Touro University Master’s Degree Candidate Angelina Libardi’s EDPN 673 Fieldwork Project

EDPN 673 Methods and Materials for Teaching English as a Second Language:This is a specific course within the MS in Teaching English to Speakers of Other Languages (TESOL) program at Touro University’s Graduate School of Education. It focuses on historical theories, current teaching methods, and the practical application of materials for teaching English as a second language. 

The fieldwork assignment integrates field inquiry with technology-supported design to build core TESOL competencies. In Part I, candidates observe multiple bilingual or ESOL classrooms, conduct teacher and, where permitted, student interviews, and keep structured descriptive, reflective, and analytic notes with verbatim evidence, including basic documentation of the interview setup. In Part II, they investigate tech tools for instructional materials then produce a concise guide and an example material they created for multilingual learners. The final write up synthesizes pedagogy, materials, and assessment practices, and aligns insights with state and professional standards. In my opinion, this strengthens TESOL teacher education by cultivating evidence-informed analysis, standards-aligned planning and assessment, principled technology integration for differentiation, and reflective practice that centers multilingual learners’ profiles and voices.

Angelina Libardi is an elementary school teacher with a background in Childhood Education and Special Education. She is currently pursuing her master’s degree in TESOL, with a focus on supporting multilingual learning in inclusive classroom settings. Her work reflects a commitment to equality, language access, and empowering all students to thrive. 

My experience in the TESOL program at Touro University has deepened my understanding of language, culture, and identity. It has empowered me to create more inclusive, responsive learning environments for every student I teach. 

Angelina Libardi, Touro University Master’s Degree Candidate
Fieldwork PaperDownload

On “Digital privacy vs. child protection: The EU’s controversial Chat Control initiative,” by Dr. Jasmin (Bey) Cowin

My newest article Digital Privacy vs. Child Protection: The EU’s Controversial Chat Control Initiative for Stankevicius, explores Chat Control, the Brussels Effect,  using Neil Stephenson’s Spew as a framing element.

“So, a week later I’m still wondering how I got this job: patrolman on the information highway. We don’t call it that, of course, the job title is Profile Auditor 1. But if the Spew is a highway, imagine a hard-jawed, close-shaven buck lurking in the shade of an overpass, your license plate reflected in the quicksilver pools of his shades as you whoosh past. Key difference: we never bust anyone, we just like to watch.” (Stephenson, N. (1994, October 1). Spew.)

The European Union’s proposed Regulation to Prevent and Combat Child Sexual Abuse, known as “Chat Control,” is built upon precisely this premise of permanent watching. Its central tool is mandatory client-side scanning of all private communications: messages, images, and files inspected on a user’s device before they are encrypted (European Commission, 2022). Unlike targeted investigations, this is systematic and indiscriminate monitoring.

Cowin, J. (2025, August 18). Digital privacy vs. child protection: The EU’s controversial Chat Control initiative. Stankevicius. https://stankevicius.co/artificial-intelligence/digital-privacy-vs-child-protection-the-eus-controversial-chat-control-initiative/

Touro TESOL Candidate Maria Quiroz’ Curriculum Analysis for EDDN 635 Curriculum Development and Classroom Management in the Technology Era

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

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.

Maria Quiroz is a certified World Language teacher in Spanish for grades 7–12, who also holds a FLES extension for grades K–6. She is currently pursuing her Master’s degree in TESOL at Touro University. Her goal is to create inclusive, engaging learning environments that support diverse language learners across all age levels.


Maria Quiroz’ reflection on the assignment itself: This assignment was part of the Curriculum Analysis project in the Touro TESOL program. I analyzed the Getting to Know New York City unit for high school Emerging-level Multilingual Learners, using the EDDN 635 Alignment Reflection Tool. The work involved examining alignment with New York State Next Generation ELA Standards and WIDA ELD Standards, identifying supports and barriers for multilingual learners, and reflecting on ways to strengthen language and content integration. The process included multiple drafts and revisions, allowing me to develop a deeper synthesis of research-based ESOL strategies and culturally responsive curriculum design.

