By Em Mills and Devon Murray

If you can't imagine a future without AI, you're not alone. AI has transformed countless aspects of daily life and will only get more influential, leading some to ask, "Is AI going to take over the world?"

Fears of robot overlords aside, a more pressing concern lies in whether AI can learn to address the systemic inequalities that shape our society and inform our data sets. Left unchecked, AI is doomed to replicate and amplify the prejudice reflected in dominant culture. What needs to happen to set AI on the right path?

We spoke with AI experts Mona Diab '92, director of Carnegie Mellon University's Language Technologies Institute, and Aliah Yacoub '18, AI philosopher at Synapse Analytics and founder of the publication techQualia, to understand the latest developments and challenges in the realm of AI and why it's important to incorporate ethics into tech.

Mona, you've been working with AI for more than two decades. How have things changed over the years?

MD: Our field used to be a bit of a hidden secret until the boom in 2017 when we started seeing far more large language model technologies hitting the market. Now, with things like ChatGPT, those technologies have really taken over the narrative and are much more mainstream.

What are some of the challenges accompanying the AI boom?

AY: The most critical challenges that we're facing today are of an ethical and social nature. Instead of focusing too heavily on questions about AI displacing workers or killer robots taking over the world, we should direct our attention to the pressing issues of feminist AI, geopolitical exclusion, regulation issues, bias and more.

We also face particular sociopolitical obstacles that make AI usage complicated: Countries can't create regulatory frameworks at the same pace that the technology itself advances or even at the same pace with each other. In Egypt, this is amplified by certain structures and governance issues that make the regulation of responsible AI a real challenge.

MD: Take things like Alexa, Siri, Google Assistant and machine translation. Many people blindly assume that they can always be trusted, which is very scary. In general, Google Translate does a phenomenal job. However, if you translate a language that has a limited digital presence -- meaning how much information about the language is accessible for AI to pull from online -- then your technology is less than perfect and you can run into a lot of trouble. With the growing accessibility and dependence on these technologies, from basic translation to courtrooms, it's imperative that they have a built-in notion of responsibility.

How can we build more responsible, culturally sensitive AI?

MD: It starts with building talent. We talk a lot about computational and critical thinking in computer science programs, but what I'd like to add to this conversation is responsible thinking. We want the people working with these new technologies to come in with social responsibility in mind, as opposed to adopting it later as a remedial or reactive attitude.

That's why I came back to the university; it's where people begin to study and work with these technologies. The idea is to start students out already understanding and grappling with these dynamics from the get-go.

AY: Because AI has become a fundamentally interdisciplinary field, it's vital for experts across specializations -- particularly the social sciences -- to have a voice and lend their personal skill sets to the field. That's how we can develop responsible AI.

Can you give us some examples of social responsibility in AI?

AY: One example of this is Data Feminism, a feminist AI approach which aims to address the issue of biased data sets that perpetuate inequalities. In the tech world, women are grossly underrepresented in every stage of production, from the theoretical to the technical. Feminist AI seeks to incorporate an analysis of contextual knowledge, power relations and marginalized perspectives, helping us understand who AI systems represent and who they ultimately serve.

Another example of social responsibility is localizing AI content to bridge regional literacy gaps. At techQalia, we approach this by writing in an accessible and exhaustive way, avoiding confusing academic jargon and releasing all of our publications in English and Arabic.

MD: Translating sciences into other languages so that people can study in their native language. It's not about dispelling English as a central language for scientific expression but rather enriching the scientific landscape by unlocking people's creativity in their native languages. This way, we create new algorithms, approaches and technologies. It comes with the territory of diversity.

Why is it important for Egypt and the Arab world to get involved with these technologies now?

MD: Facilitating scientific innovation in Egypt and the Arab world will enable local communities to flourish economically and enrich the scientific landscape as a whole, helping to balance out inequality in who gets a say in tech development. Right now, Silicon Valley predominantly defines the value systems of large language models because they're the ones with the means to build these technologies at scale. This creates a level of hegemony that we need to remain cognizant of, particularly in the context of colonialism and imperialism.

AY: Right now, Egypt struggles with severe AI illiteracy. We are rarely ever early adopters of new technologies, which means we miss out on the benefits of adopting generative AI across industries like healthcare and education. Aside from missed economic opportunities, the fact that algorithms are not trained on Arabic data can also have dangerous repercussions on our sense of identity, reproduction of knowledge and representation in data sets.

"We talk a lot about computational and critical thinking in computer science programs, but what I'd like to add to this conversation is responsible thinking."

Mona, a large portion of your work has focused on expanding the understanding of Arabic in large language models. Can you tell us more about this?

MD: My work came to fruition at Meta in the context of social media. People don't commonly speak in Modern Standard Arabic. On social media platforms, they use their own dialect and vernacular, so a reductionist understanding of Arabic like MSA renders translation ineffective and inaccurate. I challenged Meta to account for these variations, leading to more effective translations, better user experience and easier recognition of hate speech. Translating Arabic is a microcosm of exploring how to push the boundaries of computer science as a technology.

I want to get involved in AI. Where do I start?

AY: It's never too early and never too late to get involved with AI. Most importantly, it's never unrelated to your studies, no matter what they are. We actually recently published an excellent resource in English and Arabic for students called techQualia Career Guide, which offers insight into jobs in AI based on different fields of study.

