General Academic Requirements Division (GARD)
Divisional Mission
The Mission of GARD is to:
• Enhance and integrate the academic and personal development and growth of HCT students through the development of a student-centered learning environment that will provide a comprehensive array of Innovative programs, resources and services.
• Facilitate the successful transition of new students to their career programs by enhancing student engagement, integrating academic and co-curricular programs, and fostering both independent and lifelong learning.
Senior Staff
Mr. Rami Hamdan, Director – General Academic Requirements
Programs Offered
The following programs are offered at each HCT campus:
- Academic Success
- General Studies
- Arabic and Emirati Studies
Through its proactive and innovative programs, the ASP design opportunities for students to achieve academic goals and develop as lifelong independent reflective learners. It aims to Support students in their efforts to achieve their academic goals and successfully align themselves with the HCT2.0 new curriculum framework and its challenging educational environment.
General Objectives
As an interconnected unit of the General Academic Requirements Division (GARD), ASP aims to support and encourage academic student development outside of class time both on-campus and on-line as an integral part of the HCT student experience in synch with the academic courses. Additionally, ASP aims to coordinate tutoring and academic support to all HCT students in all major programs.
ASP Vision
Three inter-related programming strands are to be designed and released sequentially:
- Learning Centers (Academic Success Centers)
- Skills (both Study Skills and 21st Century Skills)
- Developmental Advising / Mentoring (extended Orientation to Major Selection)
Description
As a broad description, ASP intends to connect and guide students through a First-Year Experience along the three strands, from pre-enrolment (high school) through an extended orientation, through a guided program of self-development and major selection where the responsibility remains always the student's, through academic support during their classes, until graduation.
ASP subscribes to an "at-the-point-of-need" philosophy in program delivery, meaning that a proactive advising model determines when an intervention is necessary for a specific student, and not all students need to receive the same mass delivery. In other words, ASP support is customized according to each individual student's need.
Further, ASP also commits to a philosophy of early intervention and aims to activate academic support at the earliest sign of need, based on Faculty referrals.
In order to achieve its strategic objective of supporting students’ academic performance with out-of-class study, ASP has launched 14 Academic Success Centers across the HCT network of male and female campuses in the UAE, and an online tutorial tracking system now available to all HCT Faculty and Staff – tutTrak.
The Centers, a cornerstone of the HCT’s Academic Success Program, provide academic and developmental training services to students by seeking to improve the performance of students who need academic support, as well upgrading their study skills. In addition, the Academic Success Centers attract outstanding students, offering training and workshops that enhance their leadership abilities and future skills, in order to offer them opportunities to tutor and mentor their peers through Peer Tutoring.
General Studies Program is dedicated to supporting, developing and mentoring all HCT students to reach their full communicative, intellectual, literacy and vocational skills potential.
This is achieved through a cross-curricula approach that challenges students to reflect and develop holistically by providing them with continual applied learning opportunities that broaden their global perspective, critical thinking, problem-solving and information synthesis skills in preparation for the 4th industrial revolution economy using 21st Century Skills .
Arabic & Emirati Studies
Arabic and Emirati Studies courses are designed to assure that students are proficient in Arabic, the official language of the country and familiar with the history, tradition and culture of the region. The Arabic and Emirati studies courses are included under the General Studies course plan as per CAA course category requirement.
Admission to Program
As per details in each Academic Division and general admission requirements of HCT.
Program Description
General Studies courses form an integrated suite of courses that empowers students to meet the challenges of college, the workplace, and life by enabling students to acquire essential 21st century practical skills and competencies in the areas of effective oral and written communication in Arabic and English, creative and critical thinking and problem solving, multiple forms of data gathering and analysis, moral and ethical decision-making, tolerance and multicultural sensitivity while maintaining the unique national identity and Arab cultural background of the UAE, teamwork and collaboration, and understanding the integrative and cumulative nature of knowledge acquisition.
The structure of the General Studies (GS) Courses is aligned with the CAA Standards for Licensure and Accreditation (2019) and consists of the following categories
- English language;
- Arabic language;
- Islamic studies;
- UAE studies.
