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For Jolina Halloran, EdD, academic advising has never been simply about choosing courses, checking requirements, or staying on track toward graduation.

It is about helping students navigate college as people.

As director of academic advising for Pace University’s Lubin School of Business, Halloran leads undergraduate advising across the New York City and Pleasantville campuses, supervising a team of eight academic advisors and one staff member while maintaining an active caseload of more than 300 undergraduate and graduate students.

Her approach is grounded in a simple but consequential question. When a student begins struggling, rather than immediately asking Why aren’t they doing what they are supposed to do?, Halloran considers something different: What might be happening in this student’s life that is affecting their ability to engage?

That question is also at the center of Halloran’s paper, Emotional Intelligence and Relational-Cultural Theory as a Framework for Trauma-Informed Academic Advising, published in the peer-reviewed NACADA Journal, a leading scholarly publication focused on advancing academic advising research and practice.

Her research brings together emotional intelligence, relational-cultural theory, and principles of trauma-informed care to offer advisors a more holistic framework for understanding student behavior. Emotional intelligence considers an advisor’s ability to recognize and manage emotions. Relational-cultural theory examines trust, connection, power, identity, and empathy within the advising relationship. Trauma-informed care considers the wider institutional environment surrounding both the advisor and student.

“When students trust their advisor, they begin to ask questions, advocate for themselves,” she says.

Together, Halloran says, those perspectives can help higher education professionals look differently at behaviors that might otherwise be interpreted simply as disengagement or irresponsibility.

A student who stops responding to emails, misses appointments, withdraws from a course, or begins struggling academically may be experiencing circumstances an advisor cannot immediately see.

That does not mean eliminating expectations.

“Accountability and empathy aren’t opposites,” Halloran says. An advisor can clearly explain policies and academic standards while still acknowledging that a student may be experiencing something difficult.

At Lubin, that philosophy becomes part of a larger approach to preparing students to navigate college, careers, and increasingly complex professional environments.

Halloran has spent more than a decade at Pace, beginning in the Biology Department before moving into academic advising through the Honors College and, eventually, Lubin. She has worked directly with students throughout different stages of the undergraduate experience and has taught courses including University Life, professional planning and internship preparation, and advanced professional development for career readiness.

That breadth of experience has helped shape her understanding of advising as developmental rather than merely transactional.

Students may initially walk into an advisor’s office because they need help registering for a course, understanding a degree requirement, or resolving an academic problem. But when trust develops, Halloran says, the conversation changes.

“When students trust their advisor, they begin to ask questions, advocate for themselves,” she says.

Advisors, then, have an opportunity not only to help solve an immediate problem but also to teach students how to navigate complicated systems, recover from setbacks, make decisions, and confidently ask for help.

Halloran’s research has made her even more intentional about bringing curiosity into those interactions. It has also reinforced her belief that strong advising should ultimately increase a student’s independence.

Part of the goal, she says, is “helping them develop the confidence and the skills to navigate the next problem themselves.”

Her commitment to resilience and student support also extends well beyond Pace.

Halloran is co-founder of the BTH Foundation, established in memory of her son, Brian Thomas Halloran. Through the organization, Halloran and her family support mental health education for young people, including bringing DBT STEPS-A curriculum into school districts and helping train educators to continue that work.

Her experiences with the foundation, together with her scholarly interests in emotional intelligence, self-stigma, help-seeking, and student self-advocacy, have increasingly converged with her work in higher education.

But Halloran is careful about the boundaries of that work.

Academic advisors are not therapists, she emphasizes. Trauma-informed advising instead asks advisors and institutions to think carefully about how they listen, how they communicate, and how they connect students with appropriate resources.

Halloran advocates for “warm referrals,” which can mean helping a student identify the right office, explaining what to expect, initiating a connection when appropriate, and following up rather than simply directing someone elsewhere. She also argues that sustainable trauma-informed advising requires institutional support, including clear referral pathways, training, manageable workloads, collaboration, and strong partnerships across campus.

“I hope they feel seen, heard, respected, and capable,” she says.

It is a philosophy that places relationships at the center of student success while recognizing that successful advising is never the responsibility of one person alone.

For Halloran, its impact can ultimately be measured in something deceptively simple: how a student feels when they leave the room.

“I hope they feel seen, heard, respected, and capable,” she says.

Students may not always receive the answer they hoped for. Policies cannot always change. But even when the answer is no, Halloran wants students to know that someone listened, treated them with dignity, and helped them understand what comes next.

At Lubin, Halloran is bringing that combination of research, experience, and advocacy directly into the work of supporting students, helping them not only move toward a degree but become more confident navigating the challenges they will encounter along the way.

At Pace University’s Seidenberg School of Computer Science and Information Systems, finding new ways to explore how technology fits into our lives is an almost daily occurrence. So, for Seidenberg, what does it mean to break patterns with AI? How can we use it as a tool to challenge familiar ways of doing things while being thoughtful about what the impact is and what comes next?

