I am honored to share that I was selected as the recipient of the 2024-2025 CETL Faculty Fellowship at Touro University. This fellowship, effective immediately and running through June 30, 2025, marks a significant milestone in my academic career, allowing me to spearhead an innovative project integrating Artificial Intelligence into our teaching practices.
Under the guidance of Prof. Dr. Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence and Professor of Computer Science at Touro University, I will be developing a faculty development course on AI, set to launch in Spring 2025. This initiative aims to explore how we approach and engage with digital transformation in education.
Throughout the fellowship, I will contribute to the CETL webpage, sharing insights and resources to support my fellow faculty members and peers. Additionally, I will serve on the CETL Faculty Advisory Board, working collaboratively to enhance our collective efforts and drive educational strategies.
As I begin this fellowship, I look forward to sharing the developments and insights gained with our larger Touro University academic community. I anticipate engaging in meaningful conversations and collaborations.
Stay tuned for updates on this initiative, and join me in exploring the potential of AI in shaping the future of education at Touro University.
Cowin, J. (2024, May 29). Athenian echoes: Technology’s catalytic impact on academia 2030. Examining historical foundations and future transformations. Virtual presentation at the University of Internal Affairs of the Mongolian Ministry of Justice and Home Affairs “Tendencies of Foreign Language Education.”
This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.
Irene Theotokas: As a first-year teacher, she is on a mission to mirror the impactful mentorship she received as a young student. Inspired by the teachers who shaped her path, she aspires to be a beacon of guidance and support for her students, just as they were for her during her formative years. It is a privilege for her to give back to the community that helped mold her, and she is dedicated to being the role model she once looked up to.
“At Touro University, earning my Master’s in ESL has been a journey of growth, inspiring me to teach and uplift English learners by showing how language can connect us all.”
Irene Theotokas, Touro University TESOL Candidate
As Irene Theotokas’ professor, I am impressed by how thoroughly she completed her curriculum map for EDDN 635 Curriculum Development and Classroom Management in the Technology Era. Her work reflects a high level of dedication and competence, meeting and exceeding the course requirements.
Daniel Dinello, in his apocalyptic book “Technophobia!” forecasts, “Like a viral infection, technology develops into an autonomous, invasive force that expands and fulfills its dangerous potential by flourishing in the societal medium of corporate, military, and religious sustenance. Voracious in its urge to possess and engulf, technology is a parasite that frequently undermines human integrity—invisibly infiltrating, manipulating, seizing control, and mutating its human host to support its own survival and evolution. Like a virus, technology metamorphoses itself, because of unintended and uncontrollable consequences, progressively transforming the human world in the wake of its own modern changing structure.” (Dinello, 2006, p. 247)
For more, click on my column and read!
Dinello, Daniel. Technophobia!: Science Fiction Visions of Posthuman Technology, New York, USA: University of Texas Press, 2006. https://doi.org/10.7560/709546
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
BIO: Emily Georgoulakos is enrolled in the TESOL master’s program at Touro University. She is certified in General and Special Education from Birth to 6th grade. Emily teaches in a 1st-grade self-contained (15:1) classroom in a district with a diverse and inclusive population.
My journey at Touro University in the TESOL program has been a valuable and positive experience as I have been able to develop professionally and personally. I have been able to grow as an educator to support students of all cultural backgrounds and individual needs. I have significantly developed an understanding of the importance of culturally relevant education and environmental inclusivity. I can implement this into my future practices by creating a positive and welcoming environment and integrating students’ culture.
My infographic, “At the Crossroads of Languages: Morocco Sings Its Diversity,” portrays Morocco’s linguistic diversity, celebrating the rich tapestry of languages spoken nationwide. It explores the prevalence and cultural significance of Arabic, Berber, French, Darija, and Tamazight, illustrating how each contributes to Morocco’s unique societal and cultural identity.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Touro University has made it possible for me to be a full-time educator while also pursuing my master’s degree. The professors in the Touro GSE have been accommodating, knowledgeable, and incredibly helpful in my teaching journey, and I look forward to continuing my master’s degree.
Understand the significance of content, process, and product differentiation. Modify an existing content lesson plan YOU delivered to ELL/ML students: Integrate proactive adjustments based on student readiness, interest, and learning profiles.
Discuss anonymized student products as tangible evidence of differentiation in assessment. These products should align with differentiation principles, taking into account students’ readiness, interests, and learning profiles.
Align the assignment with the provided assessment criteria and integrate concepts and practices from “Classroom Practices for Multilingual Learners and English Language Learners” and “The Next Generation English Language Arts Learning Standards”
I was struck with the authentic reflection of Baily Konen:
“After teaching this lesson and differentiating it for my ELL/ML students, I’ve realized that some of my practices that I have used in the past may not have been appropriate for my English Language learners. It is important for educators to understand that their ELL/ML students can all learn in different ways, and that often it’s not that the student does not understand, but rather that they were never put in a position to succeed from the beginning of the lesson. It is not fair to expect a student that is a fluent English speaker and a student that is an emergent English Language learner to be able to complete the same academic tasks during a lesson.”
Bio: Bailey Konen is a graduate student at Touro University and a teacher in a Long Island school district. He completed his undergraduate degree at the State University of New York at Geneseo with a Bachelor of Science in Childhood/Early Childhood Education. B has always had a passion for working with children and is constantly trying to learn more about how he can help all of his students succeed.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Rebecca Jarvis is a Preschool Special Education Teacher on Long Island. She holds a Bachelor’s Degree in Early Childhood Education and Speech Communication from St. Joseph’s College on Long Island. She is enrolled to receive a Master’s Degree in TESOL at Touro University.
Throughout my entire career and studies, I have had a passion for working with all students and making a truly positive impact on their education with the help of my professors at Touro University. They have helped guide me and teach me how to create lessons to ensure all my students’ needs are being met academically.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Amanda Foti: She is in her third year as a fourth-grade teacher at P.S.131 in the vibrant Brooklyn, New York community. Alongside her teaching adventures, she is also deep into the TESOL graduate degree program at Touro University, adding more tools to her teaching toolbox. What really lights her up is the opportunity to step into the role of an ESL teacher for her incredible group of students, creating a classroom where everyone feels seen and supported. She believes that “In learning you will teach, and in teaching you will learn.” – Phil Collins
At Touro University, I found that learning and teaching go hand in hand. As I learned, I also got to teach others, creating a circle of knowledge. Touro is not just a school; it’s a place where everyone learns from each other, making education a shared adventure.
Amanda Foti, TESOL Candidate, Touro University, Graduate School of Education
Assignment description:
Instructional Material Critique & Redesign with Infographic
Setting the stage:
Imagine you are the TESOL expert and the librarian come to you to select books for your multilingual learners – how will you sdecide? This project will help you focus on choosing inclusive books AND academically rigorous for multilingual learners.
Look at the books and texts YOU are using RIGHT now in your classroom – what is in your reading corner, what do you use with your students for history, math, music etc? Look at those books or chapters with a fresh focus! How can YOU support English language acquisition for your ELL’s?
You will engage in a comprehensive evaluation and redesign project focused on creating culturally and linguistically responsive classrooms and instructional practices for English Language Learners (ELLs) and MLs. The assignment consists of five steps.
You will choose 3 books to analyze or 3 book chapters. Two of the books/chapters are in their grade level, and one book/chapter must be a different level; So if the first set is elementary level, the third book/chapter must be either middle or high school, and vice versa. Going to your library is an excellent resource, please use it. You must provide an appropriate APA style citation for EACH book. I welcome photos of your books that demonstrate what you are discussing.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Anastasios Panagiotidis works as a secondary education Earth Science teacher, proudly serving the South Huntington Union Free School District. As he prepares for his fourth year in a probationary track position, he is simultaneously enrolled in courses through Touro University to acquire his Master’s degree in TESOL. As an educator, his utmost priority is ensuring he has the “tools” necessary to meet the individual needs of his diverse student population.
“The reason I feel so strongly about this statement is that I once had an 8th grade Science teacher myself, who not only met my individual needs, but made me believe that I could prevail beyond my learning disability to accomplish anything I put my heart, mind, and soul into. She is who has propelled me to the point I am at today.”
My goal in life since then, was to be that person for my students someday. This all begins by allowing equal opportunities for success regardless of the struggles our students face and using every resource we have access to to aid our student population. Touro University has paved the way for my continued growth and maturity as a young educator and has ultimately gotten me closer to achieving those goals I have set for myself way back in High school.
Anastasios Panagiotidis, Touro University TESOL Master’s Degree Candidate
Keep tuned for more in my upcoming column for Stankevicius.
Last week, I embarked on a transformative five-day journey in Mountainview, Silicon Valley with the Singularity Executive program that reshaped my perspective on leadership in the age of exponential technology. Through an intensive and comprehensive curriculum led by expert faculty, I learned about, engaged with, and tried out exponential technologies and envisioned their profound implications for our collective future(s).
I am still working through my reservations on the quest for an artificial intelligence that one day will surpass the human mind which I will discuss in my upcoming column for Stankevicius.
Perhaps Frank Herbert’s words (Dune 1) frame my thoughts best: “Thou shalt not make a machine in the likeness of a human mind.” My cautionary stance is rooted in the fear of losing control over such technologies and the unpredictable consequences such technologies will have on humanity. I believe that aspects of our human experience should remain unique and sacred.
Dr. Jasmin (Bey) Cowin
Engaging in hands-on workshops, thought-provoking presentations, and lively debates with my incredible cohort, we explored ethical considerations arising from technology’s exponential advancement. Together with our Singularity experts we discussed and debated what it means to be human, the value of human judgment, and the risks associated with blurring the line between human consciousness and artificial constructs.
Keep tuned for more in my upcoming column for Stankevicius.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Carly Croteau: She graduated from SUNY New Paltz in 2021, earning a Bachelor of Science Degree in Early Childhood and Childhood Education, with a concentration in Spanish and a minor in Deaf Studies. Throughout her tenure at SUNY New Paltz, she was a four-year varsity student-athlete, playing for the field hockey team and serving as a three-year captain for the program. She began teaching fourth grade in September of 2022 and started pursuing her Master of Science Degree in Teaching English to Speakers of Other Languages (TESOL). Her Touro University journey quote is “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”— Maya Angelou
Ms. Carly Croteau submitted an outstanding text analysis which I am proud to share.
As an Associate Professor for the Touro University TESOL/BLE Department, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program leads candidates who complete all coursework, and fieldwork to recommendation for ESL certification.
Soha Girguis: She serves as a special education teacher at P4K School in Brooklyn, New York. Having graduated from Touro College in 2023 with a Master’s degree in General Education and Special Education, she is enthusiastic about her ongoing educational journey. Currently, she is enrolled in a TESOL Master’s program at Touro College, aiming to expand her expertise and impact in the field of education.
Ms. Girguis submitted an outstanding text analysis.
Assignment description: Text Analysis & Critique
Analyzing Complex Texts and Addressing Challenges for ELLs/MLs in the Content Areas
Objective:
The objective of this assignment is to deepen your understanding of the cognitive and linguistic demands of complex texts in the content areas and to analyze a specific chapter or aspect of a content-area text currently used or recommended by the New York State/BOE. By closely examining the underlying concepts, you will develop a thesis and purpose for your analysis. You will critically evaluate the challenges that make the selected concept or section difficult for ELLs and provide substantial, logical, and concrete development of ideas in your critique.
Analyzing text complexity for English Language Learners (ELL) and Multilingual Learners (ML) requires a comprehensive approach that takes into account various factors. You can begin by examining the linguistic demands of the text, including vocabulary, sentence structure, and discourse patterns, ensuring they align with the proficiency levels of the students. Additionally, you, the teacher should consider the cultural and background knowledge necessary to comprehend the text, as well as the cognitive processes required, such as inference or critical thinking. Furthermore, evaluating the organization and coherence of the text, along with its purpose and intended audience, allows you, the teacher to gauge its appropriateness and relevance for ELL/ML learners. By conducting a thorough analysis of text complexity, you can make informed decisions about instructional strategies, adaptations, and scaffolding techniques to support their students’ language development and comprehension skills.
