While working on the U.S. Education Department Websites, including Commonwealths and Territories, my intention was to develop a comprehensive and user-friendly infographic that serves as a one-stop resource for educators, teacher candidates, and researchers. I incorporated clickable links to every U.S. Education Department website for easy user access through clickable flags. Each state education department site features an array of educational materials, programs, state-specific data, teacher certification requirements, and different state initiatives. I hope you enjoy my infographic!
Author: drcowinj
Dr. Jasmin (Bey) Cowin, an Associate Professor at Touro University, received the 2024 Touro University CETL Faculty Fellowship for Excellence in Teaching and the Rockefeller Institute of Government awarded her the prestigious Richard P. Nathan Public Policy Fellowship (2024-2025). As a Fulbright Scholar and SIT Graduate, she was selected to be a U.S. Department of State English Language Specialist. Her expertise in AI in education is underscored by her role as an AI trainer and former Education Policy Fellow (EPFP™) at Columbia University's Teachers College. As a columnist for Stankevicius, she explores Nicomachean Ethics at the intersection of AI and education. She has contributed to initiatives like Computers for Schools Burundi, served as a resource specialist for Amity University in Uttar Pradesh, India, and participated in TESOL "Train the Trainer" programs in Yemen and Morocco. Her research interests include simulations and metaverse for educators-in-training, AI applications in education and language acquisition and teaching, and distributed ledger technologies, with a focus on her 'Education for 2060' theme.
In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world.
Touro University TESOL Candidate Martyna Sobczyszyn on Culture and Pragmatics in Language Teaching and Learning Assessment in Second Language Classrooms
The goal of Touro University’s TESOL/Bilingual Program
The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating, and nurturing learning environments that promote the academic achievement, emotional support, and linguistic progress of all students.
Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)
By encouraging active participation and exchange of diverse perspectives, discussion boards (DB) enhance critical thinking, problem-solving, and communication skills. DBs create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.
Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.
References:
de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0
Martyna Sobczyszyn is a dedicated and passionate Special Education Teacher in Brooklyn, New York. She is committed to empowering her students and fostering a love for learning. She writes, “Throughout my career, I had the privilege of working with students across different grade levels. I encourage my students to become critical thinkers and work with them to explore their interests. I believe that the power of education transforms lives. In my free time, I enjoy spending time with my daughter and dog. We love to travel to new places and seek authentic experiences. Traveling has created lifelong memories for us.”
My learning journey at Touro has been a wonderful experience. Through the expertise of my professors, I can embark on an academic exploration.
Martyna Sobczyszyn, Touro University TESOL Candidate
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” -Dr. Suess
The PLUSS+M Framework Visualization by Dr. Jasmin (Bey) Cowin
While preparing for a module for one of my courses I started to research and read about Tier 2 supplemental interventions that are culturally and linguistically responsive and found Project LEE (Project ELLIPSES, Project LEE, & Project ELITE. (2020). Meeting the needs of English learners with and without disabilities: Brief 2, Evidence-based Tier 2 intervention practices for English learners showcases the PLUSS Framework to enhance existing intervention programs.
The demographic landscape of U.S. public schools shows a steady rise in the population of English Learners (ELs) since 2000, increasing from 8% to 10.3 percent, or 5.0 million students in the fall of 2020. According to NCES, in 2021–22, the number of students ages 3–21 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) was 7.3 million, or the equivalent of 15 percent of all public school students. Among students receiving special education and/or related services, the most common category of disability was specific learning disabilities (32 percent). Given this context, the implementation of Tier 2 interventions tailored to address the specific academic challenges faced by ELs has emerged as critically important.
The PLUSS framework involves:
- Preteaching critical vocabulary and priming background knowledge
- Language modeling and opportunities for practice,
- Using visuals and graphic organizers
- Systematic and explicit instruction
- Strategic use of native language and teaching for transfer.