A recent event called Break the Pattern with AI, an International Women’s Day celebration held at Pace’s New York City Campus, explored those questions and centered on the participants’ personal interpretations of the topic. Organized to celebrate International Women’s Day (IWD) 2026 by Seidenberg and the Pace AI Lab alongside Women Techmakers, Pace’s Google Developers Group on Campus, and Women in Tech Club, the all-day event brought together students, faculty, and technology professionals, including speakers from organizations such as Google, Capgemini, and JPMorgan, to consider AI from a variety of perspectives.

Through career and technical discussions, student lightning talks, emerging technology demonstrations, and even a technology-integrated fashion show, women working and studying in technology shared their experiences while exploring AI’s growing influence on careers, creativity, ethics, and everyday life. Throughout these activities and conversations, the event became a space to exchange ideas, learn from one another, and consider how future technologists can play an active role in shaping how AI is used.

For Sarah Lin ’19, adjunct professor of computer science at Seidenberg and faculty affiliate at the Pace AI Lab, the event made for a memorable experience.

“Honestly, one of the more energizing days I've had this semester,” Lin said. “The mix worked really well. Panels that got into the hard questions, lightning talks by students who absolutely held their own, and a Meta Glasses demo that had people huddled around it the whole break.”

Being Intentional About AI

Lin participated in The Developer’s Future: Navigating Careers in the Age of AI, a panel focused on what a rapidly changing technological landscape means for current and future developers. Her perspective centered on an idea she calls “Break the Pattern with Intentional AI,” which is basically an approach that explores how we learn, teach, and work with AI on purpose rather than simply adopting the technology by default.

“Ethical AI use looks like disclosure, intent, and accountability to me. Disclosure, being honest about where AI was involved. Intent, asking whether you're using it to go further or to avoid going at all. And accountability, being willing to stand behind the output as if it were fully yours, because in a professional context, it is. It's a habit you build decision by decision.”

Students also engaged in the conversation through a series of five-minute lightning talks centered on their own interpretations of “Break the Pattern with AI.” Selected presenters received coaching from Marie-France Han of JustWorks NYC as they prepared to share projects, initiatives, and ideas with the event’s audience.

This format gave students a chance to learn from professionals and faculty members while also adding their own voices to the conversation—building communication skills and confidence while challenging them to think critically and develop their own ideas about the topic.

Christelle Scharff, PhD, director of Pace’s AI Lab and professor of computer science in the Seidenberg School, added that “this event truly reflected the power of community. Students, faculty, staff, and our partners came together to create a space where we could learn from one another, celebrate women in technology, and explore how we can shape the future of AI together.”

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Modeling New Possibilities

One of the event’s highlights was the technology-integrated fashion show, where patterns generated with the help of Dr. Scharff’s machine learning process were transformed into wax-printed clothing and accessories.

Lin participated in the show herself, moving from a conversation about responsible AI use to a creative demonstration of the technology in action—with a particular emphasis on using AI as a collaborative tool, rather than replacing the human creator.

“I also walked in the fashion show, which was such a fun counterweight to the panel,” she said. “Same conversation, totally different register. Instead of talking about intentional AI, we were wearing it. The wax-print patterns generated for the show were a great example of AI as a creative collaborator rather than a replacement and stepping into that as a participant made the throughline of the day click for me.”

That throughline connected the event’s many different pieces: students finding their voices, women in technology sharing what they have learned, and a community exploring new tools together rather than simply reacting to them.

A big thank you to all speakers who were involved in IWD 2026.

Pace University’s motto, Opportunitas, inspires us to recognize those who create opportunity for others and to celebrate the individuals who embody our community’s values. This year, you have two ways to take part in these traditions: by nominating an inspiring voice for Commencement 2027.

Commencement Speaker and Honorary Degree Nominations

Who will address the Class of 2027? You tell us.

Each year, Pace invites nominations for honorary degree recipients—leaders who exemplify the University’s values and aspirations, bring distinction to Pace, and help make Commencement unforgettable. Selected honorees may:

• Deliver the keynote at the main ceremony,
• Address a school or college ceremony, or
• Be recognized without giving a speech.

All honorees will receive an honorary doctorate—the highest recognition Pace University can bestow.

What We’re Looking For

• Inspiring stories and passions that reflect Pace’s mission of Opportunitas
• Connections to the Pace community or alignment with causes the University represents
• Leaders who will resonate with graduates and enrich their Commencement experience
• Nominees based near New York City or with reason to be here around Commencement

Nominations will be reviewed by the Commencement Speaker Advisory Committee, co-chaired by Jeff Barnett, PhD, Vice President for Student Affairs and Dean for Students, and Joe Sgammato, Director of Executive Communications. The committee includes representatives from our student body, staff, and faculty.

Nomination deadline: Sunday, November 1, 2026

Submit your nomination

Pace University’s undergraduate nursing program has climbed 25 spots to #135 nationally in the 2027 U.S. News & World Report Best Undergraduate Nursing Programs rankings.

The new ranking is a significant year-over-year gain for Pace’s Lienhard School of Nursing within the College of Health Professions, which rose from #160 in the 2026 rankings to #135 this year. The recognition reflects continued momentum for a program focused on preparing students for the realities of modern healthcare through intensive clinical education, simulation, and hands-on learning.