Deliverables:
Analysis of a Chapter or Aspect: Select a chapter or aspect of a content-area text and thoroughly analyze its complex nature. Identify and explain the quantitative elements, qualitative factors, and reader and task considerations that contribute to its complexity.
Development of Thesis and Purpose: Based on your analysis, develop a clear and concise thesis statement that reflects the main idea or argument of your analysis. State the purpose of your analysis, outlining the specific goals and objectives you aim to achieve.
Linguistic analysis which involves examining the linguistic features and demands of a text in order to determine its suitability for language learners. It focuses on various aspects of the text, including vocabulary, sentence structure, and discourse patterns, with the aim of aligning them with the proficiency levels of the students. Here’s a breakdown of these elements:
Vocabulary: The analysis considers the range and complexity of words used in the text. It examines whether the vocabulary is appropriate for the students’ language proficiency level, taking into account factors such as word frequency, difficulty, and relevance to the topic. It also considers the presence of idiomatic expressions, figurative language, and specialized terminology that might pose challenges for learners.
Sentence structure: The analysis looks at the complexity and variety of sentence structures employed in the text. It considers factors such as sentence length, grammatical structures (e.g., verb tenses, conditionals, relative clauses), and syntactic complexity. The aim is to ensure that the sentence structures are within the grasp of the students’ language proficiency level, allowing for gradual progression and challenges appropriate to their abilities.
Discourse patterns: This aspect of linguistic analysis examines how ideas and information are organized and presented in the text. It includes analyzing discourse markers (e.g., conjunctions, transitional phrases) that indicate relationships between ideas, as well as cohesive devices (e.g., pronouns, repetition, referencing) that connect sentences and paragraphs. The analysis ensures that the text’s discourse patterns are comprehensible and aligned with the students’ proficiency levels, promoting their understanding of the text’s overall structure and coherence.
Sequencing Ideas with Textual Evidence: Organize your ideas in a coherent and logical manner, using evidence from the selected text to support your important points. Explain how the evidence reinforces your analysis and contributes to the understanding of the challenges faced by ELLs.
Critique of Challenging Concepts for ELLs: Engage in substantial and concrete development of ideas to describe the specific challenges ELLs encounter when accessing the chosen concept or section of the text. Discuss the linguistic, cultural, and cognitive barriers that hinder their comprehension and propose strategies to overcome these challenges.
Attention to De-Mystifying Complex Texts: Reflect on the concept of “complex” texts and explore strategies to ensure that ELLs/MLLs can access them effectively. Consider the quantitative, qualitative, and reader/task elements involved in text complexity and how they relate to supporting ELLs’/MLs comprehension.
Format and Length: The assignment should be a typed, double-spaced paper with a 12-point font. The length of the paper should be 5-6 pages, excluding references. Follow the provided grading rubric for formatting guidelines and requirements.
The science fiction community mourns Vernor Vinge, who passed away on March 20th, 2024. His writings will continue to inspire reflection on technology and the potential of artificial intelligence. His space opera “A Fire Upon the Deep,” serves as a pivotal exploration of the complexities surrounding the advancement of intelligence and technology.
The late science fiction author Vernor Vinge left behind a legacy of thought-provoking and imaginative works that continue to inspire readers worldwide. As a pioneering voice in the genre, Vinge’s writings offer a wealth of opportunities for Teachers of English to Speakers of Other Languages (TESOL) to engage their students in meaningful language learning experiences.
One of the most compelling aspects of incorporating Vinge’s work into TESOL classrooms might be the potential for cultural enrichment. By introducing students to influential American science fiction, teachers could provide a gateway to understanding and appreciating the cultural significance of the science fiction genre. Vinge’s narratives often explore universal themes that transcend cultural boundaries, allowing students to potentially draw connections between their own experiences and those depicted in his stories while projecting future scenarios of their own lives.
Moreover, Vinge’s science fiction could serve as a catalyst for critical thinking and dynamic classroom discussions. Vinge’s works explore complex topics such as the advancement of artificial intelligence and the implications of technological progress. The interdisciplinary nature of his writings might further enhance their value in ENL/EFL classrooms. His stories often interweave scientific concepts, technological advancements, and philosophical inquiries, creating a rich tapestry of ideas that span multiple knowledge domains. By integrating these themes into language lessons, teachers could make English language more engaging and relevant to students’ diverse interests. For example, a lesson on Vinge’s “A Fire Upon the Deep” might incorporate discussions on computer science, ethics, and the societal impact of technology, all while strengthening students’ English language proficiency.
I am an Associate Professor at Touro University, a Fulbright Scholar, an SIT Graduate, a U.S. Department of State English Language Specialist (2024) in Assessment and Artificial Intelligence, and a former Education Policy Fellow (EPFP™) at Columbia University, Teachers College. I regularly write on ‘Insights at the Intersection of AI and Education,’ for Stankevicius. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller’s philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy of abundance emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. Aligned with the UN’s Sustainable Development Goal 4, I have contributed to initiatives like Computers for Schools Burundi, TESOL “Train the Trainer” programs in Yemen and Morocco. As an educator in the Fourth Industrial Revolution era, I prepare future teachers by incorporating innovations in education to shape worldviews and cultivate an adaptable skillset for Volatile, Uncertain, Complex, Ambiguous (VUCA) environments. My research explores simulations for educators-in-training, AI in education and assessment, educational Metaverse applications, and educational transformation for language educators.
“Rather than remain fixed in familiar practices, we will need to harness an agile, growth-oriented mindset. Now is the time for courage, vision, and perseverance.”
Dr. Jasmin (Bey) Cowin
I am happy to share my virtual workshop session: “Structured Prompting for Teachers of English as a New Language/English as a Foreign Language” for Everyone Academy – Morocco, moderator: Aziz Soubai March 11th, 2024
At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller’s philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy of abundance emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. Aligned with the UN’s Sustainable Development Goal 4, she has contributed to initiatives like Computers for Schools Burundi, TESOL “Train the Trainer” programs in Yemen and Morocco. As an educator in the Fourth Industrial Revolution era, I prepare future teachers by incorporating innovations in education to shape worldviews and cultivate an adaptable skillset for Volatile, Uncertain, Complex, Ambiguous (VUCA) environments. Her research explores simulations for educators-in-training, AI in education and assessment, educational Metaverse applications, and educational transformation for language educators.
“Rather than remain fixed in familiar practices, we will need to harness an agile, growth-oriented mindset. Now is the time for courage, vision, and perseverance.”
Dr. Jasmin (Bey) Cowin
Through my pro-bono work, I support SDG 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
Mon, Mar 11 | Webinar Time & Location Mar 11, 2024, 4:00 PM – 4:30 PM GMT (Casablanca, Morocco)
– click the link to register
Structured AI Prompting Strategies for Language Educators
Platos Dialog „Philebus“ erforscht ausführlich die Theorie der Formen und die Suche nach Wahrheit durch philosophische Diskussionen zwischen Sokrates und Philebus. Zentrale Prinzipien beinhalten das Erreichen eines Gleichgewichts zwischen Weisheit und Vergnügen, was Sokrates als Weg zum „guten Leben“ argumentiert. Dieses Papier stützt sich auf den philosophischen Rahmen der Philebus-Triade als Linse, durch die die Schnittstellen und Synergien zwischen den drei Bereichen Weisheit, Vergnügen und dem guten Leben betrachtet werden. Durch die Verwendung dieses philosophischen Modells, versucht die Autorin, die Komplexitäten und das Chaos einer beschleunigenden, unkontrollierten und unerforschten technologischen Evolution zu interpretieren und zu durchdringen. Ihre These argumentiert, dass die generative Künstliche Intelligenz (KI), betrachtet durch die Philebus-Triade – ein Konzept aus den platonischen Dialogen, das eine harmonische Verbindung zwischen verschiedenen Aspekten der Realität symbolisiert – einen zusammenhängenden Rahmen darstellt. Die Autorin stellt eine komplexe Verbindung zwischen den zentralen philosophischen Grundsätzen in den platonischen Dialogen und den möglichen Konsequenzen einer atavistischen generativen KI in den Bildungs-, Forschungs- und Industriesektoren her. Durch die Verknüpfung dieser Konzepte entsteht eine Reflexion über die Konvergenz von philosophischem Gedankengut und modernster Technologie. Die Synthese dieser Ideen unterstreicht die zeitlose Natur der philosophischen Untersuchung, um dringende Fragen unserer technologischen Ära zu beantworten.
Generative Artificial Intelligence in Education, Research and Industry: the Philebus Triad? Abstract Plato’s dialog “Philebus” explores in detail the theory of forms and the search for truth through philosophical discussions between Socrates and Philebus. Central principles include achieving a balance between wisdom and pleasure, which Socrates argues is the path to the ‘good life’. This paper draws on the philosophical framework of the Philebus Triad as a lens through which the interfaces and synergies between the three areas of Wisdom, Pleasure, and the Good Life are viewed. By using this philosophical model, the author attempts to interpret and penetrate the complexities and chaos of an accelerating, uncontrolled and unexplored technological evolution. Her thesis argues that generative Artificial Intelligence (AI), viewed through the Philebus triad—a concept from the Platonic dialogues that symbolizes a harmonious connection between different aspects of reality—represents a cohesive framework. The author establishes a complex link between the central philosophical principles in the Platonic dialogues and the potential consequences of atavistic generative AI in the education, research and industrial sectors. By linking these concepts, a reflection on the convergence of philosophical thought and cutting-edge technology emerges. The synthesis of these ideas underscores the timeless nature of philosophical inquiry to answer pressing questions of our technological era.
YGLF warmly welcomes Dr. Jasmin Cowin to its Inter-generational Council, who also served as our exemplary Executive Director several years ago. In the interim, she has brilliantly established herself as a professorial educator, expanding her expertise. Our Chair, Dr. Linda, and Dr. Jasmin first met through Rotary International NY, where both were active members years ago. Dr. Jasmin also filled an all-important role in the successful, inaugural YGLF Global Colloquium 2013 that ultimately led to UN NGO ECOSOC Special Consultative status since 2018.
The Young Global Leadership Foundation (YGLF) guides aspiring young adults from around the world to promote democracy and to become effective and ethical leaders towards peaceful and productive global connection and collaboration in the 21st C. YGLF adheres to and advocates for the ethos of the United Nations Sustainable Development Goals (SDGs): Agenda 2030: The SDGs address the advancement of: People ~ Planet ~ Peace ~ Prosperity ~ Partnership.
Recently, the U.S. Department of State announced the selection of Prof. Dr. Jasmin Cowin of Touro University for an English Language Specialist project focusing on Assessment and Artificial Intelligence in Russia. Dr. Cowin is part of a select group, as her project is one of approximately 240 that the English Language Specialist Program supports each year. Prof. Cowin will serve as an English Language Specialist as plenary speaker and deliver a workshop for university professors and graduate students in Russia as part of a regional conference dedicated to linguistics, language teaching, and assessment.
In this interview we ask Dr. Jasmin Cowan about her experience and her thinking when it comes to various aspects of overcoming obstacles and achieving success.
Dr Jasmin Cowin
Dr. Jasmin Cowin is an Associate Professor at Touro University, a Fulbright Scholar, an SIT Graduate, a past Education Policy Fellow at Columbia University, Teachers College, a U.S. Department of State English Language Specialist and harpist. Living in the era of the Fourth Industrial Revolution, she acknowledges the significant role she plays in preparing future educators who will teach well into the 2050s.
At the core of her personal and professional ethos lies a passionate commitment to Sustainable Development Goal 4, which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ This goal serves as the guiding principle for her work both at Touro University and as a pro-bono advisor to various not-for-profits and teacher education organizations in the US, Burundi, Morocco, and Yemen. Dr. Jasmin Cowin believes that education ignites the imagination, serves as the foundation for prosperity, and opens doors to a multitude of opportunities in our increasingly interconnected global economy.
