Center for Arabic Study Abroad

CASA Full Year Program 2011 - 2012

Iman A. Soliman CASA Executive Director Arabic Language Institute The American University in Cairo

TABLE OF CONTENTS ACKNOWLEDGMENTS ...... 3 ADMINISTRATION AND STAFF ...... 4 A. PROGRAM OF THE FALL SEMESTER ...... 4 THE CASA FELLOWS ...... 4 PRELIMINARY PLANNING ...... 4 FALL ORIENTATION ...... 5 THE COMPONENTS OF FALL PROGRAM ...... 6 EVALUATION AND ASSESSMENT...... 9 REFLECTIONS ON THE PROGRAM AND PLANS FOR IMPROVEMENT ...... 11 CASA II AND CASA III ...... 20 B. PROGRAM OF THE SPRING SEMESTER ...... 20 CASA LOCATION AND COMPENSATION OF EQUIPMENT ...... 20 ACADEMIC PROGRAM ...... 21 THE CULTURAL PROGRAM ...... 21 TESTING AND EXAMS ...... 23 CURRICULUM PLANNING, TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT ...... 23 INTEGRATION OF TECHNOLOGY ...... 23 END OF THE SEMESTER EVALUATIONS ...... 24 RECOMMENDATIONS FOR IMPROVEMENT ...... 25 APPENDIX I: Administration and Staff ...... 27 APPENDIX II: CASA Faculty ...... 28 APPENDIX III: CASA Fellows ...... 31 APPENDIX IV: Fall Cultural Events Calendar ...... 33 APPENDIX V: Fall 2011 Schedule ...... 34 APPENDIX VI: Student Registration Form ...... 36 APPENDIX VII: Language Pledge ...... 37 APPENDIX VIII: Themes for Reading ...... 38 APPENDIX IX: End of Program Evaluation ...... 40 APPENDIX X: End of Semester Student Evaluation of Instruction ...... 50 APPENDIX XI: CASA II Schedule ...... 51 APPENDIX XII: CASA III Fall Schedule ...... 51 APPENDIX XIII: Spring Schedule ...... 52 APPENDIX XIV: OPI Exam Scores ...... 57

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ACKNOWLEDGMENTS

I wish to thank Dr. Mahmoud Al-Batal, the CASA Interim Director for accepting to step in as the interim Director for CASA at the request of the Governing Board, despite his many responsibilities. Dr. AL-Batal’s vision, knowledge, dedication, and enthusiasm have been a guiding light for everyone in CASA and specifically me. His work and support on developing the curriculum by instilling Content Based Instruction principles, his passionate spirit, and his commitment to ‘raising the bar’ are the cornerstones of the CASA program.

Special thanks are also due to Dr. Al-Said Badawi, the ALI Acting Director and CASA Acting Co-Director (Fall 2011), and Dr. Zeinab Taha, Co-Director of CASA respectively, for the effort each has exerted on behalf of CASA. I am greatly appreciative of the support and help of the Co- Director of CASA, Dr. Zeinab Taha who was always available when I needed help or advice.

Special thanks are also due to: The American University in Cairo (AUC) President, Dr. Lisa Anderson; Dr. Medhat Haroun, Provost; Dr. Bruce Ferguson, Dean of Humanities and Social Science; Dr. Charles Norman, Dean of School of Continuing Education; and last but not least Dr. Hesham Abd El Aziz, Associate Vice President of Facilities and Operations, for their continued support and efforts to ensure that CASA is provided with required learning space during turbulent political events. Their support of CASA has been a major factor in the success of the program.

CASA would also like to express its gratitude to the administration at AUC for its support: Mr. Fouad Sayess, Vice President for Finance; Ms. Amira Gaber, Manager of Grants Accounting; Ms. Eman Barr, Principal Accountant; Ms. Dina Adly, Director of Office of Sponsored Programs; and Ms. Nivine Seif, Assistant Director of Office of Sponsored Programs. CASA would also like to express its gratitude to the U.S. Department of Education, the CASA Consortium members, the Ford Foundation, and the Mellon Foundation for their generous and continuous support of CASA.

I also wish to extend special thanks to the Arabic Language Institute (ALI), and specifically for Ms. Margaret Varoujan, Assistant to Chair for accommodating our CASA students in organizing all the ALI trips.

I owe special thanks to the CASA staff (Appendix I), for their cooperation and resilience to make a very challenging year of ongoing and unpredictable political unrest a worthwhile learning experience for our CASA fellows. My deepest gratitude goes to Ms. Wassima Al-Shafei, Program Specialist, Mr. Hani Yousry, CASA Administrative and Technical Support Assistant and Mr. Mohib Nassif, Student Assistant for their efficiency in responding to the needs of both fellows and teachers. I am fortunate to have worked with each one of them.

Our deepest gratitude goes to the U.S. Department of Education, the CASA Consortium members, the Fulbright Commission, the Ford Foundation, and the Mellon Foundation for their continuous support of CASA.

Last but not least, I would like to thank all of the CASA Fall and Spring 2011-2012 teachers (Appendix II), for a job well done for beyond the call of duty. I would also like to commend and express my appreciation to Ms. Nadia Harb for her invaluable role as MSA mentor and coordinator and to Ms. Heba Salem for diligently coordinating the work and mentoring new CASA part time instructors during Fall 2011. The faculty of CASA remains the main reason behind CASA's continuing success.

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ADMINISTRATION AND STAFF

In Cairo, Dr. Zeinab Taha continued to serve as CASA Co-Director and Dr. Iman A. Soliman continued as CASA’s Executive Director. Dr. Badawi served as Acting Co-Director only for Fall 2011. Ms. Wassima Al- Shafie continued to serve as CASA Program Specialist and Mr. Hany Yousry as Administrative assistant and newly as technical support. Mr.Mohib Nassif worked as student assistant. As for the teaching faculty, they were drawn from a variety of Arabic professionals in from the best teachers at ALI in fall 2011 & spring 2012.

A. PROGRAM OF THE FALL SEMESTER

This year, the fall semester provided CASA I fellows with intensive language and culture education necessary for the overall development of their Arabic language proficiency levels and intercultural competence. It also offered a CASA II program to one graduate student who was interested in further developing her ability to use Arabic for research purposes in the field of human rights. Moreover, two CASA III students, who are professors at Boston University and the University of Tufts, joined the program where they studied Sufism, Arabic literature and debate in MSA.

THE CASA FELLOWS CASA I fellows were 46 full-year fellows during the fall semester. Fellows came from the following universities: University of Michigan, Dartmouth University, Columbia University, University of Washington, Tufts, University of Georgia –Athens, University of Pennsylvania, Boston University, University of Chicago, Cornell University, University of California-Los Angeles, New York University, Amherst, George Mason, Brown University, American University of Beirut, Davidson College, Princeton University, Birzeit University, Barnard, University of Texas at Austin, Dartmouth, Wayne State University, University of Minnesota- Twin Cities, University of California-Santa Barbra, Middlebury College, AUC, Georgetown University, McGill, George Washington, UNC at Chapel Hill, Harvard University, Columbia University, Princeton University, Brigham Young University.

CASA II fellows were 2 full-year fellows who came from Yale Law School, and Columbia University.

CASA III fellows came only for the fall semester. They were from Tufts University and Boston University (Appendix III).

PRELIMINARY PLANNING

Planning for the fall semester took place in the form of:  Finding and appointing new adjunct teachers to replace teachers who declined our invitation to teach due to the disruptive events taking place in Tahrir Square.  Preparing for students’ and faculty’s Orientation,  Scheduling and organizing in service training workshops for the new appointed faculty,  Locating classroom space enough for six classrooms plus another six CASA II and III classrooms,

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 Preparing class schedule as well as schedule for lectures and cultural events and publishing them on the CASA Google calendar,  Recognizing the historical magnitude of the great times Egypt is living; the existing syllabi have been adjusted to incorporate materials and activities that allow the students to engage intellectually and creatively in the events taking place in Egypt. The Executive Director, Dr. Iman Soliman, resorted to establishing co-teaching as a good means of in-service training for newly appointed adjunct faculty. At the same time, co- teaching also helped in relieving senior faculty from the extra preparation work incurred upon them due to the teaching of large groups of advanced.

FALL ORIENTATION

Fall orientation was scheduled on September 4, 2011. The CASA Acting Co-Director, Professor Al-Said Badawi, and the Executive Director, Dr. Iman A. Soliman welcomed the fellows. All fellows received a packet of information that included the orientation schedule, important updated phone numbers, the AUC student calendar, the CASA absence policy, CASA calendar of events and cultural activities (Appendix IV), Fall class schedule (Appendix V), as well as the visa and course registration form (Appendix VI), and last but not least, the language pledge (Appendix VII).

Dr. Badawi welcomed the fellows and commended their courage and willingness to be in Cairo during momentous times and challenging events. Dr. Iman Soliman gave a presentation in which she talked about the structure and objectives of the different subjects of the Fall program. She explained the Culture program and mentioned that a special meeting, later in the month, will be held to explain and discuss the CASAwiyyuun bilaa Huduud Program. After the meeting, the students completed the registration forms, and received their monthly stipends. All orientation activities were conducted in Arabic.

A fall orientation was also conducted for the CASA faculty, where they were introduced to one another. During this orientation, the Executive Director answered questions with regards to the program, coordinators role and meetings, and co-teaching logistics.