- Social Science
- Natural Science
- Mathematics
Program Learning Outcomes
a. Graduates will be able to:
• Comprehend and express concepts in English or Arabic in oral, written, and digital formats
• Collect, analyze, interpret and report qualitative and quantitative data effectively at a basic level
• Develop decision making processes that incorporate critical and creative problem-solving skills
• Work effectively in teams and independently understanding strategies that promote healthy dialog and discussion among people from different nationalities, cultures, and backgrounds
• Identify and devise creative solutions to address potential future challenges students may face in their educational experience, career, and life
• Identify areas for personal, academic, and professional growth and development and self-access means for improving identified areas
• Reflect on the attitudes and beliefs relevant to individual and social choices and actions.
• Demonstrate a knowledge of mathematics and its application in various contexts.
Completion Requirements
As a graduation requirement, students must successfully complete the following minimum credits:
| Description | Data |
|---|---|
| Bachelor students | 33 credits |
Mandatory Courses
General Studies courses which are mandatory for all students completing a Bachelor’s degree to take include
| Code | Title | Credit Hours |
|---|---|---|
| AES 1003 | Emirati Studies | 3 |
| AES 1013 | Arabic Communications | 3 |
| AES 1033 | Islamic Culture | 3 |
| LSC 1103 | Professional Communication and Reporting | 3 |
| LSS 1003 | Life and Future Skills | 3 |
| LSS 1123 | Basic Research Methods | 3 |
| LSC 2223 | Future Skills Capstone | 3 |
| OR | ||
| LSC 2193 | Applied Skills Capstone | 3 |
| ICT 2013 | Computational Thinking and Coding | 3 |
| BUS 2403 | Innovation and Entrepreneurship | 3 |
| One course from Mathematics option | 3 | |
| One course from Natural Science option | 3 | |
| Code | Title | Credit Hours |
|---|---|---|
| English, Arabic or other Languages | ||
| Required Credits: 12 | ||
| Required: | ||
| AES 1013 | Arabic Communications | 3 |
| OR: | ||
| AES 2003 | Arabic for Non-Native Speakers ** not mandatory for Military and Security programs | 3 |
| AES 1033 | Islamic Culture ** | 3 |
| Required: | ||
| LSC 1103 | Professional Communication and Reporting | 3 |
| And one elective course from: | ||
| LSC 1503 | Academic Spoken Communication * | 3 |
| LSC 2193 | Applied Skills Capstone | 3 |
| LSC 2223 | Future Skills Capstone | 3 |
| LSC 3023 | Professional English * | 3 |
| Humanities or Arts | ||
| Required Credits: 3 | ||
| AES 1003 | Emirati Studies | 3 |
| Elective for Military and Security programs only: | ||
| PST 1173 | Islamic Studies * | 3 |
| Mathematics and Information Technology | ||
| Required Credits: 6 | ||
| LSM 1003 | Applied Mathematics | 3 |
| Or | ||
| LSM 1103 | Technical Mathematics | 3 |
| Or | ||
| LSM 1113 | Statistical Mathematics | 3 |
| Or | ||
| LSM 1123 | Quantitative Reasoning | 3 |
| Or | ||
| MTH 1113 | Statistics for Engineering | 3 |
| And | ||
| ICT 2013 | Computational Thinking and Coding | 3 |
| The Natural Sciences | ||
| Required Credits: 3 | ||
| One of the following courses as advised: | ||
| AHM 1203 | Aviation Physics * | 3 |
| ECE 2123 | Fundamentals of Mathematics and Science in Early Childhood | 3 |
| HSC 1013 | Human Biology | 3 |
| HSC 1233 | Human Growth and Development | 3 |
| LSN 1113 | Introduction to Sustainability | 3 |
| PHY 1103 | Physics I | 3 |
| VET 1123 | General Chemistry | 3 |
| The Social or Behavioral Sciences | ||
| Required Credits: 9 | ||
| (6 for Military and Security programs) | ||
| LSS 1003 | Life and Future Skills | 3 |
| LSS 1123 | Basic Research Methods | 3 |
| BUS 2403 | Innovation and Entrepreneurship ** | 3 |
| *Courses for Military and Security students only | ||
| ** not Mandatory for Military and Security Programs | ||
