While AUC's New Cairo campus is surrounded by modern developments, Cairo as a whole is a treasure trove of historic Islamic monuments. We spoke to two of AUC's experts on Islamic architecture about some of their favorite buildings and the fascinating history around them, including a few hidden gems -- some only recently reopened to the public.

What makes Cairo unique is its exceptionally long history of urban development as a capital city, combined with its lack of devastating conquests such as those suffered by Baghdad or Damascus. "Of any Islamic city, Cairo probably has the greatest range and density of monuments," remarks Bernard O'Kane, professor of Islamic art and architecture. "It has wonderful monuments from all the major dynasties -- Fatimid, Ayyubid, Mamluk, Ottoman and Khedival.

Now open after 10 years of renovations is the Suleiman Pasha Mosque inside the Citadel of Saladin. The mosque is one of the earliest Ottoman monuments in Cairo, built soon after the conquest of Egypt by the Ottomans in 1517. For that reason, Pascale Ghazaleh '93, '97, associate professor and chair of AUC's Department of History, describes the mosque as "a perfect balance between Mamluk and Ottoman styles," emphasizing its unique position between two of Egypt's historical dynasties. "It has quite a warm and intimate feeling," observes Ghazaleh, in contrast with the imposing scale of the surrounding Citadel walls.

The Suleiman Pasha Mosque also has "one of the finest painted interiors of any 16th-century Ottoman building" anywhere in the world, says O'Kane, who affirms that original Ottoman artwork of this type can hardly even be found in Turkey, as most mosque interiors were painted over in the 19th century. For art historians, the mosque is "a fabulous example of the early Ottoman style," as O'Kane puts it.

O'Kane inside the Suleiman Pasha Mosque at the Citadel of Saladin, photo by Ahmad El-Nemr

Another standout monument of Cairo is perhaps more well known: the massive Sultan Hasan mosque-mausoleum complex. "The fact that it's so big is surprising, given that it was built while the Black Death was raging in Egypt -- which you would automatically think would be an adverse factor, as there wasn't a lot of labor or money to go around," says O'Kane. "In fact, the opposite was true: Because so many complete families died, there was no one left to inherit, and the money went into the state coffers instead."

Visitors may also notice that the walls of the complex are pockmarked, particularly those facing the Citadel. These were not part of the original design, to put it mildly, O'Kane explains. "When a Mamluk sultan died, there was no fixed method of succession," says O'Kane. "So frequently, coteries of emirs battled each other for power in the streets.

At one stage, they found that the walls of the Sultan Hasan complex were so massive that they could support cannons, which these groups dragged up onto the roof and started firing toward the Citadel. Not surprisingly, the Citadel fired back. Fortunately, the walls were so massive that they just left a few dents in the stonework without causing the building to collapse." The fortress capabilities of the complex proved such a threat to the Citadel's supremacy that Sultan Al-Mu'ayyad had its staircases demolished to prevent cannons from being brought onto the roof, says O'Kane.

• The Sama'khana, illustration by Em Mills
• Sinan Pasha Mosque, illustration by Em Mills
• Suleiman Pasha Mosque, illustration by Em Mills

 

"Of any Islamic city, Cairo probably has the greatest range and density of monuments."

Just down the street from Sultan Hasan is one of Ghazaleh's favorite architectural sites, reopened after years of painstaking restoration. The Sama'khana is a historic Sufi theater built by the Mevlevi Order for mystical performances of song and dance.

According to Ghazaleh, the building is "a palimpsest of different styles" and sports a brilliant 19th-century, Ottoman-style painted wooden ceiling and dome, which have been restored by a joint Italian-Egyptian team of artisans. "They did everything very carefully by hand, which is in stark contrast to many other restoration projects that we see being undertaken by contractors," she notes. After years of work, the Sama'khana is open once again and hosts live performances open to the public.

Ghazaleh at the Sinan Pasha Mosque in Boulaq, photo by Ahmad El-Nemr

Ghazaleh concludes with a site far from the typical medieval core of Islamic Cairo. The Sinan Pasha Mosque in Boulaq is "off the beaten path in the sense that it's in a part of Cairo that was far from the center of religious and cultural life," better known as a fluvial trading hub. The mosque "gives an idea of how diverse Ottoman rule was and how it adapted to different environments," she explains. Seeing the Sinan Pasha Mosque in the middle of modern Boulaq, a dense neighborhood of high-rise office towers and apartments, is like seeing an old friend," says Ghazaleh. "It feels somehow comforting."

 

Being a part of AUC is exciting for many reasons, one of which is its multicultural environment. Walking around campus and meeting people from different backgrounds is really something to appreciate and be thankful for. AUC's international community of students, parents, faculty, staff, trustees and alumni come from more than 60 countries, and international students on campus represent approximately 50 countries. This is enriching for both Egyptian and international students. Both sides discover new things about each other, learn to relate well to people of different ethnicities, sharpen their social skills, widen their circle of contacts and open their minds to new perspectives -- skills that are essential for career success in today's increasingly diverse and globally connected world. On a personal level, such experiences build well-rounded, adaptable individuals, not afraid of venturing into something new.

