Summit Resources is a shared digital library designed to support global learning across courses, programs, and academic projects. It brings together articles, videos, podcasts, research, and teaching materials that help students and educators engage with global business, culture, policy, and institutions in a structured and thoughtful way.

The platform is built around a specific faculty problem:

Teaching work is cumulative, but institutional systems are not.

Professors and curriculum teams accumulate high quality materials over years of teaching. Those materials are typically scattered across LMS instances, folders, email threads, and expired course shells. When a course ends, the intellectual structure often disappears.

Resources from Summit Global Education treats teaching materials as persistent academic objects that outlive individual courses and can be reused, adapted, and shared across contexts.

Despite being accessible to students, the platform is structurally designed for faculty and academic teams.

Primary users include:

• Professors teaching across multiple courses or terms

• Curriculum designers managing coherence across programs

• Teaching teams coordinating shared materials

• Academic directors preserving institutional memory

• Partner faculty collaborating across institutions

Students benefit from clearer, more coherent curricula, but they are not the organizing principle of the system

Resources

All teaching materials are treated as first-class academic objects with consistent metadata, tagging, permissions, and discovery behavior. This includes articles, videos, podcasts, books, websites, internal notes, and AI-assisted summaries.

Chunks

A chunk is the primary unit of academic work. It is a curated collection of resources organized around a coherent topic, case, region, or question.

Chunks are:

• Section-based and ordered

• Collaborative

• Forkable, allowing adaptation without overwriting originals

• Controlled by visibility settings (private, shared, public)

Chunks reflect how faculty actually work. Instructors refine modules rather than reinvent entire courses.

Courses

Courses do not store content. They assemble chunks.

This separation allows:

• Reuse of the same material across multiple courses

• Faster course creation

• Iterative improvement without duplication

• Alignment across multi-section or team-taught courses

This is a deliberate architectural decision and central to the platform’s value for curriculum design.

Collaboration Philosophy

Collaboration is intentionally restrained and professional.

Faculty can invite collaborators, share editing responsibility, fork content when divergence is needed, and receive notifications tied to meaningful academic work.

There is no social feed, no engagement incentives, and no emphasis on self-promotion. Collaboration exists to support teaching and curriculum development, not visibility.