Ever imagined a Middle East studies degree recognized in three continents? The Comparative and Middle East Politics and Society (CMEPS) is a joint master’s program offered by AUC and the University of Tübingen that allows students to study in both Germany and Egypt, inviting students from around the world to become global citizens.
Students in the two-year program study at both universities, completing three semesters at the home institution and one abroad at the partner institution, including Arabic and German language study. Cohorts are small, with 20 spots offered annually, 10 at each university.
Though the partnership between AUC and the University of Tübingen has spanned more than a decade, 2024 marks the first year in which the program has been offered as a joint degree, meaning students receive a degree accredited from both universities and recognized in Germany, Egypt and the United States.
With their semester at AUC coming to a close and bustling futures on the horizon, meet the current members of the visiting cohort.
“I can recommend the CMEPS program to any student passionate about Middle Eastern politics.”
Marcia Ponzlet is from Leverkusen, Germany and completed her undergraduate degree in political science and sociology, with a minor in public law. She joined CMEPS to learn about the Middle East while fully emerging herself into Egyptian culture and language.
“In my first semester as an undergrad, I took a class on feminist movements in the MENA region, and I really enjoyed it. I ended up taking a class about the Middle East every semester and quickly found my passion for all issues related to the region,” said Ponzlet. Next semester, she will split her time between Cairo and Tübingen while continuing to study Arabic and writing her thesis: “I would like to write my thesis on the effect of semi-autonomous governance on access to gender and reproductive healthcare,” she said.
Ponzlet particularly enjoyed her time at AUC, where she was surrounded by “kind and smart students and professors.” Between the pool and the running track, Ponzlet made the most of the sports facilities. She also enjoyed the quiet spots on campus where she could study.
“I can recommend the CMEPS program to any student passionate about Middle Eastern politics,” said Ponzlet, who hopes to stay in academia and complete a PhD, eventually working with a research institute or NGO focused on issues of state, security and gender.
“Check out the CMEPS website and social media, reach out to the people in the program, inform yourself, and just give it a try — it’s an amazing program.”
Frederik Klär has a bachelor’s degree in social sciences from the University of Cologne, located in his German hometown. Klär chose to join CMEPS because it was the “best in Germany” for Middle East politics due to the intensive language component and immersive semester at AUC.
Though Cairo is a long jump from Germany in its culture, “the city is everything I had expected and more. It’s an absolutely amazing experience. Outside of the University, there are so many interesting sites to visit, from the Siwa Oasis and Fayoum to Alexandria — I’m seeing pretty much everything the country has to offer.” Climbing Mount Musa in Sinai was Klär’s favorite memory in Egypt due to the mountain’s beautiful nature and sunrise.
For his final semester, Klär will complete an internship in Jordan at a German think tank, after which he will work on his thesis tackling religious nationalism with relation to conflict.
Klär was pleased by the course offerings and community at AUC. To prospective students, Klär says, “Check out the CMEPS website and social media, reach out to the people in the program, inform yourself, and just give it a try — it’s an amazing program.”
“Courses at AUC are very high quality, and the University offers wonderful practice-oriented courses.”
Cornelius Klodt is from Frankfurt, Germany, where he completed his bachelor’s in economics and political science. Klodt chose the CMEPS program because it has everything he was looking for in a master’s program.
“Courses at AUC are very high quality, and the University offers wonderful practice-oriented courses in which we discuss policy solutions and write policy briefs,” said Klodt. “I would definitely advise prospective students to enjoy the multiplicity of courses offered.”
As a political science student, Klodt highlighted the study-abroad benefit of understanding other perspectives. “Egyptians and Arabs in general have very different opinions on problems in the region and even on the role of the United States and Europe in the region,” said Klodt, who has learned a lot from his peers.
“Another great thing about CMEPS is that people take care of you; the faculty really care about their students and want us to have a great experience,” he said, “This is what makes or breaks CMEPS. The small cohort size really facilitates that too.”
In Cairo, Klodt enjoyed the culture more than anything. “My favorite memory might have been my visit to the Citadel, looking at the city and entering the beautiful mosques,” he said, additionally praising the food, people and historical sites.
In his final semester, Klodt will write his thesis and hopes to become politically active in his home country again. His thesis will probably cover the gamification (motivating through video games) of Islamist extremism and right-wing extremism in social movements.