| Description | Data |
|---|---|
| Total Required Credits | 33 Credits |
Preparatory Courses
In some circumstances, students may supplement their learning through preparatory courses such as LSC 0303 and LSM 0103
| Preparatory Course | EmSAT Placement Score |
|---|---|
| LSC 0303 English Communications IIB | 900 – 1075 in EmSAT English |
| LSM 0103 Applied Mathematics Fundamentals | as per HCT Math entry requirements |
Abdelbasset Jeddi, MA in TESOL in Teaching of English, American Univ of Sharjah, United Arab Emirates
Abdelkader Fehim Chibani, Ph.D in Arabic Language & Literature, Djillali Liabes University, Algeria
Abdelrahman Alhadi, Ph.D in Arabic and Islamic Studies, Univ theHoly Quran &IslamicSci, Sudan
Abdulla Ibrahim, Master of Arts in Applied Sociology, Univ of Sharjah, United Arab Emirates
Adam Arra, Master of Arts in Teach Engl as Foreign/Sec Lang, University of Birmingham, United Kingdom
Ahed Ayyal Salman, Ph.D in Arabic Language & Literature, Mu'tah University, Jordan
Ahmed Al Shehhi, Master of Arts in Islamic World Studies, Zayed University, United Arab Emirates
Ahmed Hussien Siddig, Ph.D in Arabic Language, University of Khartoum, Sudan
Ahyaf Burini, Ph.D in Arabic Language, Al-Madinah International Univ, Malaysia
Aisha Alali, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Alexander Barr, Master of Arts in Applied Linguistics & TEFL, Portsmouth Polytechnic, United Kingdom
Algirdas Makarevicius, Ph.D in Linguistics, Moscow State Linguistic Univ, Russian Federation
Alison Prince, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Alma Piric Mesic, Master of Arts in TESOL, St. Michael's College, United States
Alya Al Naqbi, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Alyson Gibbons-Menzies, Master of Education in Mathematics Education, Univ of Southern Queensland,
Amal Mohamed Farhat Elbarbary, Master of Science in Engineering Mathematics, Tanta University, Egypt
Ameen Ikhdair, Master of Arts in Arabic Language & Literature, Univ of Jordan, Jordan
Andrew Johnston, Master of Education in International Education, Monash University, Australia
Angela Martin, MA in Education in Eng. As Sec. Lang., The Univ ofAlabama at Birmingham, United States
Anita Dani, Ph.D in Education, British University in Dubai, United Arab Emirates
Anju Dhamija, Master of Business Administration in Education Management, University of Leicester, United Kingdom
Anna Robertson-Baldock, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Anna Sempek, Masters in Teaching of English, Nicolaus Copernicus University, Poland
Anthony Martin, Master of Arts in TESOL, School for Intl. Training, United States
Arwa Abdelhamid, Master of Arts in TESOL, American Univ of Sharjah, United Arab Emirates
Asma Mohamed Easa Shaker Easa Jooaan, Ph.D in Education, University of Bath, United Kingdom
Ayman Fareh, Master of Arts in Applied Linguistics, Carleton University, Canada
Aysha Al Hammadi, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Aysha Alshamsi, Ph.D in Arabic Language & Literature, Al Wasl University- UAE, United Arab Emirates
Baghdad Alshanag, Master of Arts in Communications, Univ of Sharjah, United Arab Emirates
Baha'Eddin Abu Khait, Master of Education in TESOL, British University in Dubai, United Arab Emirates
Barry McDonald, Bachelor of Science (Honours) in Environmental Science, Brandon University, Canada
Basma Abdulla Ali Abri, Master of Science in Instructional Technology, New York Institute of Technology, UAE & United States
Bassam Tradat, Masters in Arabic Language & Literature, Yarmouk University, Jordan
Bjorn Candel, Master of Arts in Translation, University of Surrey, United Kingdom
Brendan O'Connor, Master of Education in TESL, Mount Saint Vincent Univ., Canada
Buthaina Hawarna, Master in Islamic Studies in Islamic Studies, Al Imam Al Ouzai University, Lebanon
Caroline Jenns, Doctor of Education, University of Liverpool, United Kingdom