Pace’s undergraduate nursing program rose 25 spots in one year, from #160 to #135 nationally.

What Makes Pace’s Undergraduate Nursing Programs Stand Out?

Pace’s Bachelor of Science in Nursing (RN4) and Accelerated Bachelor of Science in Nursing (ABS) are designed to give students substantial experience before they enter the nursing workforce. Undergraduate nursing students complete 580+ hours of clinical experience, with training in areas including critical care and pediatrics. Students also learn in state-of-the-art simulation facilities, allowing them to develop and practice clinical decision-making skills before applying them in healthcare settings.

That experience begins early. RN4 nursing students are directly admitted to the program, beginning hands-on clinical experiences during their sophomore year, and ABS students complete their degree in just 11 months

From the Classroom to the Clinical Setting

For future nurses, learning how to deliver care requires more than understanding what happens in a textbook. Pace’s nursing curriculum combines academic preparation with opportunities to practice, make decisions, communicate with patients and healthcare professionals, and build confidence in clinical environments.

The results are reflected in licensure preparation as well. Pace reports NCLEX-RN pass rates that exceed state and national averages, an important measure for graduates preparing to enter professional nursing practice.

Students also benefit from Pace’s relationships across the healthcare industry. The Lienhard School of Nursing has connections with more than 200 clinicians and healthcare systems, creating opportunities for students to gain experience in the environments where healthcare is delivered.

Pace nursing graduates have gone on to work at leading healthcare organizations including NewYork-Presbyterian, Memorial Sloan Kettering Cancer Center, Montefiore Medical Center, Northwell Health, NYU Langone, and Westchester Medical Center.

Preparing the Next Generation of Nurses

The need for highly prepared nurses continues to make nursing education an essential part of the healthcare workforce pipeline. At Pace, students develop their skills through a combination of classroom instruction, simulation, and hundreds of hours of clinical training designed to prepare them for what comes next.

That career-connected approach is a longstanding strength of nursing education at Pace—and the latest national ranking adds another sign of momentum.

Moving from #160 to #135 in a single year, Pace’s undergraduate nursing program continues to strengthen its national position while preparing graduates for work that directly affects the health and well-being of individuals and communities.

For students looking for a nursing program that combines rigorous academics with extensive clinical experience, the latest U.S. News & World Report ranking offers another reason to take a closer look at Pace.

Explore undergraduate nursing at Pace University

Pace’s undergraduate psychology program climbed 34 spots to #231 nationally in the 2027 U.S. News & World Report Best Undergraduate Psychology Programs rankings, up from #265 last year.

The significant year-over-year increase brings new national recognition to a STEM-designated psychology program that gives students opportunities to study human behavior through research, data analysis, experiential learning, and close work with faculty.

Pace’s undergraduate psychology program jumped 34 spots in the 2027 rankings, rising from #265 to #231 nationally.

What Can You Do With a Psychology Degree?

More than you might think!

Psychology reaches far beyond a single career path. At Pace, the Bachelor of Arts in Psychology prepares students with foundations in psychological theory, research methodology, critical thinking, and data analysis—skills applicable to fields ranging from mental health and healthcare to business, education, research, human services, nonprofits, and government.

Offered through Pace’s Dyson College of Arts and Sciences in both New York City and Westchester, the 120-credit BA in Psychology is also STEM-designated, reflecting the program’s emphasis on scientific research and quantitative skills.

That means students aren’t simply learning about human behavior. They’re learning how to investigate it.

Psychology Students at Pace Become Researchers

Research is a particularly distinctive part of the psychology experience at Pace.

On both the New York City and Westchester campuses, undergraduate students can take part in a year-long Psychological Research course and laboratory experience, working closely with faculty while developing skills in research design, data analysis, and scientific inquiry. Students also have opportunities for individually mentored research through Pace’s Mentored Lab courses.

Some students go on to present their work at national conferences, gaining experience communicating research to others in the field.

Pace faculty also lead research groups exploring subjects that connect psychology with contemporary questions and challenges. Current research areas include urban health and health disparities, digital media and technology, and other dimensions of human behavior.

That range gives undergraduate students the opportunity to see psychology not simply as a collection of theories, but as an active field of inquiry.

Where Psychology Meets the Real World

Pace psychology students can build experience through internships, conferences, student organizations, and professional opportunities connected to their academic interests. Those experiences allow students to begin exploring where psychology might take them—whether that means graduate education or careers in areas such as mental health, research, education, business, healthcare, human services, or government.

Students interested in continuing their education also have accelerated degree options. Pace offers a BA in Psychology/MA in Psychology, which full-time students can complete on an accelerated five-year path, as well as a BA in Psychology/MS in Mental Health Counseling pathway.

Together, those options allow students to begin connecting undergraduate study with their longer-term academic and professional goals.

Growing National Recognition for Psychology at Pace

The move from #265 to #231 represents one of Pace’s largest year-over-year gains in the latest undergraduate program rankings.

