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By Ian Greer

What does an Umm Kulthum song mean when sung at a protest? Or the music of Sheikh Imam in the middle of a 21st-century digital revolution? These are some of the questions that puzzled a young AUC student during the turbulent 2010s and which he has answered in a new, groundbreaking book that traces the unwritten popular history of modern Egypt.

Andrew Simon (CASA '10) is a senior lecturer in the faculty of Middle Eastern studies at Dartmouth College in the United States and a graduate of the Center for Arabic Study Abroad @AUC (CASA@AUC). He is also the author of Media of the Masses: Cassette Culture in Modern Egypt (Stanford University Press, 2022), a book that delves deep into the modern history of Egyptian popular culture, spread through new technological mediums.

Andrew Simon

The story of Simon's book, the product of 10 years of work, begins during his time as CASA@AUC student in 2010.

"I arrived the summer prior to the revolution," recalls Simon. "The CASA program at the time was based in the downtown campus, right next to the midan (Tahrir Square). So we had mass demonstrations right outside of our classroom. I was living with a few friends in an apartment in Munira just up the street a few blocks away, and we attended demonstrations almost every day. It's something that I remember quite vividly, that would shape not only me personally but my academic interests going forward."

Outside of the classroom, Simon was struck above all by the "acoustic culture" of the protests: instruments, slogans, chants and songs by Egyptian singers old and new, deployed for political action sometimes beyond their original contexts. Simon returned to the United States to write on Egypt's soundscape.

The acoustic culture of Egypt's revolution had its roots in new cultural mediums of the late 20th century, Simon found. "When it came time to write a dissertation, the thing that I realized connects all these topics is cassette tapes. They were present in all of these stories. That's when I set out to write a history of cassette technology that became a history of Egypt."

An Unofficial History

In Media of the Masses, Simon calls cassettes "the internet before the internet." Using cheap cassette tapes, anyone could create culture, even culture opposed to the ruling regime. Among the most prominent adopters of the technology was Sheikh Imam, a singer and social critic popular in late 20th-century Egypt who figures prominently in Simon's book. Imam's 'Nixon Baba,' a witty critique of Anwar Sadat's welcome of the American President Richard Nixon in 1974, is among Simon's favorite Egyptian songs.

Focused on the music, ideas and concerns of everyday Egyptians over the decades, Media of the Masses is an unofficial history of modern Egypt, far from sweeping national narratives. Without sources available in the Egyptian National Archives, Simon relied on oral history, Egyptian films, and decades of local newspapers and magazines to construct his own popular history of the country.

Explore Simon's work

The history of the 1970s and 1980s in Egypt is typically focused on the period's major wars, governance and Islamic revival movements, not pop culture, Simon explains. "In this book, I tried to shift all of those things. So rather than looking at momentous events, I focus on more mundane things like music. Rather than looking at religion, I tried to look at secular, profane things. Rather than looking at the consolidation of power, I look at people who challenged political authority. I tried to offer a very different story and focus on people who were, frankly, written out of history."

The singer Sheikh Imam is a prime example; popular in his own time but practically absent from the mainstream Egyptian historical record. "I think he's someone whose songs really resonated with people and meant something to them, but scholars and historians haven't written about him because they probably don't deem him as a worthy subject matter," observes Simon. "That's something I tried to change in this book."

Decidedly light on academic theories, Media of the Masses is meant to be engaging and accessible, something anyone can understand, just like the popular music it documents. "My primary audience are Egyptians; I wrote this book to be read here in Cairo," says Simon, adding that the independent Egyptian publishing house Dar El Shorouk will release an Arabic translation of the book later this year. "It was a dream of mine for a long time to have an Arabic translation," Simon says. "It will hopefully be available at a future Cairo Book Fair."

Cairo Connections

Now an academic and fluent in Arabic, Simon fondly remembers how the CASA program boosted his Arabic-language skills and drew him irresistibly into Arab popular culture. "CASA was the first time I felt like I wasn't studying Arabic as a language," remarks Simon. "We weren't studying grammar. Instead, we studied subjects in Arabic. We would learn Arabic literature while immersed in Egyptian culture."

Simon's book is a testament to his enduring connection to Egypt and its people, first formed during his time as a CASA student at AUC more than 10 years ago. He spent years living in the country after finishing his undergraduate degree and has been coming back ever since. Despite Egypt's many changes since 2010, Simon says that the most important part of the country's culture -- its people -- are still the same.

"The man who sells aseer asab [sugarcane juice], the people working at the grocery store and laundromat -- all of those individuals are still there. And they recognize me," he says. "When I come back to Cairo, they tell me 'You look a little older. You didn't have as much gray hair when we first met 15 years ago.' So some things have changed, and other things have remained the same."

Main image: Abu Hamza Cassette Shop in Cairo. Photos courtesy of Andrew Simon

 

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Professor, researcher, podcast queen -- these are a few of the many job titles you'll find in Kim Fox's email signature.

Since joining AUC in 2009, Fox has become a podcasting powerhouse, being named among Podcast Magazine's inaugural 40 Over 40 podcasters in 2022. Today, she is constantly on the move: flying to the United States to lead a meeting for the Broadcast Education Association, developing a new episode of her multi award-winning podcast Ehky ya Masr (Tell Your Story, Egypt) or delving into academic research across a number of current topics, from feminism in podcasting to teaching journalism online.

On the rare day that she isn't donning one of her professional hats, you can find her on the lush island of Zamalek, where she has lived since moving to Cairo.