Closer to home, as a board member of ‘Today’s Students, Tomorrow’s Teachers’, she actively supports efforts to recruit, mentor, and train culturally diverse and economically challenged students from high school through college, with the objective of placing them as effective teachers and committed leaders who can strengthen schools and communities. Similarly, her involvement with Computers for Schools Burundi underscores her commitment to leveraging education and technology to enhance educational outcomes in Burundi. By providing computers, technical training, cultural competency training, and English language training founder and CEO Emmanuel Ngendakuriyo, his incredible team, and Dr. Jasmin Cowin, aim to bridge the digital divide and empower both educators, students, and communities in Burundi with the skills necessary for success in the 21st century.
As an educator, teacher, mentor, and advisor, Dr. Jasmin Cowin has seen firsthand how passion transcends transactional processes. Her drive to leave the world a better place through education and technology goes beyond conventional metrics of success. It is about nurturing potential, fostering diversity, and creating lasting, positive change.
In the past year, what is the greatest business achievement you have achieved?
I am honored to have been selected by the U.S. Department of State for a prestigious English Language Specialist project focusing on assessment in education and Artificial Intelligence in Russia. My project, one of approximately 240 supported annually by the English Language Specialist Program, will involve serving as a plenary speaker and delivering a workshop for university professors and graduate students at a regional conference dedicated to linguistics, language teaching, and assessment. In addition, in 2023, I presented at the TESOL International conference in Portland and went to Morrocco and Germany to conduct workshops for both educators and students.
Business is all about overcoming obstacles and creating opportunities for growth. What do you seeas THE real challenge right now?
In the context of my work, and reflecting on my journey and ethos as an educator I am deeply invested in transformative education and the principles of Lynda Miller’s philosophy of abundance. For me the paramount challenge today is navigating the complexities of a Volatile, Uncertain, Complex, Ambiguous ( VUCA) world, especially with the rapid advancement of AI. This VUCA environment directly impacts all facets of our work and heralds a fundamental shift in how we should prepare our future workforce. This shift requires of being fully informed through discussion, vetting, and the responsible integration of AI and 4IR (Fourth Industrial Revolution) innovations into education and work.
For me, this VUCA world presents a double-edged sword: challenges and potential, but also risks and unintended consequences. While the rapid advancement of AI undeniably shapes the global business landscape, its integration into education requires cautious consideration. We must not solely focus on technological prowess at the expense of nurturing crucial human qualities like resilience, adaptability, and ethical judgment. Truly transformative education, therefore, necessitates a balanced approach that critically evaluates the role of 4IR technologies in learning, ensuring they serve as tools to augment, not replace, the irreplaceable human element in education.
My focus on quality education, aligned with the United Nations Sustainable Development Goal 4, positions me to address these challenges head-on. Through initiatives like Computers for Schools Burundi (CfSB) and TESOL “Train the Trainer” programs in Yemen and Morocco, I contribute to building a globally competent, technologically savvy, and ethically grounded teacher workforce. These programs, underpinned by a philosophy that views diversity and individual experiences as assets filled with positivity and optimism, are particularly valuable in preparing students and educators alike for the complexities of a VUCA world.
Moreover, the integration of AI into educational practices is not just about teaching technical skills; it’s about fostering a mindset that is prepared for continuous learning, ethical reasoning, and adaptability in the face of uncertainty. This involves cultivating an ethos among students and educators that values critical thinking, creativity, and the ethical use of technology, ensuring collectively we are not only consumers of AI but also informed contributors to a society that leverages AI for the common good.
What does “success” in the year to come mean to you? It could be on a personal or business level,please share your vision.
Success in the forthcoming year, from my perspective, centers on advancing my research and practical applications within metaverses like Agora World. This endeavor aims to revolutionize educational spaces for educators in training, both domestically and internationally. By integrating cutting-edge virtual environments, the goal is to transcend traditional learning methodologies, offering immersive and interactive experiences that cater to the evolving needs of educators and students.
Simultaneously, my work with simSchool in simulation training underscores my commitment to enhancing pedagogical strategies. This involves using simulations to prepare educators more effectively, by providing them with realistic scenarios and challenges they are likely to encounter in their classrooms.
Expanding my keynote speaking engagements is another facet of my goal for 2024/2025. By sharing my insights at various forums, I aim to influence the educational landscape positively. My perspective on success is fundamentally anchored in a non-transactional philosophy. It champions the idea of experiences as invaluable assets, imbued with positivity and optimism. Such a stance is crucial in counteracting the often dystopian narratives that pervade our contemporary discourse.
Personally, nearing the end of a decade and looking at a different life stage, I often reflect on [28] With them the Seed of Wisdom did I sow by Omar Khayyam (English version by Edward FitzGerald, Original Language Persian/Farsi):
With them the Seed of Wisdom did I sow,
And with my own hand labour’d it to grow:
And this was all the Harvest that I reap’d —
“I came like Water and like Wind I go.”
This particular quatrain from the poem “Rubáiyát of Omar Khayyám,” translated by Edward FitzGerald encapsulates for me a philosophical reflection on life, wisdom, and the transient nature of human existence. Omar Khayyám, a Persian mathematician, astronomer, philosopher, and poet, is known for his exploration of the universe’s mysteries and the human condition through his poetry. For me, the lines metaphorically discuss the poet’s journey of sowing the “Seed of Wisdom,” signifying the pursuit of knowledge and understanding throughout one’s life. The act of sowing and laboring with his own hands indicates a personal and active engagement in this quest for wisdom. However, the harvest or the outcome of this lifelong endeavor is described in a poignant realization: “I came like Water and like Wind I go.” This statement reflects on the ephemeral nature of life and achievements, suggesting that despite the efforts and wisdom gained, one’s existence and accomplishments are as transient as the elements of water and wind. This quatrain, therefore, speaks to the humility and acceptance of the limits of human life and achievements. I need to acknowledge that despite my deepest endeavors to understand and bring joy to the world around me, I am ultimately part of the natural cycle, coming and going with the fluidity of water and the fleetness of wind.
In your experience, what tends to be the most underestimated part of running a company? Canyou share an example?
Given the multifaceted nature of my role as a pro bono consultant, keynote speaker, conference organizer, workshop provider, and full-time Associate Professor, the underestimated parts of managing such a diverse portfolio revolve around several critical but often overlooked aspects. Even in a pro bono capacity, the administrative tasks can be substantial. This includes planning and coordinating events, managing communication with multiple organizations, and preparing materials for workshops and presentations, and keeping track of my expenses. The paperwork and logistical coordination involved in these activities can consume a significant amount of time and energy. I need to be very cognizant of pacing and focus given the diversity of my engagements. Pacing myself and maintaining focus becomes crucial. It’s easy to become overwhelmed by the sheer volume of work or to get sidetracked by new opportunities that arise from my engagements. Staying focused on my objective of SDG 4 and pacing my efforts to avoid burnout are essential strategies. In regards to self-care and maintaining personal space, it is critical to recognize the signs of overcommitment and to understand the value of saying no to protect my well-being.
I am humbled and excited to serve the U.S. Department of State in the capacity of English Language Specialist.
The English Language Specialist Program is the premier opportunity for leaders in the field of teaching English to speakers of other languages (TESOL) to enact meaningful and sustainable changes in the way that English is taught abroad. Through projects developed by U.S. Embassies in more than 80 countries, English Language Specialists work directly with local teacher trainers, educational leaders, and ministry of education officials to exchange knowledge, build capacity, and establish partnerships benefiting participants, institutions, and communities in the United States and overseas. Since 1991, the English Language Specialist Program has supported in-country, virtual, and mixed projects in which hundreds of TESOL scholars and educators promote English language learning, enhance English teaching capacity, and foster mutual understanding between the U.S. and other countries through cultural exchange. During their projects, English Language Specialists may conduct intensive teacher training, advise ministries of education or participate in high-level educational consultations, and offer plenary presentations at regional, national, or international TESOL conferences. These projects are challenging and those selected represent the best of the U.S. TESOL community. In return, the program provides professional development opportunities to help participants experience different cultures and build skills that can greatly enhance their TESOL careers at home. English Language Specialists are counted among the more than 50,000 individuals participating in U.S. Department of State exchange programs each year. The Specialist Program is administered by the Center for Intercultural Education and Development at Georgetown University.
I am delighted to announce the recent publication of our paper, titled “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.” This paper has been featured in the conference proceedings titled “Towards a Hybrid, Flexible and Socially Engaged Higher Education,” published by Springer Nature, Switzerland.
Our transdisciplinary collaborative effort grew from the International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, and signifies a significant step forward in our journey to reshape educational paradigms through the integration of cutting-edge technologies (Cowin et al., 2024).
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2024). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [ICL]. In M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Eds.), Towards a Hybrid, Flexible and Socially Engaged Higher Education (CLDM_Dv; Vol. 899, pp. 532–541). Springer Nature Switzerland; /Research/Education. https://doi.org/10.1007/978-3-031-51979-6_55
Conference Presentation
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023, September 26). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [Presentation] [Conference]. International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, Spain. http://icl-conference.org/icl2023/
Paper Abstract As the world undergoes remarkable transformations powered by Artificial Intelligence, the challenge arises for educational systems and institutions to adapt. How can we adequately equip educators-in-training to flourish in unprecedented change? The emergence of flexible, hybrid, and socially engaged learning environments has created a need for effective training methodologies that empower educators-in-training to thrive in this new paradigm. Higher education institutions need to expand aspiring educators’ human and professional potential amidst accelerating change, in line with the clarion call of the Sustainable Development Goal 4 Quality Education “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States” [1]. Simulation-based training coupled with Artificial Intelligence offers a solution to equip educators with the necessary skills and competencies to navigate complex real-world educational settings to succeed in classrooms of the 21st century. Simulation-based training allows educators-in-training to develop their skills and build confidence in their abilities to effectively engage with students in multifaceted classroom environments by providing a safe and controlled space for experimentation and practice. In conclusion, this paper and presentation explore the shifting teaching paradigms in higher education using simSchool and Mursion simulation platforms as examples and examine inclusive and dynamic practices that promote sustainable systems change in line with SDG 4. Quality Education, supporting educators-in-training by identifying strengths and encouraging personal and professional growth through AI feedback loops and faculty coaching.
Keywords: Artificial Intelligence, Educators-in-training, Simulation-based training, Sustainable systems change
Acknowledgments I extend my heartfelt gratitude to my colleagues and peers and the supportive community that made this research possible. Our collaborative efforts reflect a unified vision for the future of education, one that embraces the challenges and opportunities presented by the digital age.
Disclosure statement No conflict of interest pertains to the research presented above.
2E+I+U=T As a member of the conference committee Touro Shines, it is my pleasure to share our Call for Proposals for the 1st Annual Touro University Graduate School of Education Conference 2024.
Dr. Jasmin Cowin, Associate Professor, Touro University
When: Tuesday, June 18, 2024 9-3
Where: Touro University Cross River Campus, 3 Times Square, New York, NY 10036
Who: GSE faculty, candidates, alumni; Touro University faculty, candidates and alumni; school partners
Our theme this year is “GSE Shines! Excellence and Equity, combined with Innovation and implemented by You leads to Transformation.” We, as educators, need to take a fresh look at how we diversify our teaching methods to suit the needs of various populations, as well as uplift the voices of those educators and scholars not often heard as leaders in their fields. This is an interactive learning conference for Touro University faculty, degree candidates, alumni, school partners, and community stakeholders. Interactive and poster sessions will explore transformative practices, technologies, and mindsets that make space for proactive agility in meeting the challenges of an ever-changing world. We envision a space for networking and the free and respectful exchange of ideas.
By creating a lived space where all voices are valued, the GSE Shines Conference embodies GSE’s mission to prepare a diverse cadre of highly qualified teachers, leaders, knowledge developers, and disseminators, in keeping with the Judaic commitment to social justice, intellectual pursuit, and service to humanity. The Details: Call for Proposals for the 1st Annual Touro University Graduate School of Education Conference Submit by March 5th, 2024 Access the proposal form:
Cowin, J., (Touro GSE), Oberer, B., & Leon, C. (2023). A Brave New World: AI as a Nascent Regime? Journal of Systemics, Cybernetics and Informatics, 21(4), 58-66. https://doi.org/10.54808/JSCI.21.04.58
I ate civilization.
