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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.

 

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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.

 

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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.

 

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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.

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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."

 

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

"It was helpful to learn how architects think in other countries. In Egypt, we always have the same idea of what architecture should be like, and we use the same notion with everything we do, but apply it to different buildings. In this case, we got to see different perspectives and learned how to use these perspectives to create a better design."

This is how architecture student Reem Gamil described her international experience as part of the Architectural Design Studio VIII High-Tech class, where AUC students worked collaboratively with their peers from Princeton University in the United States, as well as Roma Tre University in Italy and The French University in Egypt, on developing adaptive, low-cost skins for buildings.

Skins for buildings? "Yes, similar to human skin, it protects, regulates and acts as a sensor, adapting to different environmental conditions like humidity, light and temperature in a sustainable and energy-efficient manner," explained Sherif Abdelmohsen, associate professor of digital media and design computing in the Department of Architecture, who is leading the project on the AUC side.

Laila Azmi works on the fabrication and assembly of her group's project, The Morphers

Students and faculty members from the partner universities explored innovative, inexpensive and energy-efficient adaptive skins, which envelope buildings to moderate the influence of weather on the interior of a building, thus enabling the design of a zero-carbon built environment. "Current solutions to control the influence of weather on building interiors rely on rigid, intricate and expensive devices, which restrict their wider adoption in low-carbon buildings," said Abdelmohsen. "This project examines the interplay between geometry, morphology, natural material behavior and environmental performance to develop skins that reduce energy consumption."

International Innovation

Abdelmohsen and his main counterparts at Princeton University -- Sigrid Adriaenssens, associate professor of civil and environmental engineering, and Guy Nordenson, professor of architecture and structural engineering -- initiated the project upon receiving a grant from the Bartlett Family Fund for Innovation and International Collaboration, which assists faculty members in their collaborative research with other universities. The Bartlett Family Fund paves the way for partnerships between universities across the globe, opening doors for new, diverse perspectives that enhance research initiatives. "The project had teams from different disciplines working together with the primary goal of deepening the intellectual and scholarly engagement between AUC and Princeton University," said Abdelmohsen.

Increasing international exposure for students, Abdelmohsen and Adriaenssens brought in professors Stefano Gabriele from Roma Tre University and Passaint Massoud from The French University in Egypt to contribute to the research project titled, "Soft Adaptive Skins for Energy-Efficient Architecture." The research group focused on wood, specifically cross-laminated timber, in the design and construction of building skins. Students at both AUC and Princeton worked in groups to design, fabricate and operate adaptive building facades using cross-laminated timber. "This collaboration has been key in the development of innovative ideas and the interdisciplinary nature of our work," reflected Abdelmohsen.

Moshira Ayad and Lina Mahgoub's dynamic shading device prototype

The three professors also had the support of their research assistants, Luigi Olivieri, who worked with Gabriele; Veronica Boyce, who worked with Adriaenssens; and Rana El-Dabaa, Aly Magdy and Tasbeh Mokbel, assistants who worked with Abdelmohsen at AUC.

With the support of the Bartlett Family Fund, the team was able to delve into the benefits of international collaboration, meeting in person during two workshops held at AUC and Princeton. Engaging directly with one another added another layer to the project, allowing Abdelmohsen and his counterparts to explore the intricacies of the adaptive skins and their applications.

This international exchange also enabled both teams to examine their technology in differing environments -- a vital advantage in investigating environmental influences on buildings and energy efficiency. "This is especially beneficial since we're not working with something artificial; we're working with wood," said Abdelmohsen. "We wanted to see how wood would behave under different conditions and what we can learn from our arid environment versus their humid environment."

Adriaenssens of Princeton added, "Adaptive facades need to fulfill many performance criteria that belong to different traditional disciplines. They need to filter light, heat and cold. They are architectural form makers. They have to be strong, require little actuation energy, and need to fit in a cultural and architectural context. Our research team included architects and engineers. In addition, a facade in the desert of Egypt needs to perform differently from one in the snowy winters of New Jersey. Therefore, the project lent itself well to an interdisciplinary approach with participants of different geographical backgrounds."

With a host of locations from which to draw inspiration, Abdelmohsen and his team were able to develop ideas to further refine their prototypes. "Our initial idea was inspired by the traditional mashrabiya, which is commonly used as a building skin to act as a sun-shading device," he said. "We took an innovative perspective with this traditional design and attempted to lower cost while reducing energy consumption simultaneously."

A Global, Multidisciplinary Approach

Buildings may deceptively appear restrictive to the eye, seemingly limited in the amount of creativity and flexibility that can alter their material and shape. Abdelmohsen contends, however, that architectural design -- being a multidisciplinary practice -- offers limitless possibilities. "It's really endless in terms of what you can do and the kind of innovation that can come out of it," he asserted.

