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
Executive Dean
Dr. Caroline Louise Jenns
Associate Executive Dean A&ES
Dr. Maryam Al Shamsi
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.
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 dynamic, increasingly global, work environment.
Admission to Program |
|---|
As per details in each Academic Division and general admission requirements of HCT.
Arabic & Emirati Studies
Arabic and Emirati Studies (AES) 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. AES courses are included under the General Studies course plan as per CAA core life skills requirements.
Program Description
The General Studies (GS) program provides an integrated suite of courses that empowers students to meet the challenges of college, the workplace, and life by enabling students to acquire essential practical skills and competencies. Among those targeted are 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 (including Arabic and Emirati Studies courses)) program 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 and 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 | 33 credits |
Mandatory Courses
General Studies courses which are mandatory for all students completing a Bachelor’s degree to 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 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 * | 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 3023 | Professional English * | 3 |
| Humanities or Arts | ||
| Required Credits: 3 | ||
| AES 1003 | Emirati Studies | 3 |
| PST 1173 | Islamic Studies * | 3 |
| Mathematics and Information Technology | ||
| Required Credits: 6 | ||
| ICT 2013 | Computational Thinking and Coding | 3 |
| 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 | ||
| The Natural Sciences | ||
| Required Credits: 3 | ||
| One of the following courses: | ||
| 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 of Mechanics and Motion | 3 |
| VET 1123 | General Chemistry | 3 |
| CIS 4003 | Green Computing ** | 3 |
| The Social or Behavioral Sciences | ||
| Required Credits: 9 * | ||
| LSS 1003 | Life and Future Skills | 3 |
| LSS 1123 | Basic Research Methods | 3 |
| BUS 2403 | Innovation and Entrepreneurship * | 3 |
| NPS 2103 | Naval Leadership and Management *** | 3 |
| *Military and Security programs may have different requirements | ||
| ** For CIS Students only. | ||
| *** For Naval Science program | ||
| Description | Data |
|---|---|
| Total Required Credits | 33 Credits |
Preparatory Courses
In some circumstances, students may supplement their learning through preparatory courses.
| Preparatory Courses | |
|---|---|
| LSC 0209 English Communications I | |
| LSC 0306 English Communications II | |
|
LSC 0303 English Communications II LSM 0103 Applied Mathematics Fundamentals |
Abdelbasset Jeddi, MA in TESOL (Teaching of English), American Univ of Sharjah, United Arab Emirates
Abdelkader Fehim Chibani, PhD (Arabic Language & Literature), Djillali Liabes University, Algeria
Abdulla Ibrahim, Master of Arts (Applied Sociology), Univ of Sharjah, United Arab Emirates
Adam Arra, Master of Arts (Teach Engl as Foreign/Sec Lang), University of Birmingham, United Kingdom
Ahed Ayyal Salman, PhD (Arabic Language & Literature, Mu'tah University, Jordan
Ahmed Al Shehhi, Master of Arts (Islamic World Studies), Zayed University, United Arab Emirates
Ahmed Hussien Siddig, PhD (Arabic Language), University of Khartoum, Sudan
Ahyaf Burini, PhD (Arabic Language), Al-Madinah International Univ, Malaysia
Aisha Alali, Master of Arts (Arabic Language & Literature), Univ of Sharjah, United Arab Emirates
Alexander Barr, Master of Arts (Applied Linguistics & TEFL), Portsmouth Polytechnic, United Kingdom
Algirdas Makarevicius, PhD (Linguistics), Moscow State Linguistic Univ, Russian Federation
Alison Prince, Master of Arts (TESOL), Sheffield Hallam University, United Kingdom
Alma Piric Mesic, Master of Arts (TESOL), St. Michael's College, United States
Alya Al Naqbi, Master of Arts (Arabic Language & Literature), Univ of Sharjah, United Arab Emirates