Aldous Huxley, Brave New World, 1932, p. 165
Introduction by Dr. Jasmin (Bey) Cowin
In my role as the lead author of ” A Brave New World: AI as a Nascent Regime?” I explored the parallels between Aldous Huxley’s 1932 masterpiece, “Brave New World,” and the contemporary advancements in Artificial Intelligence (AI). I found myself deeply engaged with themes of predestination, emotional regulation, and societal control forecasting a dystopian AI-driven society. By using “Brave New World” as a metaphorical frame, I emphasize the importance of critically assessing the role of AI in shaping human society while providing a structured logical argument, the Logic Model for AI Governance and Ethical Oversight (AI-GEO model) about the evolving role of AI in governance and the corresponding need for ethical oversight.
My metaphorical approach provided a compelling backdrop for many transdisciplinary discussions with Prof. Birgit Oberer and Cristo Leon on the challenges and responsibilities associated with technological advancement, emphasizing the importance of maintaining human autonomy and diversity in the face of rapid AI development. Huxley’s depiction of a future where human roles are predetermined and emotions are meticulously regulated mirrors the potential implications of AI in our era. As Huxley states, “We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future…” (Huxley, 1932, p. 11). This notion of a controlled destiny becomes increasingly pertinent as AI algorithms begin to dictate career paths, social interactions, and even ethical decisions.
The rise of AI-driven technologies such as deep learning and predictive analytics underscores the collective authors collective concern. For example, AI algorithms in recruitment software can predetermine an individual’s career trajectory, echoing Huxley’s categorization of individuals into Alphas or Epsilons. Similarly, AI in social media algorithms shapes our perceptions and interactions, subtly conditioning our responses in ways that Huxley might have anticipated. While AI offers opportunities for advancement, it also poses risks similar to those in Huxley’s world: the erosion of individuality and the emergence of a controlled society. Our challenge is to navigate such technological progression while adhering to ethical standards that safeguard individual autonomy and societal diversity, particularly from a systems perspective. We argue that the transformative potential of AI must be balanced with a conscientious approach to ethics and governance. AI’s ability to influence human behavior and societal norms raises significant questions about the preservation of human authenticity and diversity. It is crucial to critically evaluate the impact of AI on our social ethos, logos, and pathos and to ensure that its deployment enhances, rather than diminishes, the human experience.
Facit: A Brave New World: AI as a Nascent Regime? serves as a reflection on humanity’s role in an age of automation and as a call to action for responsible AI use. It is an exploration of the balance between technological advancement and the preservation of the core values that define our humanity.
Transdisciplinary dialogues are essential in ensuring that AI serves as a tool for enriching human experiences without compromising the nuances that define our identity and autonomy.
The authors gratefully acknowledge the insightful support by the Guest Editors: Nagib CALLAOS, Jeremy HORNE and Michael SAVOIE from WMSCI/IMCIC 2023
In the hush of dawn, where day’s light unfurls, I play my notes, thus rising free. Each melody, like the universe, swirls, Boundless as the sea, archē, in me.
The lark ascends, its song a timeless flight, Echoing the vastness of the sky. In our music, a dance of day and night, A symphony where earth and heavens lie.
In every string’s vibration, I find, A cosmos of feelings, vast and unconfined. Infinite in scope, like the limitlessness mind, In this harmony, life’s mysteries unwind.
Through the strings of my harp, in each refrain, Resides the Boundless, where love and hope remain.
Jasmin (Bey) Cowin
Grenzenlos – απεριόριστος
In der Stille der Morgendämmerung, wo sich das Licht des Tages entfaltet, spiele ich meine Noten, die sich frei erheben. Jede Melodie, wie das Universum, kreist, grenzenlos wie das Meer, archē, in mir.
Die Lerche steigt auf, ihr Lied ist ein zeitloser Flug, der die Weite des Himmels widerhallt. In unserer Musik, ein Tanz von Tag und Nacht, Eine Sinfonie, in der Erde und Himmel liegen.
In der Schwingung jeder Saite finde ich, Ein Kosmos von Gefühlen, weit und unermesslich. Unendlich im Umfang, wie die Grenzenlosigkeit des Geistes, In dieser Harmonie entspannen sich die Geheimnisse des Lebens.
Durch die Saiten meiner Harfe, in jedem Refrain, Wohnt das Ewige, wo Liebe und Hoffnung bleiben.
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program prepares candidates to be eligible for recommendation for ESL certification.
Samantha Howe, a Touro TESOL candidate, is a 5th grade teacher from Long Island. After receiving her bachelor’s degree in inclusive childhood education, she was accepted into the TESOL program at Touro University. She is passionate about providing an inclusive and equitable education for all students.
The TESOL program at Touro has provided me with valuable insights and necessary tools to better support my multilingual students.
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program prepares candidates to be eligible for recommendation for ESL certification.
Jasmeet Kaur, Touro University TESOL candidate, a graduate of York College in Childhood Education (Grades 1-6) with Summa Cum Laude honors in 2022, is currently employed as a Substitute Teacher. Concurrently, she is pursuing a Master’s degree in TESOL at Touro College. Her professional objective is to support bilingual and multilingual students, aiming to instill confidence in their abilities and guide them towards academic and personal success.
“In my journey towards becoming a TESOL professional, Touro College has not only deepened my understanding of teaching pedagogy but has also introduced me to the latest educational technologies, which I believe will significantly enhance my future effectiveness in the field.”
In the Department of Online Education, at Touro University, a group of skilled instructional designers and seasoned online educators collaborates with Touro faculty members to assist in the creation, modification, and updating of their online courses.
Online Teaching Certification Description: This faculty and staff development badge is awarded upon completion of the Module Making and Online Course Creation Workshops through Touro University (NY). The workshops represent 16 contact hours and 20 PDUs of content. Certification good for three years of end date of workshop series. This badge is internally accepted inside the TCUS system.
issued on: Jan 9, 2024 at 12:02 PM |Expires on Jan 9, 2027 at 12:02 PM
“I believe that it is and was the power of having access to education that reframed my father’s narrative to a living testimonial on the opportunities and the transformative power of education.”
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Nicolette Parisi: ” I am currently pursuing a Master’s degree in TESOL at Touro University. This academic journey has been immensely enriching, offering me valuable insights and methodologies essential for excelling in the field of TESOL education. My focus is on integrating innovative teaching strategies and linguistic theories to enhance my future role as a TESOL educator.”
“Great teachers are the ones who inspire you.” By Martin Landau My Professors have been nothing short of remarkable and have been extremely helpful in assisting me on this outstanding learning journey! Touro is an incredible choice if you want to feel supported with your learning and grow as an educator!
As a Professor for TESOL, I am immensely proud to feature outstanding candidate work from our TESOL Certification Program. New York’s classrooms are some of the most culturally and linguistically diverse in the country. Our TESOL certificate program prepares NYS-certified teachers to provide responsive, comprehensive education to students of every background.
The TESOL Certification at Touro University is a 15-credit program including five courses—each with carefully designed fieldwork experiences—that emphasize both academic content learning and English fluency for English Language Learners.
We explore contemporary theory and research-based instructional strategies for multicultural education, methods and materials for second language acquisition, and best practices for teaching ELLs in specific subjects. We give you the tools to ensure that your students meet the latest performance standards of PreK-12 curricula in both private and public schools.
Courses are offered evenings and Sundays, and online to accommodate our students’ diverse scheduling needs, and you’ll receive personalized guidance based on your current work and career goals from highly qualified and experienced professors.
Upon completion of the program, you’ll be eligible for the New York State Advanced Certificate in ESOL. All courses are transferable to the master’s degree program in TESOL at Touro University.
Kayla Challenor is currently enrolled in a TESOL certification program at Touro University and has recently accepted a position as a Reading Specialist within the Huntington School District. Having completed a Master’s degree in Reading and Literacy (K-12), she is dedicated to continuing education and applying this knowledge to support learners in achieving success.
“I am dedicated to creating a culturally responsive learning environment and encouraging community outreach to help my students’ families.”
Kayla Challenor, TESOL Certification Candidate at Touro University
Below is Kayla Challenor’s contribution to our discussion board on Comprehensible Input:
1. What is the relationship of language, teacher speech, expression, gestures, wait time etc. to make content comprehensible?
The relationship between language, teacher speech, expression, gestures, and wait time is crucial in making content comprehensible for students. Language is the primary means of instruction. Teachers must use language that is appropriate for the students’ proficiency level. For example, when I taught third grade, I would simplify complex concepts when introducing new topics in Science and Social Studies. Once students understand a newly learned concept, such as immigration, students practice using the vocabulary words and can connect it to their background knowledge. Educators should be as explicit as possible, using clear and concise language.
Just as the language a teacher uses should be concise, the classroom should display comprehensive language. Visual representations in the room can provide an alternative way of conveying information and can be especially helpful for ENL/ML learners who are more visually oriented. Rand (2022) suggests that instead of using traditional word walls that organize vocabulary words as a dictionary would, educators should align with instruction and be arranged to show relationships/schemas. Rand uses these two unfamiliar language examples to show the comprehensible differences:
(Rand, 2022)
The way an educator speaks is crucial. They should articulate clearly, speak at an average pace, and use the proper intonation. Teachers should also be mindful of their tone and ensure that it’s engaging and supportive. Expression involves the teacher’s facial expressions, body language, and enthusiasm. Expressive teachers can convey their passion for the subject or topic, making it more engaging and easier for students to understand. Vogt shares that wait time can differ in various cultures; “In U.S. classrooms, the average length of wait time is clearly not sufficient” (2017, p. 166). English learners are processing ideas in a new language and will need additional time to enhance their interaction with peers.
Non-verbal communication through gestures can reinforce student understanding as well. Teachers can use gestures to illustrate concepts, demonstrate actions, or emphasize key points. This visual component can provide additional context and support for learners. I can connect to this need during my American Sign Language classes that I am currently taking for foreign language credits. The professor signed a short story using her hand gestures and expressions during the story. Our class has not learned many of the hand signs yet but I was able to understand the bulk of the story because of her expressions. Her lesson was to show how helpful non-verbal communication can be when learning a foreign language.
What is one take-away from the Stephen Krashen video and how might it impact your teaching?
One take-away from Stephen Krashen is that anything that helps input more comprehensible helps language acquisition. Talking is not practicing language. Language is acquired by experiencing and listening to comprehensible input – not by speaking. Speaking and using language comes as a result of comprehensible input. It impacted my view on how it’s the educator’s responsibility to provide comprehensible input. If a student is not acquiring language skills, it is not because they are an ENL/ML — it is because they are not able to comprehend the information being taught in the classroom.
Lesson analysis p 116. Explain your rating on each of the Comprehensible Input Features. (Vogt, M., Echevarria, J. J., & Short, D. J. (2017). Making content comprehensible for English learners. (5th ed.). Pearson: New York.)
Figure 4.2 Comprehensible Input Component of the SIOP® Model: Mr. Dillon’s Lesson
4
3
2
1
0
Speech appropriate for students’ proficiency levels (e.g., slower rate, enunciation, and simple sentence structure for beginners)
Speech sometimes inappropriate for students’ proficiency levels
Speech inappropriate for students’ proficiency levels
4
3
2
1
0
Clear explanation of academic tasks
Unclear explanation of academic tasks
No explanation of academic tasks
4
3
2
1
0
A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Some techniques used to make content concepts clear
No techniques used to make concepts clear
In the Mr. Lew scenario, it says he “was careful to make sure students not only knew the meaning of content vocabulary, but also knew the meaning of words associated with academic tasks, such as predict and calculate” (Vogt, 2017, p. 115). Mr. Lew told the students to watch as he demonstrated before beginning the lesson making the instructions more comprehensible. The students listened but also watched what they were being asked to do. He spoke slowly and avoided idioms, being concise and explicit. I scored his language a 4 for being careful and appropriate for ENL/ML learners. I scored his academic tasks a 3 because he did model the instructions, but I think he stopped another group and asked one student to stand and explain the steps of what they were doing. Rather than this, he could have had pictures to accompany the directions on the board. His lesson includes various techniques, but I rated this part a 3 because playing a video could have been very useful for all learners and given more background knowledge.