I often spend weekends socializing and doing things in the city. Last semester, I went to the Art d'Egypte exhibit at the pyramids with a posse of friends, had a Thanksgiving potluck and took a Nile Taxi ride. Zamalek has been unraveling, you know. The cool places change.

I ride my bike around Zamalek on Friday and Saturday mornings. Living in Egypt, I often miss going to green spaces and just hanging out and walking around without the tension that one experiences while moving in Cairo. You have to seize the window when there isn't too much traffic or people out. On a tough morning, I get up before the rest of the city wakes up, get on my bike and am like, "Yeah. This is what I'm here for. More of this, please and thank you." Riding around warms my heart; it's a bit of freedom. There's nothing like it.

Cairo is a crazy place, so you definitely have to find your pocket of people who will help you out. The people I've met at AUC and in Cairo are amazing, and the list keeps growing. If we didn't have that kind of a support system, it would be really difficult to survive the antics of the city, work and life. Everyone's trying to look out in the best way. I try to encourage this in my classroom at AUC, building a community that cares about each other. I've also grown a global community, which is something I'm really proud of. Podcast scholars, creatives -- I've got pockets of people everywhere.

I've found that if you don't champion yourself, no one else will. As a creative scholar, I'm usually working in the realm of podcasts, but I also publish a lot of academic research in quality journals. My biggest achievement is being the first ever winner of two BEA Festival of Media Arts Awards in the same year for my podcast, which has no budget. My students have won more than 80 international awards. The length of my email signature is a testament to the work that I am doing. Let people know what you do.

Kim Fox is a professor of practice in AUC's Department of Journalism and Mass Communication.

Fox often rides her bicycle in Zamalek on weekend mornings. Photo by Rawan Ezzat. 

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By Em Mills and Devon Murray

Do you ever ask yourself, "Why do I keep attracting the same kind of partner?" or "Why do I find myself in the same types of relationships -- which always seem to end -- over and over again?"

Getting to know your attachment style may answer some of these questions and help you break free from a seemingly endless cycle. Attachment theory explores the relationship, or emotional bond, between a child and their primary caregiver. Such a bond plays an integral part in developing a child's sense of security, which later affects their adult relationships, according to Nour Zaki, visiting assistant professor in AUC's Department of Psychology.

The theory includes four attachment styles that are defined by our perceptions of ourselves and others: secure, anxious, avoidant and disorganized. "Knowing your style can help you understand your needs in relationships, and how to express them in a healthy way," says Zaki, whose research focuses on attachment theory.

'Cradle to Grave'

The theory was initially developed by researchers John Bowlby and Mary Ainsworth in the mid-to-late 20th century. Before their work, the general consensus was that human and animal babies stayed close to their mothers because they associated them with nutrition.

"Bowlby started to think, 'There is something emotional here. It's not just about food; it's about seeking proximity,'" says Zaki. "Babies cannot survive on their own. They need to be close to an adult figure who is able to provide that sense of safety."

This adult is known as the "primary caregiver" in attachment theory. "Typically, this is a child's mother but not always," Zaki explains. "It can be the father, an adoptive mom, a grandparent or even an older sibling in some cultures."

At around six to nine months, a baby begins to differentiate between caregivers and strangers. "At this stage, we begin to see stranger anxiety and separation anxiety, displayed by a clear preference for certain caregivers. These are healthy signs of attachment," Zaki says.

Depending on the quality and consistency of care a child receives from their primary caregiver, their attachment will likely develop in line with one of the theory's four styles: "If a caregiver is attuned to their child's needs, the child learns that they are worthy of attention and that they can rely on others," Zaki says. "This usually leads to secure attachment -- the belief that we deserve love and can trust other people."

Bowlby has a famous saying: "Attachment stays with you from the cradle to the grave." Your relationship with your caregiver is a major player in developing your core beliefs, or "internal working models," which dictate how you see yourself and others, how comfortable you are setting boundaries as well as other aspects of relating to people.

The Four Styles of Adult Attachment

So, what are the characteristics of each attachment style? And what factors might lead to their development?

Secure

A secure attachment allows you to express vulnerability with your partner and engage in intimate relationships that feel safe and consistent.

"This person is able to express themself while maintaining a sense of reciprocity. They can support their partner but also ask for what they need. This includes setting healthy boundaries and having a grounded sense of who they are outside of the relationship."

Anxious

Anxious attachment (referred to as a "preoccupied attachment" in the context of adult relationships) often results when a primary caregiver is inconsistent in caring for their child; care is sometimes present and other times not. This unpredictability causes the child to question their own self-worth.

"Individuals with this attachment style need external reassurance and may have a fear of abandonment. They may need to hear 'I love you' very often or feel jealous easily if their partner is giving attention to other people."

Avoidant

Avoidant attachment (or "dismissive attachment" in adults) stems from a caretaker who is consistently absent, unavailable or unresponsive to their child. This dynamic pushes the child to develop a negative image of other people.

"Individuals with dismissive attachment have a sense of 'defensive independence.' They highly prioritize their space -- and actually feel very triggered -- if they feel that someone is too close."

Disorganized

The rarest type of attachment is referred to as disorganized attachment (or "fearful attachment" in adults). This most commonly occurs in cases of abuse, where the child experiences something called the "fear dilemma" -- the caregiver is the person they're supposed to go to when afraid, but is also the person they are afraid of.

Are We Doomed?

You may be wondering, "Will I always push people away then?" or "Am I stuck in this pattern forever?"