This fall, classes began on Monday, September 5, 2011 and the last day of classes was Thursday, December 15, 2011. 5

THE COMPONENTS OF FALL PROGRAM The CASA I program provides intensive language and culture education through the following components: Academic Program, Cultural Program of events and lectures, and Language Pledge. A. ACADEMIC PROGRAM The academic program in the fall consisted of 20 contact hours per week. Each fellow was required to take three core courses: Egyptian Colloquial Arabic (ECA) (6hrs/w); Modern Standard Arabic (MSA) Reading, Writing and Vocabulary Building (8 hrs/w); MSA Listening and Speaking (6 hrs/w). In addition to these courses, one-on-one weekly scheduled interviews were organized with students. Throughout the fall, faculty members also were available during their office hours to meet the fellows and discuss their special needs and their overall progress. The fellows also attended 6 hours of lectures during the semester delivered by prominent Egyptian professionals from different fields. Egyptian Colloquial Arabic (CASA 501) In the fall semester, the CASA fellows met with their ECA teachers in class for 1.30 hours per day from Monday through Thursday, a total of 6 classroom hours per week. Students were divided into six sections according to their placement as follows:

Group No. Teacher Group 1 Ms. Ms. Dina Bashir Group 2 Ms. Nermine Samir Group 3 Ms. Randa Mahmoud Group 4 Ms. Nermine Samir Group 5 Ms. Heba Salem Group 6 Mr. Emad Samir

The fall students still worked with the CASA ECA Book, Haddutah Masrieyya. Before the start of the semester, the Executive Director requested from Ms. Heba Salem, one of the authors of the Book, to review the book contents and change some of the materials to reflect the recent political changes in Egypt. Each lesson of the Book consists of a short movie clip revolving around an issue characteristic of contemporary life in Egypt, for example traffic, living conditions, education, family life, youth issues, etc. The video clip, which provides examples of daily life situations , is followed by four interviews with various Egyptian intellectuals and government officials who talk about the same general issues in a variety of Arabic known as “ammiyyat al-muthaqqafiin” (the colloquial of the educated speakers). These materials were heavily supplemented by a number of movies and authentic radio and television broadcast programs that had been selected and used to enrich the book.

CASA fellows who complete CASA 501, Advanced ECA, will be able to: 1. Sustain long conversations clearly and confidently, with attention to cultural norms, 2. Display a mastery of communicative and narrative strategies, 3. Express themselves freely using Egyptian idioms, 4. Engage in conversations an Educated Spoken Proficiency level without being startled by sudden topic shifts 5. Use specific examples in a text to illustrate an aspect of human behavior.

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Reading, Writing and Vocabulary Building In the fall semester, the Reading, Writing and Vocabulary Building classes met for 2 hours per day from Monday through Thursday, for a total of 8 classroom hours per week. The fellows were divided into six sections based on their initial grouping in the summer with minor adjustments based on achievement or teacher’s recommendations.

Group No. Teacher

Group 1 Ms. Nadia Harb

Group 2 Ms. Nadia Harb

Mr. Hatem Zakareiyya and Group 3 Bassam Hegazy

Group 4 Ms. Seham Badawi

Group 5 Ms. Shereen Mohammed

Group 6 Ms. Shereen Mohammed

The Reading Program in the fall semester is theme based. It revolves around 12 main themes that cover different aspects of Arab culture and society; comprising high and low culture (Appendix VIII). The theme based approach is presented through a variety articles representing s different genres; accompanied by suggested in-class and out-of-class activities, as well as vocabulary and language analysis exercises. In addition to the selected topics, CASA fellows read a variety of Arabic novels by contemporary Arab novelists. CASA fellows who complete CASA 531, (Advanced MSA Reading and Writing) will be able to: 1. Comprehend long articles on a variety of topics in addition to some literary works. 2. Identify and analyze complex structures in texts. 3. Use sophisticated terminology and expressions confidently when discussing main and subordinate ideas. 4. Understand the cultural nuances in the written text, 5. Comment on written texts. 6. Identify fact from opinion. 7. Specify evidence used to support arguments. As in the last year, writing was integrated into the fall semester. The writing component focuses on enabling fellows to: 1. Write clear-cut summaries with relevance to narrative and descriptions of factual nature. 2. Produce a written descriptive narrative with some detail and right time frame and produce descriptions and narrations such as simple short stories, news items, bibliographical information, social notices, personal correspondence, comparisons, and simple technical material written for the general reader. 3. Employ and manipulate few cohesive pronouns accurately. 4. Distinguish the linguistic and structural features of texts for the following purposes: narration, describtions, comparisons, persuasion, and argumentation. 5. Identify common word order patterns and organization.

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Listening and Speaking (CASA 521)

Unlike the summer semester which adopts an integrated skills approach to language teaching, the fall semester is distinguished by focusing attention on development of individual skills. The listening and speaking classes met for 1.30 hours per day from Monday through Thursday, a total of 6 classroom hours per week. The fellows were divided into six sections based on the MSA and ECA summer teachers’ recommendations.

Group No. Teacher Group 1 Ms. Heba Salem Group 2 Ms. Seham Badawi Group 3 Mr. Hatem Zakareiyya Group 4 Mr. Fady Awad Group 5 Mr. Ahmed Abd El Tawwab Group 6 Mr. Ahmed Abd El Tawwab

The listening program dealt with the same issues and themes presented in the reading class. The materials comprised a selection of TV programs, news and documentaries which exposed the learners to narrative, informative and argumentative aural language. The parallel themes aimed at recycling vocabulary and building on the learners’ background knowledge to aid comprehension. Fellows also prepared weekly aural presentations and conducted discussions around their topics with their classmates.

CASA fellows who complete CASA 521, Advanced MSA listening and speaking, will be able to: 1. Follow and comment on talk shows. 2. Analyze main and secondary ideas in an argument. 3. Argue and support their arguments with examples and facts. 4. Give accurate instructions. 5. Appreciate the cultural nuances and idiomatic expressions in a text. 6. Categorize implied meaning in a conversation.

B. CULTURAL PROGRAM Although many of the field trips and outdoor group activities were restricted in order to secure students’ safety in the absence of police forces on the streets after the revolution, momentous events occurring in Egypt and entertaining activities were reflected in the CASA cultural activities and lectures.

Lectures During the fall semester, CASA fellows attended six lectures with guest speakers from outside AUC. The lectures engaged students in a number of social and cultural issues related to their theme-based course of instruction. The lecturers encouraged cultural understanding through intellectual discourse. Leading figures like Alaa Al-Aswani, Galal Amin, Farouk Shuusha and representatives of the different political and religious spectra were invited to discuss with our CASA fellows the impact of the current revolution on Egypt’s political and social life as well as on its economy and language.

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Long and Short Trips in Egypt: In addition to lectures, CASA fellows participated in a program of guided one day tours and long trips organized by ALI. Among these were:  Long trips: Trip to Ain Sokhna and St. Paul Monastery, El-Sahel El-Shamaly, Aswan, & Abu Simble Cruise.  Short Trips: Saqqara and Memphis, Mosques of Rifaai, Sultan Hassan, Ibn Tulun and Gayer Anderson Museum, Dahshur Pyramids, Mosque of Al Azhar and Bab El Wazir. End of the Semester Lunch Two weeks before the end of the semester, CASA fellows, staff and faculty members were invited to an end of semester lunch. The lunch included a program presented by two of the classes.

C. LANGUAGE PLEDGE To maximize opportunities for speaking Arabic both inside and outside the classroom, the program enhanced its Arabic-Only Speaking Policy. CASA expects all its fellows to abide by the Arabic Speaking Policy and to help create opportunities for speaking Arabic both inside and outside the classroom.

EVALUATION AND ASSESSMENT

Students were given 3 surveys assessing different components of the fall program. The Executive Director also conducted classroom observations for mentoring and advising purposes and to help identify training needs. In accordance with the CASA Strategic plan 2010-2012 that aim to digitize all teaching and office material, Iman Soliman with Martha Nafeh have adapted program evaluation surveys and paper questionnaires became posted online.

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Following is a breakdown of the means of program assessment: I. ASSESSMENT OF THE PROGRAM AND INSTRUCTION

Formative Assessment of Program and Instruction: a. Mid-semester survey: Three weeks after the beginning of the course, students were asked to comment on their overall satisfaction with the program as well as specify the elements of the program that they found most interesting to them. The results of this survey were discussed with the teachers and areas that needed more attention were taken in consideration and addressed b. Classroom observations and feedback: All teachers were visited by the Executive Director during the first month of the semester. The observations enabled the Executive Director also to assess the proficiency levels of the fellows in the different groups. A feedback session was held after classes where strong points were commended and a number of suggestions were offered by Dr. Soliman to improve group work and/or enrich classroom activities and solve classroom management issues. Teachers were encouraged during the feedback sessions to reflect on their own teaching for self-assessment.

Summative Assessment: 1. Student Evaluation of the Program Survey: The CASA Director & Executive Director modified the end of semester program survey and incorporated questions with regards to security and harassment which were obviously issues of concern in the summer evaluation survey (Appendix IX).

The overall results of the fellows’ responses to the end of program survey were satisfactory with the exception of a few comments on the lack of experience of one or two teachers out of the 14 CASA fall faculty. Of course the harassment problems were not resolved but the responses have shown that a number of students were more capable of handling it or ignoring it in a way that did not let it affect their learning experience. Most of the students also commented that they felt safe living in Cairo, despite, in some of the students opinion, the lack of a clear security plan from AUC. The results of this evaluation will be integrated and discussed in the Reflections and Planning section below.

End of Semester Student Evaluation of Instruction The end of semester students’ evaluation of instruction was conducted via the AUC system online (Appendix X). The survey questions focused on teacher performance & teaching methods as well as teaching materials. The Executive Director has access to all end-of- semester evaluations and the results are used as guidelines to areas of strengths and points of weakness of different faculty members. This information allows informed decision with regards further teacher development programs as well as teacher recruitment.

II. ASSESSMENT OF STUDENT LEARNING Measuring student learning is always a challenge no matter what the delivery format. The teachers’ choices are always limited by time, resources and creativity. The instructors relied on on-going assessment of homework assignments and in-class participation, as well as regular and weekly tests.

They also administered a mid-term, as well as an end-of-term test. In some listening classes mid-term exams were substituted for by class projects and presentations. The tests and

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REFLECTIONS ON THE PROGRAM AND PLANS FOR IMPROVEMENT

THE TAHRIR LOCATION: PROS AND CONS When CASA celebrated its move to Tahrir in summer of 2010, no one knew, then, that our CASA fellows will be celebrating more than a move from New Cairo to Tahrir square; and that they would soon be witnessing a great revolution and a turbulent shift from 30 years of despotism to liberty, justice and democracy. The Tahrir location has been inspiring to faculty and students who learned a great deal not only from their Arabic language classes but also from living in Egypt during transformative times and by witnessing history in the making right outside their University door. However, the location in Tahrir has been the cause of disruption to the ongoing instruction to long-term CASA planning. The outbreak of disruptive acts of violence which led to bloodshed on Mohammed Mahmoud Street forced the Executive Director to move the program for the last 3 weeks of the fall semester to the AUC Zamalek dorm. This was the third move of the Program since the eruption of the revolution in January, 2011.