Why is collaboration an essential element of productive work in the ZPD?
Collaboration allows individuals to work together, with one person often being more knowledgeable or skilled than the other. Some students in a group may take on the role of being the presenter, some students are more skilled in writing or researching. This enables what Vygotsky referred to as “scaffolding” or “gradual release of responsibility” (Vogt, 2017, p.130). A more knowledgeable person, teacher or peer, can provide support, guidance, and assistance to help a learner perform tasks just beyond their current level of competence. Effective teachers also incorporate instructional approaches that provide procedural scaffolding. Using an instructional framework, such as the ‘I do, we do, you do’ method includes explicit teaching, modeling, and guided and independent practice. Through interaction with others in small group instruction, learners can engage in discussions, debates, and knowledge-sharing. Students practice a newly learned strategy with another more experienced student, scaffolding each other as a teacher would. (Vogt, 2017)
Content Objective/Language Objective Write 2 corresponding content/language objectives for one of YOUR lesson plans that YOU are going to teach.
Content Objective
Language Objective
Students will be able to describe major events in a story, using key details.
Students will be able to use the sentence frame: “The most important event in the story is ______ because ______ .”
Students will be able to determine cause and effect in a story.
Students will be able to categorize cause and effect relationships on a t-chart with a partner.
Students will be able to argue their opinion, using examples from the article.
Students will be able to paraphrase using evidence from the text.
Students will be able to evaluate the credibility of the author’s argument.
Students will be able to provide reasons including at least 2 examples in complete sentences.
References
Comprehensible Input Demonstration. (2017). YouTube. Retrieved October 9, 2023, from
Rand, M. K. (2022). Interactive Word Walls in Early Childhood Education. YouTube.
The Positive Classroom. Retrieved October 11, 2023, from
Vogt, M., Echevarria, J. J., & Short, D. J. (2017). Making content comprehensible forEnglish learners. (5th ed.). Pearson: New York.
DB Contributions
A.,
I enjoyed reading your post this week. Stephen Krashen’s point about understanding messages stood out to me too. Sometimes, the ENL/ML students in my fieldwork can be shy because they feel timid when asking to repeat a question or if they are having difficulty understanding, they prefer to stay quiet. This video resonated with me and I can see how our teaching methods can facilitate rapid language acquisition by using the right strategies. I agree that it is more important for ELL students to get the overall idea of the lesson. When collaborating and scaffolding with peers, summarizing skills and grasping the overall message will be more effective than using grammar rules. Great post!
J.,
It sounds like you have a very engaging lesson planned soon! I am sure the students will love explaining their cultural traditions with their peers. It would be interesting to see how many of them celebrate the same traditions and how they may celebrate differently with their families. Your lessons are student-centered and encourage them to share a part of their identity. I can see how their language objectives will be useful in the real-world and also remind them of home. I would love to teach a similar lesson. Great post!
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Jaspreet Kaur is a graduate of York College with a Bachelor’s degree in History Education, certified to teach from grades 1-6 with an extension to middle school grades 6-9. Mrs. Kaur has experience as a Teaching Assistant in a pre-kindergarten class and is currently on maternity leave, caring for her firstborn daughter. Amidst this new chapter of life, she enrolled in the Touro University TESOL/BLE Department for her Master’s degree in TESOL to further develop her teaching expertise.
When considering a text for reading the teacher must check for the book’s language features; including dialogue, repetition, and descriptive language.
Candidate Jaspreet Kaur, Touro University Masters Degree TESOL Candidate
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Emily Georgoulakos is a second-year master’s student in the TESOL program at Touro University. With certifications in General and Special Education for Birth through 6th Grade, Ms. Georgoulakos brings a wealth of knowledge and practical expertise to their current role. She teaches in a first-grade self-contained classroom, following a 15:1 student-to-teacher ratio, in a district that serves a substantial ENL (English as a New Language) population.
My journey at Touro University has been a valuable and positive experience as am able to continue to develop and grow as a teacher to support students of all cultural backgrounds and individual needs.
Emily Georgoulakos, TESOL/BLE candidate at Touro University
I virtually presented on November 6th, 2023 for the Everyone Academy in Guelmin, Morocco about using Artificial Intelligence (AI) to create personalized prompts for EFL teachers working with students at different levels. My presentation focused on how AI can be used to improve language teaching and create individualized prompts for specific topics, units of study, and students’ needs and backgrounds. I discussed the theories that support using AI in language classrooms and showed how prompts can be customized for learning goals and cultures. I showed examples of how AI-created prompts can help teachers to work more effectively. The goal was to introduce EFL teachers to AI and how it can help them tailor their teaching.
Cowin, J. (2023, November 6). Targeted prompts for EFL teachers using AI [Virtual presentation]. Everyone Academy, Guelmin, Morocco.
I look forward to being a session chair and presenter on the topic of Empowering Educators for the 21st Century: Discovering the Potential of Immersive Technologies and AI for Simulation Training at the WorldCALL2023 conference, A CALL in Critical Times November 09-13, 2023 | Held in Chiang Mai, Thailand (and online) Welcome to The 6th WorldCALL Conference (WorldCALL2023), held in partnership with The International Academic Forum (IAFOR), and in association with the Computer Assisted Language Instruction Consortium (CALICO), Confédération Européenne des Centres de Langues de l’Enseignement Supérieur (CercleS), the European Association for Computer-Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), the Korea Association of Multimedia-Assisted Language Learning (KAMALL), and the Japan Association for Language Education and Technology (JLET).
WorldCALL is the worldwide professional association for teachers and educators interested in Computer Assisted Language Learning (CALL). WorldCALL aims to enhance computer-assisted language teaching and learning in the global community by bringing together educators from around the world. As an international association, WorldCALL provides a worldwide platform for the promulgation of innovative research, development and practice in education and training; enhances the opportunities for knowledge and skills transfer to nations currently underserved in the area of CALL; and serves as a forum for exchanging information and forging professional relationships among educators, researchers and industry leaders from around the world. WorldCALL has held an international conference every five years since its first conference in Australia in 1998. Since then, conferences have been held in Canada in 2003, Japan in 2008, Scotland in 2013, and Chile in 2018.We look forward to seeing you in Chiang Mai, Thailand and online!
Professor Ana Gimeno Chair, of the WorldCALL 2023 Conference Steering Committee
Monday, 13 November 2023 14:05 Session: Session 3 Room: Room A (Live Stream) Presentation Type: Live-Stream Presentation
The integration of Artificial Intelligence (AI) and intelligent systems into teacher education programs has become an area of increasing interest in recent years. In light of the rapid growth of online degrees, alternative pathways to support teacher candidates in completing required practicum and fieldwork hours have become increasingly critical. This presentation explores the potential benefits of using immersive simulation training to meet the need of diverse teacher education programs and their aspiring teacher candidates.
Immersive simulations offer teacher candidates personalized clinical experiences tailored to their content specialization to develop and refine their teaching skills via customized simulation scenarios. Teaching simulations provide a safe and controlled environment in which teacher candidates can apply and reflect on content delivery, professional skills, pedagogical knowledge, and unique student challenges. By integrating AI and intelligent systems into simulations, teacher candidates can receive targeted feedback and coaching, accelerating their professional growth and development.
This proposal compares and contrasts two distinct immersive ecosystems, Mursion and simSchool, each providing either a unique AI-driven or a mixed-reality simulation experience. Both platforms offer a range of tools and resources for designing and delivering simulations that mimic real-world classroom scenarios. These simulations allow teacher candidates to practice and refine their teaching strategies and techniques, such as questioning techniques, classroom management, and student engagement.
In addition, the use of simulation platforms holds the potential to improve institutional administrative functions, elevate departmental strategic planning, foster targeted accreditation development, and integrate curricular and syllabi planning through data aggregation leading to data-informed decision-making. Simulation platforms collect and analyze data on teacher candidates’ performance, providing valuable insights into teacher candidates’ knowledge of students and student learning, knowledge of content and instructional planning, instructional practice, learning environments, possible bias’, and the use of assessment measuring student learning.
To demonstrate the potential of immersive simulations this presentation includes a “live” field trip into a teacher training simulation. This interactive experience will provide participants with an opportunity to observe and engage in a simulation that replicates a real-world classroom scenario, highlighting the benefits and potential of an immersive simulation for teacher education.
Abstract Summary This proposal explores the integration of AI and intelligent systems into teacher education programs, specifically through the use of immersive simulation training. Immersive simulations offer teacher candidates personalized clinical experiences tailored to their content specialization to develop and refine their teaching skills through customized simulation scenarios. Through these immersive simulations, teacher candidates can apply and reflect on teaching methods, professional skills, and pedagogical knowledge in a safe and controlled environment. This presentation compares and contrasts two distinct immersive ecosystems, Mursion and simSchool, which provide unique AI-driven and mixed-reality simulation experiences. In addition, the use of simulation platforms has the potential to improve institutional administrative functions, strategic planning, supporting accreditation pathways, and program planning through data aggregation and informed decision-making. The presentation will include a “live” field trip into a teacher training simulation.
Authors: Jasmin Cowin, Touro University, United States
About the Presenter(s) Professor Jasmin Cowin is a University Associate Professor/Lecturer at Touro University in the United States
As a member of the CALL-IS Team, I want to share our call for proposals and invite you to submit a proposal for the Electronic Village at TESOL 2024. The call for proposals will be open between October 15 and December 15, 2023. We look forward to a dynamic exchange of ideas and practical insights during the Digital Dive & Tinkering with Technology sessions at TESOL 2024. Submit your proposal here: https://call-is.org/ev/
TESOL International Convention & Expo: With thousands of attendees, hundreds of education sessions, and 50+ exhibits, the TESOL International Convention & Expo is the largest professional development event in English language teaching.
The convention offers a wide range of engaging professional development opportunities to English language teaching (ELT) professionals at all levels worldwide. In lively interactive sessions, you’ll develop a global perspective through the exchange of ideas, research, and practices. Gain knowledge about current trends in the field while expanding your professional network.
You’ll also have the opportunity to connect with English language teaching-related companies and organizations at the English Language Expo! Learn about the latest products, publications, services, and resources in the field.
Cowin, J. (2023, October 21). Strengthening communities of practice through community asset mapping in the ChatGPT era [Virtual presentation]. Sunshine TESOL, Florida.
It was a pleasure presenting today virtually for Sunshine TESOL.
As education moves into the age of generative Artificial Intelligence, it is important to consider the role of culturally responsive pedagogies and community asset mapping for enhancing student learning and achievement and proof of work. This practice-oriented session will discuss and showcase practical frameworks on ways community asset mapping can be used as an example of culturally responsive pedagogy to leverage community resources and honor student identities and lived experiences. Additionally, we will explore the re-framing and exploration of issues related to the use of generative AI in 21st-century language teaching and the concept of student proof of work.
Cowin, J., (2023). AR, VR and XR: Multidimensional Resources for Educators In European Cultures in Business and Corporate Communication (EUCO) [poster presentation]. EUCO 2023, October 19-21, Lucerne, Switzerland.
The 23rd interdisciplinary conference of the EUCO research network will take place in Lucerne in 2023 from October 29-21. The theme this year is “Next Generation Communication: Communication in a Changing World.” The symposium aims to bring together researchers and practitioners from different disciplines and foster a lively exchange of ideas.