“Campus life is fun, students are friendly and professors are extremely knowledgeable. I love AUC!”
Isaac Lanan hails from the United States, where he has a bachelor’s in linguistics and Arabic language and literature from the University of Minnesota.
During and after his undergraduate studies, Lanan worked in political and community organizing in Minneapolis. When he heard about CMEPS, he immediately recognized it as an opportunity to bring together his Arabic studies and political experience. “I knew a semester in Cairo would be an impossible-to-overstate opportunity to improve my Arabic,” he said.
For Lanan, “Campus life is fun, students are friendly and professors are extremely knowledgeable. I love AUC!” To students considering the program, he advises to embrace the international aspect: “It is a huge learning opportunity.”
Like the rest of his cohort, Lanan also fell in love with Cairo. “I love big, energetic cities, and this is one of the greatest in the world. I have been impressed by Cairo’s vibrant local arts scene. The food here is incredible, and the coffee is even better,” he said.
Next semester, Lanan will write his thesis on the state response to extraterritorial dam construction on transnational waterways in a comparative study of the Egyptian response to Ethiopian construction and the Iraqi response to a Turkish project. “Outside of my studies, I want to complete an internship and visit my grandma in Argentina,” he added.
After graduating, Lanan hopes to work at a think tank, consultancy or international organization doing humanitarian or development work. He also dreams of returning to Egypt soon.
“AUC offers a unique environment that combines academic excellence with diverse extracurricular opportunities."
Born and raised in Greece, Angelos Chatzigiannis completed a political science degree at the Aristotle University of Thessaloniki. According to Chatzigiannis, the CMEPS program stood out as the “perfect choice for my academic aspirations” due to the opportunity to specialize in Middle Eastern politics — a goal he had set during his third year of undergraduate studies.
“AUC offers a unique environment that combines academic excellence with diverse extracurricular opportunities, such as the sports facilities, which allow me to practice my basketball hobby,” said Chatzigianni.
“Academically, the courses at AUC equip students with analytical tools to formulate complex arguments and understand the nuanced dynamics of the region,” he added.
Beyond the University campus, Chatzigiannis enjoyed Cairo’s “vibrant energy and bustling streets,” which he said “make it a must-visit for anyone interested in Middle Eastern studies.” Chatzigiannis uncovered hidden literary treasures at the city’s small vendor bookstores and made memorable trips to Alexandria as well as the Black and White Desert outside of Cairo.
Next semester, Chatzigiannis will return to Germany to work on his master’s thesis, which will focus on a comparative analysis of elite strategies in Lebanon and Iraq. “I hope to continue conducting research in the region after completing my master’s degree. I am excited for what lies ahead!”
"Cairo is often crazy and tumultuous, but I love that."
Originally from Germany, Benedikt Holzschuh completed his bachelor’s in Islamic studies and political science at University of Bamberg. Holzschuh joined CMEPS because the program “struck the perfect balance between political science, the MENA region and Arabic-language education.”
Like his peers, Holzschuh was particularly attracted by the experience abroad. He enjoyed the facilities at AUC, running and swimming at the sports center, and took some of his best seminars at the University.
“Cairo is often crazy and tumultuous, but I love that,” said Holzschuh, who toured cultural sites and hung out with his friends in Maadi or downtown in his free time. He particularly enjoyed visiting Saqqara and the various museums in Cairo; “Of course, the pyramids are a highlight.”
Next semester, Holzschuh will complete one final paper in Tübingen and write his thesis. “For my topic, I will focus on the causes of de-radicalization of Islamist militias in the Middle East,” he said.
"CMEPS provided me with all the things I thought were missing from my studies so far."
Finn Seiffert is from Bavaria, Germany. He studied world politics at Leiden University College in the Hague and graduated with a master’s in international relations before joining CMEPS.
Due to his Iranian heritage and previous coursework in Middle East politics, Seiffert developed an interest in the region. “I made the wrong choice with my first MA by not studying the Middle East,” he said. AUC’s joint program gave Seiffert the opportunity to reclaim this path.
“CMEPS provided me with all the things I thought were missing from my studies so far: Arabic language education, an exchange semester in the Middle East and a compulsory internship. CMEPS offers all these experiences you can usually only find in a bachelor’s program, so it is perfect for people who realize a bit late what they want to do,” said Seiffert.
