AUC New Cairo was a sea of smiles from Bassily Auditorium to the Center for the Arts on Sunday as the fall semester kicked off.

Laughter, excitement and surprise were palpable as old friends met again and new acquaintances joined forces to navigate campus.

Life on campus began its revival last week, with new faculty members and students attending orientation, where they got to know each other and their new locale.

This year’s incoming class includes 1,161 undergraduate and 315 graduate students—82 of which are international students hailing from 35 countries, including the U.S., China, Australia, Cuba and Nigeria. The remaining Egyptian students represent 21 of Egypt’s governorates.

Also new to AUC this semester are more than 200 study abroad students. Arriving in Cairo from the United States in mid-August, Lucas Yantis, a senior studying aerospace engineering, and Andrzej Buniowski, an operations research senior, immediately dove into a two-week intensive Egyptian Arabic course at AUC Tahrir Square.  

They also visited the city’s numerous attractions such as the Cairo Tower, Egyptian Museum, Hanging Church, Citadel, Al-Azhar Mosque, Khan el-Khalili, and of course, the pyramids.

“It was my first time visiting the pyramids and I was shocked at how large the stones were,” Buniowski said. “I am about 2 meters tall, and some of the stones were half my size.” 

“Immersing myself in more authentic environments—such as the backstreets of Khan el-Khalili and Zamalek—have been my highlights so far,” Yantis said.

Buniowski shared the same outlook: “I enjoy the busyness and vintage feeling of Khan el-Khalili.”

As for most on their first visit to Egypt, the two friends noticed a few stark differences between life in their home country and life in Cairo. “One of the biggest shocks for me was the Egyptian relationship with the sun,” Yantis said. “In my hometown, people flock outside when the sun is shining, but here, people run for the shade!”

Buniowski was equally surprised the first time he rode in a car. “It was a big culture shock to see people not using lanes,” he said.

Nevertheless, the duo is looking forward to exploring more of the city and meeting more new people from different cultures. So far, they have appreciated AUC’s help in getting situated. “Orientation was very helpful to get us acquainted with life in Cairo,” Buniowski said. Yantis added: "At AUC, we're excited to form relationships with the Egyptian students, as this is where we're going to learn the most about the language and the culture."

AUC and Microsoft Egypt have signed an agreement that will give students the training and experience they need to improve their digital literacy and keep up with the changing needs of the job market.

With the help of Microsoft, AUC will craft a full-scale digital transformation strategy that will provide students with digital learning tools, assist nontechnical students through AI-related courses, and develop student ambassador initiatives.

The agreement will also develop global technology programs that will allow students to tackle pressing global issues by building purpose-driven applications.

“This is a significant endeavor between AUC and Microsoft to create a framework that would support AUC’s digital transformation strategy and pave the way for more opportunities for innovation,” said AUC President Ahmad Dallal at the signing. “AUC has long been a keen leader and advocate for digitization as a driver to enhance and support teaching, research, operations and all aspects of University life.”

President Dallal was joined by Microsoft Egypt Country Manager Mirna Arif ‘02, ‘07 in late August at AUC New Cairo to sign the agreement.

“The need for digital skills has never been more important than it is today,” said Arif. “Education institutions must therefore play a key role in leading students and preparing them for the future of work in an ever-changing world.”

Microsoft Data Science predicts that by 2025, there will be 149 million new jobs in the technology sector, including roles in software development, cloud and data roles, privacy and trust, cybersecurity, machine learning and artificial intelligence, and data analysis.

Ensuring that students have the skills and experience they need to be current and competitive in the job market is a top priority for AUC. In a similar vein, the University signed a similar agreement with Dell Technologies earlier this year to boost artificial intelligence capacity. 

“Students come to my courses with assumptions about what the Islamic tradition is and is not, and they go away with a broader horizon about the intellectual diversity of the Islamic world; an awareness of its community of interpreters who, generation after generation, refined and reshaped Islamic traditions; and an appreciation for the richness and complexity of the great classics of Islam in the realms of poetry, law, theology, Sufism and ethics,” said Ahmad Khan, assistant professor in AUC’s Department of Arab and Islamic Civilizations.