I am delighted to share our collective paper abstract which grew through transdisciplinary communication with my colleagues:
The (Algorithmic) Cage *Jasmin COWIN[1] Department of TESOL/Bilingual Education, Graduate School of Education, Touro University, NY, 10036, U.S.A. Cristo LEON[2] Office of Research & Development, NJIT, Newark, NJ, 07102-1982, U.S.A. Birgit OBERER[3] ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria
Abstract:
This paper and presentation explore the dual role of algorithmic technologies in shaping digital communication, acting both as catalysts and barriers. We critically analyze the AI revolution’s socio-economic consequences, grounded in Yuval Noah Harari’s discourse on the emergence of a potentially ‘useless’ class and reflecting upon the predictions of Ray Kurzweil regarding human augmentation. Our investigation pivots around the pivotal questions of job displacement and the evolving definition of meaningful employment in a landscape progressively dominated by automation. The paper debates the nuanced relationship between human cognition and digital technology, juxtaposing the theories of embodied cognition and digitization. Special attention is paid to the implications of language digitization, exploring ramifications such as diminished linguistic diversity, the homogenization of expression, and the perpetuation of dominant languages. We also confront issues emanating from the digital divide and raise pressing concerns about privacy and security in an increasingly digitized society. The paper concludes by highlighting the necessity for interdisciplinary collaboration to navigate the complexities and challenges arising within digital communication spheres.
Dystopian Visions – Figure 1: Amazon patent number 20150066283 A1
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, Social Studies, Math and Science). Throughout the course, students will explore the impact of culture and language upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Kayla Challenor currently works as a Reading Teacher at Island Trees Memorial Middle School in Levittown, NY. She holds a master’s degree in Reading and Literacy (K-12). Passionate about furthering her education, she is currently in the process of earning her TESOL certification at Touro University. Her dedication is evident in her ongoing efforts to ensure the success of all learners.
“I am dedicated to applying our coursework knowledge into my classroom.”
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, Social Studies, Math and Science). Throughout the course, students will explore the impact of culture and language upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Amelia Cusack is a second-grade teacher certified in general and special education, grades 1-6, and in the process of obtaining a TESOL certification at Touro University.
I recommend Touro University to all my friends who want to become teachers. Their education programs gave me the flexibility to receive a quality education while working full-time.
Amelia Cusack, Touro University TESOL certification candidate
The following passage is an excerpt from a 4th grade workbook. The reading program is HMH: Into Reading
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, Social Studies, Math and Science). Throughout the course, students will explore the impact of culture and language upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork.
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master’s in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“Touro provided me with insight into how being Bilingual/multilingual is an asset that opens the door for opportunities and cultivates tolerance and respect for other cultures.”
Jasmeet Kaur, Touro University, TESOL Candidate
Here is the second discussion board for Module 2/EDDN 637 by Jasmeet Kaur:
I am pleased that my presentation was received well at the International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023). This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.
Our paper’s Abstract: “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.”
Abstract This paper conducts an interdisciplinary investigation into the transformative potential of Artificial Intelligence (AI) in the realm of teacher education by integrating methodologies and frameworks from education, business admin-istration, and computer science. The rapid advancements in AI are ushering in a possible Cambrian explosion of systems transformation for educational and governmental institutions. Simulation mentoring and training are gaining traction for teacher education. The authors’ investigation into simulation-based training and AI coaching for high-leverage teacher training practices intertwines an interdisciplinary dialogue on modernizing 21st-century teacher training and the possibility of a Cambrian explosion in teacher education for higher education institutions. By examining asynchronous AI-driven simula-tion mentoring and teaching experiences and their impact on instructional teacher effectiveness, the authors frame, explore, and consider possible new resource allocations and economic implications for teacher training in higher education. Simulation tools promise to promote scalable approaches to fos-tering pedagogical expertise by incorporating research-based psychological, sensory, and cognitive domains inspired by Bloom’s educational objectives taxonomy. Using the examples of simSchool and Mursion, the authors co-construct meaning-making and hypothesize on forward-looking, scalable ed-ucator training approaches, the interplay between learning, knowledge acqui-sition, and embodied cognition, highlighting the importance of reflective practice in teacher education. AI-driven mentoring holds promise for scala-bility to achieve by 2030 the Sustainable Development Goal 4.c, aiming to “increase the supply of qualified teachers, including through international cooperation”. In conclusion, this paper will explore using AI simulations as practice arenas to stimulate and shape the dialogue between stakeholders in higher education, focusing on integrating existing best practices that will eventually change teacher education locally and globally, accelerating a higher education Cambrian explosion.
Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training. (Virtual Presentation, Sept. 27, 2023). 26th International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023)
My infographic “Practical Pedagogy: Leveraging Word Families in Enhancing Lexical Acquisition for English Language and Multilingual Learners” highlights the practical application of word families—clusters of words that originate from a shared root. These clusters provide a pragmatic strategy for vocabulary development, enabling more efficient Second Language Acquisition (SLA) for English learners. Through my infographic, I aim to equip educators with a clear, actionable guide on implementing explicit vocabulary teaching.
I hope my infographic serves as more than just an illustrative tool. I envision it as a practical spotlight on the tangible benefits of word families in enhancing language retention and comprehension for English Language Learners (ELLs). By having a visual guide on pedagogical implications on vocabulary aquisition and teaching, educators are better positioned to integrate word families into their lesson plans, thereby promoting enhanced vocabulary growth among their students, regardless of their linguistic backgrounds.
I hope my infographic “Practical Pedagogy: Leveraging Word Families in Enhancing Lexical Acquisition for English Language and Multilingual Learners”will serve more than just an illustrative purpose. I hope it will be a practical spotlight on the concrete benefits of word families in boosting language retention and comprehension. By understanding these pedagogical implications, teachers are better positioned to incorporate word families into their lesson plans, fostering enhanced vocabulary growth in their students, irrespective of their linguistic backgrounds.
As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork andsupervised student teaching experiences. Candidates who complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
EDDN 637: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, Social Studies, Math and Science). Throughout the course, students will explore the impact of culture and language upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits
Jasmeet Kaur graduated from York College in Childhood Education Grades 1-6 with honors in 2022 ( Summa Cum Laude). Currently, she is working as a Substitute teacher and pursuing a Master in TESOL from Touro College. Her goal is to inspire Bilingual/ Multilingual and the next generation to have confidence in their abilities and use those skills towards their success.
“As a multilingual individual, I began my journey at Touro College. This has been a nurturing process, and I must say, “If you wish to fly higher, Touro will provide the wings to reach your destination.””
Jasmeet Kaur, Touro University TESOL Candidate
This is our first Discussion Board of the semester:
CHAP 1. WHAT Characteristics INFLUENCE ELLs’ having SUCCESS IN SCHOOL? Several characteristics can influence the success of English language learners (ELLs) in school such as language proficiency, cultural awareness, motivation, Home-school environment, access to resources, peer interaction, individual learning needs, cultural sensitivity, immigrant status, financial status, parental involvement, assessments and last but not least english language learning programs in school. As mentioned in the text, these characteristics can fall under different factors : English knowledge, first language (L1) knowledge, Educational background, sociocultural, emotional and economic factors and other educational categories (Echevarria et al.,2017, p.5). ELLs bring with them a wide range of educational and cultural experiences to the classroom, overlooking their linguistic differences and characteristics can impede in imparting effective learning. As Echevarria et al. ( 2017) indicates that ELLs linguistic assets and other funds of knowledge have implications for instructions, assessment and program design, further having knowledge of a student’s background and abilities in L1 language can help teachers facilitate effective instruction to promote their success in school(p.4). Thus, it is important to consider that success can vary greatly among ELLs, and individual circumstances play a significant role. Providing tailored support and resources based on each student’s needs is essential for their academic achievement.
What are some characteristics of ELLs to consider to implement effective teaching? Although there is a range of characteristics mentioned in question 1 to be considered for ELLs’ success in school. However, Some characteristics of ELLs to consider to implement effective teaching are the educational background of ELLs such as on grade level schooling in their home country and in U.S schools, proficiency in English, proficiency in native language, and individual learning styles and needs of ELLs. For example, Asian students can have a strong academic background in science and math, however, in English, they might need English Language Development ( ELD) to become more proficient in English ( Echevarria et al., 2017, p.5). Knowing these characteristics and building on their prior experiences can help teachers implement research-based pedagogy and incorporate effective techniques and materials to cater to their individual needs and close the achievement gap.
How can we as educators transform the education of English Language Learners/ Multilingual Learners for tomorrow’s world?
Transforming the education of English Language Learners (ELLs) or Multilingual Learners (MLLs) for tomorrow’s world involves adapting teaching practices to prepare them for a globalized, technologically advanced, and culturally diverse future. Some strategies such as adapting culturally responsive teaching where ELL’s culturally relevant material, perspectives, and experiences are incorporated in the curriculum and their native language is used to transfer skills to become proficient in the English language. Michelle Ortiz suggests similar strategies for entering and emerging level ELLs in the above-given article. She suggests differentiation for these learners by adding visuals to slides, translating essential vocabulary words, and allowing students to discuss the content in their native language (Schembari, Jan 11, 2023). Developing individualized learning plans for ELLs based on their language proficiency levels, learning styles, and goals and providing differentiated instruction to meet their specific needs, transferring skills from first language to second language closes the academic achievement gaps and promotes the ELLs’ success. Research also shows that there is a direct correlation between ELLs’ success and use of a first language (Schembari, Jan 11, 2023). Thus, educators should support ELLs in maintaining their proficiency in their native language(s) alongside English. Bilingualism is a valuable skill that can enhance cognitive abilities.
What is one takeaway from this week’s readings and how might it impact your teaching? This week’s reading provides me with deep insight into a range of diverse characteristics for ELLs’ success in school and factors to be considered for effective teaching. Having knowledge of all these factors and reading articles on how educators can transform the ELLs for tomorrow’s world will positively impact my teaching practice. The one big takeaway I learned is that knowing ( sociocultural, linguistic, cognitive, and academic dimensions) and building relationships with students will promote successful second language acquisition. It will lead me to implement biography-driven instruction that involves students knowing holistically to facilitate effective instruction in response to their cultural and linguistic assets and needs. Also, incorporating sheltered instruction techniques that combine language learning with academic content will help ELLs acquire language skills while mastering the subject matter. Some other methods would be to integrate technology in new ways and make it accessible to all students, being said to facilitate equitable and fair educational opportunities for students in all possible ways. Technology should be integrated into the classroom to support language learning and use educational apps, online resources, and digital platforms that can provide personalized learning experiences for ELLs. Educators should Implement project-based learning (PBL) and inquiry-based approaches. These methods promote critical thinking, problem-solving, and collaborative skills while allowing ELLs to explore topics of interest. Teaching cross-cultural competence emphasizes skills like empathy, effective communication, and an understanding of cultural nuances, which are valuable in a globalized society. Importantly, including regular assessments and content-based language instruction (CBI) or sheltered instruction techniques that combine language learning with academic content. This helps ELLs acquire language skills while mastering the subject matter. Thus, by adopting these strategies, educators can empower ELLs to thrive in tomorrow’s world, where communication skills, cultural awareness, and adaptability are increasingly vital for success.
Share a fun fact or photo of yourself. A fun fact about me is that I know four languages ( Hindi, Punjabi, English, and Nepali). But I hate how I couldn’t teach my kids to speak my native languages at home. They know their native language but choose to talk in English because they know that their parents speak and understand English.
References
Vogt, M., Echevarria, J. J., & Short, D. J. (2017). Making content comprehensible for English learners. (5th ed.). Pearson: New York.
Trans-Disciplinary Communication in the ChatGPT Age: A Systems Perspective Jasmin COWIN Department of TESOL/Bilingual Education, Graduate School of Education Touro University, NY, 10036, U.S.A. Birgit OBERER ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria Cristo LEON Office of Research & Development, New Jersey Institute of Technology Newark, NJ, 07102-1982, U.S.A.
ABSTRACT In recent years, Trans-Disciplinarity (TD) has become increasingly recognized as a critical concept in contemporary scholarship and practice, especially in the emerging field of the metaverse. Despite its growing importance, however, the precise origins and meanings of the term remain somewhat elusive, and its relationship to systems thinking is still poorly understood. Consequently, further research is needed to clarify the definition and application of transdisciplinarity and explore its connections with related concepts such as systems thinking. By doing so, we can gain a broader understanding of how transdisciplinary approaches can be used to address complex problems in a variety of contexts and how they can contribute to advancing knowledge and innovation across disciplinary boundaries.
Keywords: Trans-disciplinary communication, digital age, metaverses, systems thinking, ChatGPT, transformative technologies.