This issue is special because it focuses on internationalization at AUC -- a cornerstone of the University since its founding in 1919. As Charles R. Watson, AUC's first president, said, a distinguishing feature of education at AUC is its "training in internationalism" -- "a practical training given in this College by its very life." From its early days, AUC has served as a melting pot, welcoming students from different parts of the globe.

One of the stories we really enjoyed working on in this issue is the celebration of the 50th anniversary of the Center for Arabic Study Abroad (CASA) at AUC. Researching CASA's history in the University Archives, digging up old photos, reaching out to CASA students and alumni with different backgrounds and interests -- this all helped us better understand a unique side of AUC: its international character. CASA is a perfect example of internationalization, bringing in U.S. students to study Arabic at AUC and immerse themselves in Egyptian culture and Cairene life. No wonder that over the years, CASA has become the "world's premier, full-immersion Arabic-language program," and its alumni hold advanced positions in different fields around the world.

Not only is internationalism a part of campus, but AUC provides unique opportunities for students to break out of their comfort zones and visit new countries, whether as part of a course curriculum or a study-abroad/exchange program.

Students who have gone on such trips testify to the positive change they see in themselves. They learn to become independent, constructively exchange ideas and beliefs, are able to adapt to various lifestyles, and actually enjoy and appreciate interacting with people who are different from them. What better way to prepare students for the real world?

Campus life is also vibrant with multiculturalism through student clubs and organizations that promote diversity and global engagement through their activities. International Day, a long-held tradition at AUC, celebrates the campus diversity that we all value and pride ourselves on. Academically, students participate in collaborative work with other universities in different countries, whether through videoconferencing or international partnerships of which AUC is a core part.

AUC has historically served as a portal and meeting place of ideas and cultures, and continues to adopt this international perspective and outlook. A window onto Egypt and the world, AUC is truly Egypt's global University.

 

 

By Katherine Pollock | This story appeared in the July 2017 edition of AUC Today.

For AUC students across generations, a lot of their formative learning experiences while at University took place beyond the walls of a traditional classroom. In an effort to formalize and officially document the wide array of extracurricular student activities, AUC is in the process of launching a new edition of its cocurricular transcript (CCT) that is integrated with Banner. A model found at U.S. universities, AUC's CCT will be the first-of-its-kind in the Middle East.

In conjunction with traditional academic transcripts, the CCT is intended to give a more dynamic and holistic perspective on students. This will not only allow advisers to better understand, guide and direct students, but will also give AUC students a competitive edge in the employment market. Moreover, the CCT is a new and groundbreaking way to represent students, documenting on paper all the learning that occurs beyond the classroom.

"Whenever I apply for any internship or academic or professional program,
I am always asked about the experiences I had in extracurricular activities," said Mohamed Nabil Elimam, petroleum engineering graduating senior.

"I find it much easier to let my transcript speak for me as an official documentation from the University of my work. It also helps me keep all the good memories I had in one place."

Echoing Elimam's sentiments, student Nour Beshir noted, "I chose the cocurricular transcript because it documents the extracurricular activities, where I have exerted enormous effort, and it is evidence that proves I've done this work. I believe I will benefit from it when applying for jobs or even postgraduate studies, as it depicts the skills that I've gained and my learning curve."

Following a soft launch in Spring 2013, the CCT is currently in the process of being automated, which will allow all students to document and verify their extracurricular activities online in Banner.

The transcript will keep an accurate log of each student's activities, awards and leadership positions, excluding those for which they receive academic credit. Specifically, the transcript will record activities that fall under six areas: Office of Student Engagement, First-Year Experience and Peer Advising Leaders, Career Center, Office of Athletics, undergraduate research and Academic Community Engagement.

To ensure the CCT's accuracy, the verification for each activity logged on the CCT will come from both student leaders and the Office of Student Engagement.

To read more about what students have learned from their involvement in student clubs and organizations, click here.

 

This story appeared in the July 2017 edition of AUC Today.

AUC offers students 60 organizations to get involved with, from service to athletics to music and dance. Here's what some students had to say about their experiences outside the classroom. To read more about AUC's new cocurricular transcript, click here.

"The Cairo International Model Arab League (CIMAL) taught me that communication and inclusivity are key to a successful organization that positively contributes to the entire community."

Aly Amer, political science and integrated marketing communication, CIMAL head delegate

"By putting me on a platform for change, the Cairo International Model United Nations (CIMUN) provided me with a safe environment to debate and fight for issues that I believe in, while simultaneously exposing me to new issues that I was unaware of."

