Center for Innovation in Teaching and Learning

VISION

The American University of Sharjah Center for Innovation in Teaching and Learning aspires to promote innovative teaching for an enhanced learning experience at AUS.

MISSION

The American University of Sharjah Center for Innovation in Teaching and Learning provides a welcoming environment that promotes pedagogical innovation, provides opportunities for the effective integration of technology and supports all faculty in their efforts to enhance teaching and learning.

The primary goals of CITL are aligned with the AUS institutional values:

Instructional Innovation (Transformative Student Experience)

• Cultivating a culture of classroom innovation that equips faculty members with pedagogical tools, strategies and knowledge necessary to support the integration of educational technologies that foster an inclusive and engaging learning environment for students of different backgrounds, experiences, cultures and abilities

Faculty Diversity and Inclusion (Inclusive Community)

• Providing faculty members with a mutually respectful intellectual environment in which diversity and inclusion are valued

Lifelong Learning (Intellectual Inquiry)

• Promoting professional development opportunities in teaching and learning in order to expand scholarship, lifelong learning and career growth
• Providing and transforming the intellectual academic growth and skill acquisition of our students

• Support the development, delivery and evaluation of courses and programs 
• Provide support for enhancing teaching and learning
• Support efforts to improve the assessments of learning outcomes
• Provide training and assistance with instructional pedagogies and technologies to faculty
• Provide personalized support to instructors for new and/or revised courses delivered in face-to-face, online or blended formats
• Assist in the development, use and evaluation of innovative learning environments
• Work in coordination with faculty to set effective and efficient standards for the use of learning and teaching technology tools
• Provide leadership in the development of coherent digital learning tools and platforms

The CITL Faculty Fellows Program offers five one-year fellowships to faculty members committed to improving teaching practice, exploring educational innovation and supporting faculty development across the university.

In 2025–2026, selected fellows will be aligned with one of the following strategic focus areas:

1. AI and Teaching Innovation (1–2 fellows):

The selected faculty fellow will support CITL's AI Hub initiative by exploring and promoting the responsible integration of artificial intelligence in teaching and learning. This includes identifying effective AI tools for classroom use, supporting faculty in adopting AI ethically and effectively, and contributing to AI-related resources, events and workshops. The fellow will help shape strategies for AI literacy among faculty and students and play a key role in planning and implementing AI Week and other related activities.

Example contributions:

• Curate and review AI tools for teaching
• Lead AI-focused workshops or demonstrations
• Collaborate on the development of faculty training materials on AI use

2. Pedagogical Excellence and Faculty Development (1–2 fellows):

This fellow will contribute to the enhancement of teaching excellence by supporting CITL’s certificate programs such as the Certificate in Teaching and Learning Excellence (CTLE) and the Course Redesign Certificate (CRC). The fellow will also help design and facilitate workshops, lead faculty learning circles, and share evidence-based practices related to teaching effectiveness, curriculum design and learning outcomes.

Example contributions:

• Co-facilitate sessions in CTLE and CRC programs
• Design practical teaching resources for AUS faculty
• Support peer review of teaching or micro-teaching sessions

3. Call  (1 fellow):

This fellow will focus on fostering inclusive, culturally responsive and equitable teaching practices across disciplines. They will contribute to raising awareness and providing tools to help faculty effectively navigate cultural diversity in the classroom. This may include developing resources, organizing dialogues or workshops, and collaborating with other units (e.g., Academic Support Center).