Alyson Gibbons-Menzies, Master of Education (Mathematics Education), Univ of Southern Queensland,
Amal Mohamed Farhat Elbarbary, Master of Science (Engineering Mathematics), Tanta University, Egypt
Ameen Ikhdair, Ph.D Arabic Language & Literature, Al-Madinah International Univ, Malaysia
Andrew Johnston, Master of Education (International Education), Monash University, Australia
Angela Martin, Master of Arts (Education), The Univ of Alabama at Birmingham ,United States
Anju Dhamija, Master of Business Administration (Education Management), University of Leicester, United Kingdom
Anna Robertson-Baldock, Master of Arts (TESOL), Sheffield Hallam University, United Kingdom
Anna Sempek, Master of Arts in English Philology,Nicolaus Copernicus University, Poland
Anthony Martin, Master of Arts (TESOL), School for Intl. Training, United States
Arwa Abdelhamid, Master of Arts (TESOL), American Univ of Sharjah, United Arab Emirates
Asma Mohamed Easa Shaker Easa Jooaan, PhD (Education), University of Bath, United Kingdom
Ayman Fareh, Masters (Linguistics), Yarmouk University, Jordan
Aysha Al Hammadi, Master of Arts (Arabic Language & Literature), Univ of Sharjah, United Arab Emirates
Aysha Alshamsi, PhD (Arabic Language & Literature), Al Wasl University- UAE, United Arab Emirates
Azza Alawadhi, Masters of Education (TESOL), The British University in Dubai, United Arab Emirates
Baghdad Alshanag, Master of Arts (Communications), Univ of Sharjah, United Arab Emirates
Baha'Eddin Abu Khait, Master of Education (TESOL), British University in Dubai, United Arab Emirates
Barry McDonald, Bachelor of Science (Honours) in Environmental Science, Brandon University, Canada
Bassam Tradat, PhD in Literary and Critical Studies- The World Islamic Science & Education University, Jordan
Bjorn Candel, Master of Arts (Translation), University of Surrey, United Kingdom
Caroline Jenns, Doctorate of Education (Higher Education), University of Liverpool, United Kingdom
Chacko Chacko, Master of Science (Mathematics), Indian Inst of Tech - Delhi, India
Christine Coombe, Doctorate in Philosophy (Second Language Teaching), The Ohio State University, United States
Christine Howling, Doctor of Philosophy in Higher Education: Research, Evaluation and Enhancement, Lancaster University, United Kingdom
Christopher Young, Master of Arts (Applied Linguistics), University of Birmingham, United Kingdom
Claudette Asgarali Sing, Masters in Applied Linguistics (TESOL), University of Surrey, United Kingdom
Clayton Young, Master of Education (Education), University of Toronto, Canada
Dale Whitlock, Post Graduate Certificate (Education(International)), Univ of Nottingham, United Kingdom
David Bozetarnik, Master of Arts in TESOL, SIT Graduate Institute, United States
Denise Ozdeniz, Master of Arts (English), University of Dundee, United Kingdom
Dhanya Surith, PhD (Mathematics Education), The University of Auckland, New Zealand
Doaa Hamam, PhD (Education), British University in Dubai, United Arab Emirates
Douglas Lovett, Masters in Applied Linguistics &TESOL, University of Leicester, United Kingdom
Eden Brough, Master of Arts (Applied Linguistics & TESOL), University of Leicester, United Kingdom
Edith Flahive, Doctor of Philosophy, University of Leicester, United Kingdom
Elizabeth Cobacho, Master of Arts (TESOL), Concordia University Chicago, United States
Eman Al Mashmoom, PhD (Islamic Studies), Islamic &Arabic Studies College, United Arab Emirates
Essam Ayoub, PhD (Political Science), Cairo Univ, Egypt
Eszter Nagy, Master of Arts (English Language Teaching), University of Essex, United Kingdom
Eva Jay, Master of Business Administration (Education Management), University of Leicester, United Kingdom
Eva Kissoon, Master of Arts (TESOL), The University of Manchester, United Kingdom
Fadwa Al Maharmah, Master of Arts (English Language), Univ of Jordan, Jordan
Fahad Zaid Ali Bin Alwan Al Hebsi, Masters (Law), Dubai Police Academy, United Arab Emirates
Fathia Al Faran, Master of Education (TESOL), British University in Dubai, United Arab Emirates