Omar Zaky, political science, CIMUN secretary-general

"Being at Volunteers in Action (VIA), in whatever position, is a great experience. During the four years I spent with VIA, I learned a lot of things. Most importantly, I learned that a very small act can change someone's life. In fact, VIA has been my energy booster for these years; the happiness that we see in the eyes of the people whom we help, especially orphans, gives us the motivation to keep our spirit and passion for the club's activities. I will be forever grateful for being part of this big family one day, and as we always say, "Once a VIAn, Always a VIAn."

Mariam Gad, marketing, VIA president

"Working in the Robotix Club showed me what it means to hold a responsibility, to dream, to plan and to execute what you see as beneficial. I saw how organizations can grow and prosper. I valued the human capital and power of connections. The club showed me how people work very hard when they have a dream that they believe in. The experience has changed a lot in my personality. Thanks to AUC for having such diverse clubs that suit everyone."

Mohamed AbdelShafi, electronics and communications engineering, Robotix Club's vice president for operations

What have you learned outside of the classroom at AUC? To share your experience with AUC's student clubs and organizations, send us an email at [email protected]. We love to hear from you!

By Ioanna Moriatis | This story appeared in the July 2017 edition of AUC Today.

"The future is blended," as Global Focus magazine put it in its article on the growing role of technology in education.

Blended learning, a mix of online and face-to-face instruction in the classroom, has become the new buzzword in education because of its student-centered approach. A meta-analysis report published in 2010 by the U.S. Department of Education found that "classes with online learning (whether taught completely online or blended), on average, produce stronger student learning outcomes than do classes with solely face-to-face instruction" and that blended learning "had a larger advantage relative to purely face-to-face instruction than did purely online instruction." Recent studies have also shown that with blended learning, students tend to be more engaged, with 59 percent of teachers reporting that students were more motivated to learn in a blended learning environment (Blackboard K-12).

Taking up recent global trends in education, AUC has committed itself to enhancing the digital experience of its students. President Francis J. Ricciardone has made technology a central focus as the University re-evaluates its strategy moving forward.

Among the blended and online learning initiatives that have recently been launched are two projects in collaboration with the Massachusetts Institute of Technology (MIT) and the Abdulla Al Ghurair Foundation for Education (AGFE), enabling AUC to become a regional hub in digital learning and education through its international partnerships and pioneering initiatives.

"As one of the top universities in the region and the best University in Egypt -- a country with the highest youth population in the Arab world -- AUC can be one of the most important players in promoting blended learning in Egypt," affirmed Samar Farah, research manager and acting online learning manager at AGFE.

What is Blended Learning?

Blended learning is an educational approach that aims to combine digital tools and online education with traditional face-to-face instruction in the classroom. "Unlike web-enhanced learning for which students meet face-to-face 100 percent of the time, AUC defines blended learning as replacing a percentage of class time -- around 30 to 50 percent -- with online instruction," explained Aziza Ellozy '64, '67, professor of practice and founding director of AUC's Center for Learning and Teaching.

The use of technology in the classroom is spreading rapidly across universities and higher education institutes. A 2014 study conducted by the EDUCAUSE Center for Analysis and Research concluded that "more students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work."

Ahmed Tolba '97, '01, associate provost for strategic enrollment management and chair of AUC's Digital Education Executive Committee, stressed that blended learning is not meant to compartmentalize the academic experience into distinct digital or in-class elements. "Blended learning means that the component of online and digital education is increased to support face-to-face interactions, not to divide the two and decrease a professor's workload," said Tolba. Blended learning, he added, can actually be more challenging for instructors to implement because it requires focused preparation.

Though challenging to implement, blended learning can augment the academic experience significantly, allowing for more focused attention on the needs of individual students. The introduction of innovative technological tools and teaching methods in the classroom can also help instructors better measure and monitor student progress, making sure students are acquiring the knowledge and skills they need and identifying any learning gaps they have. "If done effectively, blended learning methods can create space for more flexible, self-paced, personalized learning and assessment tools. This is especially valuable in large university classrooms, in which faculty members have little one-on-one time with students," noted Farah.

AUC the opportunity to "widen the pool of students who can access its programs by offering new and more affordable pathways to higher education for those who would not otherwise be able to attend the University."

AUC has enhanced its focus on blended learning, bringing technology into the classroom to enhance education.

The initiative can extend its reach to students who are off campus, don't have time to commute or are part-time students. "Online and digital learning can open possibilities to reach students we weren't able to reach before," said Ellozy.

Financial barriers currently prevent many young students in the Arab world from obtaining an education from a top university in the region or elsewhere. Building programs for blended learning represents an opportunity to begin weakening these barriers, allowing for more equalized access to education. "On an institutional level, blended learning provides possibilities for universities to admit a larger and more diversified number of students, including students who cannot come to campus on a daily basis such as young mothers and refugees," explained Farah. "This is especially relevant in the Egyptian context, where using blended learning could help address challenges in a sustainable and effective way."