Example contributions:

• Develop and share inclusive syllabus and activity templates including the Dos and Don’ts.
• Facilitate intercultural classroom management discussions
• Co-lead sessions on Universal Design for Learning (UDL), language equity or decolonizing the curriculum

Faculty Fellows will contribute to one of the program’s strategic focus areas—AI and Teaching Innovation, Pedagogical Excellence and Faculty Development, or Educational Technology Integration—and are expected to:

1. serve as liaisons between the faculty of the school/college and the CITL to promote the continuous improvement of teaching and learning
2. identify school/college specific-interest and needs for best teaching practices
3. develop a collaborative network of faculty committed to excellence in teaching and learning
4. organize and lead teaching development events such as Best Practices in Teaching and Learning Conference (BPTLC), AI Week, seminars, workshops, class observations and opening their classes to faculty colleagues
5. lead a module in the PhD teaching certification program and serve as a mentor for at least one of the PhD students, i.e., having the PhD student(s) observe their classroom and supporting the PhD student(s) with program assignments (lesson plan review, statement of teaching philosophy, teaching observation, and other LMS assignment)
6. stimulate cross-disciplinary interaction around the use of technology in promoting active learning, student-centered approaches and evidence-based teaching pedagogy
7. attend and provide support for all events organized by CITL
8. dedicate at least two hours per week (or as needed) working with CITL in some of the above activities or other activities as requested by CITL

The benefits of being a Faculty Fellow are:

• A stipend for each academic year of service
• Use of CITL as a support platform for teaching and learning projects in your school/college
• The opportunity to serve up to two academic years (upon approval of their renewal application)
• Priority enrollment in all CITL programs
• Recognition as a Faculty Fellow and leader supported by your school/college in ways that advance your university-level service record
• The opportunity to develop a network of engaged educators to support the AUS educational mission towards a transformative student experience

If you have an interest in promoting active learning, student-centered approaches, evidence-based teaching pedagogy and academic technologies, you should apply to be a Faculty Fellow.

Fellowships require at least a one-year commitment.

How to Apply

The Faculty Fellows Program opens its call for applications every summer for the new academic year. Selected candidates begin their fellowship in the fall semester of that year. 

The selection process prioritizes alignment with program focus areas as well as balanced representation across colleges. 

For more information, please contact us at [email protected].

Physical making, drawing and materiality serve as a heuristic at all levels, sometimes augmented by digital design workflows. Full-scale prototyping turns material behavior, tolerance, assembly logic and other constraints into creative opportunities rather than downstream consequences. Often the skills involved sit slightly outside conventional architectural practice, drawing on craft traditions, materials research, simulation and manufacturing expertise. This adjacency is productive, offering new challenges and a wider range of outcomes.

Gokhan Savas, PhD, FHEA, is Professor of Sociology at AUS. He received his PhD and MA in Sociology from Syracuse University’s Maxwell School of Citizenship and Public Affairs, where he also completed a Certificate of Advanced Studies in Women’s and Gender Studies. He has more than 15 years of teaching experience across the United States, Türkiye, Germany, Kuwait and the United Arab Emirates.

His research focuses on gender, social inequality, international migration, higher education and social
change. His work has appeared in journals including Women’s Studies International Forum, British Journal of Sociology of Education, The Review of Higher Education and International Journal of Sociology and Social Policy. His research closely informs his teaching, particularly his use of contemporary cases, applied research and classroom debate to connect sociology with students’ lives.

Before joining AUS, Dr. Savas held academic positions in Türkiye, Kuwait and the United States. He served as the founding chair of the Department of Sociology and founding director of the Center for Survey Research at the Social Sciences University of Ankara. He currently serves as Secretary of the AUS Faculty Senate and Managing Editor of Wagadu: A Journal of Transnational Women’s and Gender Studies. A Fellow of the Higher Education Academy and a recipient of Syracuse University’s Outstanding Teaching Award, he is committed to creating inclusive and intellectually engaging classrooms where students learn to question familiar assumptions, evaluate evidence and engage thoughtfully with complex social issues.
 

Teaching Philosophy

My teaching philosophy begins with a simple idea: sociology should help students see the familiar in a new way. I want students to leave my classroom not only knowing sociological concepts, but also being able to use them to ask better questions about their own lives, communities and the wider world. One of the most rewarding moments for me is when a student begins to question something they had previously taken for granted.