Khan has been awarded the Arcapita Visiting Professor at Columbia University for Spring 2022, hosted by the Middle East Institute and the Department of Middle Eastern, South Asian and African Studies at Columbia, where he is currently teaching the graduate course, Islamic Thought in an Age of Print.

“It is an honor to be awarded the visiting professorship,” Khan said. “The Arcapita Visiting Professorship has been a fantastic opportunity to think, research and write.”

Khan’s professorship is part of a long-standing and rich history between the two universities. Lisa Anderson, who served as AUC president from 2011 to 2016, and prior to that as AUC’s provost from 2008 to 2010, is currently dean emerita of the School of International and Public Affairs at Columbia. Furthermore, AUC’s current President, Ahmad Dallal, received his PhD in Islamic studies from Columbia.

“I hope to use my appointment at Columbia University to explore opportunities to strengthen the ties between these two universities,” Khan said.

Khan enjoys teaching at Columbia and AUC alike. In his classes, he introduces students to the great classics of Islamic civilization via texts in classical Arabic, exposing them to major thinkers of the Islamic world like Ibn Khaldun, al-Shafi'i, Rabi'a al-Adawiyya and Ibn al-Farid.

“The students at Columbia are in many ways like my students at AUC: bright, curious and dedicated to learning more,” said Khan. “Nowadays, much of my research is shaped by my teaching at AUC. The discussions we have are helping me examine important topics in the field of Islamic studies and civilizations.”

Delving into Islamic Studies

Khan’s research interests stemmed from the interdisciplinary training he received during his PhD at Oxford. There, Khan was able to take a variety of courses in history, literature, poetry, religious thought, and Arabic and Persian classical texts. This led to him having a holistic and diverse range of thoughts and approaches to Islamic studies, history, theology and literature.

This year, his monograph, Heresy and the Formation of Medieval Islamic Orthodoxy: The Making of Sunnism from the Eighth to the Eleventh Centuries, is the first major book in the field dedicated solely to the development of orthodoxy and heresy within Sunni Islam. The work examines conflicting efforts by Muslims during the eighth to 11^th centuries, to define heresy and orthodoxy, finally giving way to a tolerant and diverse form of mainstream Sunnism. Khan looks at why and how Sunni Muslims, contrary to popular narratives, handled disputes over religious ideas often without recourse to violence.  The book is expected to be published in December by Cambridge University Press.

“In this investigation of discourses of orthodoxy and heresy, we learn how medieval scholars and textual communities were engaged in constant and rapid efforts to develop an indigenous apparatus through which consensuses could be reached about orthodoxy and heresy; how orthodoxy was not a later ‘communal fiction’ but entailed stages and processes that can be identified and were identified by medieval Muslims,” said Khan.

“Above all, we gain insight into how a formidable medieval society and religion negotiated conflict and disagreement without giving birth to a widespread culture of imperial councils, inquisitors and persecutions,” he said.

By the 11^th century, Abū Ḥanīfa, Mālik b. Anas, al-Shāfiʿī, and Aḥmad b. Ḥanbal were regarded as representations, par excellence, of medieval Sunni orthodoxy. “As such, the legal schools that coalesced around them became markers of medieval Sunni orthodoxy, and they spawned a religious tradition that is almost unparalleled in its relevance and longevity throughout Islamic history,” said Khan. “The book shows how orthodoxy and heresy in the eighth to 11^th centuries may best be understood as processes.”

Working on this book also led Khan to study an array of medieval texts in Arabic and Persian. Many of these texts were edited and printed in the 19^th to 21^st centuries by modern scholars and editors in the Islamic world. He examined the processes by which these texts were transmitted in modern times, such as in Egypt, and how this helped shape the development of modern Islamic thought. This connection between his research on medieval Islam and Islamic thought in an age of print is explored further in the course Khan is currently teaching at Columbia.

The professor is also currently working on a book, Religion and Empire in Early Islamic Society, which discusses how Islamic law and its legal culture played a role in shaping early Islamic societies in regions like Iraq, Khorasan and Egypt, and is expected to be completed in 2023. Alongside these projects, Khan’s research includes the study of Quranic interpretation, the role of women in hadith learning, and Sufism.