“Touro has inspired me to embrace innovation and equity in my teaching and given me the tools to support multilingual learners with confidence and purpose.”
Thank you again for this opportunity.

Maria Quiroz, Touro TESOL Candidate
Mira 635 FINALcurriculm map analysisDownload

Touro University TESOL Candidate Oralia Lainez-Tutka’s Instructional Material Critique & Redesign with Infographic

EDPN 673: Methods and Materials for Teaching English as a Second
Language: The Instructional Material Critique & Redesign with Infographic assignment prepares Touro University TESOL candidates to critically evaluate and adapt instructional materials for multilingual learners across diverse educational contexts. The assignment structure addresses specific TESOL and AAQEP standard requirements while developing essential professional competencies our graduates need in the field.
The dual-material analysis requirement ensures candidates develop expertise in material evaluation across developmental levels, addressing TESOL Standard 2 by requiring deep analysis of how language acquisition intersects with academic content delivery. Candidates must demonstrate understanding of developmental language trajectories and their implications for instructional material selection, a core competency for effective TESOL practice.
The WIDA PRIME protocol integration provides candidates with industry-standard evaluation tools currently used by school districts nationwide for material adoption decisions. This practical application directly aligns with AAQEP Standard 1’s emphasis on evidence-based practice while ensuring our graduates can contribute meaningfully to curriculum adoption processes in their professional contexts.
The non-negotiable criteria assessment develops candidates’ capacity to identify and address systemic barriers that multilingual learners face in accessing grade-level content. This component operationalizes TESOL Standard 3 by requiring examination of cultural representation and linguistic accessibility, while AAQEP Standard 2’s equity focus is addressed through critical analysis of how materials support or hinder multilingual learner success.
The redesign component transforms theoretical knowledge into practical application through differentiated material adaptation. Candidates must operationalize TESOL Standard 5 by creating instructionally sound modifications that maintain academic rigor while providing appropriate linguistic scaffolding across proficiency levels. This authentic assessment demonstrates candidate impact on multilingual learner outcomes, satisfying AAQEP Standard 3 requirements.
The infographic creation simultaneously addresses AAQEP’s technology integration competency requirements and develops visual literacy skills essential for multilingual learner instruction. Candidates must demonstrate proficiency with digital design tools while creating pedagogically sound visual supports that enhance comprehension for diverse learners. This component ensures graduates can effectively integrate educational technology to improve multilingual learner outcomes while building practical skills for immediate classroom application.
This assignment ensures our graduates possess both analytical expertise and practical competencies necessary for effective multilingual learner instruction.

Oralia Lainez-Tutka is a middle school Spanish teacher on Staten Island. Coming from a Spanish-speaking household, she is proud to be a first-generation college graduate now pursuing her master’s in TESOL at Touro College. She’s also a mom to a bilingual toddler, which makes this journey even more meaningful to her. She’s currently in her third semester.

I am already applying new scaffolding strategies and techniques in my teaching.  I’ve learned a lot so far during my Touro journey and am truly enjoying the learning process. I feel well supported by my professors and the program as a whole. 

Oralia Lainez-Tutka, TESOL Master’s Candidate, Touro University
Oralia Lainez-Tutka_Instructional Material Critique & Redesign with InfographicDownload

Brussels Releases The European Union General-Purpose AI Code of Practice by Dr. Jasmin (Bey) Cowin

Lessons from observing the EU AI Act’s Code of Practice development by Dr. Jasmin Cowin, Richard P. Nathan Public Policy Fellow

The author wrote in prior exclusive Stankevicius articles on The European Union’s AI Act Goes Live: What Higher Education Institutions Need to Know, and The European AI Act 2024: A Threat to International Academic Collaboration for Higher Education Institutions? Much has happened since those articles. The finalized voluntary The General-Purpose AI (GPAI) Code of Practice for general-purpose AI models was released in Brussels on the 10 of July 2025 by the European Union, translating the AI Act’s broad obligations into specific standards.

