Kathy Winsted

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Marketing

We connected with Professor Kathy Winsted, a longtime faculty member at Pace University’s Lubin School of Business, who has been part of the Pace Community for more than 30 years. Throughout her tenure, she has taught a wide range of marketing courses while championing experiential learning and student entrepreneurship. From leading hands-on classroom simulations to mentoring student-run businesses through the Center for Student Enterprise, Dr. Winsted has remained deeply engaged in helping students gain the skills and confidence to succeed in today’s evolving business landscape.

Why Marketing?

Marketing is engaging because it combines creativity and strategy in a way that is both practical and impactful. I enjoy how dynamic the field is and how it continues to evolve, giving students the opportunity to apply what they learn to real-world situations.

Why Lubin School of Business and Pace University?

I was most drawn to Pace because of the campus environment and overall feel of the community. It stood out as a place where I could connect with students and contribute in a meaningful way, particularly within a setting that values hands-on learning and student engagement.

What are your research interests/areas?

My primary research interest is experiential education. I focus on how hands-on learning opportunities can enhance student engagement, strengthen skill development, and better prepare students for real-world challenges and career success.

Why is it important to advance research in this area or these areas?

There are many opportunities to expand hands-on experiential learning, especially as the landscape continues to evolve with the rise of AI. A key question is how we equip students to be knowledgeable in AI while also ensuring they develop essential skills such as critical thinking, problem-solving, teamwork, and decision-making. Advancing research in this area helps us better prepare students for a rapidly changing workforce while maintaining a strong foundation in these core competencies.

What do students learn in your classroom?

In my BUS 101 class, students participate in a different simulation with a new team each week. Through these experiences, they learn how to work with a variety of people and personalities, use data to make informed decisions (with a focus on Excel), analyze situations, and develop solutions. They also strengthen their critical thinking and problem-solving skills as they work to make the best decisions each week. In addition, each simulation focuses on a different area of business, giving students exposure to multiple fields.

In my digital marketing class, students work with two small business clients each semester to support their digital marketing efforts. As they learn course material, students develop strategic recommendations and present them to their clients at the end of the semester. Students also earn certifications in areas such as search engine optimization, digital advertising, AI in marketing, and social media through platforms like LinkedIn Learning and HubSpot.

Tell us about your work with the Center for Student Enterprise (CSE) and the inspiration behind it.

Sixteen years ago, two first-year students in my UNV 101 and BUS 101 classes approached me about starting an entrepreneurship club. I encouraged them to go a step further and start a business. Together, we developed a business plan and launched the first Pace Perk on the Briarcliff Campus.

Soon after, I met with the director of the development office and learned that outside contractors were being hired for annual fund outreach instead of employing students to do this. This led to the creation of Pace Connect, which has since expanded to include many different types of calling and research.

Students on the Pleasantville Campus expressed interest in having their own student-run business, which led to the launch of Pace Mart in the library. In 2012, we formally established the Center for Student Enterprise. We also introduced Shark Tank–style competitions to encourage student business ideas, which led to ventures such as Pace Delivers and Pace Fit.

One early idea—a student-run cleaning service—did not move forward at the time. However, when a first-year student approached me this fall with a similar concept, I agreed to mentor the effort. The student assembled a team, and they met weekly throughout the year to develop the business plan. We launched Pace Cleans on Wednesday, April 15, as a pilot program for the remainder of the semester. Services include room cleaning, car washing and detailing, and laundry support.

I value the opportunity to meet weekly with each management team to discuss business challenges and guide decision-making. I also enjoy coordinating board meetings, performance reviews, and our annual retreat.

Discuss your professional path and its impact on how you teach and what you teach.

I have founded and managed several small businesses, including a newspaper and a coffee shop while I was still in college. These experiences shaped my entrepreneurial mindset and inform how I approach teaching.

I also worked in government, including at the White House, and later ran a consulting business, working with more than 100 clients. These experiences allow me to bring real-world insights and practical examples into the classroom, along with a strong “you can do it” message for students.

What are some challenges you had to overcome to get to where you are today?

I had my three children while completing my PhD and starting my first teaching position, which required balancing significant personal and professional responsibilities. I also faced challenges, including discrimination, prior to my career with Pace.

Of which triumph are you most proud?

While working for the federal government, I refused to carry out a request from my supervisor that I believed was unethical. As a result, I was dismissed for not being a “team player.” Less than a year later, I secured a better role and was publicly recognized for leading a successful program and event attended by the President of the United States and my former supervisor.

I encourage students to get involved, step up, put their best foot forward, and take initiative.

What is the single most important lesson you’d like to impart to your students?

It is essential to believe in yourself. As Henry Ford said, “Whether you think you can or think you can’t, you’re right.” I encourage students to get involved, step up, put their best foot forward, and take initiative.

What does #LubinLife mean to you?

#LubinLife reflects students who are engaged, motivated, and committed to learning, as well as faculty and staff who collaborate and support one another. Together, we create an environment where the Pace Community can achieve more.

Classes Professor Winsted has taught

• BUS 101: Contemporary Business Practice
• MAR 349: Strategic Digital Marketing.
• MBA marketing,
• MAR 344: Customer Relationship Management
• MAR 431: New Product Development
• MAR 201: Principles of Marketing

And many more.

The Elisabeth Haub School of Law at Pace University’s Mock Trial Team delivered an impressive performance at the prestigious Capitol City Challenge, earning a second-place finish among sixteen top law school teams from across the country.

Held March 27–29 in Washington, D.C., the competition brought together some of the nation’s strongest advocacy programs for three days of high-stakes litigation, strategic thinking, and intense courtroom competition. The event kicked off with the signature Challenge Ceremony, where teams faced off before the official competition began.

Representing the Law School were third-year students Skyler Pozo, Maiya Aubry, James Page, and Marina DiLeo, coached by alumni Joseph Demonte ’24 and Matthew Mattesi ’24. Throughout the weekend, the Pace Haub Law team demonstrated exceptional advocacy, navigating nuanced legal arguments and delivering compelling examinations and arguments. James Page ’26 was recognized individually for his outstanding performance, earning both Best Advocate and Best Cross Examination honors. The team’s second-place finish reflects the continued strength and national recognition of Pace Haub Law’s Trial Advocacy program, as well as the dedication and talent of its students and alumni coaches.

“The team’s performance reflects the grit and hard work that define our advocacy program,” said Louis V. Fasulo, Professor of Trial Practice and Director of Advocacy Programs. “Our graduating students’ commitment—both in this competition and throughout their time in the program—makes me incredibly proud and showcases to law schools across the country the quality of what we do here.”