The larger context of today’s society cannot be ignored when discussing Islamic studies. “The current sociopolitical context [of the global war on terror and sensitivities related to Islamic extremism] has resulted in major misrepresentations of Islamic traditions both from the inside and outside,” he said.

For AUC’s 13th President Ahmad Dallal, a culture of excellence and care for the community is key.

“I’m excited to be part of the AUC community. I’m here because this is a community that is inspiring, and I look forward to serving it, working with it and belonging to it. I wouldn’t be here  if I didn’t believe in this impressive community.”  

For AUC’s 13th President Ahmad Dallal, people matter and openness is crucial.  

“I have every intention to engage with our community —  honestly, faithfully, transparently,” he said. “We will agree,  disagree and debate — this happens in our homes, with our families, everywhere. It’s impossible — indeed undesirable — to  start with consensus. We are academics. We should bring to the  table different perspectives and points of view.” 

The first Arab American to lead the University, Dallal is a prominent scholar of Islamic studies. He served as dean of Georgetown University in Qatar; provost of the American  University of Beirut; and professor at Smith College, Yale, Stanford, and Georgetown, where he was also chair of the Department of Arabic and Islamic Studies. He earned his BE in  mechanical engineering from AUB and his MA, MPhil and PhD in Islamic studies from Columbia University. 

To read the full article, click here.

“Between 2009 and 2019, I used to smoke between seven to 10 cigarettes a day. During those 10 years, I tried to quit several times without success,” said Michael Gibson, senior instructor in the Department of Rhetoric and Composition.  

Last June, Gibson learned about AUC’s Smoking Cessation Clinic from on-campus flyers and decided to enroll in the program. First, he met with a psychiatrist who asked him some questions about his addiction and prescribed some medications for several months to help him quit. “I wanted to quit for my health and fitness and because I don't like the way it smells on my hands, clothes and in my breath,” he said.

On July 25, Gibson smoked his last cigarette. 

The medications and regular counseling are what helped Gibson relieve his cravings and made him realize that he doesn’t want or need this anymore. “The regular follow-up with the psychiatrist every other week to check in with me and track my progress was a great motivational boost,” explained Gibson.

“I have not only continued to refrain from smoking since then, but ­­­­­­­­­­for the most part, I don't even have the desire anymore,” he affirmed.

“There are times, every now and then, when I feel the urge (as I see someone lighting up), but I resist,” he noted.

Since he quit smoking, Gibson has witnessed a significant improvement in his ability to run and play sports, and his overall health has become better. He’s enjoying having his life and health back. 

“I no longer have to smell like a used ashtray, and my sense of smell and taste are sharper again. It feels good to not feel addicted to anything,” he said. “I strongly encourage anyone who is finding it difficult to quit to try the program.”

Attend the Digital Education Campus Conversation on October 9 in Moataz Al Alfi Hall, AUC New Cairo to learn more about the innovative initiative. 

According to Forbes, the worldwide e-learning market is projected to be worth $325 Billion in 2025. In its second century, AUC will be more focusing on its potential to innovate via empowering learners through digital education as the first university to have a robust information technology infrastructure and a Center for Learning and Teaching infrastructure. The News@AUC team spoke with Hoda Mostafa, director of AUC's Center for Learning and Teaching about digitizing education at AUC.

Can you tell us more about the Digital Education at AUC?

Digital education, in the broad sense, is not new to AUC. We have always strived to lead the transformation of higher education through digital education and innovative pedagogies for many years. It started in the early 2000s, before we moved to AUC New Cairo, with the adoption of a learning management system across the University and the adoption of multiple instructional technologies across the board, whether it is web 2.0 or specific instructional technologies in the classroom, platforms that students use across the disciplines. We offer strong support through the Center for Learning and Teaching (CLT) around the active integration of technology into the classroom in what we call  “pedagogically sound” ways. In other words, we do not encourage the integration of technology for its own sake, but because it improves the educational and the learning experience for our students, and it is also a learning opportunity for our faculty.

What is the more recent Digital Education Initiative all about?