AUC as a Digital Learning Hub

AUC is not new to blended and online learning techniques. In the past several years, the University has made great strides toward incorporating blended learning approaches into course curricula and integrating them into the academic experience for students.

Most courses at AUC incorporate the use of some online management system such as Blackboard. Fifteen blended learning courses have already been designed, and 24 are in progress. Additionally, the University has been able to deliver four purely online courses taught by AUC faculty members, referred to as Massive Open Online Courses (MOOCs), available to the public in partnership with Edraak, an initiative of the Queen Rania Foundation.

With these projects and several other initiatives in progress, Tolba noted that

"We are already among the top universities in the region when it comes to blended and online learning." The Digital Education Executive Committee now hopes to continue advancing AUC's position in the region. "What we need now are partnerships," he affirmed. "Maintaining ourselves as a part of the global network allows us to stay up-to-date. We want to identify ourselves as a strong and established leader in this trend of digital learning."

AUC is often perceived as a portal or gateway, acting as a point of connection for various regions. It is because of this unique position that AUC's involvement in trending, innovative educational strategies can signal a call to action for other universities and stakeholders in the region. "As a leader in higher education in Egypt and one of the first to invest in blended learning, the University should work with accreditation bodies to accredit quality online learning courses and can raise awareness among top private sector companies of the value of this new teaching and learning model," said Farah.

To read about AUC's conference with MIT on blended learning, click here.

 

By Ioanna Moriatis | This story appeared in the July 2017 edition of AUC Today.

Most of us have wondered time and again how an object was made or built, but how often do we take a step to truly understand? Two students at AUC are turning theory and curiosity into reality, loosening the bounds of creativity and imagination with the establishment of AUC's FabLab.

A FabLab is an engineering workshop or laboratory space equipped with tools and machines for digital fabrication, and AUC is the first University in the Arab region to house its own FabLab, thanks to Mohamed Ragab and Abdel Rahman Shalaby, mechanical engineering students and founders of the University's FabLab.

FabLab founders Shalaby and Ragab, photo courtesy of Wadie Azmy.

The project is part of the Mechanical Engineering Association, and the lab itself is entirely student-run, overseen by a technical team of engineering students. The team is responsible for monitoring usage of the lab, handling maintenance of the machines and training newcomers on how to properly operate all tools and machines. Each visitor to the FabLab must complete certain sets of hours in order to be able to use the machines without team supervision.

This addition to the campus can be a useful supplement to the classroom experience for AUC students. "The FabLab expands and provides many opportunities," explained Ragab. "You never know what someone can come in and create. This will increase creativity and extend the boundaries of thinking when it comes to designing and discovering new processes."

All FabLabs around the world share designs and documentation for their projects, allowing other labs to download materials and research on how to conduct their own projects. As a part of the accredited FabLab community, every lab is required to complete one major project every six months.

What remains for the AUC FabLab is to attain accreditation by MIT, home to the first FabLab. In order to achieve this, the FabLab team at AUC will need to obtain two more of the necessary machines. Accreditation will allow AUC entrance into the FabLab community, an invitation to the annual conference held in a different city around the world and access to a course titled How to Make Almost Anything. "We believe this course could be very useful at AUC," explained Ragab. "The course traces the entire thought process behind creating something and rapid prototyping, detailing the cycle of designing, implementing and redesigning to make corrections."

The FabLab is a not-for-profit entity. While the team does need to charge for use of the space, all money is poured back into the lab and used to buy materials and support projects. The lab has already begun operating, opening its doors to several students making use of the machines for their courses and theses.

3D printing at the University's new FabLab.

For two years, Ragab and Shalaby dedicated themselves to gathering funds for the opening of the lab and discussing logistics with different members of the community. The biggest challenges for the two students were securing funding and finding a space. "I remember we were originally given a three-minute meeting with a group of AUC faculty members to make our proposal," shared Ragab. "We ended up staying for more than an hour, answering questions and discussing plans. They showed a lot of support for our ideas. This support from the University and faculty members was essential in making the FabLab a reality."

To visit the FabLab's Facebook page, click here. For more news and updates on the FabLab, click here.

 

By Katherine Pollock | This story appeared in the July 2017 edition of AUC Today.

"The highlight of my time in Washington, D.C. would be the Women's March," said Zainab Al Haddad, integrated marketing communication major who spent a semester abroad in the United States as part of the Tomorrow's Leaders Scholarship Program. "As a Muslim Arab, I went there with a cause: to use my voice for Arab women and to stand up for women's rights and equality."

For many AUC students like Al Haddad, studying abroad is a transformative component of their University experience, gaining knowledge both in the classroom and by living in a foreign country.