"No one's attachment style is fixed," Zaki affirms. While you may have a tendency to fall into a certain pattern, it can be different in each individual relationship depending on your dynamic with your partner.

"Understanding where your patterns come from can give you a sense of empowerment instead of feeling like you're on autopilot, because what we're used to in terms of relationship dynamics eventually becomes like autopilot, right?" says Zaki.

She is also quick to note that each attachment style has strengths and weaknesses. "It's not just about understanding our vulnerabilities, but also our strengths, because each attachment style has its own points of strength." For example, the independence that comes with avoidant behavior can be beneficial in the workplace, where one might be more inclined to push themselves and take the initiative before being asked to do something. It all depends on the ability to express your needs in a clear, healthy way.

"If you feel like you've had a challenging childhood experience or are facing relationship dynamics that aren't ideal or healthy, looking at these dynamics can help put you on the road to self-understanding from a developmental perspective." says Zaki.

Breaking the Cycle

Zaki's interest in attachment theory developed as she worked on her PhD dissertation at Universidad Catolica San Antonio de Murcia in Spain, where she explored the transition to motherhood and how a mother's attachment style relates to how she views herself as a future mom. She is interested in how attachment styles are passed across generations, and how such cycles are broken.

"We often hear people say that despite wanting to raise their children differently than their parents, they end up doing or echoing the very things they heard growing up," she says. "Identifying and understanding one's attachment style empowers us to work on our vulnerabilities and insecurities early on, so we can avoid becoming triggered while transitioning to parenthood. This developmental approach to parenting is very powerful."

Hoping to support the next generation, Zaki conducts workshops and lectures in Egypt and collaborates with a number of international organizations, including the Association for Prenatal and Perinatal Psychology and Health. She also teaches and conducts research related to developmental psychology and mother-infant attachment in her Attachment Lab at AUC, which recently received a research support grant from the University for her latest research project on the intergenerational transmission of attachment between mothers and their babies.

Her advice for readers? "It's never too late."

 

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How have AUCians celebrated Christmas throughout last 80 years? We dug through the archives to find out.

1940s-1980s

• 1940s
• 1960s
• 1960s
• 1980s
• 1960s
• 1980s

 

2000s-2022

Photos 1940s-1980s courtesy of the University archives.

 

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While most students begin their working careers after graduation, some pursue their passions alongside their degrees and find inspiring success. Here, we profile AUCians who have launched their own homegrown Egyptian businesses.

Dalila Hassanein

Dalila Hassanein is an undergraduate visual arts junior who has been working as a professional artist in Cairo for two years. She presents her paintings at exhibitions and creates new pieces on commission.

Her work currently focuses on the "creative informality" of Egyptian street art. Some of her distinctive paintings are based on the hand-painted real estate ads created in public spaces in central Cairo. Selling these paintings brings in the revenue needed to make new ones, typically done on costly 1.5m by 1.5m canvases.

Managing expenses is just one part of the art business Hassanein has learned to handle. "I love every part of my career, even though the beginning is always the toughest. As a young emerging artist I've faced many difficulties and had to realize that the Egyptian art market does not always treat artists fairly," she says.

Hassanein complains of working for low rates, not being paid in full, and sometimes struggling to navigate professional relationships with different art curators. "I've definitely been taken advantage of due to not having enough knowledge on how the art market in Egypt truly works," she says. "However, experiences like these drive in clients, exposure and more exhibition opportunities, so no matter how tough it might be, there are always lessons to be learned."

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• Hassanein at her New Cairo studio.
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Photos by Ahmad El-Nemr

Although balancing her time between studies and work has also proved challenging for Hassanein, there is a synergy between the two. "I've received a lot of support and input from my professors on my projects," she recalls. "Also, the courses in the visual arts program truly help me understand what it takes to be an artist and to create work that reaches its full potential."

Still, working in the art market as a student has taken a toll on her social life, sleep schedule and free time. It can be stressful, she says, "but I've found that as long as I am passionate about both, I will find a way to work everything out."

Hassanein's favorite part of her business is "the fact that not only what I'm doing is succeeding but that my work is making a change." She opines that the contemporary art scene in Egypt remains limited to incessant depictions of fellahin (farmers), pyramids and deserts. "While this is a part of our culture as Egyptians, constantly having this imagery just further orientalizes us, 'others' us and neglects Egypt's creative urban culture." In her artistic manifesto, she stresses the importance of "a new visual language" for Egyptian art -- something to which her own work directly contributes.

To her fellow students, Hassanein recommends getting into business even before graduation, provided they are ready for the workload. "Creating something you're passionate about is worth the struggle."

Dinah Harvey '22

Dinah Harvey '22 is a graduate of AUC's architecture program and founder of Clooper Studios, Egypt's first professional pet photography studio.

An animal lover, Harvey always wanted to take high-quality pictures of her dogs but was unable to find a local pet photographer in Cairo. "I realized this is lacking in Egypt and that no one has professional, if any, photos of their own pets," Harvey explains. She decided to change that.

After consulting with a pet photography studio in Canada, Floofy Studios, Harvey launched Clooper Studios -- named after her dogs, Cleo and Cooper. Although elevating her hobby into a professional enterprise has required some serious investments in a studio, equipment and a website, Harvey's project fills an underserved niche and provides a valued service for Egyptian animal lovers. "Our dogs don't remain with us forever, and this is just one special way of keeping their memory alive," she says.