The author had the privilege of observing GPAI development process but must adhere to the Chatham House rules, which are used around the world to encourage inclusive and open dialogue in meetings. The GPAI development launched in July 2024 with over 1,400 participants from industry, academia, civil society, and EU Member States. Group work started last year November 18, 2024, when the author joined Working Group 4: Internal risk management and governance of General-purpose AI providers meeting.

Citation and Stankevicius article link:

Cowin, J. (2025, July 13). Brussels releases the European Union general‑purpose AI code of practice. Stankevicius. https://stankevicius.co/artificial-intelligence/brussels-releases-the-european-union-general‑purpose‑ai‑code‑of‑practice/

Building the Future: J3D.AI Labs Zebracorn Deep Tech Castle Retreat by Dr. Jasmin (Bey) Cowin

Dr. Jasmin Cowin reporting from the Zebracorn Deep Tech Castle Retreat at Historic Castle Schloss Burgscheidungen, Germany

Photo of Schloss Burgscheidungen by Dr. Jasmin Cowin, taken June 30th, 2025

Read the full article here: https://stankevicius.co/tech/building-the-future-j3d-ai-labs-zebracorn-deep-tech-castle-retreat/

In the rolling hills of the Unstrut Valley, where history whispers through ancient stone walls, something extraordinary unfolded. The Zebracorn Deep Tech Castle Retreat, June 26-29, 2025,  transformed Historic Castle Schloss Burgscheidungen (also known as “Crypto Castle”) into a collaborative Zebracorn,  creating an arc between history past and the nexus of a future envisioned by Yip Thy Diep Ta’s quest “…to make peace more profitable than war…”

Impressions and photos

All photos are by Dr. Jasmin Cowin (C)

Cite: Cowin, J. (2025, June 29). Building the future: J3D.AI Labs Zebracorn Deep Tech Castle Retreat. Stankevicius. https://stankevicius.co/tech/building-the-future-j3d-ai-labs-zebracorn-deep-tech-castle-retreat/

Here my presentation!

Europe Accelerated_Navigating Education and Business Through Exponential Change FINAL PDFDownload

The Veldt 2.0: Your Smart Home Wants Your Children by Dr. Jasmin (Bey) Cowin for Stankevicius

Read the full the article here: Cowin, J. (2025, June 19). The Veldt 2.0: Your smart home wants your children. Stankevicius. https://stankevicius.co/artificial-intelligence/the-veldt-2-0-your-smart-home-wants-your-children/

In my previous work for Stankevicius, The Moloch Trap: OpenAI’s Evolution and the Paradox of Progress, I explored how competitive dynamics in artificial intelligence development can lead rational actors toward collectively harmful outcomes, even when each individual choice appears reasonable. That analysis focused on the corporate battlefield where AI companies race toward ever-greater capabilities, often at the expense of safety and human welfare.

Now, as Mattel announces its radical partnership with OpenAI to embed artificial intelligence directly into children’s toys, we witness the Moloch trap’s most intimate invasion: our nurseries, childhood playrooms, and Sunday morning pillow fights. Ray Bradbury’s 1950 vision in “The Veldt,” once dismissed as science fiction fantasy, now reads like a blueprint for our current moment, where smart homes promise to think for us and AI companions offer to raise our children.

This article, written exclusively for Stankevicius, examines what might happen when the same competitive forces that drive corporate AI development turn their attention to childhood itself. While my previous work dissected the systemic pressures pushing AI companies toward potentially dangerous innovations, this exploration probes into the human cost of that race: how the pursuit of “smart” toys may be undermining the fundamental bonds between parents and children, and between children and their own developing humanity. Welcome to The Veldt 2.0, where your smart home doesn’t just want your data. It wants your children.

