Universities around the world are facing fresh concerns brought on by the use of artificial intelligence, as newly launched programs like ChatGPT and Chatsonic allow users to enter a question and receive a structured essay in response. Ethically, is using these programs cheating the system or does it merely optimize efficiency? Logistically, if a professor wanted to ban the use of ChatGPT, is there a way to check for AI usage in their students’ work? 

Keep an eye out for AI-generated content in this article and see if you can spot where it was used.

What is AI-generated content?

AI generated content is created using Artificial Intelligence technology. This technology uses algorithms to analyze large sets of data and create content that is tailored to the specific requirements of a given project. AI technology is also capable of learning from past experiences, allowing it to continually improve its accuracy. 

Programs like ChatGPT and Chatsonic use this AI technology to create a bot that can respond to questions a user asks it. To generate the paragraph above, I asked Chatsonic: “How does AI-generated content work?” 

Take note: the paragraph uses incorrect capitalization, is quite vague and the first sentence is repetitive (“Artificial Intelligence-generated content is created using Artificial Intelligence technology”- not helpful). The effectiveness of the program, in addition to the ethics of students using it, are major concerns for instructors.

Are these programs allowed at AUC?

At the moment, AUC has not instituted any University-wide policy regarding the use of AI, instead allowing faculty to dictate its use on a case-by-case basis. While many of these programs are not accessible in Egypt, tech-savvy students can utilize virtual private networks (VPN) to work around this problem. 

The University’s Center for Learning and Teaching (CLT) has been hosting community circle conversations to introduce this technology to faculty members.

“The community circle conversations aim to empower faculty with enough knowledge of what is possible and all the options they have available to them, whether they eventually choose to ban it, use it with caution or attribution, or embrace it and encourage transparency,” explains Maha Bali ‘01, professor of practice in CLT.

Will AI-generated content hurt learning?

There are some major risks of using AI-generated content. It could lead to plagiarism if students do not take the time to understand the content generated by AI and rewrite it in their own words. Furthermore, if students rely too heavily on AI generated content, this could lead to a lack of originality in their work. AI-generated writing could make students become too reliant on the technology and make them less likely to think critically and creatively. 

Unfortunately, there are no programs currently on the market that can reliably detect AI-generated content. According to Bali, AI text detectors are inaccurate and produce both false negatives and false positives. This means that students could use AI assistance without their professors knowing, making it difficult to prevent.

“I don’t think going after detection is the way to go, to be honest,” says Bali. “I’d rather encourage students to be transparent about their process of how they may have used AI so they can reflect on the value of using AI and see where it helped or hindered them.”

It could be useful, with proper training…

AI generated content could also have some benefits. For instance, AI can help students to get ideas on how to structure their essays, as well as providing them with an understanding of the structure of a well written essay. Additionally, it can provide students with a better understanding of the topic and even provide them with helpful resources to further their knowledge. 

"Similar to Wikipedia, AI tools can also provide students with a general overview about many different topics that may be unfamiliar to them, but then condense these topics into a distilled version for the common reader in a real-time response format," explains Meredith Saba, instructor in the Department of Libraries and Learning Technologies. "AI tools can cut writing and project time, generate notes faster and it can also help students improve their English reading, writing and communication abilities by modeling sentences and structures well."

However, reaping the benefits of AI-generated content requires proper training, according to Saba and other instructors. “For something like ChatGPT to be useful, someone needs to already have a lot of good knowledge about the subject because ChatGPT often makes up inaccurate information,” says Bali. “They also must already be a good enough writer, or else the writing will be generic and disjointed. I think students can learn how to harness ChatGPT by refining their writing prompts so that it produces better quality content.”

In the future, bosses may expect their employees to know how to use AI-generated content. “As a university we may want to consider where in the curriculum we consider this program to be especially useful as a marketable skill,” says Hoda Mostafa, professor of practice and director of CLT. “We must also aim to incorporate it without jeopardizing fundamental learning and intellectual skills.”

But will efficiency sacrifice learning? 

If students are trained to use AI correctly, it could substantially improve their efficiency. However, some argue that students in university should be learning how to write well without assistance. In the same way that students must learn the basics of mathematics by hand before using a calculator, critics of AI-generated content say college is the time to learn the basics through trial and error instead of using a crutch. 