Seiffert loved exploring Cairo’s historical sites, eating at local koshary places and practicing kickboxing on campus through the AUC classes. “The people there are very welcoming and inclusive, so it was not difficult at all to participate,” he said.
Seiffert’s favorite Egypt memory is from a weekend trip to Luxor, where his driver ended up being extremely hospitable and fun. “Without his energy, our trip would not have been nearly as memorable,” Seiffert said, “Egyptians are really hospitable people, that’s what I will always remember about them.”
Next semester, Seiffert will write his thesis on pro-government militias and why they are created or used.
We asked, you answered! Here are some of your favorite ways to spend New Year’s Eve, along with your 2025 New Year’s resolutions.
We asked AUCians for their favorite books, movies, recipes and Cairo staycation recommendations for the holiday season. Here’s what they said.
Home Alone 1 and 2 
In Home Alone, Kevin McCallister is accidentally left behind when his family jets off for the holidays, and he transforms into a pint-sized action hero to defend his house from two bumbling burglars. In Home Alone 2: Lost in New York, Kevin takes his knack for chaos to the Big Apple, battling the same crooks in a toy store showdown while living every kid’s dream of a luxury hotel stay. It’s slapstick comedy meets holiday heartwarming feels!
The Holiday
Two women, fed up with their love lives, swap homes for the holidays—L.A. glam meets English countryside charm! Iris finds her confidence (and maybe love) with a sweet composer, while Amanda falls for a dashing widower with an adorable accent. It’s a festive reminder that sometimes, a change of scenery is all you need for a fresh start.
Klaus
In this magical, snowy tale, a selfish postman is sent to a remote village, where he befriends a mysterious toymaker named Klaus. Together, they bring joy to a dreary town and accidentally invent Christmas as we know it. With stunning animation and a big heart, it’s the perfect holiday hug.
The Polar Express
All aboard the most magical train ride to the North Pole! A young boy rediscovers his belief in Santa through a whimsical journey filled with hot chocolate, dancing waiters and a heartfelt message about the spirit of Christmas. It’s a story that warms the heart and reminds us that seeing isn’t always believing.
The Grinch
Whether he’s green and grumpy or digitally remastered, the Grinch is the ultimate holiday antihero with a soft spot for Christmas cheer. Living atop Mount Crumpit, he schemes to steal Christmas from Whoville but ends up learning that the holiday spirit can’t be stolen; it’s about love and togetherness. Bonus points for his adorable dog, Max!
White Christmas
This classic sparkles with old-school charm as two song-and-dance men team up with a sister act to save a Vermont inn. Between heartfelt moments and show stopping numbers, it’s a celebration of friendship, love and dreaming of snowy holidays. Bing Crosby’s “White Christmas” will have you swooning every time.
For the best from AUC, check out our Holiday Picks from AUC Press: Gifts for Book Readers. If your book craving is still going strong, here are your picks of the best books you read this year.
Your Recommendations:
Your Recipes:
Sweet Potato Pie
Ingredients:
2 pounds sweet potatoes, 8 tablespoons (1 stick) unsalted butter, softened, 1 ½ cups granulated sugar, 4 eggs (room temperature), 1 teaspoon vanilla extract, 1 tablespoon Grand Marnier (not mandatory), 1 ½ teaspoons cinnamon, ½ teaspoon kosher salt, ½ teaspoon freshly grated nutmeg, 2 teaspoons freshly grated ginger, 8 ounces evaporated milk and two pie crusts
Instructions:
Roast sweet potatoes. Preheat the oven to 425 degrees, place potatoes in, roast for 20 minutes, reduce heat to 350, then continue roasting for an hour. (You can do this earlier in the day or even the night before.) When you’re ready to bake the pies, preheat the oven to 350 degrees. Remove the skin and place the potatoes in the bowl of a stand mixer, along with the butter. Mix until incorporated, then add the sugar. Mix again, then add in the eggs, one at a time. Add the spices, vanilla and orange liqueur; mix thoroughly then add the evaporated milk. Once everything is combined, pour the filling into the two prepared pie shells and bake for 50 to 55 minutes, checking at the 45 minute mark for doneness. Allow to cool, and serve with whipped cream.
