions
How many credits can I earn in a semester? Undergraduate Students (BA):
Graduate Students (MA):
Doctoral Students (PhD):
More Info Back to FAQ Back to top What is the role of mentors at George Wythe? George Wythe faculty members have three critical responsibilities. First, they are responsible for creating an environment of learning. Second, they provide critical feedback and assessment on assignments. Third, they help students hold themselves accountable to rigorous study and quality results. Faculty members play the role of one of the "four mentors" present in a George Wythe classroom and are not normally life coaches. They can and do provide guidance regarding a student's degree program and tailoring these studies to the individual mission and goals of the learner. Students are encouraged to seek multiple mentors throughout their lives and to build communities where mentoring and learning thrive. Continue reading below to learn about the specific mentoring students receive in the online program. More Info Back to FAQ Back to top What mentoring should I expect to receive in an online program? The George Wythe curriculum and methodologies are unique. Some new students begin their program believing that they will need significant amounts of one-on-one time with their faculty mentor to be successful in their studies. While it is true that on-campus students do have greater access to and more frequent interaction with their faculty mentor, our online programs provide ample opportunities for growth and guidance through mentor interaction. First, we encourage all students to diligently seek to understand the role and take full advantage of each of the four mentors present in any George Wythe classroom. Often this means that a student will wrestle first with Bastiat, Wilbur, Socrates, classmates - and themselves - before taking conclusions or concerns to a faculty mentor. Second, we encourage students to make full use of all faculty mentoring opportunities available to them:
More Info Back to FAQ Back to top Will I be able to contact my mentor personally, outside of the classroom? Yes. Please click here for more information about the mentoring available in the online program. What equipment do I need to participate in the online program? You will need access to a computer with an internet connection (the faster the connection speed the better but the program will work at any speed). You will also need a headset and microphone for use with your computer. A video camera is necessary if you would like to display video of yourself but is not required. For specific hardware and software requirements, please see the Elluminate User Guide for Participants. How often will I attend class? In addition to regular mentor-directed sessions, students also have access to additional TA or student-led group study sessions. Normally, class sessions, particularly within interdisciplinary cohorts, may consist of BA and MA students or MA and PhD students. Typically, a mentor will create a syllabus for the semester that encompasses everything a full-time student is covering that semester. Full-time students then attend every session. Part-time and class-by-class students attend those sessions corresponding to their courses. Undergraduate Students:
Graduate & Doctoral Students:
Each student has access to a schedule of their classes through OLS My Calendar which includes dates, times and topics being covered on a particular day. More Info Back to FAQ Back to top How is summer different for online students? The format for summer semesters differs from the format used for Fall or Winter. Click here for more information.
How do I "annotate" a book I'm reading? Annotations are an attempt to "own" a work being studied and will vary in structure and content from one student to another. It may begin with looking up unfamiliar terms, writing notes in the margins and engaging in conscious argument with an author and his or her thesis. It often progresses to 10-30 pages of notes, outlines, and synthesis as a student seeks to understand and internalize a work. Sometimes annotating takes as much time as reading the book itself, but the benefit the student reaps is multiplied with enriched comprehension and synthesized material ready for use in later recall, papers and projects. Annotations are for your benefit and you are the primary audience. Your mentor may ask that you submit them but may or may not offer much feedback on their content. The major paper (where you are not the primary audience) is where you should expect the majority of feedback on your writing assignments. A summary is concise statement of the material covered in a given work. To summarize is to practice the art of brevity without sacrificing accuracy. In a sound-bite world, statesmen must be able to quickly gather their thoughts and present an accurate, easily comprehended paraphrase of a situation, set of facts or body of knowledge. Parties who agree or disagree with a work should both accept your summary as a fair, accurate portrayal of an author's intent and content. Normally it should not exceed one page. Summaries are for your benefit and you are the primary audience. Your mentor may ask that you submit them but may or may not offer much feedback on their content. The major paper (where you are not the primary audience) is where you should expect the majority of feedback on your writing assignments. A response is a tight, professional, well-constructed reaction to a given work. To respond is to practice the art of opinion and persuasion. You might compare the author's premise with other works, question underlying assumptions, identify errors in argument, or draw your own conclusions. Normally it should not exceed one page. Responses are for your benefit and you are the primary audience. Your mentor may ask that you submit them but may or may not offer much feedback on their content. The major paper (where you are not the primary audience) is where you should expect the majority of feedback on your writing assignments. What is a "paper" or "major paper"? A paper is a well-thought, properly referenced contribution to a given area of study with a thesis, supporting content and appropriate conclusions. It is usually written after several books have been read, annotated, summarized and responded to. Usually, especially in the beginning of a program, students have a wide degree of latitude in the subject of their papers and are encouraged to write on topics that are personally meaningful to them. A paper may be a few pages to a few dozen pages in length. It is with this writing assignment that students should work diligently to present their best work, of publishable quality. How do I "publish" my writings? Students are regularly required to write papers to complete course requirements. Additionally, students are required to publish, or make public, their writings. In this way, students begin to engage in a dialog of the great ideas and their relevant modern application as an integral part of their education. At first, this may consist of emails to associates, letters to the editor and posts on personal blogs. As students progress and mature in their content and writing skills, they seek out more formal venues for publication. How do I "discuss" what I'm learning? In addition to in-class discussion, students are required to engage in discussion of course content and their perspectives in external venues. This provides valuable practice in verbally articulating ideas in an uncontrolled, often impromptu environment.
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Each class will be part of a larger online community where students reach out to each other frequently to share stories of success and words of encouragement and support from those who are more experienced.