Following are the procedures which were taken to implement this move:  On the break out of the disruptive events in Tahrir on the 19th of November 2011, immediate communications with the down town campus security office put the Executive director’s mind to rest with regards to students who usually go on weekends to study in the lounge and use the internet. Talking to General Kamal, Head of Security Office, down town campus, he assured the Executive Director that he has safely evacuated and escorted CASA fellows safely out of the building through the back gate where they could still safely go home.  The Executive Director then made the necessary communications with Ms. Khadiga Sayed Hassan, Scheduling Manager, Enrollment Services, School of Continuing Education, AUC to trigger the contingency plan the Executive Director had put earlier after the 25th January revolution 2011, for any recurring disruptions and which was previously communicated and approved by the CASA Director, CASA Co-Director and the Provost of AUC.  Within 24 hours, Classes were allocated for CASA in the Zamalek dorm.  A schedule was prepared for all CASA I and CASA II students, to start our regular schedule on Monday and avoid any loss in teaching hours.  As prescheduled the Executive Director met with a number of the students on Sunday, November 20th over brunch and was glad to know they were all safe and well.  An email was sent to all CASA students announcing the new contingency plan and asking students to go to Zamalek for their classes with a schedule attachment.  A similar but more back-end email was sent to the CASA faculty explaining the situation and alerting them to what and what ot to expect in terms of equipment at the new location. Strenuous efforts were made to find and provide necessary classroom technologies required for the Zamalek classes, especially for the listening and ECA classes. Due to the escalating violence on Mohammed Mahmoud Street, the Main Campus in Tahrir was closed. It was impossible for CASA personnel to go in or out to fetch books or equipment.

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 The ALI supplied us with a photocopying machine from New Campus to facilitate our teaching duties. The staff including Executive Director shared a room, which they furnished with tables and chairs, and shared available laptops with teachers in between classes to do the regular office work.  A request was made to AUC Controller’s Office that stipends be paid on November 23rd to avoid any unexpected Bank closures like the ones which happened during the 25th of January revolution. The Cashier came all the way to Zamalek from New Cairo to avoid any waste of student time.  Iman Soliman kept in close communication with 2 of the fellows who lived in Mohammed Mahmoud Street despite AUC’s advice. The two fellows were trapped in the flat because of the violent out breakings on the street. They came out finally after three days and stayed temporarily with their friends in Mohandessin and Dokki.  All scheduled CASA events (lectures, trips, parties) were rescheduled and re-adjusted to fit new context.

The move took place smoothly with no loss in teaching hours, thanks to the resilience of AUC personnel, CASA staff and faculty. However, the Zamalek dorm provided unfavorable working conditions for faculty, who did not have any office space to work, to leave their papers/belongings or to prepare their lessons. Since these classes were temporarily offered to CASA from the School of Continuing Education (SCE), the CASA staff members suffered from setting classroom technologies in classes on a daily bases and collecting all equipments to be returned before 3:00pm, the time for the SCE classes to begin. Staff members, also had to find nearby print shops to photocopy materials for teachers until the ALI was able to provide a spare photocopying machine to lend CASA. The CASA staff and Executive Director lacked working space and had to take files and papers to and from their homes on a daily basis because there was no place to keep CASA office papers, and files. The CASA Staff depended heavily on mobile phones due to lack of land phones. Also computers were scarce and the few laptops we borrowed from SCE were shared between CASA faculty, staff, and classes.

The Tahrir location called for a contingency plan in case of any further disruptions. Al- Zamalek dorm is a good way out but should we need to go to TaHrir, I am sure this will need preparations in terms of office space for faculty and staff as well as requesting from AUC the construction of a stronger network for easy internet access.

PROGRAM ADMINISTRATION

The End of the fall survey showed much satisfaction with the administration of the CASA program. Out of 42 respondents to the survey, 28 (54.8%) thought the administration was excellent, 16 (38.1%) thought good while only three (7%) rated it as fair. Of the positive comments it was:

 “Compared to programs that I've done before, both in the States and in Egypt, CASA has been the most organized and consistent by far. There's a great deal of communication between the administration and the students, which is sometimes a little bit annoying when the mailbox fills up, but absolutely necessary when we realize how much we depend on the administrative staff.”

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 “The CASA program staff has encountered a number of very challenging situations this year due to the overall security situation. Despite many inconveniences to them personally, they have been unfailingly cheerful, adaptable, supportive, and have gone above and beyond to assist us. I could not possibly ask more from them.” Of the suggestions and recommendations made by the fellows to improve the CASA administration in Cairo, and which were found relevant by the Executive Director for commentary and future planning were the following comments:  “They should realize that things like speakers (for sound) are incredibly important in Ammiyya and listening classes and should absolutely be prioritized. Too many lessons have been ruined because the audio quality and sound system of my classroom has been bad.” Although this issue has been addressed in one of the classes, it was not possible to totally resolve it due to a problem in the projector that had to be sent to the USA vendor to replace. This issue was resolved in spring 2012 semester. However, listening will always be a problem in the case of any unforeseen move to Zamalek because the classes there are not sound proof.

 “On more than one occasion, CASA instructors have indicated that they do not have a complete or accurate list of email addresses for their students. This has led to more than a few frustrating moments and communication breakdowns that hampered in-class activities and the overall learning environment. Does CASA's program administration ensure that each instructor is easily able to communicate with their students? This would be extremely easy and extremely useful, as it is clear that many CASA instructors are not very comfortable with the manipulation of electronic information and email programs.”

This issue was resolved in Spring 2012 during the faculty orientation. All faculty were given the email list of their students. In addition, all faculty were requested to send a welcome email to their students to make sure that they are connected.  “CASA needs to provide copies of all the novels that we are going to read in classes. We should not have to go looking throughout all of Cairo for copies of novels that might not even exist, and then have to pay for them ourselves.” Although CASA can facilitate the purchase of novels for students by telling them where they could be purchased, I believe that buying books should be one of the fellows’ regular activities in an immersion program like CASA. With the increasing numbers and reduction of budgets, I cannot foresee that CASA will be able to afford paying for the fellows’ books especially when the Novels assigned do not usually cost each student much to pay for, but can be a stress on the overall budget if CASA has to pay for all 47 students.  “CASA needs more full-time teachers to retain its reputation- that is probably not the responsibility of the administration in Cairo, however.” Recruiting more full-time teachers comes as a number one priority on the Executive Director’s agenda of planning for next year. Overall there was much satisfaction with the Executive Director’s work and with the CASA staff performance and service. This satisfaction is demonstrated by the following charts:

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Chart 1 Chart 2

SECURITY AND HARASSMENT Chart 3 shows that out of 33 respondents, 11students (33%) never experience harassment. Although harassment is a non-deniable fact in daily Egyptian life, this majority could be explained better in examining the gender of the respondents. In doing so it is obvious that 59.9% of the 42 respondents who answered the questions were males while only 40% were females. It is only natural that male students “never experience” harassment in an Eastern culture.

Although the majority of the fellows who face harassment have agreed that the harassment has stayed the same, a considerable number have found that it has somewhat decreased after living in Cairo for a considerable amount of time. This is explained by the comments explaining the responses. Living in Cairo longer allows more fellows to see harassment in perspective to other things and to explain it within its own cultural context. This helps some students to focus on the whole experience and handle difficulties better and that is why they think that harassment has subsided.

Chart 3 Chart 4

Chart 4, together with the following comments of the students, confirm our interpretation:

 “Never keep it bottled up, and don't let it taint the rest of your life in Egypt. It is just an unfortunate reality that must be dealt with.”

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 “I know there are girls who say "screw it" and just wear whatever they want, but that's up to them. As for racial harassment, you have to learn how to shame people. Saying 3eyb or 7aram doesn't work anymore. (In fact, did they ever work?) I've found it effective to say something along the lines of "shoof enta btmasal masr ba3d el-sawra ezey?" Look how you're representing Egypt after the revolution. And trying to correct people's cultural misconceptions is something I've Diqtu dhar3an bih – “I can't stand it” any longer. I've given up explaining that I'm from America, and just accept whatever nationality someone gives me. They wouldn't believe me anyway.”

Both of the previous comments confirm that students who face harassment do resort to different means in dealing with it.

With regards to feeling safe living in Cairo, only 2.4% of the respondents felt unsafe while the majority of responses varied in their degree of feeling safe with 47.6% majority of feeling very safe (See Chart5). This feeling, despite all the events that surrounded TaHrir, pertains to two factors: 1) the Tahrir events are centralized in Tahrir and are not spread all over Egypt. Once students go home, they feel safe and live normal non-disruptive lives; 2) students compare the situation in Egypt to that in their countries and therefore they still find it safer in Cairo if they avoid where they should not be in times of trouble. Also a number of students expressed that it is not the political unrest that they are worried about, some other things can be more endangering like the traffic, harassment or theft.

Chart 5 One of the comments however, which is worth considering and which the Executive Director plans to pursue is the following suggestion:  “Perhaps some kind of safety drill - what to do if thugs enter the building, for example. Where to meet if we need to evacuate the buildings. The location of the nearest police stations and/or maps of the security posts on the campus, so that we know where to go for help if the situation turns volatile.” Other comments express general satisfaction such as:  “Nothing, I feel that they adequately addressed all of my security concerns this semester.”