Having taught for more than 15 years across the US, Türkiye, Germany, Kuwait and the
UAE, I have learned that students bring different experiences, expectations and ways of seeing the world into the classroom. I consider this diversity one of the greatest resources for learning. I therefore try to create an inclusive environment where students feel respected, but are also encouraged to challenge their assumptions and engage seriously with perspectives different from their own. Because sociology is closely connected to everyday life, I use case studies, structured debates, field observations, research projects and multimedia assignments to connect theory with contemporary social issues. I also integrate digital tools when they genuinely support participation, reflection and independent learning.

Above all, I see teaching as an ongoing process of listening, adapting and learning alongside my students. My goal is to help them become more confident thinkers who can evaluate evidence, understand social complexity and engage responsibly with the world around them.

Dr. Mohammad AlHamaydeh
Professor ​of Civil Engineering
CEN

D​r. Mohammad AlHamaydeh is Professor of Civil Engineering at AUS. He holds a PhD in Civil and Structural Engineering from the University of Southern California (USC) and has extensive industry experience, having worked as a structural design engineer in California and the Middle East before transitioning into academia.

At AUS, Professor AlHamaydeh teaches a wide range of undergraduate and graduate courses, from foundational ​statics and ​structural steel ​design to advanced topics such as ​structural ​earthquake ​engineering, the ​analysis and ​design of ​tall ​buildings, and ​earthquake-​resistant ​structural ​design. His prolific research portfolio centers on nonlinear structural dynamic response analysis, passive control and supplemental damping devices,soil-structure interaction, and the application of artificial intelligence and machine learning to structural health monitoring.

He is also actively developing sustainable and resilient construction materials, including fiber-reinforced and geopolymer concrete.

With more than 150 technical publications and collaborations with academic and industry partners worldwide, Professor AlHamaydeh contributes to global building design codes through his service on the ASCE/SEI 7-22, ASCE/SEI 41-23, ASCE/SEI 7-28, and ASCE/SEI 41-29 technical committees. He was named a Fellow of the Structural Engineering Institute (SEI) in 2021, the first engineering professional in the MENA region to receive that distinction. In 2025, he was elected as a Fellow of the American Society of Civil Engineers (ASCE); his honors also include the ASCE Region 10 Distinguished Service Medal.

He is a registered Professional Engineer (PE) in the USA and an active member of several professional engineering organizations, including ASCE and the American Concrete Institute (ACI).

Teaching Philosophy
My teaching philosophy is rooted in the conviction that contemporary engineering education must seamlessly​ integrate rigorous theoretical foundations with real-world application, technological innovation​and ethical​ professional practice. As a ​professor of ​civil ​engineering, I am dedicated to cultivating an inclusive,​ transformative learning environment that empowers students to navigate and lead in a rapidly evolving global landscape.

Bridging Theory and Professional Practice
Drawing upon my professional experience as a structural design engineer and my extensive academic research in nonlinear structural dynamics and seismic design, I strive to demystify complex engineering principles. I believe that students learn most effectively when abstract concepts are contextualized within tangible, industry-relevant challenges. By incorporating case studies, full-scale experimental analyses, and project-based assignments into my curriculum, I bridge the gap between classroom theory and the practical demands of structural engineering practice.

Pedagogical Innovation and Technological Integration
Aligned with the principles of instructional innovation and lifelong learning championed by CITL, I integrate advanced technologies into my pedagogy. Modern​ structural engineers must be proficient not only in classical mechanics but also in computational simulation and emerging digital tools. Consequently, I actively incorporate computer-aided design, nonlinear finite element methods, and artificial intelligence and machine learning applications into my courses. My goal is to foster critical digital literacy and analytical depth, equipping students with the modern analytical tools required for structural health​ monitoring, performance-based earthquake engineering and smart infrastructure design.

Fostering Active, Inclusive and Student-Centered Learning
I am committed to fostering a student-centered classroom that values diversity, inclusion and collaborative​ inquiry. I view teaching not merely as transmitting knowledge, but as fostering intellectual curiosity and critical thinking. By designing active learning experiences, such as peer collaboration, interactive simulations and research-oriented problem-solving, I encourage students to take ownership of their academic journey. I provide a supportive environment where diverse perspectives are respected, and students are challenged to develop both their technical acumen and their professional judgment.