• Harvey, Cleo and Cooper at Clooper Studios.
• Harvey and her sister pose with Cleo.
• Cleo smiles for the camera.

 

Photos courtesy of Dinah Harvey

Like any business owner, she has faced her share of difficulties. "My experience so far has been a rollercoaster," says Harvey. Learning to set terms and conditions with clients, managing payments and bookings, and working without a full-time assistant have been some of her main challenges. Dogs, of course, are also sometimes less than cooperative with a photographer. "My friends and family are always helping out; this wouldn't be possible without them," she says.

Balancing her business plans with studies at AUC forced Harvey to delay Clooper's full launch until after graduation. However, it was all for the best, as the photo editing skills she learned in the last year of her architecture program have proved invaluable to her work as a photographer. Although running any business is tough, Harvey's is a labor of love, spending time with animals and giving clients priceless memories. She recalls how one woman, after receiving edited photos of her pet, sent a voice note screaming with happiness. At the end of the day, says Harvey, "the dogs always make it worthwhile!"

 

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By Adham Radwan

At AUC New Cairo, anyone hurrying to class near Alwaleed Hall or the School of Sciences and Engineering who wants to grab a snack from Quick 24 must pass by the University's "walk of fame" -- also known as "the steps."

For some, the steps are a place to relax during their gap periods. "I think students sit there to be close to their classes," says Marwa Hussien, an AUC student.

Others experience more anxiety while passing by. "I don't like to sit on the steps because I fear being judged for not wearing a Louis Vuitton bag or Gucci belt, as those who sit there do," says another student who wishes to remain anonymous.

The steps have been a campus staple for decades, dating back to 1964 when the University purchased the Greek Campus to accommodate a growing student body. For years, it housed the library, Social Science building, Social Research Center, Jameel Center and School of Continuing Education (previously known as the Center for Adult and Continuing Education and Division of Public Service). Back then on the Tahrir campus, the steps were known as "the platform" or "the plat," extending from the library to the garden areas at the center of the campus.

• Social Science stairs on AUC's Greek Campus, 1990s-2000s. Courtesy of the University Archives
• The Platform (Plat) on AUC's Greek Campus. Photo courtesy of the University Archives
• Social Science stairs on AUC's Greek Campus, 1980s. Courtesy of the University Archives
• The steps in front of the School of Sciences and Engineering at AUC New Cairo. Photo by Ahmad El-Nemr

 

Many AUCians remember the platform as the cool spot to sit due to its close proximity to the famed "Gucci Corner," where students wearing designer clothes often hung out.

Emad Elba '07, a political science major, mentions Gucci Corner as she recalls the social division of AUC's downtown campus during her undergraduate years in the AUC Memories project. "[If] you wanted a study-abroad student, you went to the Fountain Area, the presidential gate or the rare books library. ... But if you wanted [to find them] with their semi-Egyptian friends, you'll find the gang sitting on the platform by the library gate. ... [If you] wanted an activities dude, you took a trip to the Student Lounge or the Greek booths area. ... [If you were] wondering what's the latest fashion, pass by the Gucci Corner down the platform by the Social [Science] building. ... And of course, for any technical 'scientific' assistance, you go straight [ahead] to the Falaki labs."

Years passed, and the University leased the Greek campus and opened a 260-acre campus in New Cairo. Working with a space more than 30 times larger than AUC Tahrir Square, the Campus Development Committee planned similar spaces to emulate Tahrir Square's intimate atmosphere loved by students, faculty and staff alike.

"It's all about the good view, great location and socializing."

Along with the steps, some institutional narratives were carried from Tahrir Square to New Cairo. Gucci Corner, for example, is now synonymous with the SSE steps, as highlighted in the 2013 Caravan feature "Around AUC in Five Days" by Mona Saleh.

"Arrive to the university and go directly to your favorite place, the SSE steps or as everyone calls it 'The Gucci Corner'. This is where you're going to spend your whole day unless you really want to attend your classes to check out that cute guy. Otherwise, just chill and enjoy the company of your friends."

Yet many who choose to sit on the steps there don't think of themselves as any different than other students. "People think that we are going to bite them, but we won't," said AUC student Salma El-Shamshergy, a familiar face on the steps who chooses to sit there for the sunshine and convenient proximity to any building on campus. "It's all about the good view, great location and socializing."

In a nutshell, the steps are not just a spot where new campus students hang out -- they are an essential part of the AUC journey.

Adham Radwan is an integrated marketing communication senior at AUC

 

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AUCians can stay home and stay safe, but they can't stay inactive. Check out some of the creative ways they've been spending their time during the quarantine.

AUC's Musical Talents Shine

 

This is Not a Concert

It's not a concert, but it is a series of spectacular performances put on by some of AUC's most talented musical artists. You can watch all the performances here

• Dina Iskander, adjunct professor of voice and founder and director of the AUC Opera Ensemble, sings a Broadway tune and a tribute to David Llewellyn Hales (1957-2020), a musician, accompanist and coach who worked with students and ensembles at AUC, and as a reminder to stay strong during these challenging times.
• John Baboukis, professor and director of AUC's music program, initiated This is Not a Concert series to provide "musical comfort food" during the quarantine
• Nesma Mahgoub '13, adjunct professor of voice at AUC, founder and director of A caPop choir and professional singer, sings Rise Up and I Dreamed a Dream from Les Miserables.