Al Haddad, along with political science students Fatema Nooruddin and Abrar Abdulla, were given the opportunity to travel to Washington, D.C. to study at the American University (AU) as part of the Tomorrow's Leaders Scholarship Program, a four-year scholarship program sponsored by the Office of Assistance Coordination, Bureau of Near Eastern Affairs at the U.S. Department of State. Students from the Middle East and North Africa are selected for this program based on their academic excellence, leadership potential and proven track record in community service and volunteer work. One benefit of this leadership program is studying for a semester abroad in the United States for eligible Tomorrow's Leaders students.

After going through a competitive application process, all three students -- originally from Bahrain -- decided to enroll at the American University in Washington, where they took classes in its political science program. "I was selected by the Tomorrow's Leaders Scholarship Program because they saw potential in me, which encouraged me to continue building my leadership skills," said Abdulla. "Therefore, it is essential for me to be constantly active and facilitate the way for positive change, development and a better understanding for a better world.

Whenever I get the opportunity to help those in need and fight injustice, I will make sure to stand by those who are oppressed and be the voice for the voiceless. I believe that each one of us can bring about positive change, even if small, but we need to act."

A Voice for Women

The study abroad students at the Women's March on Washington.

All three students emphasized the formative experience of being in the U.S. capital during such a significant time in the country's history. "Washington, D.C is the heart of politics, and being there during such a critical time in the United States gave us a chance that does not come by every day," said Al Haddad. "We made it a goal to experience as much as we can from this democratic change and to be a part of it by using our voices for Arabs and women. It is important to engage and integrate ourselves into this community to meet people. We were seen as advocates for Arabs, and it was essential to present Bahrain, Egypt and AUC in a positive and powerful light."

Taking part in the Women's March, the three students were touched by the heartfelt welcome. "In the march, we were welcomed warmly by the people there; the support for Arabs and Muslims was overwhelming," said Al Haddad. "All the fears I had as a Muslim coming to the United States during this time were put to an end because I saw the beauty in the people there. The Women's March was full of powerful messages and positive energy. The masses of people marching for women's rights and democracy was a breath of fresh air. There was no hate or fear; citizens were standing to defend their rights and embracing the differences between them. The march was truly an astonishing moment that portrayed democracy at its finest."

Echoing these sentiments, Nooruddin said, "Our goal at the Women's March was to show the world who we are. We are diverse. We are strong. We are determined. The Arabic word "hurra" translates to 'I'm a free woman,' which also means that I can make my own choices on my own."

Firsthand Politics

In addition to the Women's March, the three AUC juniors were able to attend important events, such as the U.S. Presidential Inauguration, immigration ban protests, as well as high-level educational seminars with U.S. ambassadors, navy generals and other top government officials. "We also got to attend an AU Interfaith Chapel Service in memory of Martin Luther King, Jr., which built bridges and fostered peace among various religious communities," said Abdulla.

The most exciting part of the experience for the three students was witnessing politics firsthand. "We were able to closely observe and experience the various political processes and dynamics, which was beneficial for me as a political science student," explained Abdulla. "This broadened my horizons and allowed me to have a new outlook on political systems beyond the Middle East."

The students by the Stone of Hope at the Martin Luther King, Jr. Memorial on MLK Day.

As Nooruddin put it, they saw history in the making. "We were so lucky to be in Washington, D.C. during this specific time period because we were definitely witnessing history and getting to participate and experience all of those changes," she said. "The reaction to those changes is a priceless, unforgettable experience."

Nooruddin also highlighted the educational opportunities they have gained during their time at AU. "Taking courses like Modern Jewish Civilization, for example, which was taught by a passionate Jewish professor who is specialized in this field of study an was amazing experience," she said.

Shattering Stereotypes

While they have faced many challenges during their time in Washington, such as misconceptions and stereotypes, Nooruddin also emphasized that "we have mostly received love from people, and I think we are so lucky because of how diverse and accepting people are in D.C."

Echoing this sentiment, Al Haddad added that one of the biggest challenges she faced was "dealing with the misconceptions and fears that surround Arabs." She explained, "I would be questioned by my American peers about tradition, faith and political issues. I spoke and debated with them, answering their questions in order for them to have a better understanding of Arabs and realize just how diverse we are. I would always say, 'The Middle East is made up of different countries, cultures and societies. You should visit us one day.'"

International Exposure

Another highlight of the students' study-abroad experience was meeting and bonding with people from around the world. "Some of the close friends we made are from countries like Guatemala, Argentina, Korea, Cambodia, Nepal and, of course, people from all around the United States," Abdulla noted.

Reflecting on her experience, Abdulla added, "Through my discussions with people from different cultures and religious and political affiliations, I became more aware of many issues, such as gender and interfaith issues, refugees and immigrants, and more. Now, I can transfer my personal experiences and share the knowledge I gained back at AUC and in my home country. Being abroad also expanded my networks, which will help me academically and professionally after graduation. I am privileged to have countless exceptional experiences and to be able to pursue my studies in Egypt and the United States. Spending a semester abroad broadens one's knowledge and develops one's personality. I would encourage those who are capable of traveling abroad to give it a shot; it is really worth it."