Chacko Chacko, Master of Science in Mathematics, Indian Inst of Tech - Delhi, India
Christine Coombe, Doctorate in Philosophy in Second Language Teaching, The Ohio State University, United States
Christine Howling, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Christopher Bailey, Master of Arts in English Literature, Dalhousie University, Canada
Chris Young, Master of Arts in Applied Linguistics, University of Birmingham, United Kingdom
Claudette Asgarali Sing, Masters in Applied Linguistics in TESOL, University of Surrey, United Kingdom
Clayton Young, Master of Education in Education, University of Toronto, Canada
Colin Michell, Master of Arts in Linguistics, University of South Africa, South Africa
Dale Whitlock, Post Graduate Certificate in Education(International), Univ of Nottingham, United Kingdom
David Knott, Masters in English with American Studies, Adam Mickiewicz Univ in Poznan, Poland
Deema Al Shareif, Master of Arts in Linguistics, University of Illinois, United States
Denise Buckley, Master of Arts in English Language Teaching, University of Limerick, Ireland
Denise Ozdeniz, Master of Science in TEFL, University of Aston, United Kingdom
Denise Renee Anderson-McCoy, Master of Arts in Eng.as a Sec. or Foreign Lang., St.Cloud State University, United States
Dhanya Surith, Ph.D in Mathematics Education, The University of Auckland, New Zealand
Doaa Hamam, Ph.D in Education, British University in Dubai, United Arab Emirates
Donavan Rocher, Master of Arts in Sociology, Concordia University, Canada
Douglas Lovett, Masters in Applied Linguistics in TESOL, University of Leicester, United Kingdom
Dylan Coady, Masters in Applied Linguistics in Applied Linguistics, Macquarie University, Australia
Eden Brough, Master of Arts in Applied Linguistics & TESOL, University of Leicester, United Kingdom
Edith Flahive, MA in TESOL in TESOL, Christchurch University, United Kingdom; MBA in Educational Management, University of Leicester, England
Elizabeth Cobacho, Master of Arts in TESOL, Concordia University Chicago, United States; Master of Education in Technology, Innovation, and Education, Harvard University, United States
Eman Al Mashmoom, Ph.D in Islamic Studies, Islamic &Arabic Studies College, United Arab Emirates
Essam Ayoub, Ph.D in Political Science, Cairo Univ, Egypt
Eszter Nagy, Master of Arts in English Language Teaching, University of Essex, United Kingdom
Eva Jay, Master of Business Administration in Education Management, University of Leicester, United Kingdom
Eva Kissoon, Master of Arts in TESOL (Teacher Education Pathway), The University of Manchester, United Kingdom
Ewa Gajer, Ph.D in English/Australian Literature, University of New England, Australia
Fadwa Al Maharmah, Master of Arts in English Language, Univ of Jordan, Jordan
Fahad Zaid Ali Bin Alwan Al Hebsi, Masters in Law, Dubai Police Academy, United Arab Emirates
Fathia Al Faran, Master of Education in TESOL, British University in Dubai, United Arab Emirates
Fatima Alnusairat, Ph.D in Applied Linguistics, Yarmouk University, Jordan
Firas Al Sammarraie, Ph.D in Arabic Language & Literature, Al-Madinah International Univ, Malaysia
Francisca Roberts, Master of Education in TESOL, Univ of Southern Queensland,
Gail Al Hafidh, Doctorate in Education in Applied Linguistics, The Open University, United Kingdom
Georgia Daleure , Ed. D. Educational Leadership in Curriculum & Assessment, Ball State University, USA.Gerry Gibson, Master of Arts in Applied Linguistics & TESOL, University of Leicester, United Kingdom
Gilbert Briones, Doctorate in Education in Educational Leadership, Northcentral University, United States
Gillian Wright, Master of Education in TESOL, The University of Edinburgh, United Kingdom
Gillian Zammel, Master of Arts in TESOL, Univ of Nottingham, United Kingdom
Haitham Al Azzam, Ph.D in Arabic Language & Literature, Yarmouk University, Jordan
Hamad Almteiri, Masters in Sociology, Univ of Sharjah, United Arab Emirates