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INSTRUCTION, SYLLABUS AND LEARNING

CASA ADJUNCT FACULTY IN-SERVICE TRAINING AND FACULTY COMPENSATIONS

 In-Service Training Workshop Owing to the recruitment of 11 adjunct faculty to cover the CASA classes and schedule, the Executive Director planned and coordinated some CASA in-service training workshops which were carried out in October over three weekends. The workshops provided the new faculty members with training in teaching the listening skills, preparing lesson plans, developing writing activities, assessment, teaching grammar at the advanced level, introduction to the ACTFL guidelines, speaking activities, and reading: what and how?  Co-Teaching Dr. Iman Soliman resorted to co-teaching as a good means of in-service training as well as a way to relieve senior faculty from the extra preparation work incurred upon them due to the teaching of large groups of advanced.  Faculty Compensations Spring Release Time Plan: Pros and Cons To encourage more ALI fulltime teachers to teach within CASA, a professional development scheme was adopted that allowed a one course release time to ALI full time faculty, who wish to teach in the CASA over the fall and spring. However, a smaller load on fulltime teachers in spring meant that there was a need for more teachers to fill in the required teaching hours which laid more responsibilities on the Executive Director in the way of:  Recruitment and selection of CASA teachers,  Creating a network of employable part-time teachers from within and outside ALI,  Managing fulltime faculty’s teaching load to integrate systematic and quality work on projects and materials development,  Training adjunct faculty and mentoring them to attain the CASA program learning outcomes and objectives, and  Accommodating new teachers to AUC standards of professional performance and academic integrity.

Mentoring and Coordinator’s Allowances: In acknowledgement of the experienced faculty’s efforts in coordinating MSA and ECA courses and mentoring new faculty, a 3000 L.E per semester has been set as an allowance for Senior ALI teachers who were willing to help transfer their expertise to less experienced faculty.

Language Learning in the Different Skills Overall, most of the fellows were generally satisfied with their learning experience and a considerable number have expressed that they would definitely recommend the program to future colleagues.

Having a quick look at Chart 6, to compare degrees of satisfaction among the different courses, it is obvious that the majority of the students were only “fairly satisfied” with the Listening and Speaking classes. The equal ratings between the “dissatisfied” and the “very satisfied” (each rated 21.4%) obtained by the Listening and Speaking classes, can only reflect that students in different listening classes had definitely passed through totally different learning experiences.

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Unlike the Listening and Speaking classes, the students’ ratings of the learners’ experiences in Reading and ECA were much better. The 42.9% “satisfied” with the Reading and Writing classes, and 38.1% “very satisfied”, show that the majority of the fellows in the Reading and Writing classes were satisfied with their learning in these classes. It is also worth noting that the ECA classes received the least “very dissatisfied” ratings, among other classes (only 2.4%), with an overwhelming majority of “very satisfied ratings” (40.5%) followed by a 33.5 % of very satisfied ratings.

In trying to interpret the ratings of the students’ for their experience, in light of their provided comments and explanations, one can safely assume that less satisfaction with the Listening and Speaking classes came from the students at the lower level classes. In their comments, students at these levels attribute this dissatisfaction to lack of teachers’ experience. In reviewing this explanation against the list of names of teachers who taught listening in the fall, one can say that the students’ interpretation is not a farfetched claim.

Chart 6 The Listening classes had the least number of experienced ALI teachers. Although these assumptions need still to be double checked in light of the results of the end of semester evaluation of instruction, I believe from experience that it is still safe to assume so. Although two of the adjunct faculty teachers did not lack experience in teaching at ALI, they did not have any prior teaching experience in listening which represents one of the most difficult skills to learn and teach. It is obvious, from the students’ dissatisfaction with the listening classes, that appointing an experienced coordinator for the listening and speaking classes was not enough to provide the new teachers with the necessary background required to teach listening. It is also important to mention that the in-service training scheduled in October has helped only to the degree of obtaining “fairly satisfied” responses rather than the hoped for “satisfied” or very satisfied responses. These results call for the consideration of more in-service- training if CASA wishes to keep the fall adjunct teachers. To summarize, this result calls for rethinking of the teaching of listening skill in the way of focusing future training sessions on identifying learning outcomes and on listening purposes for the different levels as well as on creating a repertoire of corresponding learning activities. The Executive Director plans to follow this listening issue in the coming year.

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Quality of Language Instruction in CASA Although not all students were equally satisfied with their experience in the different skills classes, Chart 7 interestingly shows that the majority of the students still rated the quality of CASA instruction received in the fall semester highly. Sixty-six percent of the respondents rated the instruction between Very Good (33%) and Good (33%).

Chart 7

CULTURE EXPERIENCE AND ALI TRIPS

In asking the fellows about how satisfied they were with their culture experience, it was obvious from the responses that fellows had different opinions with regards to this question. It is natural to have less satisfaction when it comes to culture experience as each student has different perceptions of and expectations from the program regarding the role it should play in developing cultural experiences. Some students think that it is the program’s role to provide consorted effort in this direction while others believe it really depends on the time they themselves invest in out of the classroom interaction and activities. The following comments confirm the previous assumptions and explain why some students found it more difficult than others to develop their experiences.

 “The cultural learning experience has really just started for me, as it took me several months to make Egyptian friends.”

 “Cairo is great, but no Egyptians will take you into their home. Very strange place.”

 “I've had a harder time engaging with Egyptian culture than with the Arabic language, in part because I'm not quite sure where to turn to for guidance on the former subject. I don't blame the CASA program for this particular lack, however, and believe that it should be largely incumbent upon the student to seek out cultural experiences. If the CASA program wanted to explicitly help students out in this regard though, then I imagine that simple e-mails about upcoming events would be helpful.”

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 “I would like more immersion into Egyptian society. We talk so much about it, but we never actually leave the classroom or an academic setting and go into the real world and talk to people. I would appreciate it if we could have interaction with normal, everyday people.”

 “Having had previous experience in Cairo and Egypt, it didn't seem like CASA's cultural component added too much to that, but that might just be me...”

Some of the comments were inspiring and did provide some useful suggestions that could lead the way in developing the cultural component next year or maybe even next semester such as:

 “For all of the above, we would benefit much more, rather than having activities specifically for foreign language learners, if we attended outside events intended for native speakers - lectures, conferences at Culture Wheel or the Cultural Institutes, art galleries, museums, presentations at the various universities, press conferences, etc. We could also use these opportunities for cultural exchange with Egyptians who might accompany us to these events. The ALI trips, while interesting, would be better if they were conducted in Arabic, and provided an opportunity for us to get together with our cultural exchange partners, rather than being entirely in English.”

This comment has led the Executive Director to pursue visits to Egyptian Universities where students can meet their Egyptian counterparts and benefit from mixing together in an academic environment. Hopefully fruits of these efforts will be possible to reap in the very near future. Also, in an attempt to prompt students’ wishes for speakers whom they wanted to meet in the culture lecture program, the Executive Director asked one of the students to be in charge of gauging the fellows’ interests. This practice did in fact make the students feel involved in the choice of who they wanted to hear. However, I am not sure that it was beneficial as the students requested names of “hot shots” and media stars who might not afford the time to come to talk to 47 students only with no media coverage, when they are high on demand on every talk show and TV / Broadcast program. Although all these names or the majority at least of them have already been invited by AUC at the New Cairo Campus, over the past year, the fellows were not able to attend for two reasons: 1) the events were mainly scheduled to take place in New Cairo; 2) the events and discussions were in English and therefore the fellows were not able to attend because of the language pledge.

ORIENTATION The fall orientation addressed many of the suggestions made for improvement, by the students in their summer evaluation, especially those pertaining to time management and making sessions concise and to the point. However, not all students kept good files of the information sheets distributed and therefore they felt that they were sometimes lost in terms of cultural events and contact numbers.

The teachers’ orientation was a good start for the semester because a number of the fall semester teachers were teaching down town for the first time. The aim of the orientation was to make all teachers aware of the objectives and plans for change.

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The Executive Director plans on taking all constructive suggestions with regards to all aspects of the Program in consideration as she plans for the coming year with the Co-director and the Director.

CASA II AND CASA III Two fellows have successfully applied for and were accepted to the CASA II: one to study over the fall and spring, the other for the spring only. (See Appendix XI for CASA II schedule).

Two Professors from the University of Boston and the University of Tufts joined the CASA III program. The first was interested in Literature while the other was interested in Sufism. Both Professors were interested in developing their aural academic presentation and debate skills in Arabic (See Appendix XII for CASA III schedule).

B. PROGRAM OF THE SPRING SEMESTER

CASA LOCATION AND COMPENSATION OF EQUIPMENT Since the November 2011, Mohamed Mahmoud Street violent events, CASA found safe refuge in the Zamalek dorm, where the fellows were able to complete their Fall semester without loss of classroom time. However, Zamalek only offered the program classes with no room for faculty or offices for administration. After, the Fall, a decision needed to be taken with regards to whether or not CASA should start the Spring semester in Tahrir. The Executive Director, after convening with Dr Al-Batal, Interim CASA Director, and after asking the fellows’ opinion with regards to where to start the spring semester, decided to ask AUC to provide them with learning space including offices for faculty and administrative personnel in Zamalek. The winter break was a good opportunity for AUC to transform ten of the bedrooms on the first floor of the Zamalek dorm into classrooms (4 classrooms) and office space (6 offices to accommodate 14 teachers). During the winter break, the Executive Director with the AUC Purchasing and Supplies Office have managed also to allocate budget for and replace all damaged CASA equipment and equipment which was vandalized or stolen during the raids on the CASA Hill House premise, Tahrir Campus in Mohammed Mahmud Street. Thanks to the AUC offices’ cooperation and efficiency, CASA was able to start the new spring semester on time in fully equipped smart classrooms.

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ACADEMIC PROGRAM The academic program in the spring consisted of 20 contact hours per week. Each fellow was required to take four courses: one skills course, either: Advanced Listening and Academic Presentations taught by Ms. Heba Salem, Dr. Iman Soliman and Mr. Bassam Hegazy; or Advanced Rhetoric and Stylistics taught by Ms. Azza Hasanein, Mr. Bassam Hegazy and Ms. Sherine Mohamed; and three other elective courses (Appendix XIII). The fellows successfully completed the academic program for the spring semester focusing on the improvement of their subject content knowledge, language abilities and culture learning through the content courses they studied this semester. The following elective courses were offered and taught by ALI faculty as well as subject experts:  Sociology of the Fatwa (Sheik Amr AL Werdani, Secretary of Dar Al Iftaa)  Arabic Syntax (Dr. Taher Hasanein)  History of the Arab World ( Mr. Fady Awad)  Egypt’s History through Movies (Ms. Nermine Samir)  Egyptian Colloquial Literature ( Ms. Heba Salem)  Modern Arabic Literature: The Novel (Ms. Seham Badawy)  Arabic Fantastic Literature (Mr. Sayyed Daifullah)  Political Islam (Mr. Sayyed Daifullah)  Palestinian Literature ( Ms. Nadia Harb)  Modern Arab Politics and Economy (Dr. Ashraf Al Sherif)  CASAwiyyuun bilaa Huduud (supervisors: Ms. Dina Bashir and Mr. Fady Awad)  Translation: simultaneous ( Mr. Ahmed Abd-El Moneim)  Translation: literary ( Mr. Ahmed Abd-El Moneim)  Media Arabic (Ms. Dina Nouayyem) For the first time in CASA’s history, 80% of CASA’s spring content courses were taught by ALI full-time and Adjunct faculty. Four CASA teachers were able to design and develop five new content courses and field tested them in the spring. This trend supports the proposed curriculum changes that advocate the adoption of content based instruction for the CASA full year program.

