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.
Goethe wrote “Der Zauberlehrling” (The Sorcerer’s Apprentice) in 1797, long before AI concepts emerged. The ballad, like this author’s prior article for Stankevicus on Autonomous AI Agents – The Kraken Wakes? explores themes of human hubris and the challenges of controlling powerful forces, providing an analogy for exploring humanity’s relationship with tools and forces that exceed our understanding or control.
New York is a state that speaks many languages. We need teachers who can find the common ground.
The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course
Hamida Abdalla is 22 and holds a bachelor’s degree in Childhood Education. She is pursuing a master’s degree in TESOL to help students develop their English language skills. Her goal is to create a supportive and accessible learning atmosphere that assists English language learners in improving their English language abilities, ensuring that every student can communicate effectively and achieve academic success.
Although this is only my first semester at Touro, I have gained valuable expertise to foster an inclusive learning environment where all students, regardless of their proficiency level, can thrive and reach their full potential.
Hamida Abdalla, Touro University, TESOL Candidate
Ms. Abdalla submitted an exemplary and rich Field Experience for EDDN 635: Curriculum Development and Classroom Management in the Technology Era which required that”Candidates will engage in a dual observational role: in the classroom with English Language Learners (ELLs) or bilingual students, they will examine how educators integrate technology to enhance language instruction and manage a diverse classroom; in the school library, they will observe the role of technology in supporting literacy skills among linguistically diverse students.”
This field experience assignment is AI-proof because it demands direct personal observation and critical analysis of real-world classroom dynamics and personal interactions that cannot be fabricated by AI systems. The requirement for candidates to simultaneously examine classroom technology integration for ELL students and library-based literacy support creates a complex, interconnected observational task requiring authentic human presence and professional judgment. The rich, contextual details that emerge from observing how educators and librarians support linguistically diverse students through technology cannot be convincingly generated by AI, as these observations must draw from genuine human experiences, professional educational insights, and a nuanced understanding of how different learning environments complement each other.
I am pleased to announce that my latest publication Agentic AI Nexus: When Machines Decide was featured by Horasis.
Artificial Intelligence (AI) is redefining how organizations approach automation and decision-making. While traditional AI focuses on supporting specific tasks, two groundbreaking approaches – Agentic AI and Retrieval-Augmented Generation (RAG) are pushing the boundaries of autonomous operation.
I am pleased to share my latest article for Stankevicius where I explore:
Introduction: Knowledge, Power, and Ambition
“Who overcomes/By force, hath overcome but half his foe.” John Milton, Paradise Lost , 1667, Book I, lines 648–649.
In the shadow of swirling lawsuits and heated debates over artificial intelligence (AI), the modern world seems to echo the tempest of Milton’s Paradise Lost, where the eternal struggle over knowledge, power, and ambition unfolds with unrelenting force. OpenAI’s evolution from a nonprofit research laboratory into a dominant market force raises questions familiar to Milton’s readers: What happens when the pursuit of knowledge transforms its seekers?
Understanding the complexity of syntax in children’s texts is essential for TESOL educators, as it unbundles the cognitive load multilingual learners face when decoding seemingly simple sentences. The infographic Encountering Complexity: Syntax Analysis in The Very Hungry Caterpillar is designed to help educators appreciate the intricate linguistic demands embedded in a classic children’s text.
By analyzing the sentence, “One Sunday morning the warm sun came up and – pop! – out of the egg came a tiny and very hungry caterpillar,” this infographic unpacks the nuanced interplay of grammatical components that may challenge multilingual learners (MLs). My analysis underscores the sophistication hidden within children’s literature and its implications for language acquisition. I wanted to highlight the layered complexity of the sentence through a detailed syntactic breakdown.
Section 1 categorizes elements like adverbial phrases, noun phrases, and verb phrases, explaining their functions and interactions.
Section 2 visualizes the sentence’s structure using a “Sentence Tree,” mapping two interconnected clauses to reveal how they contribute to the sentence’s flow and meaning.
Section 3 offers a granular analysis of each phrase, employing color-coding to differentiate grammatical categories such as determiners, adjectives, nouns, and verbs. These insights allow teachers to see how even a brief sentence integrates multiple linguistic elements, requiring learners to simultaneously process temporal, spatial, and descriptive details.
Syntax analysis is critical for TESOL educators, as it emphasizes the cognitive demands placed on MLs when engaging with texts. For MLs, processing a sentence like this involves not only vocabulary comprehension but also navigating complex syntactic relationships, such as interjections, modifiers, and clause coordination. By recognizing the intricacies in children’s literature, TESOL teachers can better scaffold learning experiences, create targeted interventions, and develop strategies to reduce cognitive overload while fostering language development. My infographic serves as a reflective tool for my students at Touro University to approach children’s texts with a deeper awareness of the linguistic challenges faced by MLs.
Teaching English to Speakers of Other Languages (TESOL) [MS] We offer a Master of Science in TESOL appropriate for NYS-certified PreK-12 teachers interested in expanding their teaching fields to ESL or strengthening their capacities to serve a diverse student body. Evening, Sunday, and online courses are available.