Hamda Al Awadhi, Master of Education in Educational Leadership, American Univ of Ras Al Khaima,
Hammam Al Rifai, Ph.D in Humanities, Metropolitan Autonomous Univ, Mexico
Hasan Toubat, Masters in Teaching & Learning, Christchurch College of Educ., New Zealand
Haya Al Nuaimi, Master of Education in TESOL, British University in Dubai, United Arab Emirates
Heather Sim, Masters in TESOL, The University of Melbourne, Australia
Helen Michael, Doctorate in Education in TESOL, University of Exeter, United Kingdom
Helen Rivera, Master of Arts in TESOL, Hawaii Pacific University, United States
Helene Demirci, Doctor of Education in Higher Education, University of Liverpool, United Kingdom
Hend Mohamed Mohamed Hassan Bin Jeem Ghamri, Master of Education in International Mgmnt & Policy, British University in Dubai, United Arab Emirates
Henrieta Clara, MSC Mathematics in Mathematics, Manuel L.Quezon University, Philippines
Hiam Mohamed Hamad Alateibi, Executive MBA in Strategic Marketing, Higher Colleges of Technolgy, United Arab Emirates
Hind Al Mashmoom, Ph.D in Arabic Language & Literature, Islamic &Arabic StudiesCollege, United Arab Emirates
Hinda Hussein, Master of Arts in Education, East Carolina University, United States
Hisham Mohamed Ayob, Ph.D in Mathematics, Alexandria University, Egypt
Hossein Babaei, Masters in English Language Teaching, Tarbiat Moallem University, Iran, Islamic Republic of
Huda Alshamsi, Masters in Applied Sociology, Univ of Sharjah, United Arab Emirates
Huda Jamal, Master of Arts in English, Indiana Univ. of Pennsylvania, United States
Ian Delahunt, Master of Arts in Prof. Dev.for Language Educ., Leeds Metropolitan University, United Kingdom
Jabreel Asghar, Ed.D in Applied Linguistics & ELT, The University of Warwick, United Kingdom
James Mclaughlin, Ph.D in TESOL, University of Exeter, United Kingdom
James Tobitt, Master of Arts in Applied Linguistics & TESOL, University of Leicester, United Kingdom
Jason Thompson, Master of Arts in Language Testing, University of Lancaster, United Kingdom
Javed Iqbal, Master of Arts in English, University of Peshawar, Pakistan
Jennifer Dela Torre, Ph.D in Management, Divine Word College of Calapan, Philippines
John Brown, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
John Cargill, Master of Arts in Modern European Studies, Thames Polytechnic, United Kingdom
John McDermott, Master of Education in Educational Technology, Univ of Southern Queensland,
Johnson Thomas, Master of Science in Mathematics, Mahatma Gandhi University, India
Jonathan Fiteni, Master of Arts in Management in Education, Bilkent University; Master of Arts in Social Anthropology, University of Kent, United Kingdom
Jonathan Gelens, Master of Arts in Applied Linguistics, The University of Liverpool, United Kingdom
Joseph Watkins, Master of Arts in Linguistics, California State Univ, Fresno, United States
Kakhramon Gafurov, Master of Arts in TESOL, Teachers Coll of Columbia Univ, United States
Katarzyna Kusy, Master of Arts in Mgmnt. Language Learning, University of Greenwich, United Kingdom
Katrina Kinsella, Master of Science in Org. & Social Psychology, London School of Economics, United Kingdom
Kausar Saida, Ph.D in English, Jawaharlal Nehru Techno. Univ, India
Kevin Lim, Masters in TESOL, The University of Melbourne, Australia
Khaldoon Haddad, Ph.D in Arabic Language, Al-Madinah International Univ, Malaysia
Kotwani Babita Tekchand, Master of Arts in Applied Linguistics for TESOL, University of Durham, United Kingdom
Kristen Balinrude, Master of Arts in Applied Linguistics, University of South Florida, United States
Kulaithem Alkhatri, Ph.D in Arabic Language & Literature, Islamic &Arabic Studies College, United Arab Emirates
Lakshmi Anantha Krishnan, Master of Science in Mathematics, University of Madras, India
Lana Hiasat, Ph.D in Educational Leadership, University of Phoenix, United States