THE CULTURAL PROGRAM

GUEST SPEAKERS, ACADEMIC ACTIVITIES AND INTERACTION The following guest speakers were invited by Heba Salem and Iman Soliman to give lectures as part of the advanced listening and academic presentation classes:  Dr. Emad Abdullatif gave a talk about Political discourse analysis  Mr. Khaled El-Khamisi, discussed his Novel “Taxi”  Ms. Ghada Abdel Aal, talked about the development of her book “I want to Get Married” from a blog to a novel. Also, Mr. Sayyed Daifullah has managed to organize a video Conference for his class with Professor Farid Abu Dib, USA as part of his “Fantasy Literature” course. Mr. Ahmed Abd El Monem organized trips to the simultaneous translation lab in Tahrir Campus.

Students who studied “Sociology of the Fatwa” took some of their classes in Dar El Iftaa itself.

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These lectures and visits fall within CASA’s mission to create significant learning experiences for the fellows through connecting fellows to the real world and Arab community in which they dwell. COMMUNITY BASED LEARNING (CASA WITHOUT BORDERS) The Community Based Component of the Program aims to fast track students towards superior level in language proficiency by providing opportunities for independent learning outside the boundaries of the class through educational experiences that allow students to deeply immerse in the Arabic speaking environment linguistically, and culturally. This program also provides learners with greater opportunities to learn about Egyptian society and create lifelong social networks while working on projects related to their interests, personal and academic career goals. Seventeen fellows chose to take CASAwiyyun bilaa Huduud . Seven of these fellows presented their Community Based projects in the AUC Conference for Undergraduate Research, Entrepreneurship, and Civic Engagement which was held in May 2012. The experience was extremely successful and has led the Executive Director and the Director to decide to make it a core course in 2011 – 2012 with better planning than the one in 2010 - 2011.

CULTURAL EXCHANGE INITIATIVE Although CASA has agreed together with the University of Ein Shams to allow CASA fellows to attend class lectures in the discipline of Arabic literature, History and Sociology, during the spring semester, this initiative was hampered by the ongoing political unrest. TRIPS AND EXCURSIONS Owing to security and safety issues, the CASA administration has suspended its own program for trips. However, CASA reserved places for its fellows in all ALI one day trips and subsidized one long trip for each fellow. The ALI trips kept our fellows safe within a larger population of Arabic learners who are studying at the ALI. CASA fellows participated in the following ALI excursions and long trips: Long Trips Number of fellows who participated Sahl Hasheesh 22 Luxor and Aswan 6 Short Trips Number of fellows who participated Coptic Cairo 6 Pyramids 1

GRADUATION PARTY

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The CASA Graduation celebration this year took place on May 15, 2012 in the Flamenco Hotel in Zamalek. The ALI Director was unable to attend due to a health excuse; however the Executive Director and the CASA Faculty and Staff were present at the celebration. Students presented songs and displayed some of the video assignments they prepared for their classes.

TESTING AND EXAMS Although all fellows took end of semester achievement tests or presented research papers according to the courses they elected and studied. CASA fellows also opted to take CASA Exit Exam. The exit exam was administered on May 10, 2012. This is the same exam they took as an entry exam, which incorporated reading, listening, and writing. Writing exams were corrected by two external examiners. In addition, all fellows took their Oral Proficiency Exam via Skype and it was administered by certified testers. The Scores of the students confirmed the progress the students had made (Appendix XIV).

CURRICULUM PLANNING, TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT

CONTENT BASED INSTRUCTION During the spring semester Dr. Al-Batal, CASA Interim Director, paid the program a visit and had small focus group meetings in which the fellows talked with him about the program. Dr. Al-Batal conducted a workshop for the CASA Faculty in which he highlighted the new challenges facing advanced language training and emphasized the curriculum changes needed for CASA to remain the leading, and advanced Arabic language study abroad program in the region.

The session was well attended by all CASA full-time and adjunct faculty as well as by all ALI Unit Heads. The Executive Director and Co-Director helped Dr. Mahmoud in facilitating the group discussions. The discussions during the session were fruitful and touched on many of the issues that faced teachers in their daily practice and highlighted need for curriculum changes.

CASA PANEL AT MESA The CASA Executive Director has organized a panel on Content Based Instruction for MESA 2012. Panel abstracts were submitted with three abstracts presented from CASA fulltime teachers together with Dr. Al- Batal, Interim Director. The panel has been accepted for presentation by MESA in November 2012 at Denver.

INTEGRATION OF TECHNOLOGY The Executive Director worked on developing the existing CASA blog, MaHaTit CASA, to incorporate more of the fellows’ work and provide teachers and fellows with resources for Arabic teaching materials and useful links. Ms. Dina Bashir, a CASA part-time teacher, was in charge of updating and maintaining the CASA Blog for the fall and spring semesters.

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END OF THE SEMESTER EVALUATIONS In March, CASA Director, Dr. Al-Batal, visited the program and had small-group interviews with all of the fellows and listened to their needs, successes, and general assessment of the program and of instruction. At the end of the semester, fellows were asked to answer a more detailed program evaluation survey. In the second week of May all fellows will also evaluate the individual instructors online. The results of students’ responses, as shown in chart 8, show that the majority of the students rated the program administration very high. Chart 9 shows that CASA has to a great extent helped the students’ interaction with Egyptians and accordingly developing their linguistic abilities and cultural understanding. The “very little” and “none” responses may pertain to female respondents who find interacting in a male dominated society like the Egyptian society or to extra cautious students who in light of the political unrest preferred to take shelter than fully emerge into the society. However, some students suggested language partners to facilitate making friends. The Executive Director, in response to this suggestion aims at reviving Mishwaar W Dardasha which was offered before in previous years but was not feasible to organize because of the political unrest that followed the Egyptian Revolution.

Please rate the administration of the How would you characterize the extent of program overall : your interaction in Arabic with Egyptians?

1 = Very poor None at all 2 = Poor Very little 3 = Fair Some 4 = Good Frequent 5 = Excellent Extensive

Chart 8 Chart 9 It is important to mention here that, despite safety precautions imposed by the Emergency Management Team (EMT) to ensure students’ well-being, the students’ responses indicate that they felt safe in general during their stay (Chart 10).

How safe did you feel living and commuting in Cairo during the spring semester?

Extremely safe

Generally safe

Fairly safe

Not at all safe

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Chart 10 In asking the fellows about the extent of their satisfaction with their language learning experience in CASA, the majority of the students were satisfied and the exit exam showed the improvement they had achieved. This is demonstrated in Chart 11.

Please rate your satisfaction with your LANGUAGE learning experience in the CASA program this spring:

Very dissatisfied Dissatisfied Satisfied Very satisfied

Chart 11 RECOMMENDATIONS FOR IMPROVEMENT From reflections and based on the information collected from the fellows through their evaluations, class observations and review of the existing curriculum a four- year plan is proposed for development of the following aspects of the Program: 1. Culture, Community and Experiential Learning The Long Range Plan of CASA program includes expanding and modifying program’s pedagogy and curriculum, as well as coordinating academic training with community-based learning, and various cultural and social activities to enhance learning and improve personal experiences of students throughout their CASA year. The CASA program should work on fostering learning objectives of the CASAwiyyun bilaa Huduud course to allow more students to opt for taking it as one of the elective courses in the spring. To enhance community service as an experiential learning component of the program, CASA should continue to build partnership with various NGO’s in Cairo to provide service opportunities that suit individual needs and interests of CASA students. The Culture component could benefit from an online resource announcing different cultural events around Egypt. The program could also encourage more fellows to join long trips organized by the ALI by allocating more resources to allow them to do so. To improve overall experiences of CASA students during their year in Cairo, the program will increase its involvement in providing opportunities for students to interact socially with Egyptians and provide emotional and social support that students need to deal with various challenges of living in a different culture. 2. Teacher Training and Professional Development To enable teachers to meet new challenges of teaching both content and language to a multi- level group of fellows, a series of teacher training workshops will be conducted to provide teachers with the teaching skills dictated by the new CBI curriculum. Faculty participation in conferences will be encouraged in the way of professional development. More TAFL students should be encouraged to join CASA in-service workshops to expand the pool of employable CASA teachers who are capable of teaching language through intellectually engaging and stimulating content. Mentoring of new adjunct faculty, co-teaching & classroom observations and assistantships could also lead to professional development of senior ALI teachers who train and mentor junior teachers.

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3. Curriculum, Teaching and Materials Development The program aims at adopting and gradually phasing in a CBI (Content Bases Instruction) curriculum. Special efforts and recourses should be invested in developing new instructional materials and improving the assessment tools of the program especially at the stage of piloting the newly developed materials to see if they meet the students’ needs and respond to their interests. The existing schedule format for the summer and fall could be adjusted to allow for a CBI curriculum design, allowing for integration of skills and more outside of the classroom research and self-directed study. 4. Integrating Technology into the Curriculum More effort and time should be invested in maintaining, enhancing and promoting MaHaTTit CASA Blog. This will allow facilitating the piloting of newly developed teaching materials as well as making available all other teaching and learning resources online for both faculty and fellows. The Blog will also be used to publish students’ class digital projects and provide information about the CASAwiyyun bilaa Huduud individual projects and resources. Besides the CASA blog, a teachers’ blog will be used to facilitate coordination and teaching materials sharing on a daily basis among faculty who teach different sections of the same class. 5. Assessment To enhance academic excellence, the program aims to improve its pedagogy by linking research to practice and improve its instructional materials through team work of all faculty members who are teaching in the program. Through regular evaluations and surveys, students’ perspectives of CASA program’s strengths and weaknesses will be available to administrators and faculty at all times to guide planning for more informed professional development events and curriculum changes, and materials development directions. CASA plans to have all evaluation tools available online.