“Students do not write an essay because the professor has a hobby of collecting essays; students write an essay because they need to become better writers and engage with the content of the lessons,” argues Mario Hubert, assistant professor in the Department of Philosophy, in an op-ed he wrote for CLT. “A university is not a place to find the easiest route to submitting an assignment; rather, a university is a place for mindbuilders.”

In Hubert’s perspective, students are meant to learn how to become good writers by themselves during university. Perhaps AI assistance can be used after they’ve built this skill on their own. 

Maybe the answer is simply “time and place”

Other instructors have expressed that AI-generated content has an appropriate time and place for use. A student in an introductory writing and rhetoric class should not be using the bot, for instance, since the point of the course is to build the skill set. However, it may be permissible in other courses. 

“I think it might be appropriate to use AI in advanced courses where ‘writing’ is not the main learning outcome, and the AI can help students write faster — when they’ve already done the hard work itself of doing an experiment in the lab or researching a topic, and they’re just using the AI to help them put it together,” says Bali.

But wait… is AI-generated content problematic?

In addition to problems with inaccurate information, disjointed writing and removing a student’s authorial voice, AI-generated content also may end up regurgitating problematic perspectives from the data it uses.

“Much of this data is skewed toward Anglo/Western culture and ways of thinking and can therefore reproduce hegemonic knowledge structures in the world,” states Bali. “It is important to remember that ChatGPT is only building on data it has already seen before and synthesizing it into new content based on the prompt. So it will not produce anything extremely creative — just a synthesis of the creativity of other humans over time.”

If AI-generated content is utilizing skewed data, users will have to be careful to ensure they are conveying thoughtful and nuanced perspectives when being assisted by these bots. 

Did you spot the AI? 

Personally, I found the AI-generated content to be bland, disjointed and inconsistent in voice. I often felt like I was editing a freelance writer’s first draft, a writer who I probably would not hire again. You’ll find that I only used the bot’s writing for three paragraphs; I did try to use it more, but I could not get the bot to produce interesting content. 

To be fair, as Bali and Mostafa point out, I have never been trained to use these programs. Perhaps a more experienced individual would be able to coax more impressive content from the bots. The following paragraphs were lifted from Chatsonic with no editing or revision, did you pick them up?

AI generated content is created using Artificial Intelligence technology. This technology uses algorithms to analyze large sets of data and create content that is tailored to the specific requirements of a given project. AI technology is also capable of learning from past experiences, allowing it to continually improve its accuracy. 

There are some major risks of using AI-generated content. It could lead to plagiarism if students do not take the time to understand the content generated by AI and rewrite it in their own words. Furthermore, if students rely too heavily on AI generated content, this could lead to a lack of originality in their work. AI-generated writing could make students become too reliant on the technology and make them less likely to think critically and creatively. 

AI generated content could also have some benefits. For instance, AI can help students to get ideas on how to structure their essays, as well as providing them with an understanding of the structure of a well written essay. Additionally, it can provide students with a better understanding of the topic and even provide them with helpful resources to further their knowledge.

AUC is the first educational institution in the Middle East to offer free, English-language online courses designed specifically for high school students in Egypt.

Its newly launched AUC Road to College program provides free, online, self-paced courses with no minimum level of English required. The courses, which are academically and culturally tailored, will enable Egyptian high school students to compete for admission to English-language universities, including AUC and other institutions in Egypt or abroad. 

“Service is a key pillar for AUC,” says AUC President Ahmad Dallal. “Since English-language proficiency is a critical ability that is often an obstacle for otherwise talented students and since supplementary English training can be expensive, the program helps close this gap. It is part of our social responsibility toward the community at large.”

AUC Road to College is a fully online, 12-course, leveled English-language program that allows middle and high school students across Egypt to further develop their fluency outside of the classroom. “This initiative is part of a larger University strategy to increase access for the most talented students, regardless of their financial ability, to quality higher institutions like AUC,” says Provost Ehab Abdel-Rahman. “By taking these courses, participating students will have higher chances of getting accepted into English-language universities they apply and can better integrate into university life.”  

Anytime, Anywhere

The courses are designed by AUC’s English instructors and include six modules, each of which requires an average of three to four hours of learning. However, students can self-pace their progress, allowing them to move at a speed that best suits their learning abilities and personal schedules. “If students find difficulty finishing in four hours, they can revisit and replay the course material at their own pace,” says Hoda Mostafa, professor of practice and director of AUC’s Center for Learning and Teaching, which developed the program online and collaborated with AUC's IT team to develop the digital platform. “Learners can access the courses multiple times, anytime, anywhere.”