Team of instructors at the AUC summer workshop: Aly Magdy, Mohamed Saber, Sherif Abdelmohsen, Tasbeh Mokbel, Luigi Olivieri, Sigrid Adrianessens, Passaint Massoud, Rana El-Dabaa, Veronica Boyce and Gasser Youssef.

The Bartlett Family Fund sets in motion projects that encourage this type of interdisciplinary collaboration, offering the resources necessary to bring diverse minds together and eliminating obstacles that restrict innovation. Abdelmohsen and his research assistant first traveled to Princeton for two weeks, joining Adriaenssens as she integrated the workshop within her course for architecture and engineering master's students. Building on the results of the Princeton workshop, Abdelmohsen welcomed Adriaenssens, one of her students and Gabriele's research assistant, Olivieri, to AUC New Cairo for a one-week workshop. The international visitors offered their insights as Abdelmohsen's 30 architecture students worked on building prototypes of adaptive skins. This was incorporated into a design exercise for the six-week summer course during which students designed a hypothetical school of architecture for AUC. "We had Professor Gabriele from Italy on Skype during these workshops, giving the students advice and tracing their progress," noted Abdelmohsen. "Such international collaborations really add value to the student experience."

From Gabriele's end, there was a similar appreciation for the chance to collaborate with international partners. "This was wonderful, from my side, for many reasons," said Gabriele. "Firstly, from a human point of view, professional collaborations are better in the presence of empathy and common purpose, and I found this true in this particular case. Secondly, it is very interesting to match your teaching and research experience with your peers from different countries. This definitely enriches you and your research horizons."

Preliminary testing by students for multiple wood veneer samples.

It is this deeper engagement that Abdelmohsen is particularly keen on. The workshops invited the student perspective into the mix, opening the floor for more dialogue and a rich flow of ideas. Additionally, the project introduced students to distinguished international professors with varying concentrations and expanded channels of communication for students to connect with peers from around the world.

"We were very happy that we brought experts here to work with students on our research," noted Abdelmohsen. "In person, they were able to quickly and easily point out issues for the students to develop in their designs. We wouldn't get that in a normal studio environment. On the other side, AUC students were able to meet and work with top-notch professors in their fields. They were also able to integrate physics into their work, with Gabriele helping to explain technicalities from another perspective."

Adriaenssens, too, observed the benefits of involving students in impactful research. "Research brings students in touch with their inquisitive nature," she said. "Learning how to ask the right questions, developing methods to finding answers to your questions and questioning the results are key for the development of an open and critical mind. In particular, the inclusion of AUC architecture students, who are design and concept-driven, has the potential to lead to a generation of new inventions. The adaptive facades they designed and prototyped were innovative, efficient and beautiful at the same time."

After the success of this collaboration, Abdelmohsen hopes to continue to involve students in international projects, noting the value of prompting students to work on research that extends beyond the classroom and can influence architectural trends even outside of Egypt. "We want to engage our students in international collaborative initiatives like the Bartlett Family Fund to increase their exposure," said Abdelmohsen. "We benefit from the fact that students also tend to act differently in different settings. They become more engaged and committed in a project like this that can have real impact."

Check out more of AUC's named scholarships here.

 

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By Elizabeth Lepro | This story appeared in the Fall 2017 edition of AUCToday.

Between law school, a marriage and a few major relocations, Kai Schneider (SAB '97) has ostensibly lived a whole life since leaving AUC in the late 1990s.

Yet, on a return visit to Cairo with his brother, Schneider cruised down the street where he lived when he studied abroad at AUC. He found his old bawab [doorman] and friend still sitting right where he remembered him. "He recognized me, ran down the street and hugged me, and just fell apart crying," Schneider said.

Schneider (middle) with his friends in Cairo in the '90s.

Now in his early 40s, Schneider spent most of his adolescence moving back and forth between Sweden and the United States, and knows what it's like to leave a place behind. Yet, listening to him talk about Cairo makes it clear he has reserved a special spot in his heart for the ancient city, the connections he made and the memories -- many involving public transportation mishaps -- he still laughs at today.

"I have friends from AUC who are back in the United States," Schneider recalled. "We still talk about Tahrir and Cairo."

Over 13,000 of AUC's more than 38,000 alumni live internationally in more than 120 countries. Preparing students to become global citizens is built into the design of the University. Like dots on a map all connected back to the same starting point, students over the years have taken what they learned from Egypt, from AUC and from each other into careers where adapting to new cultures and environments is often part of the job description.

Schneider in Singapore

"From a management perspective, I still use the lessons I learned being at AUC and in Cairo," said Schneider, who studied international relations at AUC on a study-abroad program from the American University in Washington, D.C. and went on to law school. Schneider now lives in Singapore, is the managing partner of the Singapore office of Clifford Chance international law firm, and heads the office's Funds and Investment Management group.