Core AI Competencies for Legal Education Curricula and Law Students, designed by Dr. Jasmin (Bey) Cowin

My infographic on Core AI Competencies for Legal Education Curricula and Law Students emphasizes the progression from foundational AI knowledge to advanced application and evaluation for students studying law. The integration of AI into legal education requires deliberate thoughts on students’ practical skill acquisition, which I aligned in this infographic with Bloom’s Taxonomy.
Law courses should reflect these competencies, offering law candidates opportunities to develop practical skills alongside theoretical understanding. By embedding specific, practical AI competencies into their curriculum, law schools can ensure their graduates are not only proficient in traditional legal skills but also adept at leveraging AI to enhance marketability. I believe that technology integration alongside traditional teaching methods in law is crucial for the future legal practice of aspiring lawyers. Law students should be able to navigate legal AI platforms with ease, operate multiple AI tools effectively, and combine different AI technologies to enhance their skill sets. Proficiency in these areas will prepare students not only with traditional legal skills but also to become adept at navigating the complexities of technology in their future practice. Today’s law students will be practicing until 2060!

I hope you enjoy my infographic.

AI Core competencies_Law_Students_infographic_CowinDownload

America First in AI: Protecting Jobs, Advancing Innovation by Dr. Jasmin Cowin

Great stories have always helped us understand complex truths about human behavior, and sometimes the simplest tales reveal the most profound insights about how incentives shape our choices. In this exclusive Stankevicius article, the author interleaves insights from Martine Murray’s “The Wanting Monster,” a children’s fable, with an exploration of how America might realign Silicon Valley incentives to serve American workers and communities first. The author explored previously in exclusive Stankevicius articles: Autonomous AI’s Spellbook and the Absent Necromancer, and Forging the Future: President Trump’s AI Vision and OpenAI’s Challenge to DeepSeek.

The challenge facing America’s technology sector today stems from a fundamental misalignment of incentives that has driven companies to outsource essential AI work overseas while promising domestic job creation and technological leadership. As economist Steven Landsburg observed, “People respond to incentives. The rest is commentary.”

Read the article here:

Cowin, J. (2025, June 1). America first in AI: Protecting jobs, advancing innovation. Stankevicius. https://stankevicius.co/artificial-intelligence/america-first-in-ai-protecting-jobs-advancing-innovation/

America First in AI: Protecting Jobs, Advancing Innovation

The Lexical Knowledge and Analysis for Teachers Infographic designed by Dr. Jasmin (Bey) Cowin

The Lexical Knowledge and Analysis for Teachers infographic serves as a resource specifically for teachers who might find it useful as a reference in their lesson preparation or even for students. This visual guide responds to educators’ need for practical, research-based strategies that bridge theoretical understanding with classroom application in vocabulary development.

The Critical Role of Lexical Knowledge in Second Language Learning

Vocabulary acquisition stands as one of the most fundamental yet complex challenges in second language learning.

The significance of lexical competence extends far beyond simple word recognition. As demonstrated through the multifaceted approach outlined in this infographic, vocabulary knowledge encompasses both breadth (the quantity of words learners recognize) and depth (the nuanced understanding of word meanings, contexts, and relationships). This dual dimension of vocabulary knowledge directly impacts students’ ability to comprehend complex texts, express sophisticated ideas, and navigate academic discourse across disciplines.

It is crucial to acknowledge that language learning fundamentally requires vocabulary memorization and lexical knowledge stored in human memory. Despite technological advances and the availability of AI tools, there is no substitute for internalized vocabulary knowledge. Real-time communication, whether in academic or social contexts, demands immediate access to lexical items without external assistance. No amount of AI offloading will change this fundamental requirement of language acquisition.

Moreover, the tiered vocabulary framework presented here (distinguishing between high-frequency words, academic vocabulary, and subject-specific terminology) offers teachers a systematic approach to prioritizing instruction. This strategic focus ensures that limited classroom time is invested in vocabulary that will yield maximum communicative and academic benefits for learners.

The emphasis on morphological awareness represents another crucial element, as it empowers students to independently decode unfamiliar words by understanding common prefixes, suffixes, and roots. This metacognitive strategy transforms learners from passive recipients of vocabulary instruction into active word learners who can continue expanding their lexical repertoire beyond the classroom.

Perhaps most importantly, the practical applications detailed in this framework bridge the often-cited gap between theory and practice. By providing concrete steps for lexical analysis, strategic vocabulary selection, and integrated instruction across language domains, this approach enables teachers to make informed, evidence-based decisions about vocabulary instruction that directly support their students’ linguistic and academic development.

Lexical KnowledgeDownload