Lance Chase, Master of English in TESOL, Eastern Washington University, United States
Larry Jay, Master of Education in TESOL, Sheffield Hallam University, United Kingdom
Latifa Dorabi Al Zarooni, Master of Arts in Sociology, Univ of Sharjah, United Arab Emirates
Latifa Mohammed Ali Mohammed Al Farsi, Ph.D in Arabic Language & Literature, Al Wasl University- UAE, United Arab Emirates
Leah Lane, Master of Education in Second Language Teaching, Universite Sainte-Anne, Canada
Lee Annesley, Masters in Applied Linguistics in TESOL, Macquarie University, Australia
Linah Awad, Ph.D in Arabic Language & Literature, Univ of Jordan, Jordan
Lisa Brashear, Master of Arts in Mathematics Education, Western Governors University, United States
Lisa Kassem, Master of Arts in English, Carleton University, Canada
Lisa McMurray, Master of Arts in Applied Languages & Business, University of Ulster, United Kingdom
Lucyna Browarczyk, Master of Arts in English - Philology and Studies, Nicolaus Copernicus University, Poland
Luke Mawer, Master of Arts in TESOL, University of Sunderland, United Kingdom
Madiha Matiullah, Master of Arts in English, University of Peshawar, Pakistan
Maen Odeh, Ph.D in Physics, Eastern Mediterranean Univ, Cyprus
Magdaleen Lotter, Master of Arts in TESOL, Michigan State University, United States
Maha Abdulla Mohamed Saleh Al Ameri, Master of Education in Management and Policy, CERT, Abu Dhabi, UAE
Maha Ebeid, Ph.D in Science in Oceanography, Alexandria University, Egypt
Maha Saleh, Master of Arts in Arabic, Univ of Jordan, Jordan
Mahdi Alshamout, Ph.D in Arabic Literature, The World Islamic Scie&Educ Univ, Jordan
Mahra Al Belooshi, Master of Education in Education, HCT, UAE
Mai Mohamed Ezzat, Master of Science in Finance and Management, Cranfield Institute of Tech., United Kingdom
Maitha Hassan Ali Talib Bin Shahdoor, Master of Education in TESOL, British University in Dubai, United Arab Emirates
Malika Khelifa, Master of Science in TESOL, Aston University, United Kingdom
Mamon Suleiman Mohammad Al Ghannam, Ph.D in Arabic Language & Literature, UAE University, United Arab Emirates
Marc Senall, Master of Science in Technology, Arizona State University, United States
Marcelino Torrecilla Navarro, Master of Arts in Language Teaching & Learning, The University of Liverpool, United Kingdom
Maree Starck, Master of Education in Education, The Open University, United Kingdom
Maria Gregoria Concepcion, Ph.D in English Language Teaching, Western Mindanao State Univ, Philippines
Mariam Al Ali, Ph.D in Arabic Language & Literature, Al Wasl University- UAE, United Arab Emirates
Mark Barnes, Master of Arts in Applied Linguistics & TESOL, University of Leicester, United Kingdom
Maryam Abdulla Ebrahim Hassan Al Hashmi, Ph.D in Arabic Language & Literature, Arabic & Islamic College, United Arab Emirates
Maryam Al Shamsi, Ph.D in Arabic Language & Literature, Islamic &Arabic Studies College, United Arab Emirates
Maryam Humaidan Mohammed Humaidan Al Zaabi, Master of Arts in Islamic History, Univ of Sharjah, United Arab Emirates
Maryam Malki, Master of Arts in TESOL, American Univ of Sharjah, United Arab Emirates
Matthew Walter, Ph.D in English, The University of Kent, United Kingdom
Maureen McKeurtan, Master of Arts in Applied Linguistics & ELT, Univ of Nottingham, United Kingdom
Maya Daaboul, Masters in English Language & Literature, University Of Balamand, Lebanon
Melissa Hedges, Masters in TESOL, Grand Canyon University, United States
Mohammed Alnuaimi, Ph.D in Islamic Studies, Tanta University, Egypt
Mohsen Ismail, Ph.D in Arabic, Ez-Zitouna University, Tunisia
Mokhtar Bourchak, Masters of TESOL, Univ of Southern Queensland, Australia
Mona Kaakeh, Masters in Arabic Language & Literature, University of Aleppo, Syrian Arab Republic
Monica Burns, Master of Education in TESOL, Grand Canyon University, United States