MD: I highly encourage students to seek out ways of participating in global initiatives around AI. I have an initiative called 60-60 that I would really love for people to join. You don't have to travel to be able to participate in most initiatives. You can partake in events, courses, tutorials and programs online that will give you the opportunity to build a global network.

Any final thoughts?

MD: I'm actually an optimist when it comes to this technology because at the end of the day, it is human agency that controls it. As much as we are good, the technology will be good and will be put to good use.

AY: It's very difficult to think of an area of human life or human experience that AI hasn't already transformed or is plotting to transform. It's essential to start now, from the very beginning, focusing on ethical development.

___

Diab studied computer science at AUC and completed her master's in computer science at The George Washington University and her PhD in computational linguistics at the University of Maryland, moving on to conduct postdoctoral research at Stanford University and serve in leadership roles at companies like Amazon and Meta. Diab's work combines linguistics and computer science to make AI-powered tools effective and inclusive, focusing on responsible AI.

Yacoub studied philosophy and political science at AUC and completed her master's in philosophy at the University of Groningen. Her work focuses on the ethics, science and implementation of machine learning AI algorithms within a broader social context. She strives to explain, inform and critique the workings and implications of AI using a philosophical framework.

By Celeste Abourjeili

"I remember walking into that court in the morning feeling overwhelmed, and it almost seemed like the peak of my career aspirations. I'm in the court representing Egypt in a case addressing the situation in Palestine," says Jasmine Moussa '02, '05.

Moussa is a legal adviser in Egypt's Ministry of Foreign Affairs, and she recently presented Egypt's oral arguments at the International Court of Justice (ICJ) in the advisory opinion on the legality of the Israeli occupation of Palestine.

At the court, Moussa highlighted the 75-year history of Palestinian suffering at the hands of Israel. "History will judge us for how we respond today," said Moussa in her ICJ address. She ultimately declared, on behalf of Egypt, that "Israel's prolonged occupation is therefore illegal and is an ongoing, internationally wrongful act that must be immediately brought to an end."

The aftermath was possibly even more disorienting. "We don't typically do media appearances, but on the plane back, passengers, flight staff and the pilot recognized me." she says. Moussa had mixed feelings about the attention at first, but overall felt honored for the reception, and relieved that people generally respected the work she had done. "People in this ministry put a lot of trust in me with that task, and I just felt so privileged and thankful that it was well received. It felt like a nice, big celebration that we had all collectively done something," she says.

Bold Beginnings

Moussa discovered her interest in international law and politics at AUC, where she double majored in political science and economics. "I was at AUC between 1998 and 2002, which was a turbulent time for the region," she says, explaining that the era witnessed conflicts in Palestine, Southern Lebanon and Iraq, as well as 9/11. "The campus was really alive with political discussions and debates, and there was a lot of student activism around those themes. AUC was a place where we had complete freedom of thought, complete freedom of action."

She found that student engagement was always welcome from her professors. "Once, we organized a massive drive to collect donations for Palestine, and it was so huge that we blocked the roads for a week. We had 33 trucks full of humanitarian relief supplies," shares Moussa. She and her fellow students inspired others in her community to help too, with underprivileged children bringing bags of rice and sugar for the cause.

Moussa was also engaged in the Cairo International Model United Nations on campus, which kept her aware of current developments. She took part in the model of the International Court of Justice, even presiding over it at moments. "It all started at AUC: my passion for the Palestinian cause, justice, international law and the international rule of law. These interests drove me throughout my career."

When Moussa finished her undergraduate degree, she decided to become an international lawyer, completing her first postgraduate degree in international human rights law at AUC.

Building a Career

Moussa's first job after AUC was an internship with the Arab League. It was there that she wrote a short memo about requesting an advisory opinion on the legality of settlements in occupied Palestine. "To me, that was very obvious. Why don't we go to the ICJ and ask for an advisory opinion? And then, 20 odd years later, it happened," she says.

Later, in 2005, Moussa joined Egypt's Ministry of Foreign Affairs, but she didn't just want to work in diplomacy -- she wanted to specialize in the field of law and chart the path forward. This drove her to pursue a law degree at Cairo University, a master's in law from the London School of Economics and Political Science and a PhD in law at Cambridge. "Every step in my path was further confirmation that I was in the right field, doing the right thing," she affirms.

"There's a whole new generation of Egyptian international lawyers who are amplifying Egypt's voice in the international legal arena."

Though the law is not always applied correctly, Moussa feels she is contributing to improving its application in this part of the world, particularly in Egypt. "International law is a tool for developing countries to try to get their rights asserted at the global level," she says. "There's a whole new generation of Egyptian international lawyers who are amplifying Egypt's voice in the international legal arena."

While exciting and fast-paced, the job is anything but easy. Moussa and her team work six days a week with open-ended working hours. "We live in the office, and it comes at an expense," she says. "Oftentimes, our goal is not to reach an agreement, but rather to avoid one that does not serve Egypt's best interest."