For more information about studying abroad at AUC, click here.

 

By Ioanna Moriatis | This story appeared in the July 2017 edition of AUC Today.

AUC's Residential Life Cross-Cultural Program (RCCP) breaks exchange and travel down to its very basics: people. With dialogue as their map, AUC dorm residents and their counterparts from Southwestern State College in Kathmandu, Nepal had the chance to explore and discover new things beyond geographical constraints. The RCCP had the Nepali students visit AUC and, in turn, a group of AUC students visited their peers in Nepal, immersing themselves in a new country and getting to know more about the world and themselves in the process.

"When you visit a place, you usually use the word 'traveling,' but what you really mean is that you're visiting as a tourist or touring," said Chadi Ben Ghanam, an AUC student majoring in management of information and communication technology who traveled to Nepal. "When we traveled, we felt that we really engaged in a cultural experience, interacting with people, learning the language and exploring places tourists don't typically explore."

Students in Egypt visiting the Sphinx through the Residential Life Cross-Cultural Program.

Open to AUC students living in the University Residences, the Residential Life Cross-Cultural Program created an opportunity for students to develop a new mindset while traveling. "The notion of cross-culture has become an increasingly important aspect of discussion," said Lamish Hamdy, Living Learning Communities officer at the Office of Residential Life. "Through the Living Learning Communities program, dorm residents are exposed to different cultures and environments, stimulating them both intellectually and socially."

She added that the program allows students who might not have been able to travel to benefit from being outside of their own country. "The program allows dorm residents to enjoy an intellectually fruitful experience abroad at a lower cost, making it affordable to the wider dorm community," Hamdy said. "Our aim is to enhance the development of students living on their own and away from their homes and families."

For the students, meeting new people was an opportunity to form cherished friendships. "The most amazing part of this program was meeting the students from Nepal here in Cairo first," said Iyed Hamadi, a business administration sophomore and an international student from Tunisia. "We were able to befriend them and get to know them very well. It was a beautiful moment landing at the airport in Nepal because we all knew each other. As soon as we arrived, we all greeted each other, hugging."

Students from Nepal and from Egypt met and became friends before going to each other's home cities through the Residential Life Cross-Cultural Program.

Echoing similar sentiments, Hanin Sonbol, construction engineering major, also emphasized the value of tolerance and open-mindedness. "Everyone had a different religious belief, but we all interacted well with one another. The best part of the trip for me was the cultural exchange and being able to develop new friendships."

All dorm residents were invited to participate in the outings and tours organized for Southwestern State students inside and outside of Cairo. The students and supervisors who were selected to participate in the program come from different countries, including Egypt, Tunisia and Palestine. This not only enhanced their cross-cultural perspective, but also motivated them to socialize even more within their own University and dorm community. "We didn't know each other at the beginning but now, we don't end our days before going to the Housing Commons area to see each other, even for five minutes," Sonbol said.

The trip also offered students a chance to consider what they had learned in classes in real-world situations and to see things from a different standpoint. "As a political science student," reflected Lilia Errahaiem, economics major, "I've studied what might constitute an underdeveloped country. Going to Nepal and seeing things myself was so different; it really changed my political perceptions. In many of my classes, I'm now trying to focus my research on Nepal."

Students didn't expect that their participation in the program would also open the door to beneficial networking opportunities. The students visited both the Nepali ambassador in Egypt and the Egyptian ambassador in Nepal, in addition to other Arab ambassadors in Nepal. "The trip offered students a diplomatic experience," noted Hamdy, adding that students were able to approach this experience through a variety of lenses: academic, cultural, professional and diplomatic.

Students from Nepal standing on AUC's campus.

Political Science Professor at Tribhuvan University in Nepal, Dhan Prasad Pandit, was central in pushing to establish a partnership between AUC and university students in Nepal. "The idea of visiting AUC, one of the most reputable universities in Egypt, was very exciting," declared Pandit.

AUC students were also thrilled at the chance to share their campus with students from another university and country. "The Nepali students were so impressed by AUC and loved the campus," recalled Hamdy.

 

 

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More information about the Residential Life Cross-Cultural Program:

o The first RCCP was held during the 2014-2015 academic year with the University of Kelantan in Malaysia.

o In the 2015-2016 academic year, the Office of Residential Life launched its second RCCP with the University of Ibn Tofail in Morocco.

o The third RCCP was held with Southwestern State College in Nepal in 2016-2017.

o AUC's Office of Residential Life signed its fourth RCCP agreement with the Office of Residential Life at the University of Pretoria in South Africa for the 2017- 2018 academic year. Currently, 14 AUC dorm residents are in South Africa, beginning phase one of the fourth RCCP.