The program helps students improve their writing, listening, reading and speaking skills — key components of attending English-language universities — through relevant topics and contexts. “The courses incorporate articles, videos, audio material, activities and peer-to-peer discussions that provide students with the most effective and engaging learning experience,” explains Ghada Elshimi (MA '93), dean of undergraduate studies and The Academy of Liberal Arts, which designed courses for the program. “Higher levels and new courses will continually be added to better serve and empower students with the skills needed for the market.”

Now in its second pilot cohort, the program has been performing well. Students from the first cohort provided positive feedback, ranging from good course organization and engaging activities to accessibility and flexibility.

“We exceeded the expected number of students in our pilot, which had more than 48,000 learners create accounts and more than 12, 500 learners enrolled in the courses from various backgrounds. Interest is growing exponentially, and we will continue incorporating student feedback for continuous regular improvement,” says Mostafa.

In the future, the program aims to expand to include public speaking, communication skills, emotional intelligence, design thinking and creative problem solving. “We want to expose students to liberal arts pedagogies that will equip them with transferable task-based, project-based and experiential learning skills, as well as enhance their independent learning abilities and digital literacy necessary for success at university,” says Elshimi.

“We want young students to be assured they can do anything they set their minds to,” says Dallal. “Learning English may open the door for them to achieve their goals, study at an esteemed university, land their dream jobs or travel, and AUC is excited to help them access more opportunities.”
 

Faculty members and graduate students from AUC’s Department of Construction Engineering are using virtual reality (VR) to develop and deploy training models that will improve safety at construction sites. These training models allow students to navigate construction sites of bridges and high-rise buildings using VR headsets to visualize hazards, including falls, struck-by injuries, slips and general construction site safety.

“Recent studies show that around 60,000 fatalities occur annually worldwide due to construction accidents,” said Ossama Hosny, professor and graduate program director in the Department of Construction. “It is not just about time, cost and quality but also about safety in the workplace.”

Traditionally, students and construction workers learn about site safety through lectures and textbooks. The new VR models offer a hands-on, innovative way to encourage safe practices. “We have developed new VR-based safety training programs that address the potential hazards associated with some of the riskiest projects in the construction world,” said Ibrahim Abotaleb, assistant professor of construction engineering. “It has been found that lack of proper training is the main cause of on-site construction fatalities.”

Virtual Reality: A New Solution?

Construction VR training programs are becoming increasingly present in the industry worldwide, prompting new research on the effectiveness of VR training compared to traditional training.

Experimental testing of AUC’s models indicated that VR training significantly improved students’ understanding and visualization of safety procedures. 

Research on the safety training models was presented in the Construction Research Congress by the American Society of Civil Engineers in Virginia, USA, and in the Canadian Society for Civil Engineering Conference in British Columbia, Canada. It was also published in the Journal of Computer Applications in Engineering Education.

“Based on the results of our studies, the models we developed performed better in terms of visualization, immersion, realism and ability to enhance the desired hazard identification and mitigation skills compared to traditional training programs,” Abotaleb stated. “The developed models are the first in the world to integrate adult learning theories abstracted from psychology into full training modules specialized in high-rise buildings and bridges.”

Student Engagement with Virtual Reality

Working on a full safety model for high-rise building construction as part of her thesis research, construction engineering graduate student Sahar Bader focused on the behavioral aspect of training. She incorporated learning theories to develop a sound methodology that includes motivation, reputation and  problem-solving. 

As part of his master’s thesis, Mohamed Sherif, a graduate student and research assistant, has combined VR and augmented reality to create an immersive safety training model for the construction of bridges and highways, a significant feat due to their importance in Egyptian national projects.

This is not the first time the construction engineering department has introduced VR in their teaching. During the COVID-19 lockdown, Abotaleb managed to provide his students with virtual field trips to construction sites from the safety of their own homes. Using VR, he captured construction sites with a 360-degree camera, recording surroundings, interviewing on-site workers and delivering lectures as if the students were there with him. 

Hosny also has incorporated VR in one of his courses to allow students to better identify and mitigate risks associated with high-rise construction.

Veerle De Laet has been named executive director of AUC Press, the leading English-language publisher in the Middle East. 

Before coming to AUC, De Laet served as managing director and publisher at Leuven University Press in Leuven, Belgium. “AUC Press is a great publishing house with a long history, excellent reputation and appealing international setting,” De Laet said. “Joining was a clear next step in my publishing career.”