Outside the office, Moussa's time is dedicated to her family. She has two young children and a husband. While she used to love writing poetry and volunteering, her time now is limited to work and family. "It's very difficult for women to maintain a career in law," she reflects. "There are a lot of women who enter the field, but then they're not able to continue in it for very long."

Making the Case

The work of an international lawyer can be painstakingly slow, Moussa says. "Some agreements can take decades, even generations to negotiate. The apparent lack of results is one of the most frustrating parts of my work."

This is especially true when it comes to Palestine. "In the Palestinian case, it seems that very little is achievable. There doesn't seem to be much prospect for peace," she explains. Moussa finds the disregard for international law in the Palestinian case particularly frustrating and believes that the ICJ ruling has revealed a pattern of noncompliance with international law when it comes to Palestine.

"For decades we've talked about Israel's obligations as an occupying power until it occurred to the Palestinians to ask the question, 'Is this occupation lawful to begin with?'" Instead of ruling on how Israel should be conducting the occupation, lawyers like Moussa are now arguing that Israel should not be conducting the occupation in the first place because the whole situation is unlawful.

"The ICJ complied; it gave the opinion that Israel needs to end its unlawful presence in the Occupied Palestinian Territory with an overwhelming majority," she says. "With international law, we can keep critiquing the system, or we can try to use it to our favor to achieve incremental gains."

Moussa believes this is a reality that Palestinians have become acutely aware of today. "Now, Palestinians are trying to get decisions from international courts so that we're not just talking about rights in the abstract, but about rights confirmed by the highest judicial organ of the global system," Moussa explains. This pathway, Moussa says, has helped other countries vindicate their rights, such as Mauritius in its claim for sovereignty over Chagos, Namibia during its fight for independence and South Africans at the end of apartheid. "If you work from within the system, it will sometimes work in your favor," she says.

When asked about her advice to current AUCians, Moussa warns that many will try to dissuade them by arguing that the work students feel passionate about is too hard. The field of international law, for instance, is very competitive and has lots of experts without many opportunities. Yet, following her own advice, Moussa did what she was passionate about and never gave up. "Don't take no for an answer, and just keep at it. Because that's really what it is," she says. "You try and try and try."

Do you have cash to spare?Are you looking for stable investments to maintain or increase the value of your money? In this economy, money can be less productive inside the bank than in investments due to inflation, which has led to a drastic devaluation of the Egyptian pound.

To dissect Egypt's economic status and discover the best saving methods, we spoke with Jasmin Fouad, professor of finance in AUC's Heikal Department of Management. Below are some of her tips for navigating the current Egyptian economy and multiplying, or at least safeguarding, your savings.

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.

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.

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

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.'"

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."

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."

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.

ACROSS

3. The original name of the Alumni Association.

7. Famed Nobel Peace Prize-winning author, whose first
English novel was published by AUC Press.

9. The first student dormitory on AUC's campus.

13. The initial plans for AUC campus were near this location.

14. AUC founder.

17. AUC's first female student, who enrolled in 1928.

18. Original name of the student newspaper, Campus Caravan.

19. In 2000, AUC's Rare Books and Special Collections Library acquired the _____ collection.

DOWN

1. AUC is the top _____ campus in Africa.

2. AUC is the first University in the region to offer a _____ degree, pairing with the Massachusetts Institute of Technology and Abdulla Al Ghurair Foundation for Education.

4. The first student organization at AUC.

5. The _____, with an emphasis on subjects outside students' majors, was introduced in 1989.

6. The committee charged in 1994 with recommending guidelines and priorities for the future development of the University, ultimately deciding on the relocation to the New Cairo campus.

8. The first play ever produced on campus.

10. The University mascot.

11. AUC's first _____ took place in 1923.

12. Acronym for the world's premier, full-immersion Arabic-language program that opened at AUC in 1967.

15. The leading University-based startup accelerator and incubator in Africa and the MENA region.

16. Sandstone for the walls of campus buildings is all from a single quarry in Kom Ombo, 50 kilometers north of _____.

17. AUC held its last undergraduate commencement in _____ Hall in 1988.

WORD BANK:

14. CHARLESWATSON, 13. PYRAMIDSOFGIZA, 8. MONSIEURBEAUCAIRE, 7. NAGUIBMAHFOUZ, 12. CASA, 15. VENTURELAB, 17ACROSS. EVAHABIBEL-MASRI, 18. THEAUCREVIEW, 9. HILLHOUSE, 11. COMMENCEMENT, 10. EAGLE, 3. OLDBOYSCLUB, 6. CENTURYCOMMITTEE, 1. GREEN, 19. VANLEO, 4. STUDENTUNION, 16. ASWAN, 2. BLENDED, 17DOWN. EWART, 5. CORECURRICULUM

By Claire Davenport

When Charles Watson, AUC's first president, founded The American University at Cairo 100 years ago, he originally had his sights set on a campus by the Pyramids of Giza, offering secondary and University-level education. Today, AUC has expanded into a different side of the desert, growing from 142 students when it first opened its doors in October 1920 to a thriving student body of almost 7,000 students.
 