It is a University-wide initiative around digital education to include online, blended learning as part of our innovation pillar at AUC. Online and blended programs are being introduced to provide greater access to our extended education offerings within our programs and diplomas. This modality allows learners from anywhere around the globe to take our courses. For example, by offering courses fully online in Arabic, we are expanding our reach and appealing to the Middle East and North Africa region and other audiences. For undergraduates, we have started offering Arabic courses in a blended format this semester.

In 2013, President Anderson established a Task Force on Blended learning with the mandate, "To develop guidelines and best practices for an institutional implementation of blended learning at AUC and to assess AUC’s readiness for such an initiative”

In 2014, the AUC provost established a standing committee on Blended and Online instruction that was made to set or recommend policy and strategy at the University level for blended and online instruction.

It is only in the latest strategic plan of the University that blended and online learning became a specific strategic goal.

What are your biggest challenges?

Faculty require support to design and teach in an online or blended learning modality. We already have experience with faculty who have taught courses in a blended format, which means that part of the class time is replaced with an online experience so they are doing some things online and some things face-to-face, and the course is designed so that it flows naturally. Teaching online is not the same as teaching face to face. This is a challenge when introducing these new mindsets to the learning landscape at AUC. Students also need support to succeed as online learners.

How are you working to overcome those challenges?

We are working on training faculty on how to design blended-learning courses, whether they're degree or non-degree programs, so we are building up capacity for our faculty to become more familiar with designing courses. We are also training instructors to teach online because it is very different than teaching in the classroom.

It is important to understand that in any initiative like this, there is always slow incremental gradual change, changing the culture, and establishing strong roots and capacity building. Expecting faculty to teach online or even to teach with technology requires capacity building and professional development and that’s why we are very lucky that we have a CLT at the University that can support faculty to explore new ways of teaching with the support of an infrastructure that allows this; whether it is a technological infrastructure like a robust institutional learning management system or the support system of skilled instructional designers and instructional technologists at CLT, which is unique in the region.                

Who will benefit from this initiative?

The digital education would benefit the entire community of educators and learners and learners beyond AUC students.

In the few courses that have recently been launched, we have had over 900 students who took non-degree courses in the area of extended education.

How is it different from blended learning? And from what AUC currently offers online?  

Blended learning is part of the initiative, but the scope of the initiative now is to go fully online with a focus on the professional non-degree area, not just AUC students. Through the School of Continuing Education, we have just launched one diploma, “Foundations of Business Administration” as a pilot.    

The establishment of the digital education unit at the Center for Learning and Teaching is what makes it different. Now we have a unit and a whole team; an instructional technology team, instructional development, and video production and multimedia team. The teams are composed of nine exclusively dedicated members to support faculty in everything related to digital education, whether it is the traditional or not so traditional integration of technology into the classroom, video conferencing, the production of videos in our state-of-the-art studio or the design of blended and online courses with the full support of the instructional design and technology team.

Why is this an important initiative for AUC? 

We are the first university to have a robust information technology infrastructure and a Center for Learning and Teaching infrastructure.

I think it is important to think of a common purpose for higher education, and that is the transformative nature of higher education including the experiences that the students are exposed to, types of skills they learn, self-learning, interacting with people online and digital literacies. All of these things are implicit to learning in a blended or online environment. Additionally, online courses contribute to increasing AUC’s reach to people who can benefit from quality AUC courses.

But it is a slow process. That’s why we have a one, two and three-year plans, but the overarching of why it is important to AUC is because it affects everyone, technology is part of our lives, every single person should be able to teach himself new things even if learning how to cook or play the guitar through a YouTube video. We should embrace that we can offer high-quality online experiences that are equal to our face-to-face quality of education.

What are your short and long-term plans?

Our hope is to introduce some elements of a blended or online learning experience for our students and expand our reach. If you look at some of the statistics in the U.S, you'll find that over 30 percent of the students will have taken at least one online course in their undergraduate education by the time they graduate and this is increasing every year. There are multiple public and private universities that offer the same course in both versions; online and face-to-face and the students can choose.

The strategic mission of the University in the next two years is to focus on the non-degree professional certificates, diplomas and tracks through its different schools so any kind of professional offerings in extended education is a strategic kind of area for growth. This doesn’t mean we won’t be looking at opportunities in the post-graduate offerings at AUC as well.

How can people apply or learn more about it? 