 

By Heather Hunt| This story appeared in the July 2017 edition of AUC Today.

Heather Hunt (SAB '08, '09; ALU '11) is currently pursuing her master's in Middle East studies at AUC, where she previously studied Arabic and spent two semesters abroad. She is also a researcher for AUC's Neighborhood Initiative. Hunt graduated with honors from Southern Methodist University, where she also received a Master of Liberal Studies. Dedicated to fostering mutual exchange and cross-cultural understanding, Hunt has spent the last decade studying the Middle East and North Africa at institutions in the United States and Egypt. A Fulbright Fellow and Gilman Scholar, Hunt is a member of the Middle East Studies Association, World Affairs Council and American Research Center in Egypt.

I have been curious about the world since I was a young child. Raised as the daughter of an East German immigrant in a small town in Texas, I can honestly say that I have no idea where my passion for Egypt and the Middle East came from. All I know is that some of my earliest memories are of Cleopatra, the pyramids and hieroglyphics. My childhood fascination with ancient Egypt grew into a desire to pursue a degree in history with the dream to someday visit Egypt. By the time I went to college at Southern Methodist University, I was determined to realize those dreams, and I began the first of two undergraduate semesters studying abroad in Egypt.

In many ways, living in Cairo has been my own kind of "borderless" classroom. When I first came to the city in 2008, I had no technological devices like a smartphone to help me navigate the complex megacity or distract me from the physical world. I fell in love with Egypt and returned in 2009, and then again in 2016 to pursue my master's degree at AUC. Life in Cairo is easier now than it was nearly a decade ago. WhatsApp, in particular, has made it easier to connect with people across the globe. However, I would never trade the experience I had exploring Cairo on my own terms, without the aid of my phone. It forced me outside of my comfort zone and required me to rely on my own capabilities. I took the time to look up and around at the physical world. People today tend to rely on technology or lose themselves in virtual "entertainment" online instead of navigating life and appreciating the beauty of their surroundings.

My early adventures in Cairo left me feeling empowered, unafraid to conquer anything I set my mind to. I also left with an appreciation for the beauty of life and nature, something that is only understood by taking the time to get outside and look around. Life is created by the small choices we make. If I hadn't chosen to study abroad at AUC, I wouldn't be the strong, independent woman I am today. Getting outside of your comfort zone is one of the most important factors contributing to personal growth.

Recently, I have been researching the relationship between technology, learning and the human experience. We live in an age of rapid change and globalization. Many of us today have access to information at our fingertips, giving us the ability to learn whatever our hearts desire. But with knowledge comes responsibility. While technology can augment our learning experience, it is important to continue engaging directly with the environment around us, especially in a place like Cairo. By being "plugged in," it is possible to unknowingly create virtual walls.

When discussing the possibility of a classroom made borderless by technology, it is also crucial to continue emphasizing the importance of having meaningful experiences in the real world. If you do not regularly interact with others in person, you not only forget how to do this, but start to believe that you don't really need to, thus building up walls around yourself. For centuries, the world has been a borderless classroom -- a free space to roam and explore.

Borders, boundaries and divides create manufactured walls of fear. The only way to tear them down is through education, preferably in a borderless classroom that utilizes the beautiful world surrounding us. I encourage everyone to constantly reflect on the way they are using technology. Einstein came up with his theory of relativity by spending time in the natural environment, not by being plugged in scrolling through Facebook. The world is our greatest classroom -- borderless, without boundaries and divides. There is so much to learn if you just get out and travel.

By Ioanna Moriatis, Photos by Alan Perlman |

This story appeared in the July 2017 edition of AUCToday.

The sixth annual AUC Benefit Dinner, held in New York under the theme Investing in the Future: A Celebration of Philanthropy, raised more than $671,000 to support scholarships for students. At the event, AUC honored Suad Al-Husseini Juffali (Hon LHD), advisory trustee and chair of the Ahmed Juffali Foundation, presenting her with the Global Impact Award for her leadership in philanthropy.

President Francis J. Ricciardone highlighted the event as "a celebration of philanthropy" and "an investment in our shared future."

Atef Eltoukhy '74, chairman of AUC's Board of Trustees, ruminated on the significance of this year's theme and the "immense value of investing in education for the future of Egypt, the region and the world." He emphasized the importance of education in creating opportunities and changing the lives of individuals, pointing to AUC as a "beacon of enlightenment and hope in the Middle East, teaching critical thinking skills and a broad outlook that will enable our graduates to tackle social and economic issues that threaten to overwhelm, including extremism."

A Philanthropist at Large

Juffali was recognized for strongly representing the philanthropic spirit of AUC and dedicating herself to fortifying educational opportunities for students of all backgrounds. President Ricciardone praised her for the philanthropic work that "has brought Arabs and Americans together for many decades in the pursuit of knowledge, prosperity and peace," saying that "our future generations can stand taller and braver" because of Juffali.