  

Quarantining hasn't stopped Arthur Bos, associate professor and chair of the Department of Biology, from making music. Bos has been recording songs during "Quarantine Sessions" from his home in Cairo for the AUC community and fans around the world to enjoy during this time Watch his videos.

 

"To teach online, take good care
Just don't look at the camera and stare
And you really need to know which screen to share"

School of Business faculty members Ahmed Abdel Meguid, associate dean for undergraduate studies and administration at the school, and Hakim Meshreki, assistant professor and Master of International Management/CEMS academic director, collaborated on this fun song about online instruction mishaps and tips. Take a listen here.

 

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Writer's Corner

 

From day one to 161...and counting

The Caravan presents: Daily Diaries, everyday reflections from the AUC community.

Read the narratives capturing life under quarantine for different people.

"I say count your blessings. It may be the fact that we are forced to stay in that is making it unbearable along with the uncertainty of the future. Nonetheless, there is always a positive side to every downfall." -- Lobna Fayez '17, senior specialist, external affairs, School of Global Affairs and Public Policy

 

Playwriting Bakeoff

Members of the AUC community put their creative skills to the test when challenged to write a play script in just 48 hours. Read the scripts.

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Workstation Selfies

• "I am really delighted to be able to interact with my students and keep them going right from the first week of online teaching. Delivering the lectures during scheduled class time, using Blackboard Collaborate Ultra, allows students to be interactive by participating in real-time questionand-answer sessions." -- Abdelaziz Khlaifat, professor, Department of Petroleum and Energy Engineering
• "The transition to online teaching has been smooth. Of course, there are challenges, but according to feedback from my students, they are satisfied. These are difficult times for us all, and we all have to come together and support each other by being understanding of how the disruptions to our daily routines have affected all aspects of our lives. I am thankful for how the AUC community as a whole has been very supportive." -- Adel El Adawy, assistant professor, Middle East Studies Center
• "We don't always get the chance to work outdoors and enjoy the sun and breeze. This is an opportunity to make the best of the current circumstances. Stay positive, stay safe and stay home!" -- Caroline Mikhail (MA '14), executive assistant to the chair, Department of Computer Science and Engineering
• "I've discovered that making videos of my lectures is a great resource. Students tell me they like being able to rewatch any part they didn't catch the first time. I can tell from online responses that they are catching more of the content than they do taking notes in person." -- Elisabeth Kennedy, visiting assistant professor, Department of History
• "I gave my first online presentation through Zoom in the final course for the Professional Educator Diploma, and I rocked it! Keep it up, believe in yourself and stay safe." -- Islam Ahmed, School of Continuing Education student
• "The transition to remote teaching has been an overwhelming experience. We have gained a huge amount of knowledge in a very short time, and for that, I am extremely grateful. Distant learning is full of potential that is now smoothly implemented, and we will continue benefiting from it even after these hard times are gone." -- Mariam Abouhadid, adjunct assistant professor, Department of Architecture
• "Working from home is definitely a new challenge for me, especially while having two kids around, but during these difficult times, we all have to stay home and stay safe so we can get through this together." -- Ragya Sorour, executive assistant to the chair, Department of Biology
• "Teaching online from home proved what I used to say to my trainees: 'Teachers will not be replaced by technology, but teachers who do not use technology will be replaced.'" -- Osama Sebaai, instructor and teacher trainer, School of Continuing Education
• "Working remotely is sometimes challenging, but it has definitely pushed me to find creative ways to maintain productivity. It also helps when my dog is by my side in every online meeting I attend. She is my support system." -- Suzan Kenawy '09, '20, marketing manager, AUC Press and Bookstores
• "These difficult circumstances enabled me to discover how patient, kind and understanding my professors are. Thank you to all AUC staff members who work in silence in order to ease our online journey." -- Samaa Abdelhamid, AUC student

  

Where in the World are Our Alumni Quarantining?

• "I am the corporate financial planning and analysis manager at PepsiCo headquarters in New York. I've got some work-from-home tips for everyone: Set a daily working hours timetable to be focused, dress up to freshen up, take refresh breaks every couple of hours, stay more connected with your teammates, organize a simple workstation and motivate your family members." -- Farah Haggag '10, '12
• "We graduated from the architectural engineering program in 2016. We just got our master's in urban design from The University of British Columbia in Vancouver, Canada. Now we are volunteering with an advocacy group called Car Free Day to apply what we have learned during our master's program in the city." -- Islam Ibrahim El Banna '16 and Aya Khaled Abdelfatah '16
• "I graduated with a master's in international human rights law and a graduate diploma in forced migration and refugee studies in 2006. I have fond memories of my schooling at AUC. I am currently teleworking in Silver Spring, Maryland, as the deputy director of the Office of Conflict Management and Mitigation with USAID. When things calm down and travel is available again, I will be working for USAID in Khartoum, Sudan, as the deputy director of Food for Peace."-- Felicia Genet (MA '06)
• "COVID-19 has hit the United Kingdom hard, and little did we know that we will be staying home. I am a program leader for Further Education and Training at Edge Hill University. COVID-19 has shown us here in Liverpool the power of people coming together. The great Arab community in Liverpool and the Arabic center's initiative to provide food and support for families are exceptional. Liverpool is one of the beautiful cities in North West England that always makes me feel like I am in Alexandria or Port Said because of its waterfront and beautiful seas. Regardless of the current situation and remote work, I feel lucky to be able to hear the birds singing in the garden and see the occasional seagulls trying to steal some food." -- Shereen Hamed Shaw '06

 

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By Nahla El Gendy, as told by AUC faculty

Jillian Campana, theatre professor and associate dean of the School of Humanities and Social Sciences

For over 20 years, I sought to avoid online teaching and even hybrid course design. Learning and teaching are more than the transfer of knowledge. They are about falling deeply in love with a subject matter, research question, theory or practice. They involve a reciprocal relationship between educator and students in which together they question ideas, discover approaches and solve problems. This is really difficult to accomplish via an online platform or email correspondence. People of all ages, socioeconomic backgrounds and cultures are currently citing high levels of isolation, and most of us are less connected to people outside of our bubble. Without the ability to establish new relationships, we are not challenged to understand perspectives other than our own.

