Expanding educational equity with digital tools

The challenge

• Difficulty converting faculty expertise into structured digital modules
• Inability to support students in remote regions or with full-time jobs
• High volume of support requests creating administrative bottlenecks

Before implementing the CYPHER platform, UBAM faced significant operational hurdles that limited its mission-driven commitment to equity. The process of building courses was manual and sluggish, leading to inconsistent structure and quality across different departments. Faculty members possessed deep subject matter expertise, but the university lacked the infrastructure to efficiently convert that knowledge into scalable digital learning experiences.

Furthermore, UBAM struggled to reach the very students who needed education most: working adults and those living in remote areas. Without a robust digital ecosystem, there were no clear pathways for students to complete their degrees or attain professional licensure if they could not be physically present on campus. This lack of flexibility resulted in years of academic interruption for many learners and placed a heavy burden on a small administrative staff who were overwhelmed by frequent support questions.

The solution

• AI-driven course creation to generate outlines, content, and quizzes
• Document-to-course conversion for rapid scaling of institutional knowledge
• AI learner agent providing 24/7 immediate guidance to students

CYPHER acted as a strategic ally, providing the tools necessary to standardize learning design and centralize development. The university utilized the CYPHER Agent to accelerate content creation, allowing a small instructional team to transform institutional and proprietary documents into fully structured learning modules. This automation ensured consistent quality and branding across all 50 courses produced annually, effectively democratizing the course creation process.

To support their diverse student body, UBAM deployed the AI learner agent, which provides real-time guidance and answers to students. This feature has been crucial for learners far from campus or those balancing full-time employment, as it grants them autonomy and reduces the need for live academic support. By automating routine inquiries and administrative tasks, UBAM’s team can now devote more time to high-value mentoring and supporting at-risk students.

Perhaps the most significant strategic shift was the launch of fully online graduation and titling programs. Using shared templates that are adapted to the specific context of high school, undergraduate, and adult learners, UBAM now delivers continuous virtual programs that were previously impossible to manage. This infrastructure has allowed the university to reintegrate learners who had faced years of academic delay, providing them with a flexible path to professional success.

The results

• 150% increase in graduates completing professional licensure
• 40–50% faster course development cycles
• 40% reduction in support volume through AI assistance

The partnership between UBAM and CYPHER has yielded extraordinary results over the past five years. The most impactful metric is the 150% increase in the number of graduates completing their professional licensure, many of whom had faced years of delay due to academic interruption. By providing accessible graduation pathways, UBAM has directly improved the economic and professional standing of its alumni.

Efficiency gains have also been substantial. The university now develops courses up to 50% faster, allowing them to keep their curriculum current and responsive to market needs. Administrative support requests have dropped by nearly 40% as students utilize the AI learner agent for immediate assistance. These improvements have not only strengthened the university's digital learning culture but have also created a ripple effect that impacts families, workplaces, and communities across the country.