But the numbers also provide an opportunity to spotlight what is driving the student experience behind them: faculty mentorship, scientific inquiry, hands-on research, experiential learning, and a curriculum designed to help students better understand one of the most complex subjects there is—people.

For students considering studying psychology in New York, Pace offers opportunities to investigate human behavior from multiple perspectives while developing research, analytical, and communication skills that can travel across industries and careers.

And with a 34-spot rise in the latest U.S. News & World Report rankings, the program is gaining national momentum, too.

Explore the BA in Psychology at Pace University.

Pace University donors who make generous gifts through their estate are among the most dedicated philanthropic leaders in our community. Their giving represents a commitment that extends beyond a lifetime—a deep belief in the mission of the University and in the enduring power of a Pace education to transform lives, uplift communities, and build a better world.

In academic year 2025–2026, the Pace Community set new records for philanthropic giving, raising $24.5 million in support of student advancement, faculty excellence, and programmatic innovation. At the heart of that banner year for Pace philanthropy were donors who made gifts through their estate. In total, estate donors in 2025–2026 contributed $9 million toward the expansion of the Pace mission, powering new pathways of opportunity that will benefit Pace students for generations to come.

A Permanent Legacy of Generosity

One of those generous donors who contributed a portion of their estate to the University in 2025–2026 was the late Pace alumnus Henry Petermann ’60.

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A native New Yorker, Henry studied accounting at Pace, attending classes in 41 Park Row before being drafted and deployed to the Korean War in 1957. After the war, Henry returned home to complete his studies, graduating during a 1960 ceremony at the Waldorf Astoria. After receiving his degree, he launched a successful, decades-long career as an accountant.

Scholarship support was critical in Henry’s Pace story. He attended classes at night, on Saturdays, and between shifts, paying his way through school as he pursued his goal of completing his college education. His exemplary academic performance earned him the Homer St. Clair Pace Scholarship Award, which kept that lifelong goal within his reach.

Decades after receiving the Homer St. Clair Pace award, long after his retirement from a distinguished and fruitful career, Henry still remembered the impact of his Pace scholarship. It was a gift that changed his life forever, and he wanted to pay that gift forward.

In 1996, Henry established the Henry G. Petermann Endowed Scholarship Fund at Pace University in support of students at the Lubin School of Business—students who, like Henry, were working hard to reach their potential, and needed only the extension of a helping hand to bridge the gap between aspiration and achievement.

In the decades after its founding, the Petermann Scholarship propelled dozens of Pace students to academic success, professional distinction, and personal fulfillment. And in each year before his passing in the spring of 2026, Henry returned to Pace’s campus for the President’s Scholarship Reception, where he would meet with his scholarship recipients, share his story, impart his wisdom, and continue paying forward that gift that shaped his own Pace experience many years ago.

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An Investment in a Better Future

Henry’s impact can be felt every day in the students’ lives he transformed—in their achievements and their triumphs, in the communities they serve and the people they lift up through their own generosity. But perhaps the most remarkable of Henry’s contributions was his final gift to Pace, an estate gift realized only after his passing: a seven-figure reinvestment in the Petermann Scholarship, ensuring that his fund continues to change lives and expand opportunities for generations to come.

Through this final act of generosity, Henry demonstrated the true meaning of philanthropy. His estate gift was an investment in a future he would never see, in the lives of students he would never meet, in a mission he cared about deeply—a mission that touched his life and that continues to play a powerful and transformative role in the lives of others.

“Henry’s commitment to Pace throughout his life was extraordinary, and his generous estate gift extends his legacy as a philanthropist of great vision and dedication,” said Marc Potolsky, senior director of planned giving at Pace. “Henry joins a special list of Pace donors who have elected to include a portion of their estate plan for Pace. Their generosity shows us what it truly means to give back to the causes and organizations that we cherish the most.”

Pace's Philanthropic Standard Bearers

Throughout the course of Pace’s history, scores of estate giving donors have invested in the future of the University. Their gifts are more than financial contributions; they are indelible legacies, symbols of the strength of the University and the bonds that endure from generation to generation.

Estate donors are recognized at Pace by their inclusion in the Edward J. Mortola Legacy Society, one of the University’s most distinguished circles of donors and benefactors. Many options are available to those who are interested in including Pace University in their future plans—wills, trusts, and IRAs are among the most popular forms of estate gifts for Pace donors.

Henry joins a special list of Pace donors who have elected to include a portion of their estate plan for Pace. Their generosity shows us what it truly means to give back to the causes and organizations that we cherish the most.

When Henry Petermann ’60 decided to include a gift to Pace in his estate, he made a meaningful statement of confidence in the future of the Pace mission as a force for good. Today, we are grateful for Henry’s confidence, and for the confidence of all those who are moved by a spirit of philanthropy to include Pace in their future plans. Their generosity affirms Pace’s greatest strength: its community of people working together to build opportunity and create a brighter tomorrow.

Learn more about estate giving at Pace

In what feels like no time at all, consumer-grade generative AI has rewired the most fundamental aspects of life and work. From fueling scientific discovery to automating how we plan our holidays, artificial intelligence is everywhere.