Fatima Aljneibi, Master of Business Administration, New York Institute of Technology, United States
Fatima Alnusairat, PhD (Applied Linguistics), Yarmouk University, Jordan
Firas Al Sammarraie, PhD (Arabic Language), Al-Madinah International Univ, Malaysia
Francisca Roberts, Master of Education (TESOL), Univ of Southern Queensland, Australia
Gail Al Hafidh, Doctorate in Education (Applied Linguistics), The Open University, United Kingdom
Gerry Gibson, Master of Arts (Applied Linguistics & TESOL), University of Leicester, United Kingdom
Gilbert Briones, Ed. D (Educational Leadership), North Central University, United States
Gillian Wright, Master of Education (TESOL), The University of Edinburgh, United Kingdom
Gillian Zammel, Master of Arts (TESOL), Univ of Nottingham, United Kingdom
Haitham Al Azzam, PhD (Arabic Language & Literature), Yarmouk University, Jordan
Hamad Almteiri, P.hd Emirates Mohammed V University, in Rabat, Morocco
Hamda Al Awadhi, Master of Arts (Arabic Language & Literature), University of Sharjah, United Arab Emirates
Hammam Al Rifai, PhD (Humanities), Metropolitan Autonomous Univ, Mexico
Hasan Toubat, Masters (Teaching & Learning), Christchurch College of Educ., New Zealand
Haya Al Nuaimi, Master of Education (TESOL), British University in Dubai, United Arab Emirates
Helen Rivera, Master of Arts (TESOL), Hawaii Pacific University, United States
Helene Demirci, Doctorate in Education (Education), University of Liverpool, United Kingdom
Hend Mohamed Mohamed Hassan Bin Jeem Ghamri, Master of Education (International Mgmnt & Policy), British University in Dubai, United Arab Emirates
Henrieta Clara, MSC Mathematics (Mathematics), Manuel L.Quezon University, Philippines
Hiam Mohamed Hamad Alateibi, Executive MBA (Strategic Marketing), Higher Colleges of Technology, United Arab Emirates
Hind Al Mashmoom, PhD (Arabic Language & Literature), Islamic &Arabic Studies College, United Arab Emirates
Hinda Hussein, Master of Arts (Education), East Carolina University, United States
Hisham Mohamed Ayob, PhD (Mathematics), Alexandria University, Egypt
Hossein Babaei, Masters (English Language Teaching), Tarbiat Moallem University, Iran, Islamic Republic of
Huda Alshamsi, Masters (Applied Sociology), Univ of Sharjah, United Arab Emirates
Huda Jamal, Master of Arts (English), Indiana Univ. of Pennsylvania, United States
Hussam Al Zieni, PhD in Education (English Language) Alexandria University Egypt
Ian Delahunt, Master of Arts (Prof. Dev.for Language Educ.), Leeds Metropolitan University, United Kingdom
Jabreel Asghar, Doctorate in Education in Applied Linguistics & ELT, The University of Warwick, United Kingdom
Jabur Alazzam, PhD (Arabic Language & Literature) Yarmouk University, Jordan
James Mclaughlin, PhD (TESOL), University of Exeter, United Kingdom
Jason Thompson, Master of Arts (Language Testing), University of Lancaster, United Kingdom
Javed Iqbal, Master of Arts (English), University of Peshawar, Pakistan
Jennifer Dela Torre, PhD (Management), Divine Word College of Calapan, Philippines
John Brown, Master of Arts (TESOL), Sheffield Hallam University, United Kingdom
John Cargill, Master of Arts (Modern European Studies), Thames Polytechnic, United Kingdom
John McDermott, Master of Education (Educational Technology), Univ of Southern Queensland, Australia
Johnson Thomas, Master of Science (Mathematics), Mahatma Gandhi University, India
Jonathan Fiteni, Master of Arts (Management in Education), Bilkent University, Turkey
Jonathan Gelens, Master of Arts (Applied Linguistics), The University of Liverpool, United Kingdom
Joseph Watkins, Master of Arts (Linguistics), California State Univ, Fresno, United States
Julie Truong, MA English Language (Teaching English Language Teaching) Oxford Brookes University, United Kingdom
Kakhramon Gafurov, Master of Arts (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 (Org. & Social Psychology), London School of Economics, United Kingdom
Kausar Saida, PhD (English), Jawaharlal Nehru Techno. Univ, India
