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.
Alexa Armentano is a candidate in the TESOL Graduate Program at Touro University. She attended Hofstra University for her undergraduate degree where she earned a dual degree in Early Childhood Education and Childhood Education, as well as a Psychology degree. Fun Fact! She coaches the Commack High School dance team.
My journey through the Touro University Graduate School of Education TESOL program has been an enriching experience that has deepened my passion for teaching and equipped me with the skills necessary to make a meaningful impact in the field of education.
Alexa Armentano, TESOL Graduate Candidate at Touro University
Directions and the Tasks: Discussion Board 3 Program Models – Bilingual & ESOL
CUT AND PASTE QUESTIONS IN ORDER AND ANSWER EACH ONE OF THEM.
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.
How do (or might) you use technology for CLT language teaching and learning in your context? What constraints do you face? Do you think that you as a language learner or your (future) students would want to engage in virtual or simulated learning environments online? Why or why not? Please write from your own experience and from the I perspective. Chapter 2Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 29). Heinle ELT. Kindle Edition.
TO DO:
Please cut and paste the questions into your DB dialogue box and answer each question.
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.
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.
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
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.
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
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.
Dr. J's Education Blog 