Mentorship and Lifelong Learning
Ultimately, my objective is to inspire a commitment to lifelong learning and ethical engineering practice.​ Whether teaching foundational undergraduate courses like Statics and Structural Steel Design or advanced​ graduate courses in Structural Earthquake Engineering, I mentor students and support their holistic​ development. By modeling reflective practice and continuous scholarly inquiry, I prepare the next generation of engineers to design resilient, sustainable and innovative structures that positively impact society.

Dr. Efe Cotelioglu is Assistant Professor of Finance at AUS. His research focuses on financial markets and institutions, including banking, institutional investors, market liquidity and financial regulation. His work uses large financial datasets and empirical methods to study how investors, institutions and policy changes affect financial markets. At AUS, he teaches investments, financial forecasting and portfolio management. His teaching interests include the use of data analytics, interactive applications and artificial intelligence to strengthen students’ quantitative and analytical skills.
 

Teaching Philosophy

My teaching philosophy centers on helping students connect financial theory with real-world problems, data and decision making. In quantitative courses, I want students to understand not only how to perform an analysis, but also why a method is appropriate and how its results should be interpreted.
I combine lectures with applied examples, data analysis, cases and interactive activities. I also use financial databases, statistical software, programming tools and interactive applications to provide students with experience working on realistic financial problems.

As generative AI becomes increasingly important, I believe students should learn to use it critically and responsibly. I view AI as a tool that can support learning, but not replace reasoning. My goal is to develop students who can analyze financial problems independently, evaluate evidence carefully and combine quantitative analysis with sound judgment.

Diana Audi
Senior Instructor of Mathematics and Statistics
Department of Mathematics and Statistics
 

Diana Audi, MS, is a Senior Instructor of Mathematics with over two decades of teaching experience at the American University of Beirut (AUB) and AUS. A distinguished graduate of both AUB and the Lebanese University, she has consistently ranked among the top in her field, earning national recognition for academic excellence. She has taught and coordinated a wide range of undergraduate mathematics courses, from foundational logic and geometry to advanced calculus, linear algebra and partial differential equations. Her teaching consistently receives among the highest evaluations in her department, reflecting her commitment to student success. 

Beyond the classroom, she has contributed to curriculum development, faculty committees and innovative teaching research, publishing widely on technology-enhanced learning methodologies. Her career reflects a deep dedication to making mathematics engaging, accessible and relevant to diverse learners.

Philosophy:

My teaching philosophy is centered on the belief that every student can succeed in mathematics when supported with the right tools, motivation and environment. I see teaching not simply as transferring knowledge, but as inspiring curiosity and empowering confidence. I strive to make mathematics approachable by connecting abstract concepts to real-world applications and by fostering interactive, student-centered classrooms.

Over the years, I have integrated innovative methods—such as Classpoint, AI Tools, iPads, lecture capture, MyMathLab and interactive platforms like Pull-Everywhere—to create inclusive and dynamic learning experiences. I aim to nurture both conceptual understanding and problem-solving skills, tailoring my instruction to large lectures as well as smaller seminars. 

Above all, I view teaching as an opportunity to make a lasting difference in students’ academic journeys, helping them not only master mathematics but also develop a lifelong appreciation for its power and beauty.

This semester brings a new lineup of CITL events designed to spark ideas, build connections, and support meaningful teaching and learning across AUS. These events will feature hands-on workshops, engaging seminars, thought-provoking panel discussions, and opportunities for discussion. A key highlight will be the 4th Annual Best Practices in Teaching and Learning Conference, rescheduled from last semester, offering the AUS and wider higher education community an opportunity to come together, share effective practices, and learn from one another. Also returning for its third edition is AI Week, creating space to explore and discuss the evolving role of AI in education.