I added one more facet as shown in my infographic
+ M – Monitor progress
Overview of Tier 2 Intervention for ELs:
Typically, Tier 2 intervention is activated for students who fall within the lowest 20% based on screening assessments. These interventions are shaped by ongoing assessment outcomes to incorporate developmentally appropriate evidence-based best practices that cater specifically to the needs of linguistically diverse learners. In small group settings, interventions seamlessly integrate listening, speaking, reading, and writing skills, employing explicit and strategic instructional practices. Guided and independent practice, accompanied by corrective feedback, assumes a central role within these interventions.
Linan-Thompson and colleagues (2018) emphasize the importance of integrating culturally responsive practice (CRP) domains into all aspects of teaching to create optimal learning conditions for English learners (ELs). These four CRP domains include instructional strategies that are evidence-based and tailored to support EL learning, teaching that respects and incorporates ELs’ native language, fostering strong relationships and a supportive learning environment, and developing deep knowledge of students’ cultural, ethnic, racial, and social identities. When these practices are not integrated into instruction, ELs may struggle or disengage, showing symptoms that can be mistaken for learning disabilities, such as attention issues, poor comprehension, and low academic achievement.
Tier 2 intervention should provide equitable and evidence-based learning opportunities, including pre-teaching vocabulary, activating background knowledge, and making connections to cross-curricular topics, while also bridging the gap between the students’ cultural and linguistic backgrounds and the instructional approach. One best practice for teachers working with linguistically diverse students is using the SIOP (Sheltered Instruction Observation Protocol) model which provides a comprehensive framework that promotes equitable and effective instruction by using strategies such as pre-teaching vocabulary and activating background knowledge.
References:
Project ELLIPSES, Project LEE, & Project ELITE². (2020). Meeting the needs of English learners with and without disabilities: Brief 2, Evidence-based Tier 2 intervention practices for English learners. U.S. Office of Special Education Programs.
Linan-Thompson, S., Lara-Martinez, J. A., & Cavazos, L. O. (2018). Exploring the intersection of evidence-based practices and culturally and linguistically responsive practices. Intervention in School and Clinic, 54(1), 6–13.
Immersive Face-to-Face Workshops by Dr. Cowin at Everyone Academy in Morocco this August 2023
Everyone Academy will organize face to face workshop series on 𝐚𝐫𝐭𝐢𝐟𝐢𝐜𝐢𝐚𝐥 𝐢𝐧𝐭𝐞𝐥𝐥𝐢𝐠𝐞𝐧𝐜𝐞 𝐚𝐧𝐝 𝐭𝐞𝐜𝐡𝐧𝐨𝐥𝐨𝐠𝐲 𝐢𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐢𝐨𝐧 for EFL/ENL educators face-to-face in Morocco.
The workshops will be conducted by Dr Jasmin Cowin who is a Fulbright Scholar; Associate Professor and TESOL/Bilingual Practicum Coordinator at Touro College, Graduate School of Education; Editorial Board member of the Journal of Systemics, Cybernetics, and Informatics for its special issue “Trans-Disciplinary Communication”. Dr. Cowin brings over twenty-five years of experience as an educator, technology specialist, and institutional leader.
Please complete the registration form if you would like to receive more information about the sessions, the objectives and the dates.