Arriving in Cairo less than a month ago, De Laet, Belgium native is optimistic about living and working in the heart of Egypt’s capital. “Coming here is a huge adventure,” she said. “This is my first time in Egypt and in the Middle East. I trust that I will find my way here and that it will be a very positive experience.”

News@AUC sat down with De Laet to learn more about her background and interests.

Tell us about your career experience before joining AUC Press.

I have a background as a cultural historian and started my professional career as a researcher. After that, I entered the world of academic publishing, first as an acquisitions editor then as a managing director and publisher. 

What do you enjoy most about working in academic publishing?

As a former researcher who is now advancing the research of others, it is fulfilling to publish new insights and knowledge to a larger audience. I also enjoy the teamwork aspect of academic publishing; it’s something you don't do on your own, but rather together with a lot of people.

The work is also intellectually fulfilling. Personally, I couldn't work in a publishing house in which decisions, for instance, are mainly made on commercial motives or arguments. For me, as a former academic scholar, the content really matters. The mission-driven aspect of the publishing program is very dear to me.

What will your day-to-day look like at AUC Press?

My role is to oversee all operations at the press. I am also, of course, involved in advancing its publishing program, distribution, regional and global reach and impact. Navigating the constantly evolving world of academic publishing is also an essential part of my work.

It is not, however, a one-woman show. Publishing always is a joint effort. The ties may come together in my role, but of course, it is thanks to the many departments within the press staffed with qualified experts.

What are your priorities in the coming year?

My very first priority is getting acquainted. Then I will work to expand collections lists; add new fields of research, book series and publishing programs; and explore different formats like digital publishing and open-access publishing. This is something I’m quite experienced with, and I think it will be a relevant addition to what AUC Press is already doing.

On a more personal level, I am looking forward to reading Middle Eastern authors. I recently bought a collection of short stories by Yusuf Idris. I also saw a book review on AUC Instructor Noor Naga’s If an Egyptian Cannot Speak English. I would love to read it. 

How have you found Egypt so far?

The Egyptians I’ve met so far are very generous and warm. I’ve found everyone eager to communicate, which I very much like. In a sense I feel almost at home. I trust that I will find my way here and that it will be a very positive experience.

What food have you enjoyed the most since coming here?

I still have to explore Egyptian cuisine. But in terms of drinks, I love sahlab. It’s like a dessert and a drink.

Do you have a favorite book?

Too many to mention. I can instead share with you the top three books I’ve read lately: The Shadow King by Maaza Mengiste, Afterlives by Abdulrazak Gurnah and Circe by Madeline Miller.

I think that many of us are biased toward Western literature, so I very much love to read works of fiction and nonfiction from other regions of the world. 

What else do you enjoy doing?

I sing and play the violin. I would like to try to learn singing with the ornamentation or style found in Arabic music.

I also love listening to music. I’m a jazz lover. There are some excellent musicians with a Middle Eastern background that I’d like to mention here: Ghalia Benali, a Tunisian singer living in Belgium; Dhafer Youssef, a Tunisian composer who comes from a family of muezzins; and finally Tamino, a Belgian-Egyptian singer.

What is a fun fact about yourself?

I have exactly the same blue beanie as Charles Lloyd, the jazz musician. I realized this when I saw him performing last fall in London. It was cold that day, and I was wearing my beanie. And when he got on stage, he was wearing the same beanie. I’m really proud of it because I’m a big fan

Ayman Ismail ‘95, ‘97, the Abdul Latif Jameel Endowed Chair of Entrepreneurship, associate professor in the Department of Management and founding director of the AUC Venture Lab, and Heba Elsewedy, founder and chair of Ahl Masr Foundation, will be speakers at AUC’s midyear commencement ceremonies. Ismail will be speaking at the graduate ceremony on February 15, and Elsewedy will be speaking at the undergraduate ceremony on February 18.

Watch all commencement speeches live here. 

Ayman Ismail

Ismail is an international expert in entrepreneurship and venture capital with a focus on economic development in the Middle East. He leads a research team that analyzes global entrepreneurship across more than 100 countries and is designing programs to promote entrepreneurship in the Middle East. 

Ismail encourages an entrepreneurial spirit in Egypt as the founding director of the AUC Venture Lab, Egypt’s first university-based startup incubator and accelerator. The Venture Lab was recognized as a high-impact university business incubator in Africa (2014) and MENA (2015) by UBI Global. Under his leadership over the past eight years, the lab has accelerated more than 250 startups, raised more than EGP 3 billion in investments collectively and created more than 8,000 jobs. 