Kevin Lim, Masters of TESOL, The University of Melbourne, Australia
Khaldoon Haddad, PhD (Arabic Language), Al-Madinah International Univ, Malaysia
Kotwani Babita Tekchand, Master of Arts (Applied Linguistics for TESOL), University of Durham, United Kingdom
Kristen Balinrude, Master of Arts (Applied Linguistics), University of South Florida, United States
Kulaithem Alkhatri, PhD (Arabic Language & Literature), Islamic &Arabic Studies College, United Arab Emirates
Lakshmi Krishnan, Master of Science (Mathematics), University of Madras, India
Lana Hiasat, PhD (Educational Leadership), University of Phoenix, United States
Lance Chase, Master of Business Administrat (Business Administration), Gonzaga University, United States
Larry Jay, Master of Education (TESOL), Sheffield Hallam University, United Kingdom
Latifa Dorabi Al Zarooni, PhD in Applied Sociology, University of Sharjah, United Arab Emirates
Latifa Mohammed Ali Mohammed Al Farsi, PhD (Arabic Language & Literature), Al Wasl University- UAE, United Arab Emirates
Leah Lane, Master of Education (Second Language Teaching), Universite Sainte-Anne, Canada
Lee Annesley, Masters in Applied Linguistics (TESOL), Macquarie University, United States
Linah Awad, PhD (Arabic Language & Literature), Univ of Jordan, Jordan
Lisa Kassem, Master of Arts (English), Carleton University, Canada
Lisa McMurray, Master of Arts (Applied Languages & Business), University of Ulster, United Kingdom
Lucyna Browarczyk, Master of Arts (English), Nicolaus Copernicus University, Poland
Madiha Matiullah, Master of Arts (English), University of Peshawar, Pakistan
Maen Odeh, PhD (Physics), Eastern Mediterranean Univ, Cyprus
Magdaleen Lotter, Master of Arts (TESOL), Michigan State University, United States
Maha Abdulla Mohamed Saleh Al Ameri, Bachelor of Education (Engl Lang Teaching in Schools), Higher Colleges of Technology, United Arab Emirates
Maha Ebeid, PhD (Science in Oceanography), Alexandria University, Egypt
Maha Saleh, Master of Arts (Arabic), Univ of Jordan, Jordan
Mahdi Alshamout, PhD (Arabic Literature), The World Islamic Scie&Educ Univ, Jordan
Mahmoud Mohammed Abdullah Al Hammadi, PhD in Islamic Jurisprudence and Contemporary Society Issues from Mohamed bin Zayed University for Human Sciences
Mahra Al Belooshi, Master of Education (Education), Higher Colleges of Technolgy, United Arab Emirates
Mai Mohamed Ezzat, Master of Science (Finance and Management), Cranfield Institute of Tech., United Kingdom
Mamon Suleiman Mohammad Al Ghannam, PhD (Arabic Language & Literature), UAE University, United Arab Emirates
Marc Senall, Master of Science (Technology), Arizona State University, United States
Marcelino Torrecilla Navarro, Master of Arts (Language Teaching & Learning), The University of Liverpool, United Kingdom
Maree Starck, Master of Education (Education), The Open University, United Kingdom
Maria Gregoria Concepcion, PhD (English Language Teaching), Western Mindanao State Univ, Philippines
Mariam Al Ali, PhD (Arabic Language & Literature), Al Wasl University- UAE, United Arab Emirates
Mark Barnes, Master of Arts (Applied Linguistics & TESOL), University of Leicester, United Kingdom
Maryam Abdulla Ebrahim Hassan Al Hashmi, PhD (Arabic Language & Literature), Arabic & Islamic College, United Arab Emirates
Maryam Al Shamsi, PhD (Arabic Language & Literature), Islamic &Arabic Studies College, United Arab Emirates
Maryam Humaidan Mohammed Humaidan Al Zaabi, Master of Arts (Islamic History), Univ of Sharjah, United Arab Emirates
Maryam Malki, Master of Arts (TESOL), American Univ of Sharjah, United Arab Emirates
Matthew Walter, PhD (English), The University of Kent, United Kingdom
Maureen McKeurtan, Master of Arts (Applied Linguistics & ELT), Univ of Nottingham, United Kingdom
Maya Daaboul, Masters (English Language & Literature), University Of Balamand, Lebanon
Melissa Hedges, MA in Teaching (Teaching), Grand Canyon University, United States
Mohsen Ismail, PhD (Arabic), Ez-Zitouna University, Tunisia
Mona Kaakeh, Masters (Arabic Language & Literature), University of Aleppo, Syrian Arab Republic