But AI innovations have also been accompanied by a fresh flurry of concerns. Gone are the days when the biggest worry was job losses. Today, the very people building AI agents—leaders of companies like Anthropic and OpenAI—also warn of their threat to humanity itself.

Pace University has long been a leader in advocating for safe and ethical deployment of AI tools. On September 25, Pace University’s latest Actionable AI conference will bring together industry titans from Google, Zoom, Salesforce and others to explore how AI can be used for good.

In advance of that conversation, Pace’s James Brusseau, PhD., a leading global thinker on the ethics of AI development, offers a nuanced assessment of the ethical challenges presented by AI, and why he remains bullish on technology for technology’s sake.

An underlying theme of Pace’s Actionable AI Conference series is the ethical considerations of the technology. How do you define AI ethics?

AI ethics is the investigation of the values that surround human interaction with artificial intelligence. But what does it mean in practice?

Value in ethical terms means something that is worth having on its own. Think of the slogan on the New Hampshire license plate—“Live Free or Die.” The idea with that motto is that freedom is worth having—not to get something else, but simply to have freedom. Without it, life isn’t worth living.

Privacy takes on a different urgency with AI.

AI ethics is simply the pursuit and the investigation of those values that surround artificial intelligence.

What makes AI ethics different from other kinds of ethics is that some values have greater importance than others. Take privacy, for example. In the world of automobiles, privacy isn’t really a big deal. No one is too afraid that people are looking into your car window as you drive by. But privacy takes on a different urgency with AI, because so much personal data can be gathered about people and then used to form models of those people and predict what they will do.

Based on that definition, we might expect regulatory agencies to be active in the discussion of AI ethics. But in the United States, at least, they are suspiciously absent, leaving it to private companies to define the safety parameters. That’s like the fox watching the henhouse.

Until recently, we've essentially trusted consumers to take care of themselves, and that's because artificial intelligence had not penetrated very deeply into our society. But that’s changing quickly.

Our collective social response was built for the industrial age, and it’s unlikely …to work for the AI age.

One area to watch is healthcare. The same tools that allow students to compose essays for university classrooms in seconds have the same technological power to compose profiles of patients and their health histories, which will, very shortly, enable predictions of the maladies people will suffer, and even when they might suffer them. That will raise lots of questions for things like insurance.

Here’s an example of that conundrum which, for obvious reasons, I hope is fictional: What if AI predicts with great certainty that not only am I going to have a heart attack in five to seven years, but that I will then have brain cancer in 11 to 12 years. Will insurance over the cost of my healthcare for a heart attack if I'm going to recover just in time to fall victim to predicted brain cancer?

These are the kinds of questions we’ve never had to ask before but are going to have to start asking them soon.

Can regulation of AI even work in these contexts?

I'm skeptical, and here’s why. The idea of political regulation, as we’ve developed it, is basically set for the industrial economy. It’s an area where things move slowly: problems develop, witnesses report those problems, political figures convene hearings to talk about the problems, a voting process ensues, and finally, a measure is signed and promulgated. It takes years to pass any kind of regulatory measure.

That way of organizing our collective social response was built for the industrial age, and it’s unlikely it is going to work for the AI age.

Clearly, though, societies must find ways to address the new types of questions arising around artificial intelligence, right?

Absolutely, but there are several schools of thought on how. On one side are the precautionists who believe we should slow down and ensure AI tools are safe before we deploy or push ahead with innovation.

Then there are the accelerationists. They believe it’s best to push forward with innovation and allow innovation itself to solve the safety problems that previous innovation has caused. I subscribe to this school of thought. My answer to the precautionist’s approach is that if we slow the technology down, we're missing opportunities to develop tools that could protect us from the risk that AI itself presents.

Let me give you an example. One of my recent papers was about a Canadian telecommunications company, called Telus, and how they managed the risks associated with a new client-serving AI chatbot. Instead of slowing down the development of their agent and introducing it bit by bit to the public, they developed a second AI agent, which tested the first one, attacked it constantly, and tried to discover weaknesses or points of exploitation. In my view, what Telus did is ultimately the best way to address the current challenges posed by AI.

The question people must answer is whether we lean toward this kind of acceleration—using innovation to solve safety problems—or toward precaution, even at the cost of innovation itself.

Is it really a good idea to leave this to commercial companies?

In the field of business, we would call this a conflict of interest, where professional responsibilities are conflicting with personal interests.

But there’s nothing inherently new about this. Think about advances in automobiles. There were similar debates about safety regulations surrounding seatbelts. In fact, the push for government-mandated passenger restraints was the result of car companies themselves. They wanted seatbelts in the cars, but no car company wanted to go first because they thought that would signal to the public that cars were dangerous.

The question people must answer is whether we lean toward acceleration …or toward precaution, even at the cost of innovation itself.

What the car companies did was they all got together in a smoky back room and said, ‘Look, if we can just get the government to impose this on us, then we can get these safety belts, which we all think we should have, without having to worry about the bad publicity.’

Something like that is probably what's going on in the world of Anthropic and Open AI. They're the ones who benefit most from regulations, so it stands to reason they're the ones asking for regulations.

How so?