1. Empowering ENL Teachers and Learners through an Asset Based Lens
2. Empowering ENL Educators: Mastering the SIOP Model for Effective Language and Content Instruction
3. The Potential and Pitfalls of ChatGPT: Empowering ENL Educators and Learners
4. Second Language Acquisition Theories, Effective ENL Instruction, and Technology Integration
5. Leveraging ChatGPT for Enhancing English as a New Language Instruction in Morocco.
Complete your registration at: https://forms.gle/kc19XPZWSo6kzCCJ6
سلسلة ورشات الذكاء الإصطناعي وإدماج التكنولجيا في التعلم وتنمية المهارات اللغوية.خمسة ورشات وعروض حضورية من تنظيم إيفريون أكاديمي. الإشراف على تنشيط الورشات التفاعلية سيكون من طرف الدكتورة جاسمين والتي تتمتع بخبرة تزيد عن خمسة وعشرين عامًا كمتخصصة في التكنولوجيا
Dr. Jasmin Cowin Appointed as Associate Professor at Touro University, Graduate School of Education
Touro University Graduate School of Education, Alan Kadish 📢 I am thrilled to announce my appointment as Associate Professor at Touro University! I am deeply honored and grateful to President Alan Kadish for this incredible opportunity. I would also like to express my heartfelt appreciation to Nelly C Lejter Morales, Dean of the Graduate School of Education and Associate Provost for Special Projects, as well as my former Chair Olga DeJesus-Diaz, and current Chair SEONGSHIN KIM, supportive colleagues Timothy Bellavia, Charity M. Dacey, PhD, Chikezie Ozuzu, Laurie Bobley and many others at the Graduate School of Education who helped me grow professionally during my last five years at GSE. Your guidance and belief in my abilities have been instrumental in this achievement. I am excited to continue to contribute to Touro University’s mission of academic excellence, fostering a dynamic learning environment, conducting meaningful research, and shaping the next generation of scholars and leaders. Thank you to everyone who has supported me on this journey, and I look forward to engaging in fruitful collaborations within the academic community.
Touro University Bilingual Certification Extension Candidate Kenia Torres on Program Models EDPN for EDPN 673: Methods and Materials for Teaching English as a Second Language
The goal of Touro University’s TESOL/Bilingual Program
The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating and nurturing learning environments that promote the academic achievement, emotional support and linguistic progress of all students.
Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)
By encouraging active participation and exchange of diverse perspectives, discussion boards enhance critical thinking, problem-solving, and communication skills. They create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.
Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.
References:
de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0
Kenia Torres graduated summa cum laude from St. Joseph’s University in May 2022 with a Child Studies degree and a concentration in Speech Communication. She is currently pursuing her Bilingual Extension from Touro University. Kenia is a bilingual kindergarten teacher in the Brentwood Union Free School District in Brentwood, NY. She is certified in Birth-6th grade in general and special education. Kenia aspires to be a school leader in the future.
DB 3 Program Models – Bilingual & ESOL Questions
- CREATE A COMPARATIVE TABLE WITH AT LEAST 3 POINTS: How do the BLUEPRINT FOR ENGLISH LANGUAGE LEARNER/MULTILINGUAL LEARNER (ELL/MLL) SUCCESS http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdfLinks to an external site. and CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements connect with each other? http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep? Links to an external site.http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdfLinks to an external site.
- How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2). Heinle ELT. Kindle Edition.
Kenia Torres’ DB Contribution
| Program Models | Blueprint for English Language Learner/ Multilingual Leaner (ELL/ MLL) Success | CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements |
| School and school leaders role in education | Ensuring that districts and school leaders are trained in meeting the needs of ELLs/MLLs in order to cultivate a school culture of high expectations. | As in previous years, all Local Educational Agencies (LEAs) are required under Part 154 of the Commissioner’s Regulations (CR Part 154), to develop a CR Part 154 Comprehensive ELL Education Plan (CEEP) to meet the educational needs of English Language Learners (ELLs) (CR Part 154-2[b]). |
| Instructional guidelines for educators of the program models | Requires educators to design and deliver instruction that is culturally and linguistically appropriate for all diverse learners, including those with Individualized Education Programs (IEP). | Requirements that outline specific instructional time for ELLs, are dependent upon students’ language proficiency levels. |
| Instruction that is grade-appropriate, and academically rigorous | This model requires school districts and schools to engage all English Language Learners/Multilingual Learners in instruction that is grade-appropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 Common Core Learning Standards. | The CEEP is divided into multiple sections in which LEAs must outline how they are addressing the needs of their ELLs and describe their strategic plan for providing grade-appropriate, linguistically and academically rigorous instruction that will allow ELLs to meet the Next Generation Learning Standards. |
2. How might the principles of CLT be applied or adapted to meet the challenge posed by the following context? Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (Chapter 2 Heinle ELT. Kindle Edition.
Communicative language teaching facilitates language learning by assisting learners in using language in real world circumstances that they are likely to encounter. As described by Celce-Murcia, M. (2013), CLT emphasizes language learning “for the purpose of communicating with others”. In the situation described above, the educator may develop a more CLT teaching approach by encouraging students to speak in English to the best and or most desirable extent possible. Further, the teacher may have students to develop rapport with one another by discussing their interests and or concerns with one another and working in groups. This will make them more comfortable talking to one another in a casual setting. Finally, the educator can also develop peer and teacher relationships by increasing interactions with students and asking questions that can lead to more responses from students and create an environment for more personalized discussions.