Please click here to learn more about the workshops and events for Fall 2026.

A full lineup of CITL seminars, workshops, and focused webinars is being offered this semester, providing opportunities for faculty, staff, and graduate students to learn, connect, and share ideas. Expect practical, classroom-ready takeaways, timely conversations on emerging themes, and interactive sessions designed to support teaching and learning as the term unfolds. The semester will also feature CITL’s annual Best Practices in Teaching and Learning Conference, bringing the AUS and the wider higher education community together to exchange insights and showcase effective approaches to teaching and learning.

Please click here to learn more about the workshops and events for Spring 2026.

CITL opened the semester by welcoming 45 new faculty members and delivering a series of forward-looking webinars that offered timely insights and practical takeaways for teaching and learning at AUS. The center also facilitated hands-on Active Learning workshops, expanded professional development pathways through its certification programs, and, in coordination with the Sheikha Nama Majid Al Qassimi Endowed Chair for Education Across Disciplines, hosted the Multi-Disciplinary Seminar, Digital Literacy Across Disciplines. The semester also featured the first Future Focus Series webinar, led by Dr. Norita Ahmad, which helped frame key priorities and emerging directions for assessment and teaching practice in an evolving educational landscape.

Please click here to view the list of workshops for Fall 2025.

Spring 2025 marked another vibrant semester for CITL, featuring timely and impactful initiatives that supported teaching excellence at AUS. The semester opened with the Spring 2025 New Faculty Orientation and reached a major milestone with the Third Annual Best Practices in Teaching and Learning Conference. Highlights also included CITL’s leadership in the “Education: AI and Beyond” Conference, a thought-provoking panel on social media and misinformation, and the launch of a new CUT Program cohort. The announcement of the 2024 Innovative Teaching Grant recipients capped a semester filled with innovation, reflection and community. Explore the link to learn more.

Explore the highlights from Fall 2024, in which CITL hosted a series of impactful workshops and events aimed at enhancing teaching practices across AUS. From the warm welcome of new faculty to hands-on training in technology integration, these sessions provided valuable opportunities for professional growth. Key moments included workshops on "Teaching Critical Thinking," "Constructive Alignment in Course Design," and "The Best of Both Worlds: Harmonizing Human-Centered Teaching with Technologically-Driven Classrooms." In addition, we continued our Apple in Education training and introduced our partnership with Jalinga Interactive Studio to help faculty create dynamic instructional materials for hybrid and online courses. A thought-provoking panel discussion on philosophy and AI also explored the philosophical implications of AI in education. Each event offered faculty practical insights and tools to engage students and enrich the learning experience.

Please click here to view the lists of workshops for Fall 2024.

Explore the workshops and events from Spring 2024, in which CITL hosted a variety of motivating workshops and events. From the Spring 2024 New Faculty Orientation to the panel discussions, faculty engaged in opportunities to enhance their teaching practices and integrate AI tools. Notable moments include the launch of the AI Hub and the Second Annual Best Practices in Teaching and Learning Conference. Additionally, the Revamped CUT Program introduced a fresh lineup of workshops to support PhD students in the CUT program. 

Please click here to view the lists of workshops for Spring 2024.

In Fall 2023, CITL embarked on a season of educational growth, exploration and collaboration. Our lineup featured a diverse range of workshops and events designed to ignite creativity, foster effective teaching strategies, and harness the power of innovative technologies in education. These were all offered to seasoned educators and new joiners of AUS as we strive to create dynamic and engaging learning experiences for all.

Please click here to view the lists of workshops for Fall 2023.

The lineup of workshops and events held in Spring 2023 offered faculty an enriching and collaborative learning experience. Our carefully curated sessions aim to empower educators with innovative teaching strategies, cutting-edge technology integration, and a supportive community to enhance the educational landscape. As we ushered in a new season, we were thrilled to be a part of our teaching community’s professional growth as we aimed to create dynamic and engaging learning environments.

Please click here to view the lists of workshops for Spring 2023.