It's called regulatory capture: When a set of regulations create high barriers to entry. When an industry goes from being relatively regulation-free to heavily regulated, it tends to freeze the companies in the positions they are at. It happens in healthcare. It happens in the automobile industry. And it would likely happen with AI.

“Regulations operate in a murky world, where the incentives are often hidden.”

Regulations can make it very difficult for anyone else to enter the field, and that would mean that we will have forever OpenAI versus Anthropic, with a little bit of Meta and a little bit of Grok. That doesn't mean that regulation is a bad idea. It just means that regulations operate in a murky world, where the incentives are often hidden.

Learn more and register for Pace's Actionable AI conference.

The Elisabeth Haub School of Law is proud to announce that the 2026 Elisabeth Haub Award for Environmental Law and Diplomacy will be jointly awarded to environmental lawyers Alfred Lahai Gbabai Brownell Sr. and Durwood Zaelke for their groundbreaking contributions to the progressive development of environmental law and their decades of leadership advancing environmental justice, climate action, and environmental governance around the world. The award will be presented during a ceremony at Pace University in New York City on Wednesday, October 21, 2026.

Both honorees have demonstrated the transformative power of law to address some of the world’s most pressing environmental challenges. Alfred Brownell has pioneered legal strategies to protect communities, environmental and climate defenders, and natural resources while advancing environmental rights and climate justice across Africa and globally. Durwood Zaelke has played a leading role in strengthening the Montreal Protocol and building on its success protecting the ozone layer to achieve significant climate benefits, including through the landmark Kigali Amendment.

“Alfred Brownell and Durwood Zaelke exemplify the vision and leadership that the Elisabeth Haub Award was created to recognize,” said Horace E. Anderson Jr., Dean of the Elisabeth Haub School of Law and President of the Haub Award Jury. “Throughout their distinguished careers, they have demonstrated the power of law and international cooperation to turn environmental priorities into meaningful action. Together, their work has strengthened legal systems and institutions, protected communities and the natural world, and advanced innovative responses to increasingly complex global environmental challenges. We are honored to recognize their extraordinary contributions.”

“Their work demonstrates the power of law, advocacy, and international cooperation to protect people and the natural world and to drive meaningful action on environmental challenges that transcend borders.”

—Liliane Haub

A Liberian environmental lawyer, law professor, and human rights advocate, Alfred Brownell is the Founding President of the Global Climate Legal Defense (CliDef), which provides legal support and protection to climate activists and defenders around the world. He previously founded and led Green Advocates International, Liberia’s first public interest environmental law and human rights organization, and has played a central role in advancing environmental justice, community land rights, natural resource governance, and corporate accountability across West Africa. He formerly served as Distinguished Scholar in Residence and Associate Research Professor at Northeastern University School of Law, visiting Fellow at Yale Law School, and Visiting Professor and Robert F. Drinian Chair 2024–2025 in Human Rights at Georgetown University School of Law.

Today, Brownell is leading efforts to strengthen environmental and climate governance across Africa, including a petition seeking an advisory opinion from the African Court on Human and Peoples’ Rights regarding the legal obligations of African States in responding to the climate crisis and an effort to develop a binding regional environmental rights treaty for Africa, where he serves as the Lead Campaigner for both the African Climate Platform ( ACP) and the Environmental Rights Africa Coalition ( ERA). Through CliDef, he is also building legal defense infrastructure to protect climate activists and other environmental defenders. In 2019, Brownell received the Goldman Environmental Prize for Africa for his efforts to protect Liberia’s tropical rainforests and communities threatened by large-scale palm oil development.

Durwood Zaelke is founder and President of the Institute for Governance & Sustainable Development (IGSD) and has played a leading role in strengthening the Montreal Protocol, the landmark international agreement credited with putting the ozone layer on a path toward recovery. His work has focused on maximizing both the ozone and climate benefits of the Protocol, including efforts to accelerate the phaseout of ozone-depleting HCFCs. Building on the success of the Montreal Protocol, Zaelke led IGSD’s eight-year campaign to secure the Kigali Amendment, which phases down HFC refrigerants—powerful greenhouse gases that had been widely adopted as replacements for ozone-depleting substances—and has the potential to avoid up to 0.5°C of warming by 2100.

Zaelke previously co-founded and served as President of the Center for International Environmental Law and spent nearly a decade as a litigator with the Sierra Club Legal Defense Fund, now Earthjustice. He is also an Adjunct Professor at the Bren School of Environmental Science & Management at the University of California, Santa Barbara, and co-author of International Environmental Law & Policy.

“Alfred Brownell and Durwood Zaelke embody the courage, vision, and commitment necessary to move environmental law forward,” said Liliane Haub, environmental advocate, Pace University Trustee, and member of the Haub Award Jury. “Their work demonstrates the power of law, advocacy, and international cooperation to protect people and the natural world and to drive meaningful action on environmental challenges that transcend borders. My family and I are proud to honor their extraordinary contributions with the 2026 Elisabeth Haub Award for Environmental Law and Diplomacy.”