Alumni utilize Cairo-learned lessons -- including the ability to adapt, laugh in any situation and empathize with those around them -- in their offices thousands of miles away from Egypt. Take Mahmoud Mouaz '00, who came to AUC to study engineering, but realized his heart was in connecting with people.

Mouaz, sales director for Iskraemeco smart energy company in Slovenia, credits his active involvement in the Student Union's activities committee with the realization that he was made for leadership positions in sales and marketing. As an undergraduate, Mouaz helped plan trips and concerts, like the carnival on campus, and worked closely with people from a range of backgrounds and experiences. He developed "a broad way of thinking and an ability to understand different people and characters, and create business opportunities. "I am able to adapt," he said. "I lived in Dubai and Slovenia, and traveled for a period of time between Cairo and New York."

Reflecting on how AUC helps develop leadership and interpersonal skills, he noted, "AUC builds that self-drive. Its education system and activities help students find what they are good at and give them the motive to fight to succeed."

Moving to a new country, be it Egypt or Slovenia or Singapore, does come with the risk of drowning. Svanhildur Thorvaldsdottir (SAB '05), who is Icelandic but educated in the United States, remembers how daunting it was to study abroad in Cairo when she was an undergraduate. "Being completely unable to communicate -- although I was able to roughly get by at the end of the semester -- was an interesting experience and one that I think everyone should try out sometime, even though it's super hard and frustrating," Thorvaldsdottir said. "The first time I successfully directed a cab driver to my house in Arabic was a very proud moment."

Thorvaldsdottir, a postdoctoral researcher at Ludwig-Maximilians University in Germany, remembers being inundated with safety warnings before making the move to Egypt. "I had heard from various people I knew that 'you can't take a cab there. You can't eat the vegetables. You can't buy the juice from the juice guys. You can't do this; you can't do that' and to basically eat nothing and do nothing because it isn't safe," she said.

Yet, another benefit of having a global network of alumni is that Thorvaldsdottir and others go on to be ambassadors for the realities of Cairo. "My favorite juice is still half pomegranate, half guava from the juice guy. The veggies are lovely, and I had some of my most interesting conversations with cab drivers," Thorvaldsdottir continued.

"For me, being able to step out of the tourist bubble and just get to know the country a bit more was a really valuable experience."

Thorvaldsdottir with her daughters in Iceland.

Mouaz, too, finds Cairo's friendly atmosphere and the compassion of Egyptians an easy message to promote in Slovenia. "Egyptians in general care about the welfare of society; they are decent and good-natured. They're not really big on capitalism or individualistic behaviors," said Mouaz "This is in harmony here. At one point, Slovenia was the economic capital of Yugoslavia, and Yugoslavia was big on socialism. You can still see traces of socialism here with the behavior of the people. It's more collective, which means that the society cares for the welfare of all people -- like Egyptians do."

Adapting to the snowfall and chilly climate during Slovenian winters is a different story. Mouaz admits he's more of a sunny-weather guy. Egypt is, after all, his homeland. "I've traveled a lot and lived in different places, but Egypt is where I belong," he said. Offering words of advice, he added, "Always be proud of who you are and where you come from. Invest in your future."

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By Aliah Salih | This story appeared in the Fall 2017 edition of AUCToday.

The more you learn about the world, the more you learn about yourself -- a philosophy shared by faculty members Mohamed Menza, affiliate assistant professor of the Core Curriculum and director of the Dialogue Program, and Hakim Meshreki, assistant professor of marketing.

Building on this philosophy, students from the School of Business went to South Africa on a weeklong study trip with Meshreki, while Menza's students connected with the United States and pockets of the Global South -- Nigeria, South Africa and India --
via videoconferencing.

Videoconferencing allows learning from afar.

Core Dialogue

South-South Dialogue: Perceptions and Reflections from the Global South is a capstone-level course under the Core Curriculum, where -- every other week -- students are taken out of the realm of textbooks and readings and connected to universities from different places. "We have diverse partners across the Global South," explained Menza. "The point is that they are diverse, which serves the multidisciplinary nature of the course."

AUC students and their overseas peers conduct readings on a specific subject, ranging from economics and politics to gender and sociology, and then discuss concepts together the following week. "The opportunity to have videoconferencing sessions with people from around the world and discuss matters with them was very compelling," said Suliema Benhalim, economics senior and entrepreneur. "It allowed me to implement a lot of what I learned in economics to a more cultural side of each topic."

This is the value that liberal arts education adds to each student, Menza noted. "Departments have their own limitations, but this is the benefit of the Core Curriculum. You're not confined to academic contours or certain angles," Menza explained. "We try to merge the gap between academia and the real world."