Ismail is a former research fellow at the Harvard Kennedy School and received a PhD in international economic development from Massachusetts Institute of Technology, where he also received a master’s degree in city planning and geographic information systems. He earned a bachelor’s in engineering and an MBA from AUC. 

Heba Elsewedy

Elsewedy founded the Ahl Masr Foundation in 2013 with the goal of treating, preventing and researching trauma and burn injuries. With a background in business and entrepreneurship, Elsewedy was inspired to begin community service work after witnessing an increased number of injuries during the events of January 25, 2011. 

Elsewedy’s foundation is the biggest nonprofit of its kind in the Middle East and Africa –– a testament to her dedication to civil service and humanitarianism. Elsewedy has helped more than 4,000 victims in Egypt and assisted families of victims from conflicts in Libya. In 2016, she began building the Ahl Masr Hospital as the first specialized nonprofit treatment and research center for burn and trauma injuries in the Middle East and Africa. 

Elsewedy holds a bachelor’s in English literature from King Abdul Aziz University and was awarded an honorary doctorate from Cape Breton University, Canada, in 2016.

AUC launched the Excellence Scholarship Program this year, offering scholarships to high-quality students who demonstrate excellence in academic or non-academic endeavors while also considering need. This scholarship, which will initiate its first cohort in Fall 2023, will provide financial support based on a number of criteria and will cover from 20% to 100% of tuition.

“We want to continue building on AUC’s reputation as an outstanding intellectual institution,” explains Provost Ehab Abdel-Rahman. “The Excellence Scholarship Program will attract students who raise the bar for themselves and their peers.”

What are the criteria for the program?

Students who are selected for the scholarship will be expected to show excellence in one or more of the following categories: academic achievement from all high school certificates, international diversity, Egyptian national certificates, talents, leadership and community service, and commitment to liberal arts majors. 

The amount awarded in each scholarship is based on the number of categories in which the student demonstrates excellence. The more areas they excel in, the higher the percentage of their tuition coverage. For instance, a star squash player with an impressive academic record and a commitment to community service will have matched three of the criteria and be awarded the corresponding amount of tuition coverage. While excellence is a necessary condition to compete for this program, financial need is also considered. Those students who demonstrate both merit and need will be highly competitive. Read more about the criteria here. 

“We want to invest in students who have the potential to become agents of change,” states Ahmed Abdel-Meguid, associate provost for enrollment management and professor in the Department of Accounting. “The common characteristic in students to be considered for this program is excellence, meaning those who will contribute to the AUC community and for whom the AUC experience will amplify their impact once they graduate.” 

How will this help the University?

Bringing high-quality students, regardless of their financial circumstances, will help enrich AUC’s community. “The program will enhance diversity at AUC,” says Abdel- Meguid. “It will enable students with skills in sports, arts and music, experience in leadership and community engagement — in addition to students who are interested in pursuing liberal arts majors — to study at Egypt’s top University. It will also attract international students and those from different secondary school educational backgrounds.”

The Excellence Scholarship Program is similar to the University’s previous merit scholarship, but while the merit scholarship only considered academic achievement, the Excellence Scholarship will support students who are both academically elite and diverse in their skills and interests. It will also factor financial need in the allocation.

By expanding the criteria for financial support, this program will raise the standard for AUC students both in and out of the classroom. “Quality comes first,” says Abdel-Rahman. “By seeking incredible students through this program, we will be improving the student body as a whole. They will challenge themselves, their peers and their instructors to be the best they can, and this in turn will produce better graduates.”

How will the University continue to support these students?

The program will encourage students to fully integrate into the AUC community during their time at the University. “We developed a committee that is interviewing former scholarship students on their AUC experience and using that information to improve the experience of the new cohort,” Abdel-Rahman explains. “For instance, in the past, we coordinated activities like leadership workshops that kept students within their respective AUC programs. Now, we will design our workshops to combine students from different programs to encourage a strong and diverse social and academic experience.” 

While the University expects excellence out of its scholarship recipients, it is also prepared to give excellence in return. “Through its well-rounded liberal arts education, AUC provides its students with the knowledge, skills and attitude they will need to accomplish their goals and achieve their dreams after graduation,” Abdel-Rahman says. 