The Elisabeth Haub Award for Environmental Law and Diplomacy is the world’s most prestigious award in the field of environmental law. The Award has a distinguished history since 1979 shaped by progress in the field of environmental law and policy, and through collaborations with the Université libre de Bruxelles and the International Council of Environmental Law. In 2016, the family of Elisabeth Haub and the Elisabeth Haub School of Law established the award as it is known today to honor Elisabeth Haub (1899–1977), a noted philanthropist and advocate for strong laws for the conservation of nature. Chosen annually by an esteemed jury, the Award recognizes the innovation, skill, and accomplishments of lawyers, diplomats, international civil servants and other advocates who work to create the world environmental order. In 2025, the Haub Award was presented to Professor John H. Knox and Dr. David R. Boyd for their groundbreaking efforts as successive United Nations Special Rapporteurs on the human right to a healthy environment. Learn more about the Haub Award

The ceremony for the 2026 Elisabeth Haub Award for Environmental Law and Diplomacy honoring Alfred Lahai Gbabai Brownell Sr. and Durwood Zaelke will take place on Wednesday, October 21, 2026 at 5:00 p.m. ET at Pace University in New York City and will be broadcast virtually.

Jessika Pietryka ’20 came to Pace University with a creative streak and left with a skill set that could take her just about anywhere. As a Lubin School of Business information systems major, she built a foundation in business and technology while exploring programming, design, media, and hands-on IT experience across the University. Today, she brings all of those skills together as a graphics integrator and developer at NBC Sports, where her work has already earned her three Sports Emmy Awards.

You are a graphics integrator and developer at NBC Sports. How have your experiences as a Pace student helped you in the journey to your current role?

Studying at Pace helped me become a well-rounded professional. The information systems program was amazing because I got to take a wide range of classes that covered all aspects of, not only business, but IT as well. Through this program, I was able to build a strong foundation of business ideals and concepts that are applicable in all professional settings. I also took a wide range of technological classes (Seidenberg) where I was regularly challenged and encouraged to think deeply, particularly when it came to solving programming and systems problems. I also credit the Computer Resource Center in Wilcox where I worked all four years, for providing me with a real experience in a functional IT office. What I also liked about Pace is that I was able to feed my creative side by taking a couple of Media, Communication, and Visual Arts (MCVA) classes (Dyson) and I worked as a graphic designer for the Office of Residential Life. All of these helped me get to where I am now and set me up for success in my current role.

Why did you choose to enroll at Pace?

I originally decided to enroll at Pace to pursue a degree in digital cinema and filmmaking, for its proximity to New York City, and the small class sizes. I had many mentors at Pace that encouraged me to try out different classes (it was easy for me to do and there were lots of options), and so, I ultimately selected a program that felt right for me.

What were your experiences like as a student? Were certain faculty instrumental in your academic journey?

What I liked most about my classes was how hands-on they were. In one of my business classes, we operated a small business through a stimulation. In my IT classes, I worked with Raspberry Pi and robots, built databases, and programmed a lot. One of my favorite classes was with professor Pauline Mosley, DPS, through which we worked with local elementary school kids and taught them how to use a robot. Taking a couple of classes with professor Lou Guarneri helped keep my creative spark alive and that’s needed in my work today, and Professor Johanna Sterbin continuously encouraged me all my four years at Pace.

Congratulations again on your Emmy win! Please tell us more about that.

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I’ve won three Emmy’s to date and they are as follows:

2024–2025 Sports Emmy ® Awards
Outstanding Graphic Design - Event/Show
Games of the XXXIII Olympiad
The Networks of NBC
Jessika Pietryka, Graphic Designer

2024–2025 Sports Emmy ® Awards
Outstanding Technical Team Studio
Games of the XXXIII Olympiad
NBC | Peacock
Jessika Pietryka, Graphics Operator

2026 Sports Emmy ® Awards
Outstanding Graphic Design: Event/Show
NBA on NBC & Peacock
NBC | Peacock
Jessika Pietryka, Graphic Designer

How have your Emmy wins been meaningful to you?

Working for NBC Sports has been surreal and I never imagined I’d be working here, let alone with three Emmy wins (so far!). I feel very lucky to have landed a position like this so early in my career and I owe much gratitude to everyone who has helped me get this far. My work ethic and passion are the direct result of everyone I’ve crossed paths with.

Any words of wisdom for current Pace students?

Extracurriculars at Pace helped me get to where I am today. Some of my closest friends are ones I made at Pace, and I feel their support to this day. A big shoutout to Rachel Skopp-Cardillo '20, my colleague at NBC Sports, who helped me obtain my current role and was in my Week of Welcome group my first year at Pace, and to coworker Nicole Manning ‘23, who I hadn’t known at Pace yet it feels like fate to work together with someone who is now a very close friend.

Ready to turn your interests into a career you never expected? Explore Lubin’s undergraduate programs and discover how Pace can help you build the skills, experience, and connections to get there.