For this reason, I believe that when we are able to return to face-to-face educational experiences, there will be a surge in pedagogical trends that seek to connect students and honor dialog and experiential educational practices.

Students have missed the classroom. Teachers have missed the classroom. We will all be grateful to resume study in a space together, and out of this gratitude will come innovation.

At the same time, problems generally lead to creative solutions and groundbreaking discoveries. In our current situation, students and teachers are at the forefront of such problem solving because we have a finite time, typically four years, to work and learn together, and so we need to make the most out of remote and hybrid study. Many professors are learning to use and incorporate technology into their courses better, and these tools will remain a steady part of our classes even after we return to campus, connecting older faculty to the younger generation who rely on technology. Students are reaching out to their instructors more for informal conversations. I have had many individual Zoom meetings and phone calls with students -- an example of how individualized instruction will forge lasting connections.

As a professor of theatre, remote work has been a unique challenge but also an opportunity to transform and invent new forms and make new connections.

We have had masterclasses through Zoom with distinguished artists living abroad like Yussef El Guindi, and we held a playwriting event last spring in which almost 100 students, faculty and alumni submitted original plays. These events would not have happened if we had not been craving creative outlets.

Of course, theatre relies on the relationship between artist and spectator, in much the same way that a classroom relies on the connection between student and teacher. It is the very energy in the space and the way the emotions and ideas spread from performer to audience that make the medium of theatre powerful. We simply cannot bring an audience into an enclosed space these days, so rather than change the discipline, we are making use of different types of performance venues and audience engagement techniques.

AUC's Spring 2021 play, Msh Zanbek, formerly titled You, W-Ana Too, is an outdoor site-specific performance in which five original short plays will be performed in five different outdoor locations. Small audience groups of approximately 10-15 people will watch each play (masked) and then follow a student guide to the next outdoor location to watch the next play. In this way, audiences will rotate through all five plays, watching the stories unfold. Since the topic of the play is sexual harassment, I am particularly interested in how conversations between audience members will unfold as they walk together to the next performance. The experience will be more interactive than a traditional play and will hopefully spur change and dialogue. Without the current restrictions on public gatherings, this performance would have been held in the Malak Gabr Arts Theater or The Gerhart Theater. As comforting and easy as that would have been, it is incredibly exciting to come up with an unusual and new approach to making and viewing a play.

I believe that out of this very difficult time will come a stronger, more connected and more innovative educational community.

Ahmed Tolba '97, '01, associate professor of marketing

Can the COVID-19 pandemic produce positive consequences? Can we look at the glass half-full?

I believe we can, particularly in the education field.

Since March 2020, faculty members have passed through three phases. First, there was the "panic" phase, whereby all what we hoped for was to save the semester. Then we experienced the "adaptability" phase, where we gained confidence in delivering online courses, albeit with a few reservations and still with a hope to return back to campus. Finally, we are passing through the "new normal" phase, where we hope to maximize the use of the effective online tools to complement face-to-face instruction.

In my opinion, the new normal in education should include more hybrid models. Students should be able to attend synchronous classes on-campus and online. This should attract international students to join programs and courses without travel. The new normal will involve more use of technology and more reliance on experiential learning in class to complement online learning tools. This will avail more time for interaction and practical applications, which, in turn, should raise the quality of education.

It is up to us to look at the glass half-full. Let's capitalize on a crisis to build a better future!

  

Hamed Shamma '99, '02, associate professor of marketing and BP Endowed Chair at AUC's School of Business

COVID-19 has been a significant disruptor to our lives -- probably the most considerable one we have faced so far. It has forced us to change how we do everything. In education, it has forced us to go online. We never thought or believed that being online would be as good as face-to-face instruction. But I have to say that online learning opened up new avenues that we never realized until we actually experienced it.

Going online made me question: Are we really making the best use of our face-to-face classes? If most of what we do in class can be done over Zoom -- this is the case in my marketing classes; it may differ for sciences or other disciplines -- then what should we offer in face-to-face classes? It made me challenge myself and think that I need to bring learning to a new level once we are back on campus.

Going online provided an easier connection with practitioners, consumers and businesses from Egypt and worldwide. If we need to connect with any stakeholder, it is much easier than we thought. With a click on a Zoom link, we are all together in class. This is obviously convenient for everyone. It also allowed us to better communicate with students, who realized that it is easy to talk and have a video call with professors, colleagues and other entities outside of class time. This was formerly limited to office hours on campus, but now, this can virtually happen at any point in time.

We have realized the benefits of online learning, but we have also realized that 100% online is just not the best experience.

Once the pandemic starts to diminish to safe levels for us to go back to campus, I am sure we will do things differently. Here is what I will do:

1. Less explanation of concepts and more engagement with students in class

2. More open-book exams

3. Regularly connecting with other students, marketing practitioners and consumers in different parts of the world to augment the practical learning experience and international exposure

We have always been talking about blended learning. We can no longer depend on 100% face to face nor 100% online. A mix of both tools will be the way forward.