Meet Saleem, an automated chatbot that promotes brain health and mental well-being over Facebook Messenger. Developed by Asmaa Saeed, a public health master’s student in AUC’s Institute of Global Health and Human Ecology, the Arabic-speaking bot seeks to teach Arab individuals ways to improve their brain health in a conversational manner, such as giving advice on maintaining healthy eating habits or referring individuals to mental health websites and resources.

“The chatbot teaches individuals about various lifestyle factors associated with long-term brain health and mental function,” Saeed explains. “It gives the users tailored, personalized tips and recommendations for proactive steps and behaviors to support brain health.” 

Saeed, who is also a research assistant at AUC, received an award from the International Brain Research Organization/Dana Brain Awareness fund for improving global engagement, outreach and brain awareness in an underrepresented region.

Saeed built Saleem because she is interested in the prevention of neurodegenerative diseases. “While science is doing its best to develop treatments that can prevent or delay these diseases, it’s not there yet,” she states. “Until it is, we need to adopt healthy lifestyles and behaviors that eliminate certain risk factors, such as hypertension, obesity, depression, physical inactivity and smoking.”

Saeed hopes that Saleem’s interactions with users will inform and influence them to make healthier choices. “The main challenge with this project is that there is limited awareness about brain health in this region and people here are not always willing to change their lifestyle,” she says. 

To encourage better habits, Saeed made the chatbot as engaging as possible. “I named the chatbot Saleem, used human-like characteristics in the profile picture, developed empathic statements for the bot to use and enabled the program to utilize emojis, customized tips and referrals to helpful resources,” she says. “Developing Saleem was my favorite part of this project.”

Even Saleem’s name is an encouragement of brain health. “In Arabic, Saleem means healthy, and there is a famous Arabic wisdom that says, ‘The healthy brain resides in the healthy body,’” Saeed explains. “This perfectly matches with Saleem's goals literally and metaphorically.”

Saleem offers an array of solutions for its users. “For instance, we know that social connectedness impacts brain health,” Saeed states. “The chatbot gives users this advice: ‘Stay in touch! Rich social networks offer sources of support, ease stress, fight depression and stimulate the brain.’”

Saeed says her time at AUC was very important to the development of Saleem. “I created the idea of Saleem for my final project in my Global Health Communication Course. Professor Mohamed Salama helped me polish the idea and guided me throughout the steps of making the chatbot into its best version,” she recalls. 

Saeed’s project was also a finalist in the Global Health Change Makers pitch competition, hosted by the American University of Beirut. The competition promotes projects that relate to global health and the UN Sustainable Development Goals. “Saleem contributes to the goal of maintaining healthy lives and promoting well-being as societies age,” she explains. 

Saeed is optimistic about the future of her project and about public advocacy. “I believe that the impact of brain health advocacy and public awareness will one day improve health outcomes for both the individual and the community,” she concludes.

The Egyptian pound weakened against the dollar again last Wednesday in a second dip since the Central Bank of Egypt announced the flotation of Egypt’s currency on October 27, 2022. The pound has devalued by more than 70% since March 2022, a problem that has been intensified by Egypt recording its highest inflation rates in five years. 

The Central Bank is moving toward a free-floating pound in order to receive financial assistance from the International Monetary Fund (IMF), but what does this mean for average Egyptians? 

How Many Exchange Rates Exist Right Now?

First, it is important to note that not every industry in Egypt uses the official pound-to-dollar exchange rate. The Egyptian government sets an official rate but other industries may use a parallel rate, also known as a black market rate. As of mid-January, the official government rate is about 29 pounds to the dollar, but certain areas in the private sector, such as auto dealers, use a rate of around 35 pounds to the dollar, says Hany Genena, adjunct faculty member in the Department of Management.

This most recent dip in value should not impact those private sectors that already maintain a weaker exchange rate. “The private sector already prices its products and services using an exchange rate of 30 to 35 EGP to one USD, depending on industry. So, on the margin, the recent moves shouldn't add much to an already high inflation rate,” explains Genena.

Meanwhile, Egypt’s dollar shortage is causing some prices to continue to rise. “Producers of food and beverage are facing a decline in their inventories of raw materials and finished products due to dollar shortage. So, the limited supply is triggering an upward increase in the selling price,” Genena says. 

In the public sector, government subsidized commodities, like fuel and food items, will change prices as well. “The price of goods and services from the government will change, since they follow the official exchange rate. Hence, inflationary pressures will likely continue to grow and hopefully peak by the second financial quarter of this year, which is April 1 to June 30,” Genena states. 