From the beginning, AUC was committed to implementing a new method of schooling in Egypt, broadening the definition of learning by striving to serve its host country and the greater international world. Founded in 1919 by Charles Watson, the University has continually proved its dedication to both American and Egyptian values. Born to missionary parents and raised in Egypt, Watson wanted to establish a University with Christian values based on American institutions and catered toward Egypt. Its original mission to be a gateway between the United States and the Middle East, to give back to its community and to endow generations of students with creativity, critical thinking and a well-rounded character makes AUC what it is today -- Egypt's global University. 
 

Liberal Arts: Reimagining the College Program
 

Watson was a man who believed that good character could be learned and that freedom of discussion promotes creativity and ingenuity. Stemming from these beliefs was his desire to establish an interdisciplinary, value-oriented University that would encourage strength of character and provide quality education. Establishing a University is no small feat, especially a private international institution with AUC's caliber. 
 

"What set Watson's ideas apart from the hundreds of other foreign-run institutions in Egypt, however, was a determination that the new institution also should be a university offering advanced professional training in such fields as education, engineering, commerce, journalism, theology and law."
 

When the University was founded, Egypt's system of higher education consisted of professional schools with specialized programs in law, the arts and the sciences. There were also no liberal arts substitutes for the specialized schools available, so Watson's vision to build AUC on the American concept of a four-year, undergraduate liberal arts curriculum was a deviation from the norm. As Lawrence Murphy noted in The American University in Cairo, 1919-1987, "What set Watson's ideas apart from the hundreds of other foreign-run institutions in Egypt, however, was a determination that the new institution also should be a university offering advanced professional training in such fields as education, engineering, commerce, journalism, theology and law."

An important element of the American liberal arts education Watson called for was diversified studies. In the early years of AUC's founding, science majors took English and social science courses, and the University's public-service-oriented curriculum ensured that students were equipped with social science skills to meet Egypt's needs. "Specialization was, therefore, discouraged," Murphy noted. "Students studied as many subjects as possible, familiarizing themselves with the major concepts of each discipline through required courses in science, literature, philosophy, and the social sciences. ... At the same time, however, each pupil was required to study Arabic to remain in contact with his own society." The curriculum also focused on character building, including moral and religious studies, as well as physical training and athletics to develop sportsmanship, teamwork and positive health practices among students. 
 

In the beginning, classes were kept small. Students had weekly meetings with professors, and essays were emphasized more than exams. As Watson explained in the University's 1933 commencement address, "It [education] calls for the abandonment of the memorizing system of education." Watson implemented these policies to ensure that students were able to get the most out of their liberal arts studies.
 

Hands-on curricula also distinguished AUC as an institution. As Murphy noted, "One AUC objective was to introduce new instructional techniques into the Middle East." Instead of memorization, AUC faculty members used a variety of methods to make their classes thought-provoking, participative and hands-on. In science classes, each student was given his own apparatus to perform his own experiments and prove the validity of scientific theories -- a costly initiative uncommon in Egypt at the time, when most science courses were taught through demonstrations by the professor. Science students also visited factories in Cairo and formed their own Science Club. Similarly, English professors encouraged students to speak in English through Speak English on Campus campaigns and a campus spelling bee that was sometimes broadcast on the local radio station. Desserts were also offered to those who spoke English during the lunch hour. In journalism classes, articles and pictures were first posted on a bulletin board, then students issued the first University newspaper, The AUC Review, in 1925 -- a four-page paper covering AUC personalities, news for the student body, official announcements and editorials on campus issues. The AUC Review also started sponsoring the Miss AUC Contest in 1931. In addition, classes and student clubs sometimes put on programs during the daily assemblies. 
 

These efforts have consistently paid off. In 1930, nearly 75 percent of AUC students who sat for the government examinations passed, and AUC graduates were admitted for advanced work in countries such as the United States, Britain, Switzerland, France and Germany. In addition, New York State recognized AUC's Junior College Certificate, issued after studying for two years at the University, as being equivalent to two years of American college work. This qualified AUC students for admission to professional schools in the United States. 
 

Today, liberal arts remains at the heart of an AUC education. Most students earn a third of all credits outside of their major or minor requirements. Through the Core Curriculum, all students take courses in writing; language and information literacy; philosophic and scientific thinking; Arab history; literature and society; and foundational classes in the natural sciences, social sciences and humanities. Through these diversified courses, students debate new ideas and actively participate in class discussions, helping them make connections across their studies, encouraging them to think critically and develop a creative approach to problem solving, and equipping them with lifelong skills to excel in our fast-paced world. This American-style, inquiry-based liberal arts education -- emphasizing a learning-by-doing approach and teaching students not what to think, but how to think -- is what Watson had laid emphasis on from the beginning. In our modern world, as was the case in the University's early years, AUC's alumni continue to pursue graduate studies at top universities abroad. They distinguish themselves across the world as leaders, innovators and change agents, from heads of state, ministers and philanthropists to business founders, scientists, artists and global champions.
 

"AUC owes a duty to the community in which it is located."

Cocurriculars: Beyond the Classroom

AUC also offers its students something very distinct within the region: a cocurricular education. Participating in activities outside of the classroom was valued by the University's first administration, and students were expected to join at least one club in the early years. Throughout its history, AUC developed a diversity of cocurricular clubs: the Student Union, AUC's earliest organization that was mainly focused on community service as well as moral and religious issues; the Ramses and Penatur societies, which emphasized literature; the French-oriented Moliere Club in the mid-1920s; the popular Maskers Club; the International Relations Club; and the Folklore Troupe in the 1960s. 
 