Through CLT as mediators of the process. The schools and their programs are identifying the programs that have the potential to go online, they are doing market research and addressing their audience, building on their knowledge of their learners and program placement. It is a school-driven initiative according to the needs of their community of learners.  CLT serves as a service and support center and not necessarily a decision-making entity. We serve the schools with the purpose of bringing together all stakeholders; chairs, program directors, deans, faculty to the same kind of space.

How will the stakeholders benefit from the Digital Education Campus Conversation taking place on October 9?

On October 9, we are holding a communication event followed by an opportunity-seeking activity,  bringing together the stakeholders, asking common questions like where do you see the potential of online learning within your community of learners. The community of the School of Continuing Education is very different than the executive business community and the Kamal Adham Center for Television and Digital Journalism learners and we should respect the differences so that our products align with the market needs.

In this community campus conversation, stakeholders will hopefully meet to explore opportunities at CLT and leave with a better understanding of their needs and the transformative power of integrating digital education, whether online, blended or web-enhanced learning into their programs.

Rachel Awad is AUC's new senior director of academic affairs projects in the Office of the Provost. With more than 25 years of experience in educational management at universities, ministries of education and NGOs in the United States and the Middle East, Awad is looking forward to being part of AUC.
 #PeopleOfAUC

What’s your main role as the senior director of academic affairs projects?

I represent the provost by providing leadership to a wide variety of projects across the University’s academic areas. I work closely with the associate provosts, deans, and faculty, as well as with teams from the administrative and operational units, to help ensure that projects move forward in a coordinated and timely manner.

Why did you decide to join AUC? 

My love for Egypt, coupled with my passion for the liberal arts, made AUC a very natural choice as the only liberal arts institution in the country.

Can you tell us a little bit about yourself, your background and your previous experience?

I have bachelor’s and master’s degrees in comparative religion and culture, and a doctorate in public administration and international public policy. I have been working in educational management for over 25 years, working with universities, ministries of education and NGOs in the United States and across the MENA region, including many in Egypt.  

What are your priorities during this coming year? 

As a newcomer to AUC, one of my immediate priorities is to learn what drives the University -- not only to know who’s who and what’s what, but to truly understand AUC’s unique culture. And, of course, helping to implement projects and initiatives that support the University's mission and mandate.

What’s your plan to further strengthen AUC’s academic position locally and regionally? 

I think it’s important to say that I personally don’t have a plan. But the Office of the Provost has a very detailed and ambitious plan that in turn is 100% aligned to the University’s broader strategic plan. Every project and initiative that I will be working on aligns with one or more of the key pillars of this plan. This means that through my day-to-day work I will be an integral part of the AUC’s commitment to maintaining and strengthening its unique position in Egypt, the region and globally.   

What do you like most about AUC? 

I love how the atmosphere and energy on campus are a true mix of Egyptian and American cultures and values.

Favorite movie: Depending on my mood, I have three favorites: The Philadelphia Story, My Cousin Vinny, and Fast Times at Ridgemont High.

Favorite book: Their Eyes Were Watching God by Zora Neale Hurston

Favorite music: My favorite genre is definitely rock and roll. There are so many bands that I love, but my top three are The Kinks, The Grateful Dead, and Tom Petty & the Heartbreakers.

Favorite activity: Hanging out at the pool with family/friends, a good book and good music.

Favorite Egyptian food: Koshary, mahshi and feteer.

Your hero/role model: Martin Luther King and Michelle Obama

Greatest inspiration: People who live by the courage of their conviction.

Accomplishment you’re most proud of: Raising my son and seeing him grow into a man who I’m proud to know and love to spend time with.

Fun fact: I lived in seven different homes in seven cities, five states and two countries by the time I was 8 years old.

What problem do you wish to solve in the world? 

I would love to see a world where everyone has access to quality education and healthcare, and safe housing, food and water.

In an attempt to help bridge the gap between university education outcomes and the needs of the labor market, AUC recently celebrated the opening of three USAID-funded University Centers for Career Development at Zagazig University and one at Ain Shams University - totaling 12 out of 20 UCDCs in 12 public universities in Greater Cairo, the Delta and Upper Egypt - part of an initiative to equip and prepare around 1 million public university students for the labor market with a comprehensive set of guidance and training in the fields of career management, employability skills and entrepreneurship -- free of charge -- to increase their competitiveness.   

