Home page

Aziza Ellozy

  • Position: Advisor to the Provost for Transformative Learning and Teaching
  • Department: Center for Learning and Teaching
  • Email: aellozy@aucegypt.edu
Brief Biography

Aziza Ellozy is the advisor to the provost for transformative learning and teaching and the founding director of the Center for Learning and Teaching (CLT) at The American University in Cairo (AUC). As founding director, she aimed to build a center that supports faculty in the areas of pedagogy, assessment and technology-enhanced learning with an approach that integrated these three areas.

As advisor to the provost for transformative learning and teaching, she elevates institutional attention to undergraduate and graduate education and signals its importance as the University's strategic priority. In addition, she leads and facilitates innovations in pedagogy, including digitally- enhanced education that raises the profile of teaching across the University and beyond. Recently, she led AUC’s emergency pivot to online teaching and learning during the COVID-19 pandemic.

In 2019, Ellozy was given the mandate to assess AUC’s learning spaces for future needs, recommend a prioritized strategic plan for creating formal and informal learning spaces and oversee the plan's implementation. By 2022, AUC have equipped all its classrooms with dual delivery capabilities and has built several active learning classrooms with state-of-the-art digital infrastructure while building the capacity of faculty, staff and students to learn and teach using innovative instructional strategies driven by sound pedagogy and instructional design. Several informal learning spaces and a data visualization lab has been built according to the timeline set in the strategic plan.

Before joining AUC, Ellozy was a tenured faculty member at Fordham University in New York in the Department of Natural Sciences. Her interest in faculty development and science literacy dates since then. She was among the first faculty in the United States to be a Faculty for 21st Century Scholar in the budding project Kaleidoscope. As such, she was involved in the early efforts to reform US undergraduate education in the science, technology, engineering, and mathematics (STEM) field. This started her interest in educational reform and technology applications in the teaching and learning process.

Ellozy has given keynote speeches, invited presentations, consultations and workshops in Morocco, Portugal, the West Bank, Denmark, South Africa, Germany, Saudi Arabia, Greece, Italy, the United Arab Emirates, Qatar, Ecuador, Kyrgystan and the US, and is considered a regional faculty development expert. 

She was awarded AUC’s President’s Distinguished Service Award (2007), the School of Sciences and Engineering Award for Services to SSE Faculty 2009 and AUC’s Excellence in Academic Service Award (2011). She received the Provost’s Award for Exceptional Leadership of the Center for Learning and Teaching in 2012, and in 2013 she received the President’s Catalyst for Change Award.

Research Interest
  • Faculty development
  • Improvement of teaching and learning
  • Applications of educational technology in the curriculum
  • Assessment of teaching and learning

Former Research Interests

Current Research Interests

  • Chapter 2: Advancing Active Learning Globally: Best Practices in Faculty Development Mary Deane Sorcinelli and Aziza Ellozy in Smith, C., & Hudson, K. E. (Eds.). (2017). Faculty Development in Developing Countries Improving Teaching Quality in Higher Education (1st ed., Routledge Research in International and Comparative Education). New York and London: Routledge.
  • Ellozy, A. R. (2015). Online learning needs a well-trained faculty. University World News - Global Edition. Issue No: 383. Retrieved December/January, 2016, from
  • Deborah DeZure, Nancy Van Note Chism, Mary Deane Sorcinelli, Grace Cheong, Aziza R. Ellozy, Matthew Holley, Bahaa Kazem & Dawood Atrushi (2012): Building International Faculty-Development Collaborations: The Evolving Role of American Teaching Centers, Change: The Magazine of Higher Learning, 44:3, 24-33