References:
References
Blueprint for english language learner success – new york state … (n.d.). https://www.nysed.gov/sites/default/files/nys-blueprint-for-ell-success.pdf Links to an external site.
Celce-Murcia, M. (2013). Teaching English as a Second or Foreign Language. Fourth Edition. Heinle Cengage Publishing. ISBN-13: 978-1111351694
CR Part 154 comprehensive ell education plan (Ceep). New York State Education Department. (n.d.). https://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceepLinks to an external site.
Cr part 154-2 (K-8) english as New Language (ENL) units of study and … (n.d.-b). https://www.nysed.gov/sites/default/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf Links to an external site.
Prof. Dr. Cowin at the Kraichgau Realschule, Sinsheim, Germany: Future Learning, Das globale Klassenzimmer im digitalen Zeitalter
It was a pleasure to conduct an in-person workshop with the 8th grade of the
Today I traveled to meet students and faculty of the Kraichgau Realschule….
We met to discuss:
and the SDG agenda with a focus on digital learning and artificial intelligence.
It was a wonderful opportunity to meet an amazing educator whom I worked with in the past, Barbara Grom, faculty and students of the Kraichgau Realschule.
Jasmin Cowin & Barbara Grom, 2 teachers & 1 friendship
Peace Candle to set the stage
Take-Aways and heart-to-heart
Herr Emre, auch ein
und Jasmin Cowin
Teaching as an Act of Love: Celebrating the Success of Touro University’s Commencement Speaker, Mrs. Torres-Gearity
I had the privilege of personally mentoring Mrs. Torres-Gearity through challenging times, and witnessing her growth and success is truly heartwarming. Her perseverance, academic capacity, and remarkable teaching skills make her an outstanding representative of our program and the wider #TouroGSE community.
I wanted to personally share this wonderful news with you as it highlights the incredible accomplishments of our students and the positive impact our Touro University programs can have on their lives. Mrs. Torres’ achievements remind us of the significance of education and the profound influence teachers can have on their students. I truly believe in the power of “Teaching as an Act of Love.”
As a professor, it fills me with immense pride to witness the fruits of my teaching when I see my students excel. Not only was she awarded the esteemed Dr. Ximena E. Zate Bilingual Teacher of the Year Award in 2020, but she has also achieved another remarkable feat – a successful commencement address during graduation in front of a full house.
As I celebrate the achievements of our graduates, I acknowledge the significance of a remarkable commencement address and the courage it took to step in front of her peers as a collective representative.
Teaching empowers me to be an example to others demonstrating that we all have the potential to make our dreams come true. Teaching means to see children succeed, parents proud, and families provided with tools they need to have a brighter future together, teaching means the world to me.