Education is changing for good. This disruption will force educators to change their learning methodologies and use a mix of tools to provide students with the best learning experience. The future of education will definitely be more exciting than it currently is.

 

By Reem Abouemera

Will the future of education be online, hybrid or completely face to face? What will happen in the post-COVID-19 classroom? Even before the pandemic, Research and Markets had forecasted that the online education market would surge to at least $350 billion by 2025. What happens now, with the impact of COVID-19 becoming centric in education?

Hoda Mostafa, professor of practice and director of the Center for Learning and Teaching, and Maha Bali '01, associate professor of practice at CLT, believe it's all about the individuals using the tools rather than the tools themselves.

"The digital education space is rich with both pedagogical and technological innovations, and the decisions we take now can possibly open up new opportunities," said Mostafa. "I am personally a pedagogy-first proponent and see technology as the enabler."

"Nothing is ever really about the 'digital tools,' or at least, it shouldn't be," Bali affirmed.

"Sometimes, a tool can replace something you're doing in-person to allow you to do it the same way, supplement it or enhance it. Occasionally, a digital tool can help you do something you could not do before, but it's always about what it is you're trying to do and whether a tool exists that can be used -- or repurposed -- to fit your goals," Bali added.

For Bali, it's always about humans and social connections -- not tools, since there are almost no "new" tools that appeared during COVID-19. It's just that suddenly more people had to learn to use them and choose the ones that fit their needs.

"People are innovative, not tools," Bali emphasized. "You can use simple and straightforward tools every day, like Google Slides, in innovative ways. Digital literacy is more important than digital tools."

For instance, using Twitter isn't about learning how to tweet but about learning how to use it to create a campaign. Similarly, many people around the world use a tool like Zoom, but how many are using it to create engaging classes and meetings?

So is hybrid the future of education?

Mostafa perceives that in some contexts, traditional classrooms and even workplaces will no longer "work" after everyone has been exposed to studying and working in vastly different approaches than the usual, which is why hybrid models are here to stay.

Bali agrees that hybrid teaching will likely continue beyond the pandemic because it was already happening before it. "I'm sure that although many people were introduced to online learning at a time of trauma, some will realize the benefits of sometimes using non-traditional ways of teaching in the future," she stressed. "Whether it's for logistical reasons or because some tools enable equitable learning, each teacher will discover what works for them."

Despite that, Bali still believes that university education is much more than the cognitive learning component that happens in classrooms.

"Students gain so much from the social interaction, extracurricular activities, and other informal and less-structured learning that happens on campus. Universities will likely continue to offer and value such experiences," she affirmed.

For Mostafa, there seem to be more questions than answers at this point. "What will our learning spaces look like in the near and far future? Will we ever return to the face-to-face teaching we are accustomed to, or will we craft a new set of delivery methods, pedagogies and technologies that allow for fluid teaching and learning? What kind of support environment can centers for learning and teaching provide instructors as they drive this change and help navigate the array of digital tools that best support learning?" These are all questions yet to be answered, and the discussions continue.

"Many communities within institutions across the globe are responding to the pandemic by engaging in conversations around the future of higher education using an innovative mindset to challenge the status quo," she added.

As for Bali, while she's certain that hybrid learning isn't just a buzzword and is here for the long haul, she deems it vital to keep the issue of privilege front and center: Who has privileged access to technology, and who doesn't? What about access to high-quality devices? The internet? "Even some privileged neighborhoods don't have great internet access, and that is an issue that needs to be solved at the infrastructure level," she said.

But all in all, opportunities are evidently present, with digital tools paving the way for them.

"With this complexity comes opportunity when communities of practice look to others for guidance, draw from past experiences and, most importantly, listen with empathy and care to our learners," said Mostafa. "I hope that the higher education communities will embrace this crisis with innovation, accompanied by an openness to experimentation and learning -- one challenge at a time."

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By Reem Abouemera

"COVID-19 could be the first of waves, not the only wave. That will definitely change behavior, and in my own practice, it will change design - precisely, it will change architectural design," said Khaled Tarabieh, associate professor and associate chair of the Department of Architecture.

Looking ahead, the University began its AUC Next 100 Campus Plan along with international architecture firm Beyer Blinder Belle, who will be guiding the University through the master planning process for the design and construction of the second phase of our New Cairo campus. BBB engaged the AUC community, including student interns, in creating a vision for the future of the campus - supporting the space needs of the 21st century.

Among the engaged stakeholders who shared their vision for AUC New Cairo were Tarabieh's students in his Sustainable Design class. Over the summer, they explored environmentally friendly uses for AUC's undeveloped land, putting themselves in the shoes of the architects and actively working on the campus project by being assigned an AUC site and tasked with master planning it.

From green roofs to permeable pavements, students worked from scratch to come up with their own architectural proposals. Their efforts were guided by Tarabieh, who holds both a master's and PhD in city planning for energy-efficient environments from the University of Pennsylvania and is an expert on the design, construction and assessment of green buildings.

Tarabieh shared with AUCToday his architectural insights on what the future could look like for AUC post COVID-19, in light of his expertise and based on the ideas proposed by his students during their participation in the AUC Next 100 Campus Plan exercise.