What Does the Future Hold?

How much lower can the pound’s value go? Hopefully, it should be stabilizing soon, Genena says. The government is slowly staging down the value of the pound to match the real market value, otherwise known as free-floating. If the government sticks to schedule, the pound should reach its final, lowest value by the second financial quarter of 2023, Genena forecasts.

“I believe the EGP may overshoot temporarily to 32 or 33 pounds per dollar before appreciating during the second half of 2023 to around 28 pounds per dollar,” he predicts. 

This should open up more channels for imported goods, an area which Egypt has been struggling with since the beginning of the war in Ukraine. 

“The first benefit of floating the pound is that Egypt will receive official funding from multilateral partners like the IMF, who required the decision for their collaboration agreement,” states Genena. “The second benefit is that once the government scales down the value of the pound to its real market value, it will simplify the foreign exchange into a single rated currency. This will encourage private imports that should alleviate the import shortage.” 

While the government and international organizations are initiating this long-term plan, Genena states that the average Egyptian still has to cope with the short-term fallout. “While inflation may not increase substantially with this last devaluation, it remains high — putting financial strain on families across the country, particularly those in the middle or lower classes who do not own USD, properties or stock,” he says. 

What Can Egyptians Do?

Some banks are encouraging Egyptians to save money by offering certificates of deposit. A certificate of deposit allows an individual to deposit money in the bank, under the assumption that they will not withdraw that money for an entire year. In return, the bank will apply an increased interest rate on that money, compared to the interest rate on a normal deposit that could be withdrawn at any time, making it a better long-term investment. This should improve inflation rates in the long term, as it did when certificates of deposits were used during the currency devaluation of 2017.

Genena advises that low-income families should take advantage of support programs from the government, while middle-income families should invest whatever they can from their savings into inflation-proof assets, such as gold coins, stocks, or the certificates of deposit. 

Thankfully, there is a light at the end of the tunnel for Egypt, according to Genena. “It is important to remember that a key strength Egypt possesses at this stage is that banks are well-capitalized and capable of absorbing shocks. Egypt should be able to sustain growth - no matter how anemic - despite the magnitude of the financial shock,” he concludes.

This fall, students from AUC and City University of New York collaborated virtually to study income and wealth disparity in Egypt and the United States. Using art, these students aimed to increase awareness about inequality under the collaborative Global Scholars Achieving Career Success (GSACS) program.

GSACS connects students from universities in the MENA region and CUNY through Collaborative Online International Learning. The program is centered around developing career readiness skills while researching United Nations Sustainable Development Goals.

In a core course at AUC called Art, Science and Global Aspects of Contemporary Sculpture, taught by Mahmoud Farag, professor in the Department of Mechanical Engineering, students examined the global aspects of sculpture and ways in which art is influenced by political and social restraints. Farag’s course was paired with a Humanism, Science and Technology course taught by Rochell Isaac, professor of English at LaGuardia Community College, City University of New York.

“Before taking this course, I hadn’t taken the time to focus on the meanings within sculptures. Now I can see that anything as simple as a box, for example, can represent something,” reflected Farah Salem, integrated marketing communication sophomore. “It was great to learn the process of putting my own ideas and sketches into sculptures.”

Together, students explored UN Sustainable Development Goal #10, which aims to reduce inequality within and between countries. Drawing from their research and life experiences in the United States and Egypt, the students identified factors that lead to wealth and income inequality and suggested possible avenues for mitigation. Finally, they created sculptures that draw attention to this issue.

Salem and her group sculpted a set of two staircases made from shoe boxes and paint to represent gender inequality specifically. The first is a straight flight of steps, representing a man’s journey in his career — being smooth and straightforward. The second set vaguely resembles a staircase and could be called instead an obstacle course — full of uneven steps and twists and turns, this set represents a woman’s experience in the workplace.

“Women are responsible for many things — working, raising children and caring for their homes — meanwhile, society is constantly judging them,” explained Omnia Antar, graphic design sophomore and a member of Salem’s group. “We wanted to convey this through the cracked staircase.”

GSACS has enriched several courses at AUC through virtual exchange and experiential learning. One of the most exciting parts for University students is the connections they form with others, despite being oceans apart.

“When I learned we were doing a virtual exchange, I was excited,” Salem said. “It was great getting to know how students from other countries and universities approach their projects and coursework. I really enjoyed this experience.”

Global Scholars Achieving Career Success (GSACS) is supported by The Stevens Initiative , which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates.