Teaching English to Speakers of Other Languages
New York is a state that speaks many languages. We need teachers who can find the common ground.
The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Ivelisse Martinez holds a bachelor’s degree in Education from Brooklyn College and is currently pursuing a master’s degree in TESOL at Touro University. She is passionate about empowering young learners, particularly those learning English as a second language. Inspired by her own teachers as a child, she sees a reflection of herself in many of her students, understanding firsthand the challenges and joys of learning a new language. As a former ELL, her goal is to inspire and support the next generation of learners on their educational journey.
So far I have been able to observe in both an ENL pullout classroom and ENL push-in periods. I notice the difference between the teacher when she has access to her materials and room versus a push-in period where the room is shared with the classroom teacher.The teacher has to use various tools depending on the setting but one tool that stays consistent for instance is the use of the pocket talk. The pocket talk device allows the teacher to translate in real time, two way translation and access to 84 plus languages all in one small device. (Here is the link to the device Pocket Talk).”
“Teaching is a way of giving back the inspiration and support you once received, guiding others to see their potential and know that every challenge is a stepping stone toward success.
Ivelisse Martinez, Touro University TESOL Candidate
Teaching English to Speakers of Other Languages (TESOL) [MS] We offer a Master of Science in TESOL appropriate for NYS-certified PreK-12 teachers interested in expanding their teaching fields to ESL or strengthening their capacities to serve a diverse student body. Evening, Sunday, and online courses are available.
Teaching English to Speakers of Other Languages
New York is a state that speaks many languages. We need teachers who can find the common ground.
The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
Zeynep Yildirim: As a dedicated general education teacher, she is passionate about fostering an inclusive classroom where all students can thrive. Currently expanding her expertise in TESOL, she aims to better support English Language Learners and enhance their educational experience. Her goal is to integrate this specialized knowledge into her teaching practice to ensure every student has the opportunity to succeed.
As a professor, I am pleased to endorse her as an outstanding student whose dedication and skill set in supporting English Language Learners (ELLs) are exemplary. She demonstrates not only a strong foundation in analytical and practical skills but also deep insights into the unique needs of ELL students. Her commitment to her studies is matched by her drive to make a meaningful impact in the field. Her impressive ability to integrate theoretical knowledge with actionable strategies makes her exceptionally well-prepared to serve and advocate for ELLs, contributing to their academic growth and overall success. Our Touro University TESOL students are exceptional!
My journey at Touro College is more than academic—it’s a path of discovery, resilience, and dedication. Each day, I’m not just learning; I’m evolving, ready to bring meaningful change to the lives of those I teach.
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.
EDDN 637 Second Language Learners and the Content Areas
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 on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.
Julianna Walter, a 22-year-old graduate student in the TESOL program at Touro University holds an undergraduate degree in Elementary Education with a focus on both General and Special Education. Her passion for working with children and shaping young minds has always been a driving force in her career and studies.
“As a first-semester student in the TESOL program, I have already gained valuable strategies and tools for supporting English language learners, which I am eager to incorporate into my future classroom.”
Julianna Walter, TESOL program at Touro University
Excerpt by Julianna Walter, TESOL program at Touro University
Sentence Structure:
There are various sentence structures within the story ranging from short to long. The average sentence length in this story is 8 words. An example of a short sentence structure, with
minimal words, in the story is “Then I see him” (HMH, 31). This is one of the few short sentences in the story, as most sentences are longer and filled with detailed ideas that add to their length. An example of a longer sentence written in the story is “When I wake up on Saturday I put on my pink shirt, my favorite polka dot skirt, and my favorite hat— the one my abuelita brought me from Peru” (HMH, 30). Simple and complex sentence structures are also displayed throughout the story. The sentence “I like to wear polka dots” is an example of a simple sentence because it possesses a subject-verb-object structure. These types of sentences are more clear and straightforward making it more understandable for ELL students. Compound sentences “contain more than one independent clause” (Four Types of Sentences to Know). An example of a compound sentence in the story is “I am part Peruvian, and I am part Scottish” ( This sentence combines two related ideas with a conjunction. By basing this lesson on a story with various sentence lengths and structures it helps to build the students comprehension abilities. Second language learners will be able to improve their fluency and practice decoding words.
It was my pleasure to Chair this important education panel for the Horasis Global Meeting, 25-27 October 2024, Vitória, Espírito Santo, Brazil with the Theme: Building Bridges to the Future on the topic “Teaching STEM and Not Forgetting the ‘A’.” Thank you to the Secretary of Education for Espírito Santo, Vitor de Angelo for being part of our expert panel and for his important insights into his education initiatives and transformative plans for Schools of the Future. Michele Notari expertly led our attendees in meaningful exchanges and set the context for methodology and didactics. Prof. Akinori Seki shared his insights on educational practices in Japan and motivating students. May Garces spoke on her experiences as Chief Education Officer at IFFAmerica, designing and implementing education programs related to Transformational leadership & Social Innovation for young people, and then graced us with the gift of song. Claudiu Butacu reminded us of a looming teacher shortage of 63 million and the difference between residual vs emotional memories. Thank you to everyone who joined and shared their question and concerns! See you next year.