Oven-baked Sweet Potato with Crème Caramel
Ingredients:
2 large sweet potatoes, 2 tablespoons butter, cinnamon for flavor, 1 packet of crème caramel powder (follow package instructions), Milk (as specified on the package), Sugar (as required by the package).
Instructions:
Prepare the sweet potatoes. Preheat the oven to 200° C. Wash and scrub the sweet potatoes, prick them with a fork, then place them on a baking sheet. Bake for about 45-60 minutes or until tender. Once baked, let them cool, then peel, add butter, cinnamon and mash until it’s a smooth texture, and set aside. Make the crème caramel: In a saucepan, heat the specified amount of milk according to the package instructions. Gradually add the crème caramel powder, stirring continuously until dissolved and slightly thickened. Combine: pour the crème mixture over the sweet potatoes batter and mix until all blended. Spread in a Pyrex, place in the oven for 25 minutes with top flame on. Let it cool, and drizzle the caramel sauce on top.
AUC partnered with the Global Liberal Arts Alliance (GLAA), a consortium of liberal arts universities, to offer our students an interactive cultural exchange experience through globally connected courses. Enrolled students will virtually engage in international, multicultural discussions on critical issues of our world alongside students in other classrooms around the world.
Through a selection process, faculty from AUC traveled to the American University in Bulgaria in the summer of 2024 to meet with global faculty partners in other GLAA universities and plan the activities of their joint courses. Connected courses on all campuses were held face to face, with virtual interactions on shared coursework with global student partners, to span five to seven weeks of the course.
“This initiative supports our central goal of advancing the liberal arts learning outcomes through high-impact learning experiences that place our students at the center of academic discussions, bringing together students with multiple cultures and perspectives to grapple with complex issues that concern our societies today,” said Ghada Elshimi, dean of AUC’s Academy of Liberal Arts.
She added, “Students in these courses develop the skills to collaborate with [other] students from different backgrounds and reflect on their own values, identities and biases, as well as those of others. Transferable skills of global learning, deep listening, critical thinking, problem solving and teamwork are among the important outcomes that students gain.”
“Students in these courses develop the skills to collaborate with [other] students from different backgrounds and reflect on their own values, identities and biases, as well as those of others."
Let’s take a look back at the courses that were offered this fall and hear from their faculty and students.
Courses Offered in Fall 2024
Taught by:
Lobna Mourad
AUC’s Department of Biology
Connected with:
Jennifer Johnson, Kenyon College
Gaybe Moore, Oberlin College
This course connected with students at Kenyon and Oberlin colleges in Ohio. Students developed nutrition literacy, looking into global, food-related epidemic threats and the consumption of processed food from perspectives of different cultures and backgrounds. They discussed issues such as food politics, malnutrition and food waste.
"Never be afraid to have too many cooks in the kitchen.’”
Johnson appreciated the exchange of ideas and disciplinary perspectives on food with the other professors. “Meeting with my colleagues regularly to discuss our courses and students’ progress has been a highlight of my [work] this semester. Students tell me that they, too, value the relationships they’ve developed with peers from different universities. Some hope to keep these relationships going even after the course is over.”
Though adapting to different time zones and working styles can be a challenge, Johnson says that it was absolutely worth the effort for herself and her students. “In spite of the anxiety and frustration she felt at times, one student described how much fun she’s had and how proud she is of her group’s final project. Her advice to others? ‘Never be afraid to have too many cooks in the kitchen.’”
"Students tell me that they, too, value the relationships they’ve developed with peers from different universities. Some hope to keep these relationships going even after the course is over.”
While bridging three courses across different time zones was admittedly difficult, Moore said that “students were able to learn effective communication skills and integrate their classroom learning into real-world conversations about food, nutrition and public health.”
The results of global collaboration in the students’ learning were “made evident in their final project, a series of Public Service Announcements that could be distributed either in the United States or Egypt to address health disparities and provide education on topics related to our courses.”
AUC freshman Zeina Swiedan appreciated the diverse interactions. “I have been exposed to new cultures and ideas, and learned the importance of respecting other cultures that might not be in line with mine," she said, describing the experience as a fun challenge that she would repeat without hesitation if given the chance.