Monica Leiva, Master of Arts in Educational Technology & TESOL, The University of Manchester, United Kingdom
Mouza Rashed Hasan Rashed Al Ayyan, Master of Science in Instructional Technology, New York Institute of Tech, United States
Moza Al Mansoori, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Moza AlAli, Ph.D in Educational Studies, Islamic &Arabic Studies College, United Arab Emirates
Mozah Saeed Mohamed Ahmed Al Helo Yammahi, Bachelor of Applied Science in Business Adm (Accounting), Fujairah Women's College, United Arab Emirates
Mustafa Mustafa Qurmed, Ph.D in Arabic Language, Al Azhar University, Egypt
Nada Alameddine, Master of Arts in Education, American University of Beirut, Lebanon
Nader Al-Waqfi, Ph.D in Arabic Language & Literature, Mu'tah University, Jordan
Nadezda Kettell, Ph.D in Environmental Biology, University of London, United Kingdom
Naeema Beermohamed Shaikh Mohamed Al Bloushi, Bachelor of Education in Engl Lang Teaching in Schools, Fujairah Women's College, United Arab Emirates
Najeya Al Ali, Ph.D in Arabic Language & Literature, Alexandria University, Egypt
Napoleon Abdon, MA in Education in Mathematics, Divine Word College of Calapan, Philippines
Narjes Ahmed, Master of Arts in Applied Linguistics, The University of Reading, United Kingdom
Natalie-Jane Howard, Master of Arts in Education, The Institute of Education, University College London, United Kingdom
Nataliia Borysenko, Ph.D in Education, Washington State University, United States
Nayela Mohammad, Ph.D in Education in Education, British University in Dubai, United Arab Emirates
Nazila Motahari, Master of Arts in English Language Teaching, Islamic Azad University, Iran, Islamic Republic of
Nicholas Bates, Master of Education Technology, Univ of Southern Queensland, Australia
Nicola Harris, Master of Arts in English Language Education, University of Witwatersrand, South Africa
Nicole Shammas, Ph.D in Advanced Studies, Univ of Southern Queensland,
Noura Khamis Abdulla Hamad Al Arafati, Master of Educational Studies in Educational Studies, Higher Colleges of Technolgy, United Arab Emirates
Nourah Mohamed Hassan Morad, Master of Science in Organizational Excellence, Hamdan Bin Mohammed E-University, United Arab Emirates
Nura Hagi-Nur, Masters in Professional Educ &Trng (TESOL), Deakin University, Australia
Nurliyana Isa, Masters in TESOL, MARA University of Technology, Malaysia
Olga Gonzalez Arana, MA in Education in Foreign Language, Pyatigorsk State Linguistic University, Russian Federation
Panagiotis Papadopoulos, Ph.D in Mathematics, Michigan State University, United States
Panthayil Babu Rajan, Doctorate in Philosophy in Population Studies, Intl. Inst. Population Science, India
Parminder Gill, Master of Arts in TEFL, The University of Reading, United Kingdom
Patrick Kane, Ph.D in Philosophy, Binghamton University, United States
Paul Bolger, Master of Arts in Applied Linguistics, University of New England, Australia
Paul Harrison, Masters of Arts in Applied Linguistics in Applied Linguistics, Univ of Southern Queensland, Australia
Paul Mccullough, Master of Arts in TESOL, West Virginia University, United States
Paul Roberts Jr., Master of Arts in English Language & Literature, The Univ of Alabama at Birmingham, United States
Peter Loughran, Master of Arts in Digital Tech, Comm & Educ, The University of Manchester, United Kingdom
Philip Harttrup, Ph.D in Language & Literature, University of Toronto, Canada
Polly Mercer, Master of Science in TESOL, University of Bristol, United Kingdom
Pushpa Sadhwani, Master of Education in Teaching of English, British University in Dubai, United Arab Emirates
Rachael Miller, MA in Teaching in Mathematics, Duke University, United States
Radi Al Waqfi, Master of Arts in Educational Technology, Yarmouk University, Jordan
Rania Alhameed Amoori, Ph.D in Arabic Language, Yarmouk University, Jordan
Ranya Shaeen, Ph.D in Arabic Language & Literature, Islamic &Arabic Studies College, United Arab Emirates