Monica Leiva, Master of Arts (Educational Technology & TESOL), The University of Manchester, United Kingdom
Monogaran Naidoo, PhD (Applied Mathematics), Rhodes University, South Africa
Mouza Rashed Hasan Rashed Al Ayyan, Master of Science (Instructional Technology), New York Institute of Tech, United States
Moza Al Mansoori, PhD of Arabic Language & Literature, University of Sharjah, United Arab Emirates
Moza AlAli, PhD (Educational Studies), Islamic & Arabic Studies College, United Arab Emirates
Mozah Saeed Mohamed Ahmed Al Helo Yammahi, Master of Science (Instructional Technology) New York Institute of Tech, United States
Mustafa Mustafa Qurmed, PhD (Arabic Language), Al Azhar University, Egypt
Nada Alameddine, Master of Arts (Education), American University of Beirut, Lebanon
Nader Al-Waqfi, PhD (Arabic Language & Literature), Mu'tah University, Jordan
Nadezda Kettell, PhD (Environmental Biology), University of London, United Kingdom
Naeema Beermohamed Shaikh Mohamed Al Bloushi, Bachelor of Education (Engl Lang Teaching in Schools), Fujairah Women's College, United Arab Emirates
Nadine Felix, MA (Applied Linguistics), Nelson Mandela University, South Africa
Najeya Al Ali, PhD (Arabic Language & Literature), Alexandria University, Egypt
Napoleon Abdon, MA in Education (Mathematics), Divine Word College of Calapan, Philippines
Narjes Ahmed, Master of Arts (Applied Linguistics), The University of Reading, United Kingdom
Natalie-Jane Howard, Master of Arts (Education), The Institute of Education, Ireland
Nataliia Borysenko, PhD (Education), Washington State University, United States
Naureen Shehzad, Master of Education (Management Leadership & Policy) British University in Dubai, United Arab Emirates
Nayela Mohammad, PhD in Education (Education), British University in Dubai, United Arab Emirates
Nazila Motahari, Master of Arts (English Language Teaching), Islamic Azad University, Iran, Islamic Republic of
Nedal Othman, Master of Science (Mathematics), King's College London, United Kingdom
Nicholas Bates, Master of Education Technology (Educational Technology), Univ of Southern Queensland, Australia
Nicole Shammas, PhD (Advanced Studies), Univ of Southern Queensland,
Noura Khamis Abdulla Hamad Al Arafati, Master of Educational Studies (Educational Studies), Higher Colleges of Technology, United Arab Emirates
Nourah Mohamed Hassan Morad, Master of Science (Organizational Excellence), Hamdan Bin Mohammed E-University, United Arab Emirates
Nura Hagi-Nur, Masters (Professional Educ &Trng (TESOL)), Deakin University, Australia
Nurliyana Isa, Masters (TESOL), MARA University of Technology, Malaysia
Olga Gonzalez Arana, MA in Education (Foreign Language), Pyatigorsk State Linguistic University, Russian Federation
Osama Mahmoud, PhD (Mathematics), University of East Anglia, United Kingdom
Panagiotis Papadopoulos, PhD (Mathematics), Michigan State University, United States
Panthayil Babu Rajan, Doctorate in Philosophy (Population Studies), Intl. Inst. Population Science, India
Patrick Kane, PhD (Philosophy), State Univ of NY at Binghamton, United States
Paul Bolger, Master of Arts (Applied Linguistics), University of New England, Australia
Paul Harrison, Masters in Applied Linguistics (Applied Linguistics), Univ of Southern Queensland, Australia
Paul Mccullough, Master of Arts (Foreign Language), West Virginia University, United States
Peter Loughran, Master of Arts (Digital Tech, Comm & Educ), The University of Manchester, United Kingdom
Philip Harttrup, PhD (Language & Literature), University of Toronto, Canada
Pushpa Sadhwani, Master of Education (Teaching of English), British University in Dubai, United Arab Emirates
Rachael Miller, MA in Teaching (Mathematics), Duke University, United States
Radi Al Waqfi, Master of Arts (Educational Technology), Yarmouk University, Jordan
Rania Alhameed Amoori, PhD (Arabic Language), Yarmouk University, Jordan
Ranya Shaeen, Ph.D in Arabic Language & Literature, Islamic &Arabic Studies College, United Arab Emirates