This infographic strives to synthesize and clarify a collection of digital resources designed for linguistic research. It brings together a range of tools and language archives with a focus on enhancing productivity and insight into academic research on languages. By compiling these resources in one place, my goal is to make it easier for linguists, computational linguists, cognitive scientists, students, language teachers and researchers, and others exploring language to find and utilize the assets that will be most valuable for their work.
Overall, my infographic intends to showcase the digital resources that can empower investigations into linguistics and offer shortcuts for discovering and leveraging such freely available assets. By outlining some of the available tools and materials, I aim to promote more efficient, comprehensive, and insightful research practices among scholars studying language from various perspectives and with diverse objectives. Whether looking to find real-world examples of syntax patterns, or uncover endangered languages, this guide endeavors to point researchers towards the most relevant and useful digital assets for their work.
The purpose of WMSCI 2023 is to promote discussions and interactions between researchers and practitioners focused on disciplinary, interdisciplinary and transdisciplinary issues, ideas, concepts, theories, methodologies and applications. We are particularly interested in fostering the exchange of concepts, prototypes, research ideas, and other results which could contribute to the academic arena and also benefit business, and the industrial community.
WMSCI 2023 is an international forum for scientists and engineers, researchers and consultants, theoreticians, and practitioners in the fields of Systemics, Cybernetics, and Informatics. The forum focuses on specific disciplinary research, and also in multi, inter, and trans-disciplinary studies and projects. One of its aims is to relate disciplines, fostering analogical thinking and, hence, producing input to logical thinking.
Authors and Abstract:
Jasmin COWIN[1] Department of TESOL/Bilingual Education, Graduate School of Education, Touro University, NY, 10018, U.S.A. Birgit OBERER[2] ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria Cristo LEON[3] Office of Research & Development, NJIT, Newark, NJ, 07102-1982, U.S.A.
Aldous Huxley, in his seminal work ‘Brave New World,’ offers an incisive literary critique of a society where technological determinism also suppresses the quintessence of humanity. As we approach a paradigm dominated by Generative AI, the echoes of Huxley’s admonitions are evident in contemporary debates about AI’s trajectory and potential ramifications. Drawing parallels between Huxley’s dystopia and the current technological milieu, this keynote and article take a deep dive into AI’s potent capability to influence human behavior, shape societal norms, and potentially homogenize linguistic expression. Citing instances such as language simplification observed on platforms such as X (formerly Twitter) and ALEXA, we highlight the risks associated with an unchecked embrace of AI-driven tools that could inadvertently standardize and curtail the rich tapestry of human language, creative thoughts, and authentic expression. While acknowledging AI’s transformative potential across domains, our discourse emphasizes the imperative of ethical considerations, democratic governance, and the preservation of core human values through trans-disciplinary connections, discourse, and debates. Using ‘Brave New World’ as a literary compass, we advocate for a transdisciplinary dialogue that critically assesses AI’s impact on our social ethos, logos, and pathos. Furthermore, the article underscores our collective responsibility to harness AI’s potential in ways that augment our shared human experiences without eroding the nuanced intricacies that define our identity and autonomy. It addresses the cost of uniformity and stability, the role of technology and consumerism, emotional experiences, deep relationships, personal growth, and the danger of totalitarian control with AI emerging as a nascent regime powered by oblique algorithms implemented by transnational global companies. This transdisciplinary keynote serves both as a reflection on humanity’s place in an automated age and a call to action, urging for technological deployment that amplifies, rather than diminishes, our inherent humanity.
Keywords: Generative AI Language simplification Societal norms Transdisciplinary dialogue Transnational global companies Ethical considerations Human identity
“Silicon Valley’s faith in technology as the savior of humanity echoes ancient myths of divine intervention.” Lanier (2013)
This essay investigates the Messiah Savior Complex in Big Tech, where artificial intelligence is presented as a redemptive force capable of solving humanity’s most urgent challenges. Using the historical analogy of the narwhal tusk trade, in which tusks were sold as unicorn horns to European elites, the analysis illustrates how myth-based narratives continue to influence technological realities. In contemporary discourse, these narratives take the form of hyperstitions, which are beliefs that become real through repetition, institutional reinforcement, and collective investment. Such dynamics obscure empirical scrutiny and displace critical engagement with the socio-technical realities of AI development. The essay argues that magical thinking and industry promotion often sustain these belief structures to deflect regulatory oversight and maintain public enthusiasm. Rather than rejecting technological progress, the paper calls for a transdisciplinary framework that treats AI as embedded in systems requiring accountability, transparency, and contextual awareness.
The unicorn horn deception was not merely a case of medieval gullibility but a sophisticated system that leveraged cultural symbols and created powerful incentives to maintain the existing illusion. Similarly, today’s AI narratives function as powerful mythologies that shape investment, policy, and public understanding. Cowin, J. (2025). Narwhals, unicorns, and Big Tech’s messiah complex: A transdisciplinary allegory for the age of AI. The Journal of Systemics, Cybernetics and Informatics, 23(7), 146–151. https://www.iiisci.org/journal/sci/Contents.asp?Previous=#/
This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.
Instructional Materials Critique and Redesign
This assignment centers on material analysis as a core professional skill. Candidates critically examine two instructional materials at different grade levels to investigate how linguistic demands, discourse expectations, and access points for multilingual learners vary across instructional contexts. This comparative approach is designed to move candidates away from generic notions of “ELL strategies” and toward a disciplined analysis of language use, text complexity, and opportunities for meaning-making. In my view, this kind of analytic work is foundational to effective TESOL practice and is often underemphasized in methods coursework.
Within the context of the AI grant, Copilot is used in a deliberately structured way. It functions as a generative drafting tool that supports instructional redesign, not as an instructional authority. Candidates identify a specific instructional limitation in a selected material, use Copilot to generate a redesign artifact, and then evaluate and revise that output using WIDA English Language Development Standards, New York State Next Generation Learning Standards, and established TESOL frameworks. The requirement to critique and modify AI generated content foregrounds professional judgment and exposes the limitations of automated outputs in addressing linguistic precision and cultural responsiveness.
The infographic component extends this work by requiring candidates to synthesize analytic findings into a visual support that could plausibly mediate content access for multilingual learners. This element emphasizes multimodality as an instructional practice rather than a design exercise. Taken together, the assignment models an approach to AI use that is critical, standards aligned, and grounded in the everyday instructional decisions TESOL educators must make.
Carly Croteau is in her second-to-last semester at Touro University. She serves in her Fourth Year of Teaching as a fourth-grade general education teacher within an ENL classroom. Carly shared a quote to describe her Touro Journey: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” by Maya Angelou
Carly Croteau’s exemplary submission demonstrates a precise, standards-aligned critique of both materials and a redesigned artifact that clearly addresses an identified linguistic barrier for multilingual learners. Her use of Copilot is transparent and disciplined, with revisions that reflect strong TESOL knowledge and well-justified instructional decision-making.
The Touro University Copilot Grant supports my work as a faculty member in explicitly teaching teacher candidates how to use Copilot as an instructional design tool within a structured, standards-aligned pedagogical framework. In this course, Copilot is not introduced as an optional productivity aid. It is taught as a professional instructional resource whose use must be intentional, transparent, and grounded in TESOL theory, state standards, and multilingual learner pedagogy.
The instructional focus of this grant-funded work is on teaching candidates how to work with Copilot, rather than merely allowing its use. Candidates are guided through a faculty-modeled process that emphasizes instructional problem identification, constrained prompting, critical evaluation of AI-generated outputs, and revision based on professional judgment.
Instructional context and assignment purpose
The Copilot integration is based on a major assessment titled “Instructional Material Critique and Redesign with Infographic.” The assignment is designed to teach candidates how to critically analyze instructional materials and redesign them to improve accessibility and rigor for multilingual learners.
Materials may include complete texts or individual chapters from instructional resources commonly used in schools. The assignment explicitly teaches candidates how to engage in mastery-level material critique and redesign using established TESOL and multilingual education frameworks.
Explicit teaching of Copilot as an instructional design tool
Within this assignment, I explicitly teach candidates how Copilot can be used as a co-creative instructional design partner under faculty supervision and pedagogical constraints. Copilot is introduced through direct instruction and modeling, not discovery-based experimentation.
Generates draft instructional materials, not finished products
Requires human evaluation using research-based criteria
Must be revised to ensure linguistic accuracy, cultural responsiveness, and standards alignment
This explicit framing positions Copilot as part of the instructional design process, not as an authority or substitute for professional educators’ expertise.
Xavier Campoverde is a bilingual social studies teacher at the high school he attended growing up. He is passionate about ensuring that every student has the ability to learn based on their individual needs, building on what they already know, and establishing a safe learning environment for all. He is also a proud husband and father to two wonderful children.
I learned that being a TESOL educator means being an advocate, a designer, and a listener, using data, culture, and technology to ensure every multilingual learner can thrive. Xavier Campoverde, Touro University TESOL Candidate.
Fieldwork reflection is a critical component of TESOL candidate growth because it functions as the primary mechanism through which theoretical knowledge is transformed into professional judgment. In EDDN 635, curriculum development and classroom management are not treated as abstract constructs but as situated practices shaped by technology, policy, and the linguistic realities of multilingual learners. Reflective fieldwork allows candidates to systematically examine how instructional decisions, technological tools, and classroom management strategies interact to support or constrain language development in real educational settings.
From a pedagogical standpoint, structured reflection promotes metacognition, professional noticing, and evidence based reasoning. By observing classrooms, libraries, and technology infrastructures, and by engaging with ICT specialists and educators, candidates learn to analyze curriculum design choices in relation to student needs, institutional constraints, and state level policies. Reflection deepens this analysis by requiring candidates to connect observations to course readings, TESOL principles, and research on technology mediated instruction. In my opinion, this deliberate linking of theory, observation, and analysis is what moves candidates beyond description toward informed instructional decision making.
Ultimately, reflective fieldwork supports the development of adaptive, reflective practitioners who can design technology integrated curricula that are linguistically responsive, pedagogically sound, and contextually appropriate. For TESOL candidates, this process strengthens professional identity, sharpens analytical skills, and lays the foundation for sustained growth in an increasingly complex and technology driven educational landscape.
Madison Derwin holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She is currently pursuing a Master’s Degree in TESOL and working as a 4th-grade Teacher’s Assistant at an elementary school on Long Island. Her goal as an educator is to create an inclusive, supportive learning environment that empowers every student to reach their full potential and thrive both academically and socially. She shared a favorite quote: “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.”- Art Williams
This assignment, Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience, required creating a simulated teaching video that demonstrates one specific language teaching method from our course readings. This is a pretend lesson where you act as the teacher presenting to an imaginary multilingual learner audience for EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction, which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.
The assignment was designed to deepen TESOL candidates’ methodological expertise while positioning them to engage with artificial intelligence in purposeful and pedagogically sound ways. It reflects Touro University’s broader initiative to strengthen AI literacy across its programs through a Touro Faculty AI Grant headed and supported by Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence and Professor of Computer Science, and Jamie Sundvall, Ph.D, Psy.D, LP, LCSW, Assistant Provost of Artificial Intelligence. Within this institutional landscape, the assignment serves as a structured model for preparing educators to work in learning environments where AI is increasingly integrated into curriculum, assessment, and multilingual support.
My motto, Education for 2060, emphasizes the development of shared spaces of competencies influenced by AI and large language models. As schools and districts integrate AI into core instructional processes, teacher education programs must develop candidates who can navigate these systems with ethical judgment and instructional precision. This assignment, therefore, balances two essential design principles: strong safeguards against unverified AI substitution and intentional guidance for targeted AI use.
The AI-resistant component centers on a six to seven-minute simulated teaching video that requires candidates to embody a single method from the course readings. By performing the method in a real physical space with realia, gesture, classroom presence, and teacher talk, candidates demonstrate the translation of theory into practice. This performance reveals decision-making, sequencing, and pedagogical rationale that cannot be delegated to AI, ensuring that candidates are evaluated on their own instructional competence.