Zagazig University

Minister of Higher Education and Scientific Research Khaled Abdel Ghaffar praised the project, “The opening of the three University Centers for Career Development today is a great example of cooperation between the United States Agency for International Development and The American University in Cairo, which has served Egypt for 100 years and whose graduates are excelling in all positions.”

Abdel Ghaffar emphasized the importance of such a program for Egypt’s youth. “There is always a gap between academic education and the needs of the labor market -- not only in Egypt, but all over the world," he said. "This is why the career development centers are of importance to raise the quality of graduates to compete in the local and international labor markets. We hope we can have such career development centers in all Egyptian universities.”

To ensure the sustainability of the University Centers for Career Development and their services, an AUC team will train and certify the UCCD staff at Zagazig University as career service providers to university students.

“Zagazig University has always been in pursuit of modernization and development to serve its community," said Zagazig University President Khaled Abdel Barry. "It has served as a beacon of knowledge and foundation of creativity with capable graduates who compete in the job market and contribute to developing their society. Today, we celebrate the opening of three University Centers for Career Development that will serve not only students and graduates by preparing them, raising their competence and helping them find jobs -- but will also have a positive impact on the Sharqia governorate’s economy with its industrial, agricultural and touristic cities.”

AUC Provost Ehab Abdel-Rahman emphasized AUC's mission to serve. “The University Centers for Career Development project is a wonderful endeavor that is emblematic of AUC’s dedication to giving back to Egypt,” he said. "We are pleased to collaborate with Zagazig University to establish three University Centers for Career Development to prepare their students for the labor market and develop their skills so they can contribute positively to the business, industrial and agricultural sectors in Sharqia governorate."

Ain Shams University

Ain Shams University collaborated earlier with AUC in the field of career education when it hosted in 2014 two centers at the Ain Shams Faculty of Engineering and main campus as part of the pilot project, Employability and Career Development Centers. 

"As AUC celebrates 100 years of excellence in education and service to Egypt, we are pleased to once again collaborate with Ain Shams University in the field of career education as we celebrate the inauguration of the University Center for Career Development at the Faculty of Commerce,” said Ahmed Tolba, associate provost for strategic enrollment management. “This follows the success of the Employability and Career Development Centers established at the Faculty of Engineering and the main career center that we jointly established in 2014. Collectively, the three centers will provide more students with access to career guidance services, which will contribute to increasing their competitiveness and employability in the job market. We appreciate USAID's support in funding the University Centers for Career Development in Egypt."

To ensure the sustainability of the University Center for Career Development and its services, the AUC team will train the UCCD staff at Ain Shams University's Faculty of Commerce to become career service providers to university students.

Ain Shams University Vice President for Community Service and Environmental Development Nazmy Abdel Hamid noted, “Ain Shams University has always been a forerunner among universities to embrace new models and approaches to serve its students and the wider community. The university is building on the success of the Employability and Career Development Centers, which we take pride in the fact that they continue to be sustained and successfully functioning. The ECDC at the Faculty of Engineering has provided different services to more than 11,000 students, while the main campus ECDC has served more than 13,000 students. The two centers have hosted six employment fairs availing hundreds of vacancies and internships for thousands of students and alumni. Our success will continue with the UCCDs, and we will continue to inspire model success and share our best practices with others.” 

AUC has moved up 25 places compared to last year in the 2020 QS World University Rankings, placing 395^th globally — making it among the top 1.5% of universities worldwide.

AUC also ranks among the top 1% worldwide in terms of specific indicators such as international faculty, employer reputation and academic reputation. The University is ranked second in Africa after the University of Cape Town.

According to QS, there are more than 26,000 universities worldwide, and QS ranks only the top 1,000 — approximately 4 percent of the world’s universities. Universities ranked in the 300 range like AUC — such as The George Washington University and the University of London's School of Oriental and African Studies — are, therefore, in the top 1.5% of universities worldwide. AUC is in the top 37% of universities ranked by QS.