Hybrid Flexible (HyFlex) Classes

Among the pandemic's expected implications is the prevalence of HyFlex courses, where students can attend their classes either fully face to face, via videoconferencing as the classes happen in person or via recorded sessions after class, Tarabieh noted. Therefore, classrooms need to be equipped with technological resources to enable students to equally access all these participation modes and achieve the same learning objectives regardless of the mode they choose.

Class space would also need to be reconfigured to maximize physical distancing and may even need to be redesigned or enlarged, especially if the number of enrolled students per semester remains more or less constant.

"The new normal will demand that we take certain aspects into account, like how humans will adapt to being 1 meter apart from each other and wearing protective masks," he said.

The Air We Breathe

The pandemic has taught us how particles can linger in the air, and confined spaces can be a transmission source for the virus. So improving indoor air quality must be at the forefront of priorities, Tarabieh said, highlighting that a "breath of fresh air" can go a long way.

AUC has always fostered a clean and green campus and taken several measures to implement that, from developing a sustainable trash management system to building the University's first extensive green roof.

Now the buildings will need to be even more sustainable and healthier than before, with mechanical systems designed to supply fresh air and purify air at higher levels, Tarabieh noted.

"Priorities have changed," he said. "It's no longer about just supplying cold air or nice-quality air that's free of humidity - it's about purifying the air -- an issue that imposes greater difficulty on mechanical design and that will require future investment in quality air conditioning systems and being ready for a higher energy bill."

To achieve that, AUC will need to invest heavily in technology, particularly ultraviolet germicidal irradiation technology that purifies the air and inactivates airborne bacteria and viruses -- similar to the concept of home air purifiers but on a larger scale. In addition, a front-loaded investment in building systems could take the form of more advanced air filters and portable filtration units.

Keep Disinfecting

We're all using hand sanitizers much more than before, stocking them in our bags and pockets while on the go. Since we've been doing it for a while, it's become second nature and is likely to stay.

While seemingly simple, the frequent use of sanitizers has entirely different effects on physical spaces, especially concerning material selections. Since we're spraying different types of liquids all day, the choice of material becomes vital, Tarabieh pointed out.

"AUC will need to seek bacteria-resistant materials and antimicrobial surfaces that don't allow viruses to settle onto them," he said. "You won't be able to use cloth materials that COVID-19 can stick to while cleaning classrooms, for example. Using carpets will be challenging not only because it acts as a dust sink but also because it's a potential surface that retains the virus for a prolonged time. Floors, furniture and wall materials also need to be able to withstand that kind of frequent spraying and cleaning without deteriorating."

Naturally, life-post-pandemic will be all about frequent cleaning and disinfecting public areas. COVID-19 got us used to the sight of housekeepers in protective suits or vehicles spraying disinfectants everywhere -- and that will become part of the AUC norm for decades to come.

Tarabieh expects that the University will be recruiting for a much larger "army of specialized technical disinfection teams in addition to the typical army of housekeepers as well as disinfectant jobs to run a facility like AUC and sanitize it like a hospital."

But a large base of housekeepers simultaneously means more stock of protective equipment: sanitation suits, masks, sanitizers and disinfectants. "Yes, we'll need much larger storage closets, but the bigger impact will be on their architectural programming," stressed Tarabieh. "There has to be a mechanism to not only store the equipment but also dry it when needed, have it in stock at all times and dispose of it without coming in contact with the rest of the equipment. In other words, a sustainable cleaning system will need to be built from scratch."

Back to Partitions?

"In the last 10 years of green architecture, we've been calling for open office spaces without partitions," recounted Tarabieh. "It's a healthier environment when you're in an open office space, enjoying daylight and socializing with one another."

Since the outbreak of the pandemic, researchers are now taking a step back on the idea of open office spaces because being in close proximity with others can pose significant risks. As a result, the direction is headed toward increasing spaces between offices.

"There's a likelihood that we're going back to compartments," said Tarabieh.

That's for office space.

But "the power of outdoors" will likely take over in other aspects of life, with a new trend that is likely to emerge. "It's similar to 'stay home,' but this time, it's 'stay outside and get some fresh air.'"

Outdoor classes might become a norm in the post-COVID world

Tarabieh predicts that AUC will invest more in landscaping to design more pedestrian-friendly areas in expectation of new normals such as outdoor classes, for instance. He emphasized that the nature of courses will change -- classes can be taught on the go while walking with students, socializing, or having a drink or meal together.

"The idea of stagnant classroom instruction was fading away anyway before COVID but the fading accelerated post-pandemic onto the new normal," Tarabieh said. "The architectural vocabulary of outdoor spaces will change, including how to define and design these spaces. AUC will need more steps that allow gatherings and instruction in the fresh air and pit-like design spaces like those on Bartlett Plaza, where people sit in a circle or a U-shape."

For Better or Worse

The lingering question remains, "Will the post-COVID-19 world be better or worse than it was before the pandemic?" No one knows, but Tarabieh is looking on the bright side.

"The whole world will change," he affirmed. "Every house now has a home office, and each one of us -- from children to grandparents -- needs internet access. Smart TVs, smartphones and digital tools are keeping us connected, and there's an overarching theme of strengthening sustainability worldwide."

Through it all, humans have proven their perseverance. "There will be nothing called 'reset to the beginning' post-COVID,' but this isn't the first challenge that mankind has faced," Tarabieh reflected. "For thousands of years, humans faced challenges. They will adapt and find ways to do what they used to do before the pandemic. I'm not saying that its impact will last forever -- but human beings have an exceptional characteristic, which is adaptability."