Photo right to left:
Jasmin Cowin: As a Fulbright Scholar, I currently hold the role of CETL Fellow and Associate Professor at Touro University. I work on Sustainable Development Goal 4, target c) to substantially increase the supply of qualified teachers by 2030 and Artificial Intelligence ethics policies and serve as a U.S. Department of State English Language Specialist with initiatives for Computers for Schools Burundi, resource specialist for Amity University in Uttar Pradesh, India, and TESOL “Train the Trainer” programs in Yemen and Morocco.
Michele Notari is a Professor in technology-enhanced learning at the University of Teacher Education in Bern Switzerland and the University of Hong Kong (ended in 2021). His research area is computer-supported collaborative learning, technology-enhanced project-based learning, wearable computing, learning using Computer-mediated reality, and learning design fostering the 21st Century Skills. He was the founding president of the One Laptop Per Child organization in Switzerland (part of onelaptopperchild.org) and founding member of NeoWay.org, a wisdom accelerator for youth. Michele sits on several boards as an expert for technology-enhanced education including the Athena School of Management in Bombay, and participated at several Horasis global conferences, and gave keynote talks at the Woman Justice Summit, and many other conferences. He runs and participates in different initiatives enabling and enhancing learning using technologies in remote areas of the world.
Vitor de Angelo is a distinguished educational leader and the State Secretary of Education for Espírito Santo, overseeing 384 schools, approximately 20,000 education professionals, and an annual budget of R$3.5 billion. Under his leadership, the high school network in Espírito Santo was recognized in 2024 as the top-performing in Brazil by the Ministry of Education. He also serves as the President of the National Council of Secretaries of Education, where he spearheads initiatives to enhance educational standards nationwide.
With a doctorate in Social Sciences and a post-doctorate in Political Sociology from Université de Paris Ouest-Nanterre, he brings extensive experience from both the public and private sectors, focusing on the implementation of high-impact public policies. His commitment to education and social advancement has earned him the honorary title of Doctor Honoris Causa. As an educational manager, he is celebrated for his skill in leading multidisciplinary teams dedicated to transformative, large-scale educational reforms that drive substantial social impact.
Akinori Seki is a Professor at the Center for General Education (Liberal Arts) at Tokyo Keizai University, specializing in cross-cultural communication and learning motivation. As Chairperson of the International Exchange Committee, he leads global collaboration initiatives. He also serves as President of the Asia Association of Education and Exchange (AAEE), an organization with over 20,000 followers on Facebook. Seki has organized over 40 international exchange programs across Japan, Southeast, and South Asia, fostering intercultural communication skills. He is committed to developing individuals who transcend ethnocentrism and build respectful, harmonious cross-cultural relationships.
May Garcés is a Teacher -Artist (session singer and language teacher) who is currently Chief Education Officer at IFFAmerica, designing and implementing education programs related to Transformational leadership & Social Innovation for young people to work in NGOs in Latin America. She has a BA in Physical Education and studied music performance/psychology courses at Dillard University, USA, and Environmental Studies & Peace-building at the Arava Institute in the Negev desert. She has a Philosophy of Cognitive Sciences diploma and Micro Phenomenological interviews certification to support her research collaborations in cognitive science and didactics at the University of Chile. She has won international grants to develop artistic/educational initiatives in culturally diverse groups in India, Ghana, Germany, Jordan, Palestine, and Chile.
Claudiu Butacu has been the co-founder and chairman of EFdeN and energiaTa for 13 years, leading a team that pioneered Romania’s first sustainable city concept and developed globally awarded housing prototypes. Under his leadership, the team launched the European Institute for Sustainability (EIS) and helped build a community of nearly 200,000 prosumers through legislative efforts. Claudiu believes that systemic change is possible only through collaboration across private, public, and NGO sectors, and continues to inspire projects shaping Romania’s sustainable future.
New York is a state that speaks many languages. We need teachers who can find the common ground.
The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.
What You’ll Learn
Each course tackles a distinct aspect of teaching English Language Learners, from curriculum development in a multicultural context to general and special education student assessment to sociolinguistics and second language acquisition. We explore the impact of cultural and language diversity on individual learning and community development.
Our goal is to train teachers to create effective, responsive learning environments where all students can thrive.
Online courses are available, and students can transfer up to twelve credits from previous graduate-level study toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Master’s degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12.
Ariana Vargas is a Mexican-Peruvian American who grew up in a predominantly Hispanic community, where she observed firsthand the challenges faced by students learning English as a new language. Despite these challenges, she found the experience deeply rewarding. Now, as a teacher in that same community, she is passionate about her work and finds joy in every moment of teaching.
Touro University has given me the tools and resources to not only be a good educator but be one that is always ready to learn. Ariana Vargas, Touro University TESOL Candidate
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