President Ricciardone with Juffali.

Eltoukhy also commended Juffali's dedication to philanthropy. "We all owe so much to Suad's generosity, which reverberates outward through our students and programs and into the world," he said.

Growing up in a Palestinian family in Jerusalem at a moment of political conflict, Juffali witnessed her family struggle for survival with limited belongings. She recalls her family adamantly instilling in her the importance of gaining an education. It was Beirut College for Women's student aid program and the Point Four International Philanthropic Foundation that helped her complete her university studies.

"I am a great believer in education because of the impact it had on my own life," reflected Juffali, who received an honorary Doctor of Humane Letters in 2007 and the Distinguished Honorary Alumni Award in 2005, both from AUC. As a witness to political turmoil, Juffali noted that it is education, and a good educational system in particular, that can be "the best shield against extremism in all its manifestations."

Juffali's work with youth began with her volunteering during her university years and continued through her adulthood as she established the Help Center in Jeddah, a special rehabilitation institution for children with intellectual disabilities, which she co-founded in 1985 and has since been serving as its trustee.

"I, too, believe the young generation -- and certainly youth -- that is empowered with knowledge is the most influential strategic resource in any nation," emphasized Juffali.

Over the years, she has remained committed to supporting educational opportunities both within AUC and in the larger community, establishing the Suad Al-Husseini Juffali Foundation, organizing Jeddah's first women's welfare society and building fellowships and professorships. At AUC, she established the Tarek Juffali Professorship in Psychology and the Tarek Juffali Endowed Fellows Program in international counseling and community psychology, both in memory of her late son. She also established the Suad Al-Husseini Juffali Scholarship for students from Palestine and named the Serenity Room at the AUC Library and La Palmiera Lodge, the female student dormitory, as well as supported the establishment of The Sullivan Lounge, a faculty lounge at AUC New Cairo. In addition, she has contributed significantly to the Palestinian Scholarship Fund and the AUC Fund.

Juffali making a speech at the benefit dinner

At the Benefit Dinner, Juffali called on attendees to "invest in our young people by giving them the best education and training they deserve." With continued support, Juffali noted that AUC will always remain "an all-inclusive academic home to all students, regardless of their faiths and nationalities" where "all can enjoy equal opportunities to learn and reflect without restrictions."

Reflections

Ali Abdelkhaliq '11, recipient of the Suad Al-Husseini Juffali Scholarship, and Reehab Elhoubba Ramadan (MA '17), recipient of the Tarek Juffali Endowed Fellowship, both shared the impact that scholarships and fellowships had on their academic careers and plans for their future.

Coming from Palestine in the midst of war, Abdelkhaliq recalls 2006 as the year his future shifted at the receipt of a scholarship letter. "Mrs. Suad Juffali opened a door for me that would change the entire course of my life -- the door to The American University in Cairo," Abdelkhaliq remembered.

He praised Benefit Dinner guests as those who give others a chance by "[equipping] them with education and knowledge so that they might build a better future for their societies and for our collective humanity." He highlighted education as the greatest gift to pass on to an individual, as it is also "an investment in the societies in which our children will live."

Reflecting on his AUC experience, Abdelkhaliq said, "I arrived at AUC thinking I would gain a degree, but I left having gained so much more. ... What you really gain from AUC is a mindset, a way of thinking. You become an open-minded person with knowledge in many fields."

Reehab Elhoubba Ramadam (MA '17) makes a speech at the benefit dinner.

Ramadan, who earned her master's in counseling psychology from AUC, commended the Tarek Juffali Endowed Fellows Program for allowing her to make an academic shift from computer science to psychology in order to achieve her dream of helping people. "I received the Tarek Juffali Endowed Fellowship at a critical moment in my life," she said. "I had completed my bachelor's in computer science at a university in Texas and was on the path to a successful career. But something was missing. Something inside of me wanted to help people, to heal people. ... It was then that I turned to AUC to find the skills and training necessary to move forward and be the change that I wanted to see."

As part of her training, Ramadan is working with different clients in Cairo, including refugees. "Because of my experiences at AUC, I have been equipped to compassionately respond to the invisible scars of trauma borne by each of my clients," she said.

Highlighting the impact Juffali and AUC had on her academic career, Ramadan noted,

"There are so many rewarding experiences I have had because of Mrs. Juffali and AUC. They have been a life-changing three years."

Giving thanks to all who attended and were able to make contributions, President Ricciardone emphasized that the donations will be put toward seeing more students like Abdelkhaliq and Ramadan make impactful changes for themselves and for those around them. "Just as we have seen, we want to see more Alis and Reehabs so they can replicate their stories into their communities in an unending chain," he said. "AUC's mission of an inquiry-based, American-style liberal arts education in the Middle East region cannot be overstated."