Learn more about the program here.

As the U.S. midterm elections passed this November it remains clear that the U.S. public is deeply divided by partisan lines. Democrats and Republicans remain on tense terms after President Joe Biden’s win in the 2020 election and the subsequent January 6 insurrection.

But what effect will this have on the Middle East? Ambassador Karim Haggag, professor of practice and director of Middle East studies in AUC’s Department of Public Policy and Administration, considers the past, present and future of U.S. foreign policy in the Middle East. 

How would you compare Biden's Middle East foreign policy to that of the Trump or Obama administrations?

One big element of continuity over the last three administrations is that the Middle East has occupied much less of a central role in American foreign policy. Before these administrations, there used to be a time when the region dominated American foreign policy and the presidential agenda. However, if you read the latest National Security Strategy published by the Biden administration last month, you will see that it occupies much less of a central position. 

What presence does the Middle East still retain in the security strategy?

Things like counterterrorism, countering weapons of mass destruction and recalibrating U.S. military presence are still visible, but there are no big initiatives, such as former President Obama’s negotiations with Iran. In general, Biden fits in with this approach; he has placed greater emphasis on diplomacy as opposed to the use of force. 

Why is the Middle East no longer a priority for the United States?

There are many reasons. One is a real sense of fatigue with the Middle East when it comes to the U.S. foreign policy establishment. There’s a sense that the U.S. has become too involved in the Middle East and has very little to show for that involvement, besides becoming entangled in very expensive wars. 

The other factor is that the Obama administration conducted a reassessment of America’s global strategic interests and reached the conclusion that the emergence of China was now the biggest strategic challenge to the U.S., rather than the Middle East.

The third reason is energy. The U.S. has become the world’s biggest energy producer. Most of America’s involvement in the Middle East was centered around energy, but now that the U.S. is essentially self-sufficient, there is no longer such a strong dedication to defending their interests in the region. 

So is Biden’s Middle East policy exactly the same as his predecessors?

Not entirely. The situation in Ukraine has put the Middle East back in a position of importance again, primarily because of energy supplies. While the U.S. is not dependent on foreign energy, it is disrupting the global economy, especially within Europe. So now the administration is back in the region, trying to repair some alliances that had been damaged, such as Saudi Arabia, as we saw during Biden’s visit this summer. 

What happened between the U.S. and Saudi Arabia?

The structural issue is that there’s a perception in Washington that the U.S. has become too reliant on Saudi Arabia and that Saudi Arabia has become too unpredictable, particularly with its intervention in Yemen. Since the U.S. is no longer reliant on Middle East energy, some believe that it should not be investing so much in the defense of the Gulf region when it isn’t getting much in return. However, the U.S. has realized that the global economy is still reliant on Saudi oil supplies.

How has Biden’s administration impacted US-Egypt relations?

The U.S.-Egyptian relationship has been remarkable in terms of its continuity over the years. The primary focus has been on defense cooperation, military-to-military cooperation, and a very substantive U.S. assistance program to Egypt. Biden’s administration has not significantly changed this. 

Has this relationship changed depending on if there’s a Republican or Democrat in office?

There is one area of friction that Democratic administrations tend to have and it is over the issues of democratization and human rights. This occasionally causes complications with Egypt’s assistance package, since funds are conditional on the progress of human rights and democratization. 

But for the most part, the U,S, and Egypt have compartmentalized that issue and remained focused on their strategic relationship, since Egypt remains a pivotal country in terms of regional security. 

Do you think the U.S. midterm elections will have any impact on this relationship?

Not much, in fact, probably very minimal. Really, there are no big initiatives when it comes to American foreign policy in the Middle East that Congress can interfere with. 

American citizens are widely divided over Democratic and Republican domestic policy. Why do you think foreign policy has remained so consistent between different party administrations?

In general, since the end of the Cold War, foreign policy has figured less and less in American domestic politics and especially in elections. There are some slight differences in how Democrats and Republicans approach foreign engagement, but these issues don’t really figure into American elections. 

Speaking of elections, former President Trump has announced he will be running in the 2024 election. What does this mean for Middle Eastern countries?

It’s become a sort of conventional wisdom that leaders in the region had a much closer personal rapport with Trump than they had with Obama, and to a certain extent, with Biden. So a return of the Trump administration may make certain countries in the region more comfortable. But in the end, I think the region will find that not much will change overall in the course of American foreign policy.