Antonia Torres-Gearity, Touro UniversityCommencement Speaker 2023
Antonia Torres-Gearity, Touro University Commencement Speaker 2023
Commencement Speach 2023 by TESOL/Bilingual Program Completer Antonia Torres-Gearity Distinguished guests, esteemed President Kadish, respected faculty and administration members, dear family, friends, and fellow graduates, As we gather here to commemorate this milestone, I want to express how Touro has not only transformed my life, but it has also become an integral part of my family. Just as your families are special and unique to you, Touro holds a special place in our hearts. Many of us hail from humble backgrounds, with parents who made countless sacrifices to provide us with a better life and the education they themselves couldn't have. Thanks to their unwavering support, I stand here today as the youngest, and the first in my family to earn a master’s degree. But I am determined not to be the last. My parents and siblings have been my guiding lights, teaching me that mistakes are stepping stones to learning and growth. When I came to this country at the age of 16, learning a second language was a tough journey. I was discouraged from continuing my education due to the challenges I faced. However, I had that one special high school teacher who made an immense impact on my life. Her passion for education and her role as my mentor inspired me to persevere. I vividly recall one evening struggling with a college textbook, attempting to pronounce words that seemed impossible to master. Exhausted, I decided to read it to my daughter, hoping she would fall asleep quickly so I could review for a midterm. Frustration grew as I encountered a word I couldn't pronounce, and my voice cracked in despair. It was at that moment my daughter turned to me with her innocent eyes and said, "Don't worry, mommy. It's okay. It's just that you are Mexican, but it is okay!" In that instant, I realized I had to accept myself fully and embrace my identity. Coming to this country at 16 had made me overly conscious of my accent, insecure about my intelligence, and afraid to ask for help. Yet, it takes someone special to show us what we have within ourselves. Returning to Touro to pursue my TESOL certification, I encountered my first class, "Linguistic Structure of the English Language." As a non-native English speaker, the title alone overwhelmed me. But Dr. Jasmin Cowin, my professor, instantly dispelled my fears. She made me believe in my potential to achieve anything. I will never forget her firm voice as she told me, "Don't tell me you can't do it." In that moment, I knew that if she had faith in me, I could accomplish anything. Dr. Cowin treated me like family and made me feel like I truly belonged. I would like to give a big shout-out and heartfelt gratitude to all the faculty and staff at Touro for their solid dedication and guidance through each step of our academic journey. Throughout our educational pursuit, we encountered obstacles that tested our resolve and moments of self-doubt. But with the support of Touro University, our loved ones, mentors, and belief in ourselves, we persevered. Today, we stand as stronger, more resilient individuals, equipped with knowledge and skills to make a difference in our chosen fields. With this education comes a responsibility to use our knowledge for the betterment of society, to create positive change, and contribute to the advancement of humanity. May we continue to carry the torch of knowledge, ignited by love, as we stride in to a future abundant with hope, understanding, and compassion. May your individual journeys be filled with success, fulfillment, and the enduring joy that comes from sharing love through the art of teaching. Congratulations Graduates! Thank you and Godspeed!
Dr. Cowin presents “Promoting Ethical Behavior in Higher Education: Integrating Anti-Cheating and Anti-Plagiarism Strategies in Curriculum Design” at the Amity Institute of Education, Amity University, Noida, India.
I am pleased to share today’s experience as a presenter at the Amity Institute of Education, Amity University, Noida, India, where I conducted a free webinar on “Promoting Ethical Behavior in Higher Education: Integrating Anti-Cheating and Anti-Plagiarism Strategies in Curriculum Design.” As an educator with a personal commitment to Sustainable Development Goal 4.c By 2030, “substantially increase the supply of qualified teachers, including through international cooperation for teacher training…”, I am honored to contribute to such transdisciplinary conversations.
Amity University holds a distinguished reputation as a government-recognized institution, established by an act of the State Legislature and accredited by the University Grants Commission (UGC). This recognition underscores the university’s dedication to providing quality education and fostering academic excellence.
Webinar Focus: Ethical Behavior in Higher Education:
During the webinar Promoting Ethical Behavior in Higher Education: Integrating Anti-Cheating and Anti-Plagiarism Strategies in Curriculum Design, I had the privilege of addressing an audience interested in exploring strategies to foster ethical behavior among students in higher education. Cheating is a topic that raises significant ethical concerns in academic settings, and the use of AI can potentially complicate the situation further. While AI technology offers both benefits and opportunities, its misuse for cheating purposes is a serious violation of academic integrity. It is imperative to incorporate proactive measures into curriculum design to effectively address these issues through practical strategies.
Slide by Dr. Jasmin Cowin
International Collaboration: An Exciting Prospect:
One of the most intriguing prospects arising from this webinar is the planned international collaboration. I am pleased to announce a forthcoming collaborative article that will feature contributions from highly regarded faculty members at the Amity Institute of Education, Amity University. This collaboration will provide a diverse and comprehensive perspective on the integration of anti-cheating and anti-plagiarism strategies, enriching the academic discourse on ethical behavior in higher education.
Cowin, J. (2023, June 15). Promoting Ethical Behavior in Higher Education: Integrating Anti-Cheating and Anti-Plagiarism Strategies in Curriculum Design [webinar]. Amity Institute of Education, Amity University, Noida, Sec-125, India.
Dr. J's Education Blog 