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APPENDIX I: Administration and Staff

Name Title Dr. Martha Schulte-Nafeh CASA Director Dr. Mahmoud Al-Batal CASA Interim Director Dr. Zeinab Taha CASA Co-Director Dr. Iman Soliman CASA Executive Director Ms. Marissa Canales CASA Stateside Program Coordinator Ms. Wassima El-Shafie CASA Program Specialist

Mr. Hany Yousry CASA Administrative Assistant

Mr. Moheb Nassif Student Assistant

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APPENDIX II: CASA Faculty Fall 2011 Full-Time Teachers

Teacher Degree Course Course Title M.A. in TAFL, Ms. Heba Salem CASA 501-01 Egyptian Colloquial Arabic AUC M.A. in TAFL, Ms. Heba Salem CASA 521-01 Listening & Speaking AUC M.A. in TAFL, Ms. Nadia Harb CASA 504-01 Reading & Vocabulary Building AUC M.A. in TAFL, Ms. Nadia Harb CASA 504-02 Reading & Vocabulary Building AUC

Fall 2011 Part-Time Teachers

Teacher Degree Course Course Title Ph.D. Candidate, Linguist, AL- Mr. Ahmed Abdel Tawwab CASA 521-03 Listening and Speaking Azhar Ph.D. Candidate, Linguist, AL- Mr. Ahmed Abdel Tawwab CASA 521-06 Listening and Speaking Azhar B. A. Arabic Language and Reading and Vocabulary Mr. Bassam Galal Hegazy CASA 504-06 Literature, Cairo University Building Egyptian Colloquial Mr. Emad Samir Iskander M.A.in TAFL, AUC CASA 501-05 Arabic Professional Diploma in Teaching Arabic as a first and Mr. Fady Awad CASA 521-05 Listening and Speaking second language, Faculty of Education, Mansoura Reading and Vocabulary Mr. Hatem Zakaria B.A. in Arabic literature CASA 504-06 Building Mr. Hatem Zakaria B.A. in Arabic literature CASA 521-04 Listening and Speaking Egyptian Colloquial Ms. Dina Bashir El-Dik M.A.in TAFL, AUC CASA 501-03 Arabic B.A. in English, Faculty of Egyptian Colloquial Ms. Nermeen Samir Bassily CASA 501-02 ALSUN, Ein Shams Arabic B.A. in English, Faculty of Egyptian Colloquial Ms. Nermeen Samir Bassily CASA 501-04 ALSUN, Ein Shams Arabic Egyptian Colloquial Ms. Randa Mostafa Ahmed M.A.in TAFL Fellow, AUC CASA 501-06 Arabic M.A. Candidate, Egyptian Reading &Vocabulary Ms. Seham Badawy modern novel, University of CASA 504-03 Building Cairo M.A. Candidate, Egyptian Ms. Seham Badawy modern novel, University of CASA 521-02 Listening & Speaking Cairo Reading & Vocabulary Ms. Shereen Hassan M.A.in TAFL, AUC CASA 504-04 Building M.A.in TAFL, AUC CASA 504-05 Reading and Vocabulary Ms. Shereen Hassan Building

Spring 2012 Full-Time Teachers

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Name of Teacher Degree Course Taught Academic Listening & Speaking Dr. Iman Aziz Soliman M.A. in TAFL, AUC CASA 522 Palestinian Literature Ms. Nadia Harb M.A. in TAFL, AUC CASA 533 Advanced Writing Ms. Azza Hassnin M.A. in TAFL, AUC CASA 541 Political Islam & One thousand and Mr. Sayed Ismail M.A.in TAFL, AUC One nights CASA 533 Academic Listening & Speaking & Ms. Heballah Salem M.A.in TAFL, AUC Advanced ECA CASA 522 & CASA 502

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Spring 2012 Part-Time Teachers

Name of Teacher Degree Course Taught Advanced Media Ms. Dina Nouayem M.A. in TAFL, AUC CASA 552 History of Egypt through Ms. Nermin Samir M.A.in TAFL, IELI Egyptian movies CASA 553 Advanced ECA CASA 502 Mr. Emad Samir M.A.in TAFL, AUC

M.A. Candidate, Egyptian The Arabic Novel Ms. Siham Badwy modern novel, University of CASA 553 Cairo Mr. Ahmed Abdel Moneium Advanced Translation M.A.in TAFL, AUC Yousef CASA 551 M.A. Candidate, University of Sociology of Fatwa Dr. Amr Al-Wardany Al-Azhar CASA 553 Political & Economic Dr. Ashraf El-Sherif M.A.in TAFL, AUC Development in the Arab World CASA 553 Arabic Grammar Dr. Ahmed Taher Hassanein M.A.in TAFL, AUC CASA 553 Professional Diploma in Arab History & CASA students Teaching Arabic as a first and without boarders Mr. Fady Awad El-Saeed second language, Faculty of CASA 555 Education, Mansoura Ms. Dina Bashir El-Dik Arab History & CASA students M.A.in TAFL, AUC without boarders CASA 555

Spring 2012 Co-Teachers:

Name of Teacher Degree Course Taught Academic Listening & B.A in Arabic Literature, Ms. Bassam Hegazy Speaking Cairo University CASA 522

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APPENDIX III: CASA Fellows

No. CASA I Fellows

1 Abouzahr, Mr. Hossameddine 2 Bailey, Ms. Anna 3 Bayles, Ms. Sierra 4 Cannon, Ms. Connie 5 Cannon, Ms. Elinor 6 Christensen, Mr. Nathan 7 Dell, Mr. Jeremy 8 Drevets, Ms. Emily 9 Elston, Ms. Mary Beinecke 10 Fan,, Mr. Ryan C. 11 Farrell, Mr. Jeremy 12 Forney, Mr. Chris 13 Gittleson, Mr. Benjamin 14 Goode, Mr. Anthony 15 Goodin, Ms. Katherine (Kate) 16 Hickman, Ms. Kristin 17 Huffman, Mr. Tyler 18 Irizarry-Gerould, Ms. Yamila 19 Kalin, Mr. Stephen 20 Keegan, Mr. Matthew 21 Kohlbry, Mr. Paul 22 Kremer, Mr. Michael 23 Malkin, Ms. Noga 24 Martin, Ms. Jessica 25 Mestel, Mr. Spenser 26 Moussa, Mr. Adnan 27 O'Donnell, Ms. Shawn 28 O'Donoghue, Ms. Allegra 29 Opila, Mr. Christopher

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No. CASA I Fellows

30 Orr, Mr. Yuval Finmesser 31 Oskin, Mr. Michael 32 Pieretti, Mr. Damien 33 Pitts, Mr. Graham 34 Raizen, Ms. Michal 35 Reeder, Mr. Jason 36 Schroepfer, Mr. Jason 37 Scott, Mr. Alexander 38 Siegel, Ms. Alexandra 39 Spencer, Mr. James 40 Sternfeld, Ms. Rachel 41 Strigle, Mr. Stephen 42 Suleiman, Ms. Jana 43 Vagliano, Mr. Raphael 44 Watrous, Mr. Andrew 45 White, Mr. Michael 46 Yelle, Ms. Julie

No. CASA II Fellows

1 Evers, Ms. Erin 2 Parisi, Mr. Ben

No. CASA III Fellows (Fall 2011 only)

1 Garden, Kenneth 2 Litvin, Margaret

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APPENDIX IV: Fall Cultural Events Calendar

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APPENDIX V: Fall 2011 Schedule

جدول العـــــــــامية المصرية

الغرفة 106 106 406 107 107 109 األستاذ أ. هبة سالم أ. نيرمين سمير أ. نيرمين سمير أ. ارن دا أحمد أ. دينا بشير أ. عماد سمير

اليوم االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس

الساعة 10:15 - 9:00 3:25 - 2:10 2:00 - 12:45 3:25 - 2:10 12:00 - 10:45 12:00 - 10:45

CASA 501-05 CASA 501-03 CASA 501-06 CASA 501-04 CASA 501-02 CASA 501-01

1 حسام ابو ظهر ماري إيلستون مايكل ك ريمر جي رمي دال جاسون شروبفر بن جيتلسون

2 اليج ار اودون وهيو رفائيل فاليانو ستيفن ست ريغل سيي ار بيلس مايكل واي ت جاسون ري در

3 دميان بي ارتي غ ارهام بيتس ستيفين كالن ار شيل ستي رنفيلد ماثيو كيغان جولي يال

4 ري ان فان نور كانون شون اوضانل أليكس سكوت اندرو وت رس ميخال اري زن

5 كيت جودن اليكساند ار سيغل جميلة إري ازري جارولد جي رمي فارل جايمز سبنسر نوجا ماكين

6 اميلي دري فتس مايكل أسكين ك ريس فورن ي ك ريس أوبيال نيثان ك ريستنسن

7 جنة سليمان كوني كانون تايلر هوفمان عدنان موسى جيسيكا مارت ن

8 بول كلب ري انا بيلي ك رستين هيكمان يوفال أور

9 سبنسر ميستل انطوني جودي

جـــدول القراءة وبناء المفردات

الغرفة 405 406 109 108 106 107 األستاذ أ. حاتم زكريا وأ. بسام أ. نادية ح رب أ. نادية ح رب أ. سهام بدوي أ. شيرين محمد أ. شيرين محمد حجازي

اليوم االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس

الساعة 12:35 - 10:35 12:35 - 10:35 10:30 - 8:30 12:35 - 10:35 12:35 - 10:35 10:30 - 8:30 االستراحة 10 دقائق است ارحة بين الساعتين 10 دقائق است ارحة بين الساعتين 10 دقائق است ارحة بين الساعتين 10 دقائق است ارحة بين الساعتين 10 دقائق است ارحة بين الساعتين 10 دقائق است ارحة بين الساعتين