Targeted AI use is built into the assignment through Copilot-supported planning and reflection. Copilot is positioned as a thinking partner that helps candidates examine the structural logic of the method, refine the flow of the activity, and interrogate their own understanding. Proof of work in the form of screenshots and reflective commentary ensures transparency and allows candidates to analyze the accuracy, limitations, and pedagogical value of AI-generated suggestions. In this way, the assignment teaches AI literacy as a reflective and evaluative process rather than a generative shortcut.
The written analysis links the performance to course theories, identifies the method features demonstrated in the video, and articulates how Copilot contributed to planning choices. This component reinforces conceptual understanding while modeling a professional stance toward responsible AI use.
By combining embodied demonstration with documented AI-supported thinking, the assignment prepares candidates for a future in which educators and AI systems occupy interconnected roles. It brings the work full circle by returning to the idea of shared spaces of competencies. Candidates learn to inhabit these spaces with confidence, contributing their own pedagogical judgment while engaging with AI in ways that enhance, rather than replace, their professional expertise.
Rachel Melamed is a high school teacher in Brooklyn, New York. She earned her bachelor’s degree in Inclusive Education from SUNY Cortland and is a first-generation graduate student pursuing her master’s in TESOL at Touro University. Growing up in a Russian-speaking household helped her develop a passion for teaching multilingual learners and shaped her approach to connecting with them in the classroom.
Using Copilot helped me rework a lesson I had taught before and make it more accessible for English language learners. I learned how small adjustments and simplified, repetitive language can make a big difference when designing lessons.
Rachel Melamed master’s degree candidate in TESOL at Touro University
This assignment, Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience, required creating a simulated teaching video that demonstrates one specific language teaching method from our course readings. This is a pretend lesson where you act as the teacher presenting to an imaginary multilingual learner audience for EDPN 673 Methods and Materials for Teaching English as a Second Language. This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction, which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.
The assignment was designed to deepen TESOL candidates’ methodological expertise while positioning them to engage with artificial intelligence in purposeful and pedagogically sound ways. It reflects Touro University’s broader initiative to strengthen AI literacy across its programs through a Touro Faculty AI Grant headed and supported by Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence and Professor of Computer Science, and Jamie Sundvall, Ph.D, Psy.D, LP, LCSW, Assistant Provost of Artificial Intelligence. Within this institutional landscape, the assignment serves as a structured model for preparing educators to work in learning environments where AI is increasingly integrated into curriculum, assessment, and multilingual support.
My motto, Education for 2060, emphasizes the development of shared spaces of competencies influenced by AI and large language models. As schools and districts integrate AI into core instructional processes, teacher education programs must develop candidates who can navigate these systems with ethical judgment and instructional precision. This assignment, therefore, balances two essential design principles: strong safeguards against unverified AI substitution and intentional guidance for targeted AI use.
The AI-resistant component centers on a six to seven-minute simulated teaching video that requires candidates to embody a single method from the course readings. By performing the method in a real physical space with realia, gesture, classroom presence, and teacher talk, candidates demonstrate the translation of theory into practice. This performance reveals decision-making, sequencing, and pedagogical rationale that cannot be delegated to AI, ensuring that candidates are evaluated on their own instructional competence.
Targeted AI use is built into the assignment through Copilot-supported planning and reflection. Copilot is positioned as a thinking partner that helps candidates examine the structural logic of the method, refine the flow of the activity, and interrogate their own understanding. Proof of work in the form of screenshots and reflective commentary ensures transparency and allows candidates to analyze the accuracy, limitations, and pedagogical value of AI-generated suggestions. In this way, the assignment teaches AI literacy as a reflective and evaluative process rather than a generative shortcut.
The written analysis links the performance to course theories, identifies the method features demonstrated in the video, and articulates how Copilot contributed to planning choices. This component reinforces conceptual understanding while modeling a professional stance toward responsible AI use.
By combining embodied demonstration with documented AI-supported thinking, the assignment prepares candidates for a future in which educators and AI systems occupy interconnected roles. It brings the work full circle by returning to the idea of shared spaces of competencies. Candidates learn to inhabit these spaces with confidence, contributing their own pedagogical judgment while engaging with AI in ways that enhance, rather than replace, their professional expertise.
Carly Croteau is in her second-to-last semester of the Master’s Degree in TESOL at Touro University and is currently in her fourth year of teaching as a fourth-grade general education teacher in an ENL classroom. Her favorite quote: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” by Maya Angelou
I was first introduced to Copilot during a district professional development session and encountered it again this semester in my TESOL coursework at Touro University. I find Copilot to be a valuable support for both educators and students when used with clear, well-structured prompts. I see it as a helpful aid that can enhance instructional work, but not as a replacement for the professional judgment and intellectual effort that teachers and learners bring to the process.
Carly Croteau, Master’s Degree in TESOL candidate at Touro University
This assignment reflects Touro University’s broader initiative to strengthen AI literacy across its programs through a Touro Faculty AI Grant headed and supported by Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence, Professor of Computer Science & Jamie Sundvall, Ph.D, Psy.D. LP, LCSW, Assistant Provost of Artificial Intelligence
My motto, ‘Education for 2060,’ focuses on shared spaces of competencies shaped by AI and large language models. As schools, districts, and our students adopt AI tools for learning, assessment, curriculum development, and multilingual support, teacher education programs must equip our candidates with the knowledge and nuanced judgment needed to integrate these technologies ethically, strategically, and in alignment with sound principles of pedagogy and instructional design. The goal is not technological substitution but pedagogical enhancement. Responsible AI use requires a clear understanding of when and why an AI-supported process strengthens instructional decisions, particularly for multilingual learners who interact with complex academic texts across content areas.
The work of analyzing text complexity offers an ideal entry point for developing AI literacy in teacher preparation. Examining linguistic, cognitive, and cultural demands requires careful reasoning and structured evaluation. These skills align with high-quality instructional design and can be augmented by transparent AI tools that assist candidates in organizing ideas, checking coherence, and strengthening linguistic analysis without taking over intellectual labor. Within this assignment, targeted use of AI support mirrors the professional responsibilities teachers will face when adapting curriculum materials, planning differentiated instruction, and selecting resources for English Language Learners and Multilingual Learners. Candidates learn to pair human expertise with AI-supported review processes that promote accuracy, clarity, and reflective practice.
The integration of Microsoft Copilot for final review models responsible AI use that complements, rather than replaces, analytical work. Candidates are required to complete their paper independently and then invite AI-supported critique, focusing on coherence, alignment with APA standards, and clarity of argumentation. This mirrors practical praxis where educators may use AI tools to refine instructional plans, check alignment to standards, and evaluate materials before implementation. By engaging in this structured workflow, Touro University GSE candidates experience a practical application of AI literacy that reinforces their ability to evaluate complex text for ELL and ML access while maintaining professional accountability.
The broader purpose of embedding AI-supported review is to help our Touro University TESOL teacher candidates develop habits of mind that pair rigorous analysis with reflective metacognition. Engaging in text complexity analysis, considering reader and task variables, and examining linguistic challenges for multilingual learners requires nuanced evaluative skills. When paired with transparent and ethical use of AI as a secondary tool for refinement, candidates learn how exponential technologies can support differentiated lesson planning and curriculum construction. This fosters a readiness to lead in classrooms where multilingual learners depend on teachers who can leverage digital resources while upholding principles of equity, clarity, and culturally responsive practice.
Angelica Marziliano: I have been an educator for ten years, starting my career as a paraprofessional before transitioning to a general education teacher. Over the years, I’ve had the privilege of teaching a large and diverse student population, including many English Language Learners. I am currently pursuing my graduate degree in TESOL at Touro University to further support all students in reaching their full potential.
At Touro University, I learned that effective teaching means meeting each learner where they are, differentiating instruction so every student can reach their full potential.
On November 11th, 2025, at the GSE Shines Conference at Touro University, the topic focused on “Dialogue with the Present & the Future: Shifting Strategies & Practice in Uncertain Times.”
💯 Thank you to Nelly Lejter, PhD, for her leadership and the amazing, organized conference leadership team, Dr. Marcella L Bullmaster-Day and Dr. Thomas Troisi.
Creating TESOL 680: A Culminating Teacher Preparation Course With colleagues Dr. Michele Goldin and Dr. Seong Kim, we examined how the TESOL Practicum Seminar evolved into a practice-centered capstone aligned with AAQEP and TESOL International standards. The redesigned course integrates clinical fieldwork, reflective practice, and digital portfolios that demonstrate evidence of mastery. Candidates design parent outreach projects, data-informed lesson plans, and culturally responsive instructional materials. The course embeds data literacy and the Reflective Practitioner Model, ensuring graduates are prepared for linguistically diverse classrooms where technology and pedagogy intersect. This transformation draws on expert understanding of TESOL methodology, assessment alignment, and teacher performance standards, creating a scalable framework for advanced teacher preparation.
Synthetic Data in Education: A Practical Introduction for Faculty This workshop presented an applied exploration of synthetic data as a research and instructional tool. Participants learned to create artificial datasets that preserve statistical validity while protecting privacy. Guided exercises introduced prompt design for data generation and analysis using AI tools. The session drew on expert principles from data ethics, AI governance, and educational analytics to illustrate how synthetic data supports secure, reproducible, and innovative research. Faculty discovered how such data can enhance predictive modeling, formative assessment, and program evaluation without compromising integrity or confidentiality. In my expert view, synthetic data represents an essential skill set for 21st-century educators and researchers.
Reimagining Assessment in the Age of AI: From Extinction to Evolution In this presentation, I explored the intersection of assessment theory and exponential technological growth through Peter Diamandis’s 6Ds framework. The talk analyzed how AI challenges existing paradigms of evaluation and demands a shift toward assessing higher-order human capacities such as ethical reasoning, adaptive problem-solving, and creativity. Drawing on research in educational measurement and AI-assisted assessment design, I proposed a model in which human and machine collaboration produces richer, more authentic measures of learning. This approach integrates expert insights from psychometrics, cognitive science, and ethics to chart a sustainable path forward.
Together, these projects represent a forward-looking agenda for Education 2060, grounded in expert knowledge and responsive to the accelerating transformations in AI, data use, and pedagogy. By uniting technological literacy, ethical frameworks, and reflective practice, education can evolve into a co-creative process that safeguards human agency while leveraging the full potential of intelligent systems.
Cowin, J. (2025, November 11). Reimagining assessment in the age of AI: From extinction to evolution [Pre-recorded video]. GSE Shines Conference, Graduate School of Education, Touro University, New York, NY, United States.
Goldin, M., Cowin, J., & Kim, S. (2025, November 11). Creating TESOL 680: A culminating teacher preparation course [Poster presentation]. GSE Shines Conference, Graduate School of Education, Touro University, New York, NY
Cowin, J. (2025, November 11). Synthetic data in education: A practical introduction for faculty [Workshop]. GSE Shines Conference, Graduate School of Education, Touro University, New York, NY, United States
Below is my presentation for those who are curious and want to try their hand in synthetic data generation.
The GovAI Summit serves as the leading forum for implementing the White House’s 2025 AI Action Plan. It gathers federal decision-makers, policy analysts, and technical experts to examine how AI is transforming public service, from procurement and oversight to infrastructure, education, and workforce training. Discussions emphasize accountability and practical deployment, offering insight into how institutions and agencies adopt AI responsibly and effectively.
Running alongside, AGENTIC 2025 focuses on the practical application of autonomous AI in real-world enterprise settings. Attending are executives, developers, and innovation officers who drive AI adoption in large organizations. The sessions highlight strategies for integrating AI into daily operations, managing risks, and achieving measurable impact across teams and products.
In my session, Autonomous AI in U.S. Schools: Practical Realities, Policy Tensions, and Institutional Readiness, I drew on John Wyndham’s “The Kraken Wakes” as an allegory for systemic adaptation to new intelligence.
![Dr. Cowin presented on “Targeted prompts for EFL teachers using AI,” [Virtual presentation] for Everyone Academy, Guelmin, Morocco.](https://drcowinj-locationindependentteach.com/wp-content/uploads/2023/11/image.png?w=1200)
Dr. J's Education Blog 