Out of all cocurricular activities, theatre especially flourished. The first play ever to be produced on campus was Monsieur Beaucaire, performed during the commencement exercise of 1926. Going forward, students began to see theatre as a place to feel out new perspectives and possibilities while practicing English.
 

C. Worth Howard, the second head of AUC's English Department and after which Howard Theater in AUC Tahrir Square has been named, promoted drama to not only improve spoken English among students, but also as a form of self-expression. "Plays were presented at assemblies in conjunction with commencement, and for the general public," Murphy wrote. "Students took all the parts, with boys playing female roles when necessary. They also constructed the scenery, distributed tickets and handled all other aspects of the production." 
 

Students were also required to attend weekly assembly lectures that included anything from performances to ethical talks by distinguished visitors. An end-of-year essay contest measured what students learned from the talks, and notable speakers included Egyptian feminist Madame Bahmy Bey Wissa, boxing champion Gene Tunney and commander of the U.S. Navy Admiral Roger Welles. The assemblies also included singing, music, plays and programs by classes or student clubs. In addition, Sports Day, initiated in 1921, saw AUC students competing in drill exercises, tug-of-war, races, volleyball, basketball, wrestling, jumping, tumbling and lifting weights, as well as throwing the discus and javelin.
 

For AUC instructors, this was all evidence that some of the most significant learning experiences take place outside of the classroom. Indeed, faculty members began to take students on field trips. One year, Professor Erdman Harris took a group of students on weekends to areas within Egypt experiencing health and sanitation problems to study the relationship between these conditions and infant mortality, disease and dysentery. Another class taught by Harris surveyed the social agencies in Cairo. Years later, students who participated in these cocurricular activities noted that such projects "stimulated their first interest in solving their country's many social problems," as Murphy noted. These initiatives reflected the faculty's desire to equip students to carry on the legacy of inquiry in the future, using their studies to improve life within Egypt.
 

A century later, cocurriculars remain one of the distinctive aspects of an AUC education. AUC's 60 student-run organizations reflect the diverse interests of the student body, ranging from community service, academic, culture and special interests to student government and conferences. The University also has several student-run publications, including the Caravan newspaper and AUC Times magazine.

Emphasizing the importance of activities outside of the classroom, AUC recently launched the cocurricular transcript, the first-of-its-kind in the Middle East. A model found at U.S. universities, AUC's cocurricular transcript formalizes and officially documents the wide array of cocurricular activities in which students participate. This includes not just student organizations, but also participation in orientation, the Undergraduate Research Program, Career Center, Academic Community Engagement courses and athletics. In conjunction with traditional academic transcripts, the cocurricular transcript is intended to give a more dynamic and holistic perspective on students. 
 

Education as a Public Service: Filling the Void 
 

AUC has always been dedicated to improving life in Egypt. Watson once said that "AUC owes a duty to the community in which it is located," and the expansion of education and commitment to philanthropy have only increased throughout the years. According to Watson's address at the graduation exercises of the College of Arts and Sciences, AUC has "a duty to perform and a service to render not merely to those who are enrolled as regular students, but to the community and the public at large." Along this line, AUC hosted a range of training programs and educational initiatives for Egyptians, mainly through its 95-year-old School of Continuing Education, which was originally called the Division of Extension.
 

In 1924, the Division of Extension was established to house evening lectures and program series that would benefit society, with a particular emphasis on public health and welfare issues. From the beginning, the Division of Extension was supposed to deal with "Mr. Public," as Watson described it, and its motto was to "educate all the people." Hosting a range of popular public lectures and cultural events, the Division of Extension strengthened AUC's impact on the life and culture of downtown Cairo. 
 

First envisioned by Watson as a public service component of AUC, the Division of Extension began as a forum for lectures by well-known speakers, such as Egyptian intellectual Taha Hussein. Speakers focused on topics of "immediate concern to Egypt," including population growth, education, and social and economic reform. In addition to lectures and film screenings, the Division of Extension worked on improving people's well-being through village health contests and a campaign to prevent blindness. 
 

In the 1940s, the Division of Extension was also referred to as the "evening college." After almost two decades, it was renamed the Division of Public Service, offering noncredit programs in business, consumer education, playwriting, language studies, accounting, fine arts, family education and secretarial administration. 
 

• Registration in the early years
• 

In the 1980s, the Division of Public Service grew tremendously under the guidance of Ralph Nelson, dean of adult and continuing education, expanding its offerings in Arabic and business; creating its own English-language curriculum, tailored to the needs of Arabic speakers; introducing one-year and two-year professional certificates, not just individual courses; and initiating evaluative techniques for faculty members, as well as English proficiency entrance exams for participants. 
 

• AUC's first soccer team, March 1922
• Athletics and physical exercise were a core part of AUC's curriculum

The Division of Public Service later became known as the Center for Adult and Continuing Education, and expanded during AUC President Richard Pedersen's tenure to include outreach and full-time career programs in different parts of Egypt, such as Alexandria and Tanta, as well as the Middle East, including Saudi Arabia and Abu Dhabi. In 2006 - 2007, the center was renamed the School of Continuing Education, enrolling approximately 20,000 students per year. With its diversity of programs and offerings, the School of Continuing Education is fulfilling Watson's vision of a University that would provide service to a wide spectrum of the Egyptian public. 
 