CASA 531-06 CASA 531-05 CASA 531-04 CASA 531-03 CASA 531-02 CASA 531-01

1 جنة سليمان جولي يال مايكل ك ريمر اليكساند ار سيغل بن جيتلسون أليكس سكوت

2 اميلي دري فتس جيمز سبنسر جي رمي دال انطوني جودي جاسون ري در ار شيل ستي رنفيلد

3 دميان بي ارتي نوجا ماكين جي رمي فارل نور كانون ستيفن ست ريغل شون اوضانل

4 اليج ار اودون وهيو جميلة إري ازري جارولد ميخال اري زن رفائيل فاليانو انا بيلي يوفال أور

5 ري ان فان جيسيكا مارت ن ستيفن كالن سيي ار بيلس تايلر هوفمان سبنسر ميستل

6 كيت جودن اندرو وت رس ك رستين هيكمان ك ريس أوبيال مايكل واي ت عدنان موسى

7 غ ارهام بيتس جاسون شروبفر كوني كانون ك ريس فورن ي نيثان ك ريستنسن

8 حسام ابو ظهر مايكل أسكين ماثيو كيغان بول كلب ري 9 ماري إيلستون

34

جدول اإلستماع والحديث

الغرفة 109 108 405 106 107 109 األستاذ أ. هبة سالم أ. سهام بدوي أ. أحمد عبد الت واب أ. حاتم زك ريا أ. فادي عوض أ. أحمد عبد الت واب

اليوم االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس االثنـين-الثالثاء–األربعاء–الخميس

الساعة 3:25 - 2:10 2:00 - 12:45 2:00 - 12:45 2:00 - 12:45 2:00 - 12:45 2:00 - 12:45

CASA 521-06 CASA 521-05 CASA 521-04 CASA 521-03 CASA 521-02 CASA 521-01

1 جنة سليمان جولي يال مايكل ك ريمر اليكساند ار سيغل بن جيتلسون جي رمي دال

2 اميلي دري فتس جيمز سبنسر ماري إيلستون انطوني جودي جاسون ري در سيي ار بيلس

3 دميان بي ارتي نوجا ماكين ستيفن كالن نور كانون ستيفن ست ريغل ار شيل ستي رنفيلد

4 اليج ار اودون وهيو جميلة إري ازري جارولد ك رستين هيكمان رفائيل فاليانو مايكل واي ت أليكس سكوت

5 ري ان فان جيسيكا مارت ن كوني كانون ك ريس أوبيال نيثان ك ريستنسن جي رمي فارل

6 كيت جودن جاسون شروبفر اندرو وت رس ميخال اري زن عدنان موسى ك ريس فورن ي

7 غ ارهام بيتس مايكل أسكين ماثيو كيغان شون اوضانل تايلر هوفمان

8 حسام ابو ظهر بول كلب ري يوفال أور انا بيلي 9 سبنسر ميستل

35

APPENDIX VI: Student Registration Form

REGISTRATION FORM

36

APPENDIX VII: Language Pledge Language Pledge

The following is the text of the statement required to be signed by each CASA fellow:

I, ______, agree to use Arabic as my medium of communication during my time as a fellow in the Center for Arabic Study Abroad (CASA) Program at the University of Damascus, Syria/ the American University in Cairo, Egypt.

By signing this statement of commitment I agree to uphold the following as part of the CASA Honor Code:

 I commit to speaking Arabic exclusively while on the campus of The University of Damascus/ the American University of Cairo. I will also strive to use Arabic as much as possible when I am not on campus.  I understand that using a language other than Arabic with other CASA fellows while on campus is a violation of CASA’s Arabic Speaking Policy and should be avoided at all times.  I will make an effort to remind any fellow who breaks this policy at any time of their commitment to it in a friendly and non-confrontational manner.  I understand that observance of the Arabic-Only Speaking Policy can be suspended with permission from the CASA administrators or in case of emergency.  I understand that if I break this policy I will receive a written warning. If I receive more than two such warnings, CASA has the right to terminate my fellowship.

Signature: ______Date: ______

37

APPENDIX VIII: Themes for Reading

الموضوعات األسبوعية والمحاضرات لفصل الخريف 1122

2 - األسبوع األول: االثنين 5 سبتمبر إلى الخميس 8 سبتمبر الموضوع : متنوع ______2 - األسبوع الثاني: االثنين سبتمبر 21 إلى الخميس 21 سبتمبر الموضوع : اللغة العربية ______3 - األسبوع الثالث: االثنين 21 سبتمبر إلى الخميس 11 سبتمبر الموضوع : األنا واآلخر ______4- األسبوع الرابع: االثنين 12 سبتمبر إلى الخميس 11 أكتوبر الموضوع : الصحافة واإلعالم وحرية التعبير ______1- األسبوع الخامس: االثنين 3 أكتوبر إلى األربعاء 1 أكتوبر الموضوع : االقتصاد والتنمية في العالم العربي ______2- األسبوع السادس: االثنين 21 أكتوبر إلى الخميس 23 أكتوبر الموضوع : الثقـافة الدينية ______7- األسبوع السابع: االثنين 27 أكتوبر إلى الخميس 11 أكتوبر الموضوع : الثقافة الشعبية ______

38

8 - األسبوع الثامن: االثنين 14 أكتوبر إلى الخميس 17 اكتوبر الموضوع : القضايا االجتماعية ) امتحان نصف الفترة( ______1- األسبوع التاسع: االثنين 32 أكتوبر إلى الخميس 3 نوفمبر الموضوع : األدب والفنون ______21- األسبوع العاشر: السبت 1 نوفمبر إلى األربعاء 1 نوفمبر إجازة عيد األضحى ______22- األسبوع الحادي عشر: االثنين 24 نوفمبر إلى الخميس 27 نوفمبر الموضوع: حقوق اإلنسان ______21- األسبوع الثاني عشر: االثنين 12 نوفمبر إلى األربعاء 13 نوفمبر الموضوع: قضايا شرق أوسطية ______

23- األسبوع الثالث عشر: الثالثاء 18 نوفمبر إلى الخميس 2 ديسمبر: اختيارات ح رة ______

24- األسبوع الرابع عشر: االثنين 1 ديسمبر إلى الخميس 8 ديسـمبر: اختيارات حرة ______

21- األسبوع الخامس عشر: االثنين 21 ديسمبر إلى الخميس 21 ديسمبر : اختيارات حرة ______

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APPENDIX IX: End of Program Evaluation

40

41

42

43

44

45

46

47

48

49

APPENDIX X: End of Semester Student Evaluation of Instruction Instructor: Semester: Number of Evaluations: Abstained: Enrollment: Course:

I. The teacher of this class SA=Strongly Agree, A=Agree, N=Neutral, D=Disagree, SD=Strongly Disagree, NA=Not Applicable SA A N D SD N/A Mean STD Median

1 Provides a useful syllabus of the course

2 Is always on time

3 Knows the subject well

4 Presents and explains the material clearly

5 Speaks clearly

6 Encourages questions and student participation

7 Uses class time effectively

8 Gives regular feedback

9 Keeps appointed office hours

Provides useful comments (oral or written) on classroom 10 tests and assignments 11 Treats students fairly

12 Overall, the instructor is an effective teacher

Overall mean,std and median

II. Course SA=Strongly Agree, A=Agree, N=Neutral, D=Disagree, SD=Strongly Disagree, NA=Not Applicable SA A N D SD N/A Mean STD Median

13 Handouts are appropriate for the course

Textbook(s) is/are appropriate for the course (choose N/A if 14 there is no textbook). 15 Assignments reflect the purpose of the course

16 The classroom tests reflect the taught material

17 Distribution of grades for this course is fair

18 The work load is appropriate for the course

19 Overall, this is a good course

Overall mean,std and median

COMMENTS: RECOMMENDATIONS FOR IMPROVEMENT:

50

APPENDIX XI: CASA II Schedule

Student COURSE 3 COURSE 1 COURSE 2 Name 1 Erin Simultaneous Literature Legal Translation Evers Translation TEACHER Mr. Ahmed Abdel Mr. Ahmed Abdel Dr. Said El- Moniem Moniem Wakil W: 2:00 - 5:00 S: 10:30 - 11:30 S: 11:30 - 12:30 Time/ Room Room: 405 Hill Room : 621 Falaki Room : 621 Falaki House T: 10:30 - 12:30 W: 10:30 - 12:30

Room : 621 Falaki Room : 621 Falaki

APPENDIX XII: CASA III Fall Schedule

Student COURSE 1 COURSE 2 COURSE 3 COURSE 4 Name 1 Kenneth Sufism Conversation Conversation Garden TEACHER Mr. Hossam Mr. Sayyed Mr. Sayyed Gaiel Ismail Ismail Time/ Room S:11:00 - 2:00 S:9:00-10:30 W:2:00-3:30 Room : 107 Room: 107 Room:405 2 Margaret Literature Conversation Conversation Literature Litvin TEACHER Mr. Sayyed Mr. Sayyed Mr. Sayyed Mr. Sayyed Ismail Ismail Ismail Ismail Time/ Room S:11:30-1:00 S:9:00-10:30 W:2:00-3:30 W:11:00-12:30 Room : 405 Room: 107 Room:405 Room: Mr. Sayyed’s office

51

APPENDIX XIII: Spring Schedule

Spring 2012 Schedule CASA I ------جدول الكتابة

م الكتابة األكاديمية 1 الكتابة األكاديمية 2 الكتابة األكاديمية 3 اإلستماع والتقديم األكاديمي 1

ا

ل

م د

ر أ. عزة حسنين أ. عزة حسنين أ. عزة حسنين أ. هبة سالم

س

ا

ل

م

ي ع

ا األحد 8:30 - 9:30 األحد 10:00 - 11:00 األربعاء 1:45 - 2:45 الثالثاء والخميس

د

ا ل

م ثم لقاءات فردية مع طالب المجموعة1 مع القاءات الفردية مع طالب المجموعتين

ي ع

ا 8:30 - 9:45

د من الساعة11:00 إلى الساعة 1:00 2،3 بداية من الساعة 8:30 ص

ا

ل

غ ر

ف 116 116 116 113 ة

1 دميان بيراتي جيرمي دال انطوني جودي جنى سليمان

2 جولي يال جيرمي فارل ماثيو كيغان اليجرا اودونوهيو

3 كوني كانون كرستين هيكمان آنا بايلي إميلي درفتس

4 ستيفين كالن ميخال رايزن ستيفن ستريغل حسام ابو ظهر

5 بول كلبري كايت جودن أليكس سكوت غراهم بيتس

6 كريس أوبيال راشيل ستيرنفيلد جاسون شروبفر

7 جيسكا مارتن حسام ابو ظهر رايان فان

8 مايكل كريمر نوجا ماكين دميان بيراتي

9 نور كانون َجاسون ريدر

10 كريس فورني اندرو وترس

52

جـــدول اإلستماع والتقديم األكاديمي

اإلستماع والتقديم األكاديمي 1 اإلستماع والتقديم األكاديمي 2 اإلستماع والتقديم األكاديمي 4