Rasha Barakat, Master of Science in Mathematics, American University of Beirut, Lebanon
Reem Badwawi, Master of Arts in Translation & Interpreting, Sharjah University, United Arab Emirates
Robert Collins, Master of Arts in TESOL, University of Lancaster, United Kingdom
Robert Miles, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Romee Nicker Capate, Masters in Mathematics Education, De la Salle University, Philippines
Ruba Miqdadi, Ph.D in Edu. / Curriculum & Technology, Southern Illinois University, United States
Ruqeya Alketbi, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Ruth Kaye, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Salim Al Teneiji, Ph.D in Educational Admin, UAE University, UAE
Sandy Abu Saif, Ph.D in Arabic Language & Literature, Univ of Jordan, Jordan
Sanjay Tyagi, Ph.D in Mathematics, Chaudhary Charan Singh Univ, India
Sean McPhillips, Master of Arts in TESOL, West Chester State University, United States
Sean Murray, Master of Fine Arts in Creative Writing, University of New Orleans, United States
Sean Quinn, Master of Education, TESOL, Temple University, United States
Sebah Al-Ali, Master of Arts in TESOL, American Univ of Sharjah, United Arab Emirates
Selin Erzin, Master of Arts in Educ Admin & Supervision, Yeditepe University, Turkey
Shaikha Al Ali, Ph.D in Arabic Language & Literature, Islamic &Arabic Studies College, United Arab Emirates
Shaima Salem Mohamed Bin Helal Al Yammahi, Master of Arts in Arabic Language & Literature, Univ of Sharjah, United Arab Emirates
Shayma Ebrahim Mohammed Saeed Al Awadhi, Master of Education in TESOL, British University in Dubai, United Arab Emirates
Sihle Ndlovu, Ph.D in Applied Linguistics, University of Leicester, United Kingdom
Siobhan Moore, Bachelor of Arts In Humanities, Lancashire Polytechnic , United Kingdom
Smitha Johnson, Master of Science in Mathematics, Bharathiar University, India
Sonia Batra, Master of Arts in English, Maharshi Dayanand University, India; Master of Education (TESOL Major), USQ, Australia
Sophy Thomson, Ph.D in Botany, University of Delhi, India
Stephen Aston, Master of Science in Teaching English, Aston University, United Kingdom
Stephen Trinder, Ph.D in English & Media Studies, Anglia Ruskin University, United Kingdom
Su-Dira Ramasar, Master of Arts in Language Teaching, The University of Auckland, New Zealand
Susan Carter, Master of Science in Management, Birmingham City University, United Kingdom
Tamara Poss, Master of Arts in Tech. Eng. To Speaker of Other, Southern Illinois University, United States
Tamara Sitterly, Master of Arts in TESOL, Michigan State University, United States
Tarek Hamada, Master of Education in English Language Teaching, British University in Dubai, United Arab Emirates
Terry Prosser, Master of Arts in TESOL, Sheffield Hallam University, United Kingdom
Thomas Crompton, Master of Arts in English Language Teaching, University of Nottingham, United Kingdom
Timothy Beer, Master of Arts in TEFL, University of Birmingham, United Kingdom
Timothy White, Master of Arts in Applied Linguistics & TESOL, University of Leicester, United Kingdom
Toni Mc Laughlan, Master of Arts in Linguistics, University of Delaware, United States
Tracey Ann Caterine, Master of Education in Curriculum and Teaching, Fitchburg State University, United States
Tsoghik Grigoryan, Ph.D in Education in TESOL, British University in Dubai, United Arab Emirates
Wahida Dastakeer, Master of Science in Microbiology, University of Mumbai (Bombay), India
Wasif Minhas, Ph.D in Political Economics, Swiss Management Center, Switzerland
Wisam Albaldawi, Masters in Teacher, Sana'a University, Yemen
Yasemin Altas, Master of Arts in Management in Education, Bilkent International Sch, Turkey
Yousef Salem Wardat, Master of Education in , Mu'tah University, Jordan
Ziad Traish, Master of Arts in Mathematics, Cleveland State University, United States