The Division of Extension was not the only organization focused on delivering educational opportunities. In 1921, the School of Oriental Studies was established to offer noncredit Arabic courses to foreigners. AUC's first graduate degree in 1950, a Master of Arts in Arabic language and literature, was offered through the School of Oriental Studies, which was incorporated in the 1960s into the Faculty of Arts and Sciences as the Center for Arabic Studies. In addition, in 1926, the Education Department provided teachings in modern educational philosophy and instructional techniques. The department created the Journal of Modern Education, "the first magazine in the Arabic language devoted to the general discussion of modern education and the adaptation of progressive principles to the educational problems of the Near East," as displayed on its cover in 1928. Later years saw the creation of the Management Extension Services in the 1970s for governments and companies throughout the Middle East. Management Extension Services offered custom training and courses in whatever language suited the client, "filling a significant educational void," as Murphy noted.
 

Continuing a Legacy
 

Today, AUC is still a symbol of international friendship and collaboration, with students, faculty and visitors from all over the globe. But beyond this, AUC has continually set itself apart as an institution devoted to excellence in all areas.
 

Watson's original vision was a school where students gain not just knowledge, but also the ability to relate the things they learn to real life, as well as the motivation to pursue independent thinking and creativity. Looking back on the past 100 years, we can see how Watson's vision is still alive today and will continue to influence future generations of students. AUC will not only continue on the same track, but will keep progressing -- ushering in a new century of excellence, innovation and service.
 

The Early Days

Charles R. Watson

Charles Watson led a life dedicated to the expansion of education and the promotion of Christian values abroad and specifically in Egypt. Born in Egypt on July 17, 1873, Watson received his early education in the country and his PhD from Princeton University's Theological Seminary in 1899. He began his career by taking charge of a mission church in Pittsburgh.

Later, he worked as a teacher and pastor, promoting the works of his church at home and abroad. He was an active member of the Near East Christian Council, a special representative for the Foreign Ministry Board of North America at the Paris Peace Conference of 1919, and was part of an Egyptian commission to study a program of national education for the country in the early 1930s. He studied the educational system in Egypt in the early 1900s, and in 1915, organized the Board of Trustees of The American University at Cairo. The legacy of his life and values are still felt through the University today.

Liberal Arts

"We must have original and creative minds. To develop such minds is to render a supreme service to the country. Yet, this is no easy task. It calls for constant encouragement of the student to think for himself. It calls for the abandonment of the memorizing system of education. It calls for examinations and research work that will encourage independent thinking. It calls for discussions in classrooms and not mere recitations."

"The Place and Program of
The American University at Cairo,"
Commencement Address
May 26, 1933

"Our institution is here to serve Egypt and the population of Egypt. ... The full recognition of this point is fundamental to any consideration of our program and plans. ... The American University at Cairo has from the beginning laid a unique emphasis on character training in education. ... Our education is directed not merely to the student's head and intellect, but also to his heart and moral character."

The Graduation Exercises,
The College of Arts and Sciences
June 5, 1925

Cocurriculars

"No one may secure the diploma of this University without doing more than merely pass examinations on a subject matter. He must give evidence of a total development of life and character that makes him worthy of being called a college graduate. This general development we endeavor to secure by what we call our extracurricular activities."

"The Place and Program of
The American University at Cairo,"
Commencement Address
May 26, 1933

"In our education here, we strive to maintain and even deepen sympathy with the outside world. Not only are our social studies organized for an examination into the problems of Egypt, but the students are taken out to visit hospitals and orphanages, villages and the poorer sections of the city, prisons and factories, so that they may possess this quality so important for every leader, namely, sympathy with the people. ... Sometimes we are criticized for the large place we give in our curriculum to character training, to studies in ethics and to extracurricular activities, but we are persuaded that no part of our training is more important or will contribute more richly to the abiding goal of an independent Egypt."

"The Student, The School, and the Nation,"
Commencement Address
May 28, 1937

Public Access to Education

"Our Division of Extension has been developed in recognition of Mr. Public and of his opinion. It not only recognizes his importance, but it also believes that he can be educated and that, if educated, he can become the greatest force [in] the improvement of a country. That is why this University, through its Division of Extension, has sought to affect public opinion by lectures, by the printed page, by the cinema, by radio, by general gatherings and, again, by smaller forums."

"The Place and Program of
The American University at Cairo,"
Commencement Address
May 26, 1933

"The Department of University Extension ... has for its motto, 'Educate all the people.' In opposition to the familiar business term, '--- Company, Limited,' it has been called 'Education, Unlimited."

The Graduation Exercises,
The College of Arts and Sciences
June 5, 1925

Education and Empowerment: Alumni in this category show outstanding creativity, commitment and inspiration in educational systems and empowering endeavors. They promote and advance the skills needed to produce successful 21st-century leaders.