أ. هبة سالم أ. هبة سالم د. إيمان سليمان أ. بسام حجازي

الثالثاء والخميس الثالثاء والخميس األحد 3:30 - 4:45

8:30 - 9:45 10:15 - 11:30 الخميس 2:00 - 3:15

113 113 االحد 113 - الخميس 114

جنى سليمان جايمز سبنسر عدنان موسى

اليجرا اودونوهيو جميلة إريزاري جارولد مايكل وايت

إميلي درفتس مايكل أوسكن نيثان كريستنسن

حسام ابو ظهر ماري إيلستون سبينسر ميستيل

غراهم بيتس شون اوضانل سييرا بيلس

جاسون شروبفر يوفال أور تايلر هوفمان

رايان فان كايت جودن بن جيتلسون

دميان بيراتي جيرمي فارل رفائيل فاليانو

َجاسون ريدر اليكساندرا سيغل

اندرو وترس

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جدول فصل الربيع الدراسي

تطور الواقع السياسي اآلخر في ألف ليلة وليلة م علم اجتماع الفتوى اإلسالم السياسي 1 اإلسالم السياسي 2 األدب الفلسطيني 1 األدب الفلسطيني 2

واالقتصادي )أدب العجائب(

ا

ل

م د

ر د. عمرو الورداني أ. سيد إسماعيل أ. سيد إسماعيل د. أشرف الشريف أ. نادية حرب أ. نادية حرب أ. سيد إسماعيل

س

ا

ل

م

ي ع

ا األحد 4:30 - 5:30 األحد 10:15 - 11:30 الثالثاء 11:50 - 1:05 األربعاء األثنين واألربعاء األثنين واألربعاء األحد 8:30 - 9:45

د

ا

ل

م

ي ع

ا األربعاء 3:30 - 5:00 األحد 12:00 - 1:15 الثالثاء 1:30 - 2:45 3:30 - 6:00 8:30 - 9:45 10:15 - 11:30 الثالثاء 3:15 - 4:30

د

ا

ل

غ ر

ف االحد 115 - االربعاء 114 115 115 113 114 114 115 ة 1 ماري إيلستون ماري إيلستون يوفال أور كريس أوبيال إميلي درفتس تايلر هوفمان جيرمي فارل 2 جيرمي دال نوجا ماكين رفائيل فاليانو بن جيتلسون سييرا بيلس مايكل أوسكن كايت جودن 3 ماثيو كيغان جايمز سبنسر مايكل كريمر راشيل ستيرنفيلد ريان فان ميخال رايزن آنا بايلي 4 كوني كانون بول كلبري اندرو وترس اندرو وترس جنى سليمان اليجرا اودونوهيو ماثيو كيغان 5 كرستين هيكمان دميان بيراتي شون اوضانل مايكل كريمر نوجا ماكين أليكس سكوت جسكا مارتن 6 ماثيو كيغان ستيفن كالن اليكساندرا سيغل كريس أوبيال رفائيل فاليانو كريس فورني 7 كوني كانون عدنان موسى جولي يال دميان بيراتي

8 9 Simultaneous Specialized 10 اآلخر في ألف ليلة وليلة Interpreting and قراءات في العامية المصرية الرواية العربية Translation into قراءات في العامية المصرية 2 اإلعالم المقروء 11 )أدب العجائب( Consecutive 1 English Translation 12 أ. سيد إسماعيل أ. سهام بدوي أ. أحمد عبد المنعم أ. أحمد عبد المنعم أ. هبة سالم أ. عماد سمير أ. دينا نعيم

األحد 8:30 - 9:45 األثنين واألربعاء األثنين واألربعاء األثنين واألربعاء الثالثاء والخميس األحد 8:30 - 9:45 األثنين واألربعاء

الثالثاء 3:15 - 4:30 10:15 - 11:30 10:15 - 11:30 12:00 - 1:15 12:15 - 1:30 األحد 10:15 - 11:30 8:30 - 9:45

113 113 113 116 116 115 115 جيرمي فارل كرستين هيكمان انطوني جودي سييرا بيلس بول كلبري مايكل وايت مايكل أوسكن كايت جودن سييرا بيلس َجاسون ريدر كريس أوبيال جنى سليمان انطوني جودي بن جيتلسون آنا بايلي ستيفن ستريغل جولي يال نور كانون اليجرا اودونوهيو سبينسر ميستيل راشيل ستيرنفيلد ماثيو كيغان آنا بايلي اليكساندرا سيغل كايت جودن ريان فان َجاسون ريدر جسكا مارتن ميخال رايزن دميان بيراتي إميلي درفتس نيثان كريستنسن كريس فورني جنى سليمان تايلر هوفمان حسام ابو ظهر جاسون شروبفر إميلي درفتس جميلة إريزاري جارولد جايمز سبنسر أليكس سكوت جميلة إريزاري جارولد ستيفن ستريغل كايت جودن مايكل وايت يوفال أور جولي يال نور كانون عدنان موسى نور كانون شون اوضانل كريس فورني

54

تاريخ مصر من خالل األفالم تاريخ مصر من خالل األفالم تاريخ مصر من خالل األفالم اإلعالم المقروء النحو العربي التاريخ كاسويين بال حدود المصرية 1 المصرية 2 المصرية 3

أ. دينا نعيم أ. نرمين سمير أ. نرمين سمير أ. نرمين سمير د. أحمد طاهر حسنين أ. فادي عوض أ. فادي عوض

األثنين واألربعاء األحد 8:30 - 9:45 األحد 12:10 - 1:25 الثالثاء 8:30 - 9:45 األثنين 8:30 - 9:45 األثنين 1:35 - 2:50

8:30 - 9:45 األحد 10:10 - 11:25 األحد 1:50- 3:05 الثالثاء 10:15 - 11:30 الخميس 10:00 - 11:15 األثنين 3:15 - 4:30

113 114 114 114 االثنين 115 - الخميس 114 114 مايكل أوسكن عدنان موسى نيثان كريستنسن نوجا ماكين انطوني جودي غراهم بيتس َجاسون ريدر بن جيتلسون غراهم بيتس جميلة إريزاري جارولد جسكا مارتن جاسون شروبفر نيثان كريستنسن كوني كانون راشيل ستيرنفيلد اليكساندرا سيغل سبينسر ميستيل مايكل وايت آنا بايلي بول كلبري جاسون شروبفر حسام ابو ظهر مايكل أوسكن ستيفن ستريغل جيرمي فارل جيرمي دال ميخال رايزن بن جيتلسون رفائيل فاليانو أليكس سكوت كريستين هيكمان جيسكا مارتن جيرمي فارل يوفال أور ستيفن كالن تايلر هوفمان اندرو وترس جايمز سبنسر راشيل ستيرنفيلد شون اوضانل جيرمي دال كريس فورني ريان فان مايكل كريمر ماثيو كيغان اليجرا اودونوهيو اندرو وترس

كاسويين بال حدود كاسويين بال حدود

أ. فادي عوض أ. دينا بشير

َجاسون ريدر ماري إيلستون كوني كانون غراهم بيتس جاسون شروبفر ستيفين كالن ميخال رايزن سبنسر ميستل جيرمي فارل راشيل ستيرنفيلد ريان فان اليجرا اودونوهيو

55

Spring 2012 Schedule CASA II ------

Ben Parisi Erin Everes

Poetry: Dr. Islam Sharkawy Casawiin bila hudud: Ms. Siham Badawy Monday 11:00 - 12:30 Monday 12 - 1 Wednesday 2:30 - 4:00 Wednesday 12 - 3 Ein Shams, Faculty of Literature both on Zamalek campus

Labor Law/History: Dr. Eman Riad Translation: Mr. Ahmad A. Moniem Tuesday 10:00 - 1:00 (Thursday this week) Sunday 11 - 12:30 Dr. Eman's office or Cilantro Cafe on MM St. Tuesday 11 - 12:30 both on Falaky campus ECA: Mr. Adel Oraby Monday 3:00 - 4:30 Thursday 4:00 - 5:30 CASA Classrooms, Zamalek

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APPENDIX XIV: OPI Exam Scores Oral Interview Scores Full Year Fellows 2011-2012 OPI OPI Fellow EID Feb 11 May12 hsa342 AL+ 2+ ab44228 - IH 2- sbb752 AL 2+ cc47427 AL 2+ ec26432 AM 3- npc324 AH 2+ jad3944 IH 2+ sd26438 IH 3- mbe344 + AL 3 rcf485 AM 3 jef2433 AM 3 sef642 AM- cjf898 AL 2+ bdg652 AM 3- ajg2932 AM 3- ksg559 AL 2+ kgh394 IH 2+ tbh479 AL 3 yji58 AM 3 sjk2222 AL 2+ mlk857 AM 3 pak584 2+ msk892 AM 3 nm9933 AM 3 jlm5665 AL+ 3 sam5346 IM+ 2 aam3488 AL- 2+ so5998 AM- 3 alo437 AH 3 ceo523 AM 3 yf2423 S- 3 mo5788 AL- 2 dap2469 AL 2+ gap699 AM- 2+ dweez1 AM+ 2+ jlr4464 AM+ 2+ jws3243 AL+ 3 aes27867 AL 2+ as55955 AL+ 3 jjs3432 AM 2+ ras3378 AL 2 sts772 AL 2 jms7449 AM++ 3 rsv297 AH 3 aw23694 AM++ 3 mgw586 AM 2+ jy5583 AM+ 2+

57