The course -- which combines internationalization, blended learning and cross-cultural dialogue -- included videoconferencing sessions with the American University of Nigeria, Carnegie Mellon University in the United States, University of the Western Cape in South Africa and Amrita School of Business in India.

The multilateral Dialogue Program course series was first introduced in 2001, not too long after September 11, when there was a dire need for challenging emerging stereotypes and promoting an East-West exchange of ideas. The course's impact on students is not confined to dialoguing or written skills, but also changing perceptions and preconceived notions. "I honestly saw another side of each country," said Benhalim. "I found the conversation with Nigeria very interesting because we discussed many topics under gender, from cultural implementations of gender differences to political instability and the lack of gender equality in politics. I learned more about the problems they face and about our cultural similarities and differences."

Global Outlook

An AUC study trip, organized by the School of Business, to the University of Stellenbosch Business School last spring enhanced the business and economic outlook of students. "If you are a business person," explained Meshreki, "you may launch a new idea based on a perception you have that may not be right. How different cultures will perceive your idea cannot be based on your own perceptions; it has to be based on reality. During the trip, students learned that perceptions might not be real. They were shocked to view reality against their own perceptions, but if we want to build international leaders, we should make sure they're getting this global encounter."

The students were able to see three major sides of business in South Africa: academic institutions, entrepreneurial ventures and corporations. They attended lectures at the University of Stellenbosch Business School and visited two extremes of the business world in South Africa: multinational corporations and entrepreneurs from impoverished districts, including one who created a coffee stand similar to Starbucks in his neighborhood. "When we met the entrepreneurs and heard their stories, the idea of 'getting good grades to feel like I learned' changed inside me," said Reem Yakout, a junior majoring in management of information and communication. "Being an entrepreneur is hard, but that's the point. This trip made me realize it's not all about work as much as it is about what I want to do and how to do it."

The comparative perspective with South Africa was also eye-opening. "My favorite lecture was the Economics of South Africa; it made me think of Egypt's economy," said Yakout. "I remember thinking, 'Why doesn't Egypt have something like this? It surprised and inspired me."

The study trip was distinctive in the international exposure it provided. "Exploring the history and culture of South Africa gave me insights about the country and how I can deal with people in business, in different countries and in the future," said Yasmine El Tayeb '17, a business marketing graduate who attended the course as a graduating senior. "We explored different teaching methods employed by professors and gained great international exposure, as well as the pleasure of knowing and understanding other cultures. Internationalization in the curriculum builds your character and enhances your career prospects."

 

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These quotes appeared in the Fall 2017 edition of AUCToday, as part of our feature story on CASA.

"CASA's formidable and excellent curriculum and faculty not only cemented my mastery of Arabic, but also motivated me to pursue a career path in Arabic language instruction. A year after graduating from CASA, I was launching an Arabic program at Friends Seminary in New York City. Eight years later, I launched another at Kalamazoo College. Also, the fascinating and diverse projects being undertaken all over the world by my cohort (2006-2007) provide a constant source of inspiration."

-- Anna Swank (CASA '07)
Kalamazoo College's First Arabic-Language Professor

Learning Arabic in the CASA program was like spending a year in a different historic
age. By the time the academic year finished, I was pretty exhausted but had reached a level of fluency that I had not imagined possible.

-- Paul K. Anderson (CASA '83)
Part-Time Student, Laney College

"CASA was one of the most amazing experiences of my entire life. At the university level, I've been teaching Arabic for close to 30 years, largely on the strength of having completed my PhD in religion, with my dissertation on the early Arabic-language versions of the Book of Job."

-- Steven P. Blackburn (CASA '73)
Curator of the Arabic Collection, Hartford Seminary

The importance of my CASA experience in setting my career path was second only to that of my initial decision to study Arabic. My time in Egypt was truly formative for me both personally and professionally, and the opportunity to spend first a summer and then a full year in the intensive study of Arabic enabled me to develop the basis for the speaking and research competencies that have been critical to my success as an academic in the field of Middle East politics and international relations.

-- Laurie Brand (CASA '79)
Robert Grandford Wright Professor of International Relations and Middle East Studies and Director of the Middle East Studies Program, University of Southern California

"My year at CASA in Cairo back in 2005-2006 was one of the most rewarding professional experiences in my life. It allowed me to really begin to develop confidence with my Arabic language abilities and was crucial in jump-starting my career as a translator of Arabic literature. CASA helped a few of us students set up a course in pre-Islamic Arabic poetry with the renowned Dr. Farouk Shousha, and that was a key moment for me. The course was delightful and informative in every way. And now, over a decade later, I have just received a major grant from the National Endowment for the Arts to translate that very same poetry. Thank you, CASA!"

-- Kareem James Abu-Zeid (CASA '06)
Scholar, Writer, Editor and Award-Winning Translator