AUC course instructor Lobna Mourad shared similar sentiments: "This collaborative experience has been incredibly enriching for both myself and my students. I am confident that we all gained valuable knowledge and skills. Moreover, I am grateful for the opportunity to build lasting friendships with my AUC peers and professors from the United States. I look forward to participating in future global course connections. "
This year, the Core Curriculum features an exciting international dimension that brings the world to our classrooms and our students to the world.
AUC Professor:
Yasmine Salah El-Din
AUC’s Department of English Language Instruction
Connected with:
Dawn Chisebe, Ohio Wesleyan University
In this five-week collaboration, students analyzed the concepts of leadership, (in)equalities and human rights through an intersectional framework of race, gender and class. They developed a campaign raising people’s awareness of a social movement in countries other than Egypt and the United States.
"The students demonstrated remarkable adaptability, learning from each other and finding innovative ways to work collectively.”
“Leadership in the Era of Black Lives Matter, the course I teach at Ohio Wesleyan University, is an upper-level, writing-intensive class,” said Chisebe. “This partnership has really encouraged our students to engage with one another’s perspectives and collaborate on group projects despite challenges like differing time zones. The students demonstrated remarkable adaptability, learning from each other and finding innovative ways to work collectively.”
For construction engineering freshman Emmy Nasr, the course was an eye-opener. “The program was a great opportunity to work with foreign students, and it helped me discover what teamwork is like between people with different backgrounds. I enjoyed how it allowed me to see [the way] others view Egypt and gave me the chance to clear some misconceptions about our culture.”
"I enjoyed how it allowed me to see [the way] others view Egypt and gave me the chance to clear some misconceptions about our culture.”
Her classmate, freshman Hana El Sherbiny, saw the course as "a path that linked diverse minds, cultures and ideas, fostering collaboration and mutual learning. The English liberal arts course opened my mind to diverse perspectives, enabling me to tackle different critical issues and stigmas through the 17 Sustainable Development Goals we addressed.”
Taught by:
Nellie El Enany
AUC’s Heikal Department of Management
Connected with:
Emmanuel Skoulas, The American College of Greece
Students and their peers examined the role of international NGOs, the issues they are tackling and the challenges they face. The connection provided an opportunity for students to explore the way NGOs operate as well as their functions and efforts to communicate important issues to the public sphere, thus legitimizing their cause.
“The experience with AUC has been a great one, and students were very enthusiastic about the connection and interaction with students [in Egypt]."
“The global course connections initiative reinforces its commitment to liberal arts education, bringing together faculty from across the world to forge new ideas, inspire one another to develop innovative [initiatives] and foster internationalization in teaching and learning,” said El Enany.
Her Greek counterpart Skoulas said, “The experience with AUC has been a great one, and students were very enthusiastic about the connection and interaction with students [in Egypt]. The teams of students from ACG and AUC have been working together toward a common assignment of finding an international NGO and identifying its mission, vision, key values and matching them with the sustainability goals set by the United Nations.”
AUC student Khadija Baheieldin noted, “Although we faced challenges in communication with the students in Greece at the start, we had developed a deeper understanding of each other and each other’s cultures by the end of the course.”
Taught by:
Ayah Amin
AUC’s Department of Rhetoric and Composition
Connected with:
María Ordoñez Alvarez, Universidad San Francisco de Quito
This course focused on the overlap between scientific language study and sociolinguistics. The goal was to orient students with inequalities related to language in local and global contexts. Students were exposed to a linguistically diverse classroom with classmates from Ecuador who speak an indigenous language, complementing many of the sociolinguistics topics that were covered in the class.
“Our GCC class experiment with the Ecuadorian students was all about connecting and sharing stories, ideas and cultures in a way that felt authentic and meaningful. It wasn’t just learning but an eye-opener to a whole different world.”
“The workshop in Bulgaria was the epitome of embracing diversity and intercultural dialogue,” said Amin.
Her counterpart Ordoñez said, “The experience has been very rewarding. Students in Ecuador had the unique opportunity to connect with Egyptian students, talk through their different lives and methods of approach to their studies and collaborate together on class-oriented activities.”
AUC economics junior Sandy Moaaz Mohamed commended the experience as a whole. “Our GCC class experiment with the Ecuadorian students was all about connecting and sharing stories, ideas and cultures in a way that felt authentic and meaningful. It wasn’t just learning but an eye-opener to a whole different world.”