Crossing Cultures

Freeman Hrabowski (SAB '69)

Study Abroad

President, University of Maryland, Baltimore County

Freeman Hrabowski's time studying abroad at AUC made him realize that "the world is not simply black and white"

Freeman Hrabowski's time studying at AUC with his girlfriend, Jacqueline Coleman, may sound at first like a typical study-abroad experience: "The people were very embracing, the students were kind to us, and we were fascinated by the Egyptian culture," he says. But, in many ways, their semester abroad was extraordinary. Hrabowski and Coleman, now his wife of nearly five decades, are African American. They arrived in Egypt during their junior year of college in January 1969, just months after the assassinations of Martin Luther King Jr. and Robert F. Kennedy, and during a time of fraught American politics at home and abroad.

The conversations they would have at AUC shifted their view of themselves, their communities back home and the world itself. "Things are never simple; that's the lesson you learn as you go to other cultures. Everyone is seeking the truth, and yet the interpretations may be different," says Hrabowski, a mathematician who has been president of the University of Maryland, Baltimore County since 1992. Hrabowski has been named by TIME among the 2009 Best 10 College Presidents and the 2012 World's 100 Most Influential People. He was also named among the 2011 Top American Leaders by The Washington Post and the Harvard Kennedy School's Center for Public Leadership.

From an early age, Hrabowski was deeply engaged on issues of race in the United States. He was jailed as a child for participating in civil rights protests in Birmingham, Alabama. The conversations he had about race while in Egypt were unique. He and Coleman weren't perceived as African Americans there, he says. People often assumed that she was Egyptian and that he was Ethiopian. Meanwhile, they were meeting people from all over the world who carried their own experiences of race, culture and religion. "It was the first time we realized that the world is not simply black and white," he says. "We came to understand the commonality of the human experience."

Hrabowski felt the responsibility of being a representative of the United States. Talking with his classmates about American politics gave him an opportunity to reaffirm what he thought about his own country. "It was really good for them to see that we were proud, to say that, 'Yeah, while we have problems, we believe in our country,'" he says. "We were proud Americans who had experienced discrimination, but who had hope that things could be better."

Today, Hrabowski makes deliberate efforts to connect with people from abroad studying on his campus and to help them find a community of their own. He knows the challenges and opportunities that arise from such an opportunity. "As students come to this country or study abroad, they have the chance to understand another perspective," he says. "The people who are privileged to have those experiences also have a responsibility to become a bridge between or among cultures."

Window onto the World

Lisa Anderson (CASA '76)

Arabic

"What AUC does is special for Egypt"

Lisa Anderson is best known within the AUC community as the first woman to lead the University as president. But in 1976, Anderson was a summer student at AUC's Center for Arabic Study Abroad -- "far and away the most prestigious program you could aspire to attend if you studied Arabic." There was "no air conditioning," and the rooms were "really, really hot," but "the professors were so important to me, and they were major figures in the field." When she returned to her doctoral program at Columbia University, she felt transformed.

The University itself has been transformed in many ways since then -- the classrooms are cooler, for one -- but certain things hold true, says Anderson, who is now a special lecturer and dean emerita at Columbia University's School of International and Public Affairs: "In many ways, AUC is the world's window into Egypt and Egypt's window onto the world."

The future of higher education is global and competitive, Anderson says. The world's first-rate institutions will form a network for sharing ideas and new ways of teaching. AUC belongs among them. "The University has a responsibility, really, to ensure that the research access, the faculty mobility, the student exchanges and so forth can be sustained over time."

The University brings ideas and thought leaders into Egypt in a way that is distinct from the work of nongovernmental organizations, private businesses or government agencies. "It really is there to serve the Egyptian people," Anderson says. "What AUC does is special for Egypt, and it also serves, in a subtle way, as a kind of promoter of Egypt in the rest of the world."

Hoda Badran '57

Social Studies

Serving as the first secretary-general of the National Council for Childhood and Motherhood, Hoda Badran has received multiple awards for her impactful work, including the UNESCO Award for Distinguished Women in 1995 and the Emirates Women Union Award for Leadership in Women Activities in 1994. She was elected by more than 150 countries for two terms as the first chair of the International Committee on the Rights of the Child at the Geneva Centre for Human Rights Advancement and Global Dialogue. She is currently chair of the Egyptian Feminist Union.

Iman Bibars '81, '88

Political Science

Iman Bibars is the vice president of Ashoka Global; regional director of Ashoka Arab World, which she launched in 2003; and co-founder and chair of Egypt's first microfinance organization, Association for the Development and Enhancement of Women. With a PhD in development studies from Sussex University and more than 30 years of experience in strategic planning, policy formulation and community development, Bibars has worked with a range of nonprofit organizations, including UNICEF, Catholic Relief Services and CARE Egypt. She focused her career on giving a voice to marginalized groups and strengthening the social entrepreneurship ecosystem in the Middle East. Her writings on gender and entrepreneurship have been published nationally and internationally.