Pace University was recently ranked #8 in the nation for LGBTQ+ students by The Advocate, recognizing the inclusive community, resources, and support available across the University. Pace’s LGBTQA+ Center is a key part of that work, with dedicated spaces on both the New York City and Pleasantville campuses, including a new home at 15 Beekman in NYC. We spoke with the Center’s director, Jimmy Luckman, EdD, about the Center’s growth, what the expanded New York City space makes possible, and his vision for its future.

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What are you most excited about with the new LGBTQA+ Center space at 15 Beekman?

I’m most excited about the different opportunities we have to build community. Our lounge has three different sections within an open concept, so students can watch TV, listen to music, have conversations, or use it as a workspace. We also have a conversation area where people can sit together and engage in discussion. There’s also a private conference room, and the space is large enough to accommodate different needs at the same time.

The seed for a dedicated LGBTQA+ Center was first planted in 2009 with the creation of the LGBTQ+ University Wide Task Force and has since evolved from a room in 41 Park Row to the above new space. Why is having a dedicated physical space for the LGBTQA+ Center important?

Some of our students come from places where they haven’t had the opportunity to speak openly about certain elements of their identities. At Pace, they have the opportunity not only to speak openly but to engage and have conversations with us. Students also see what’s happening at universities across the country, where some physical spaces, offices, or staff positions dedicated to this work are being removed. At Pace, we’re expanding.

It’s important not only for representation. We don’t want students just to think they’re being seen. We want them to actually feel seen and give them the space to be who they are.

What are the LGBTQA+ Center’s primary roles at Pace?

A lot of our programming is social and focused on getting to know one another and having conversations about sexuality, gender identity, expression, and performance. We also offer educational opportunities such as SafeZone trainings. Sometimes people are processing difficult or challenging things, so this space can help foster wellness, too. Further, we connect with academics and research and help students engage with the wider community through service. Ultimately, it comes down to having a space where students can build community and learn about themselves and others.

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In 2022, Pace was named one of the 40 best colleges and universities in the country for LGBTQA+ students by Campus Pride. Now, The Advocate has ranked Pace #8 in the nation for LGBTQ+ students. What do you attribute the Center’s continued growth and success to, and how has its role at Pace evolved over that time?

First, it’s really the students’ engagement. Students are eager to find a space on campus and make it a home. We’re able to continue to thrive because of the students who come to the Center and know the space is here whenever they need it or want community. We also have really strong collaborative partnerships across the University. This past year, more than 100 people completed SafeZone training, and offices and departments across both campuses are excited to collaborate, engage in discussions, and host programs.

The LGBTQA+ Center thrives because of partnerships from the community that uplifts, amplifies, and supports the work of creating an inclusive environment for members of the LGBTQA+ community.

What are some of the Center’s signature programs?

One of our major programs is the Chosen Family Dinners, which happen monthly and give students a space to come together. They don’t have to be part of the LGBTQA+ community, and we welcome everyone. Students can bring friends, have conversations, feel safe, and share a free meal. We also have Queer Agendas, a weekly program in partnership with the Counseling Center, through which we have an open discussion around a particular topic and pair it with an activity. At the end of the academic year, we hold Lavender Graduation, where we honor graduating seniors and recognize students, faculty, and staff.

In what ways is the LGBTQA+ Center today connected to its origin story?

Something I really value in my leadership style is being able to move forward and bring new energy to the Center while also looking back at the people who helped shape it. Last year, Distinguished English Professor Karla Jay, PhD, came to campus, and we renamed one of our awards after her, honoring her impact. In addition, Kelly Herbert ‘06, the Center’s founder, is still very connected to Pace and president of the alumni network. We continue to involve alumni who have played important roles in the Center, and that tradition is especially evident in Lavender Graduation. It’s about looking back while also moving forward, as we remember why we continue to educate, advocate, and support one another.

You oversee the LGBTQA+ Center on both Pace campuses. Tell us more about the Center in Pleasantville.

Pleasantville has a dedicated space in the Kessel Student Center, in Room 310. On both campuses, someone staffs the Center whenever it’s open, and programming takes place on both campuses, including Chosen Family Dinners and Lavender Graduation, while other programs are tailored to a specific campus. In New York City, we have Queer Agendas on Tuesdays, while Pleasantville has Out to Lunches on Wednesdays. We have similar programming, but we diversify it based on each campus’s needs.

What do you envision for the Center’s future?

I’m excited about working even more closely with students and developing programming that reflects what they enjoy and need. I’m also interested in exploring how we can enhance the library in the Center, with possibilities such as online archives and digital resources. And I’m excited about making the Center feel specifically like Pace, such as bringing student artwork into the space and other ways to make it feel uniquely connected to the community.

How can students, faculty, and staff access the new Center at 15 Beekman?

It’s pretty easy. After you go through the first turnstile, go through the second turnstile and take the elevator to the 14th floor. There may be a learning adjustment because students are used to going through the first turnstile when they visit places such as the Pace Library, Bianco Room, or Learning Commons. But the space will be open and accessible to everyone in the Pace Community.

Want to get connected with Pace’s LGBTQA+ Center? Follow the Center on Instagram for events, programs, resources, and ways to get involved on both the New York City LGBTQA+ Center Instagram and Pleasantville LGBTQA+ Center Instagram campuses.