Rasha Barakat, Master of Arts (Education), American University of Beirut, Lebanon
Reem Badwawi, Master of Arts (Translation & Interpreting), Sharjah University, United Arab Emirates
Robert Collins, Master of Arts (TESOL), University of Lancaster, United Kingdom
Robert Miles, Ph.D in Technology Enhanced Learning, Lancaster University, United Kingdom
Roman Ullah, PhD (Mathematics), Abdul Wali Khan University, Pakistan
Romee Nicker Capate, Masters (Mathematics Education), De la Salle University, Philippines
Ruba Miqdadi, PhD (Edu. / Curriculum & Technology), Southern Illinois University, United States
Ruqeya Alketbi, PhD of Arabic Language & Literature, University of Sharjah, United Arab Emirates
Ruth Kaye, Master of Arts (TESOL), Sheffield Hallam University, United Kingdom
Salim Al Teneiji, PhD (Educational Admin), Amman Arab University, Saudi Arabia
Samarjeet Rawat, PhD (Mathematics), Indian Institute of Technology Roorkee, India
Sandy Abu Saif, PhD (Arabic Language & Literature), Univ of Jordan, Jordan
Sanjay Tyagi, PhD (Mathematics), Chaudhary Charan Singh Univ, India
Sean McPhillips, Master of Arts (TESOL), West Chester State University, United States
Sean Murray, Master of Fine Arts (Creative Writing), University of New Orleans, United States
Sean Quinn, Master of Science (Curriculum, Instruc&Tech in Edu), Temple University, United States
Sebah Al-Ali, Ph.D in Technology Enhanced Learning, Lancaster University, United Kingdom
Selin Erzin, Master of Arts in Educational Supervision & Administration, Yeditepe University, Turkey
Shafia Abdul Rahman, PhD (Mathematics Education), The Open University, United Kingdom
Shaima Salem Mohamed Bin Helal Al Yammahi, Master of Arts (Arabic Language & Literature), Univ of Sharjah, United Arab Emirates
Shayma Ebrahim Mohammed Saeed Al Awadhi, Master of Education (TESOL), British University in Dubai, United Arab Emirates
Sihle Ndlovu, PhD (Applied Linguistics), University of Leicester, United Kingdom
Smitha Johnson, Master of Science (Mathematics), Bharathiar University, India
Sonia Batra, Master of Arts (English), Maharshi Dayanand University, India
Sophy Thomson, PhD (Botany), University of Delhi, India
Stephen Aston, Master of Science (English), Aston University, United Kingdom
Stephen Trinder, PhD (English & Media Studies), Anglia Ruskin University, United Kingdom
Su-Dira Ramasar, Master of Professional Studies (Teaching) The University of Auckland, New Zealand
Susan Carter, Master of Science (Manager & Org'n Development), Birmingham City University, United Kingdom
Tamara Poss, Master of Arts in TESOL, Southern Illinois University, United States
Tamara Sitterly, Master of Arts (TESOL), Michigan State University, United States
Tarek Hamada, Master of Education (English Language Teaching), British University in Dubai, United Arab Emirates
Terry Prosser, Master of Arts (TESOL), Sheffield Hallam University, United Kingdom
Thomas Crompton, Master of Arts (English Language Teaching), University of Nottingham, United Kingdom
Timothy Beer, Master of Arts in Teach English as Foreign/Second Language, University of Birmingham, United Kingdom
Timothy White, Master of Arts (Applied Linguistics & TESOL), University of Leicester, United Kingdom
Toni Mc Laughlan, Master of Science (Education), University of Wisconsin, United States
Tracey Ann Caterine, Master of Education (Curriculum and Teaching), Fitchburg State University, United States
Tsoghik Grigoryan, PhD in Education (TESOL), British University in Dubai, United Arab Emirates
Wahida Dastakeer, Master of Science (Microbiology), University of Mumbai (Bombay), India
Wasif Minhas, PhD (Political Economics), Swiss Management Center, Switzerland
Willard Zvarevashe, PhD (Statistics), University of Zululand, South Africa
Wisam Albaldawi, Masters (Arabic Language & Literature), Sana'a University, Yemen
Yasemin Altas, Master of Arts (Management in Education), Bilkent International Sch, Turkey
Yousef Salem Wardat, Master of Education in Math, Mu'tah University, Jordan
Ziad Traish, Master of Arts (Mathematics), Cleveland State University, United States