Madiha El Safty '72, '76

Sociology-Anthropology

The late Madiha El Safty was a sociology faculty member at AUC for 40 years. She served as chair of the Alliance for Arab Women as well as a member of the National Council for Women's Civil Society Committee and Committee for the Development of the Minya Governorate. She has more than 90 publications, including those written for the United Nations Development Programme, United Nations Economic and Social Commission for Western Asia and the Aga Khan Foundation

Maya Morsy '95

Political Science

Maya Morsy is president of Egypt's National Council for Women, which formulates and monitors national plans and provides policy solutions for the empowerment and advancement of women. With extensive experience at the United Nations Development Programme, Morsy served as the regional adviser on gender policies and programs at its Regional Centre for Arab States in Cairo and as regional gender team leader for its regional bureau in New York and regional center in Amman. She was also country manager for the United Nations Development Fund for Women and a consultant for the Girls Education and Empowerment Project of Egypt's Ministry of Education.

Digging Deep

Salima Ikram (YAB '86)

Study Abroad

Salima Ikram was a study-abroad student at AUC and is now head of its Egyptology Unit

There is no better place to study Egyptology than in Egypt itself. Salima Ikram knew this when she attended AUC as an international student in the 1980s and decided once and for all to pursue a career in the field. Now a distinguished University professor of Egyptology, she experiences the magic of Egypt each time she introduces her students to an ancient image of an object and then asks them, "Ok, would you like to go see where it is, in its original context?"

AUC offers a "unique chance to do Egyptology the way you can't really anywhere else," Ikram says, during a break in her work directing a dig at the tomb of Amenmesse in the Valley of the Kings. And it's not just about seeing the important sites. For students from abroad, it's also about experiencing the desert, seeing how a storm there behaves and how your body and mind react to it, she says. "I think that 90 percent of a culture is based on the people's reaction and interaction with the environments."

The renown of AUC's Egyptology program and the fact that courses are taught in English make it easy to attract visiting scholars who bring a wide range of expertise. "It's very important that one should not only be exposed to one's own professors, but to as many ways of thinking as possible," Ikram says. "That gives one mental flexibility."

Ikram believes strongly in the University's identity as a liberal arts University, a place where people come to think differently, read critically and argue cogently. Without a focus on those skills, "humanity loses," she says. "We must try and uphold the values and the ideals and the nuts and bolts of a liberal arts education -- and push this forward."

Opening Doors

Eva Habib el-Masri '31

Bachelor of Arts

Eva Habib el-Masri is the first female student to enroll at AUC

As the first co-ed at AUC, Eva Habib el-Masri was a pioneer, paving the way for future female students who now make up 56 percent of the nearly 7,000 students enrolled at AUC.

Born in an upper-middle-class family, el-Masri's decision to come to AUC was supported by her father, who said to his friends later on, "I believe that education is an end in itself, and not just a means to an end. Since this was her own choice, I would not stand in her way."

Born in an upper-middle-class family, el-Masri's decision to come to AUC was supported by her father, who said to his friends later on, "I believe that education is an end in itself, and not just a means to an end. Since this was her own choice, I would not stand in her way."

She recounts her first day, standing on a side street opposite AUC and becoming nervous. "I was half tempted to return home," she confessed. "Little did I know as I dashed through the crowd and ran up those stairs that I was building up my inward strength and influencing my future destiny!" After submitting her application, she recalled AUC President Charles Watson saying to her, "Upon you will depend whether we accept other girls or not."

At AUC, she was a member of the University orchestra, Glee Club, Debating Society, International Relations Club and Cosmopolitan Club. She was also editor-in-chief of The AUC Review during her time at the University. She was named valedictorian at her commencement, and later became editor-in-chief of the bi-weekly Arabic magazine Al-Misriyyah, founded by the leader of the Egyptian Feminist Union, Hoda Shaarawi.

El-Masri was the first Egyptian to join Smith College in the United States, finishing a master's in sociology in one year -- an achievement unmatched by any foreign student at that time. She later became a successful librarian at New York University. When reflecting on her life's accomplishments, el-Masri said, "God bless The American University in Cairo for all that with which it has enriched my life and the lives of the hundreds of co-eds who have entered its gates after me."

Nevenka Korica (MA '99)

Teaching Arabic as a Foreign Language

Nevenka Korica is director of the Center for Arabic Study Abroad program at Harvard University's Center for Middle Eastern Studies. She previously served as executive director of CASA at AUC. She also worked as a translator and news announcer in the Arabic service at Radio Yugoslavia. She is the co-author of Media Arabic: A Course Book for Reading Arabic News (AUC Press, 2014) and Umm al-Dunya: Advanced Egyptian Colloquial Arabic (AUC Press, 2013).

Up and Coming

Graduates of the last 15 years (2004 onward)

Amin Ashraf Marei '11

Business Administration

Amin Marei is the associate director of Professional Education at the Harvard Graduate School of Education (HGSE) as well as co-founder and director of the Middle East Professional Learning Initiative, one of the largest international initiatives at HGSE. A teaching fellow at Harvard, Amin developed HGSE's professional education multiplier model, the MEPLI Fellowship, and managed the development of Harvard University's first professional education courses in Arabic.

Seif Abou Zaid '08, '17

Political Science; Public Policy

Seif Abou Zaid is the co-founder and CEO of Mavericks school in Egypt, which utilizes personalized and self- directed learning, real-life experiences and hands-on activities -- celebrating student strengths. "I was always interested in education as a vehicle for liberation and empowerment," says Abou Zaid, who previously worked in two education startups, including being co-founder and CEO of Tahrir Academy, one of the region's biggest online educational platforms.