Menova
العربية
Schedule a meeting
Menu

Courses

AI for Educators is a programme from Menova for university faculty, school leadership and corporate trainers, taught by Ahmed Amrousy — Executive Education Instructor at the American University in Cairo. It covers course and assessment design in a world where students have generative AI, and gives faculty a workable position on academic integrity rather than a ban that cannot be enforced. It has been delivered to faculty at Cairo University's Faculty of Economics and Political Science, with Logic Consulting.

Last updated:

For faculty and trainers — course design, assessment, and the academic-integrity conversation.

The honest starting point

Students already have these tools. Detection software does not reliably work. A department that responds with a ban is choosing an unenforceable policy and a slow erosion of trust with its own students.

AI for Educators starts from that reality and works forward: what can still be assessed, what must be redesigned, and what faculty should actually say in the first week of term.

Delivered to faculty, by faculty

Ahmed teaches Marketing Management in executive education at the American University in Cairo’s Onsi Sawiris School of Business, and through Menova has delivered the “Mastering AI for Smarter Teaching” workshop to faculty at Cairo University’s Faculty of Economics and Political Science, in partnership with Logic Consulting. The session is run as a peer conversation, not a vendor briefing.

The part faculty value most

Every participant leaves with one of their own assessments actually redesigned — not a template, but their assessment, reworked and peer-reviewed in the room.

What you leave with

  • Redesign an assessment so that it still measures learning when students have AI
  • Build course materials, question banks and rubrics in a fraction of the usual time
  • Use source-grounded tools so teaching content stays anchored to the set readings
  • Adopt a clear, enforceable academic-integrity position instead of an unenforceable ban
  • Teach students to use AI as a thinking instrument rather than an answer machine

Programme outline

01

What has actually changed for teaching

  • What students can now produce, demonstrated live rather than described
  • Why AI-detection tools do not solve the problem
  • The assessment types that survive, and the ones that no longer measure anything

02

Course and material design

  • POCAB and GCSE-F applied to syllabi, lecture material and case writing
  • NotebookLM and Gemini Notebook for source-grounded teaching content
  • Generating question banks and rubrics at scale, then verifying them

03

Assessment redesign

  • Moving from output-based to process-based and defence-based assessment
  • Designing tasks where AI use is permitted, declared and assessed
  • Each participant redesigns one of their own assessments in the room

04

Academic integrity as policy

  • Drafting a departmental position that can actually be enforced
  • What to say to students, in Arabic and English
  • Handling the first contested case

05

Teaching students to think with AI

  • The frameworks translated for a student audience
  • Building AI literacy into an existing course without adding a module
  • A term-long adoption plan for the department

Who it is for

  • University faculty and teaching assistants
  • Deans, department heads and curriculum committees
  • School leadership and senior teachers
  • Corporate trainers and L&D teams

Frequently asked questions

Who is the AI for Educators course for?

University faculty, deans and department heads, school leadership, curriculum designers and corporate trainers. It has been delivered to faculty at Cairo University's Faculty of Economics and Political Science, in partnership with Logic Consulting.

Does the course tell faculty to ban AI?

No — because bans do not hold and detection tools are unreliable. The programme helps departments write a position that can actually be enforced: where AI use is permitted, where it must be declared, and how assessment should change so that it still measures learning.

What do participants produce during the session?

Each participant redesigns one of their own assessments, builds teaching material for a course they actually teach, and contributes to a draft departmental integrity position.

Is it suitable for schools as well as universities?

Yes. The frameworks are the same; the assessment examples and the student-facing language are adjusted for the age group during scoping.

Can it be delivered in Arabic?

Yes. Delivery is verbal Arabic with English slides, or full English. For faculty in Egypt and the Gulf the Arabic delivery is usually preferred, and the student-facing language is drafted in both.

How long is the programme?

8 hours, usually across a day and a half. Faculty groups often prefer three half-days during term time.

What does it cost for an academic institution?

Every programme is quoted individually. Email ahmedamrousy@aucegypt.edu with the number of faculty, the departments involved and your preferred dates for a written proposal within two working days.

Talk to Ahmed

Every Menova programme is scoped to the client. Book a short call — or send the team size, seniority and objective — and you get a written proposal with agenda, duration and price within two working days.

Schedule a meeting WhatsApp LinkedIn