"This jump in our rankings is a reflection of our continued focus on providing a high-quality academic program at the heart of the uniquely student-centered AUC experience," said AUC President Francis Ricciardone. "I commend our faculty and staff who continue to strive for the highest levels of achievement in all fields across the University.  Their world-class talent and commitment ensure that our solid reputation will grow from strength to strength as we build on AUC's first century's legacy, here at the threshold of our second century."

The acclaimed QS rankings rate the world's top universities based on six indicators: academic reputation, employer reputation, faculty-to-student ratio, citations per faculty, international faculty ratio and international student ratio. AUC’s strongest indicators are international faculty (141^st worldwide), employer reputation (253^th worldwide) and academic reputation (344^th worldwide). This makes AUC in the top 1% worldwide for these three indicators.

With international faculty, an indicator of a “strong international brand” as QS puts it, AUC surpasses the global median of 11.1, with 37.3% international faculty.

Overall, AUC ranks in the same range as other prestigious U.S. universities, including the University of California, Santa Cruz; University of Connecticut and University of Colorado, Denver. It also ranks ahead of other private, mid-size, four-year liberal arts institutions delivering a curriculum comparable to AUC, such as Wake Forest University, Lehigh University, Brandeis University and the College of William & Mary.

These rankings are an effective way for prospective students to compare schools and decide which universities to enroll in. “Ranking is not a goal. However, the QS rankings are an acknowledgment of the strength of AUC’s liberal arts education and the quality of our institution. Being in the top 1% of universities worldwide is an indicator of AUC's quality of education,” said AUC Provost Ehab Abdel-Rahman. “A university should be selective and participate in the ranking(s) that reflect its mission and vision. The indicators QS uses reflect AUC’s mission to provide a global, reputable education and holistic experience for our students.” 

Click here to view AUC's QS profile. 

The Hadhramout Foundation for Human Development recently gave $2 million to AUC to establish the Hadhramout Foundation Scholarship for Yemeni Students, supporting 27 high-achieving Yemeni students —15 undergraduates and 12 graduate students — starting Spring 2020, as well as the Hadhramout Foundation Fund at the School of Continuing Education. The latter will support 20 Yemeni learners to take the English for Effective Communication Program and the Certified Public Accountant certification.

“For 100 years, AUC has assumed a leadership role in supporting and empowering bright and ambitious students who are seeking to shape the world around them,” said AUC President Francis J. Ricciardone. “We are proud to announce that through this scholarship initiative, Yemeni youth in Egypt will be given the special opportunity to receive a world-class education.”

Addressing the Hadhramout Foundation for Human Development, Ricciardone added, “We at AUC are focused, and you are helping us focus. Thank you for all the good you are enabling us to do.”

The Hadhramout Foundation for Human Development is a charitable organization operating in the Hadhramout region of Yemen that aims at building human resources among disadvantaged Yemeni populations. The organization funds a range of initiatives that include skills programs and two English language institutes, as well as supporting opportunities for continuing education. 

“A few years ago, it was a dream that our foundation would send people to AUC,” said Engineer Bugshan, CEO of House of Invention International and president of the Hadhramout Foundation for Human Development. “Hopefully, we will see big numbers of students coming to AUC.”

Engineer Bugshan is a businessman and philanthropist from the Hadhrami diaspora who has a history of giving back to his homeland. He has given more than $10 million throughout his lifetime to a range of causes including initiatives in health, human services and cultural heritage. In 2012, the Arab Economic Forum recognized Eng. Bugshan for his pioneering achievements in the economic and investment fields in Saudi Arabia and other Arab countries.

“This is a University with a good reputation,” said Saleh Awadh Aram, CEO and Board of Trustees member of the Hadhramout Foundation for Human Development. “It’s a good opportunity for our students to come here and get higher education from this University.”

The scholarships are part of the $100 million AUC Centennial Campaign: A New Century of Impact, which has now reached 80 percent of its target. The campaign is part of AUC's vision for greater impact in the next century. The campaign priorities are fostering a global experience, creating centennial scholarships that give the most deserving and talented students access to an AUC education, nurturing arts and cultural programs, charting a way forward for the MENA region and building a culture of philanthropy. For more on the Centennial Campaign, click here. To make a gift to AUC, click here.