The Lubin Link Podcast

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Leah Gaffney '22 discusses how she landed several different leadership positions on campus, how she created opportunities for herself, and her words of advice to current students navigating school, work, and life.

This episode was recorded on October 28, 2022.

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Tune into the Lubin Link podcast to hear how guests went from go-getting Lubin students to successful entrepreneurs, social media mavens, directors, CEOs, and beyond. They offer their best tips to students and share how you can make the most out of your #LubinLife.

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Reaching a career goal has its challenges, but Go-Getters know how to face these challenges head on. Occupational Therapy (OT) alum, Elias Fraija ‘21, was determined to fight for his passion. Through perseverance and resilience, he made it happen.

After beginning his career as an audio/visual technician working at Apple; Elias realized he wanted to pursue a career that allowed him to connect with people while combining his interests for health, wellness, and technology. He decided that a career in occupational therapy was going to be a perfect fit.

Elias had previously earned a bachelor’s degree in Psychology. When he applied at other schools for an occupational therapy master’s program, he was told he did not have the required prerequisites to get accepted. He was determined to make it happen, so he began earning observation hours and taking courses to complete those missing requirements. He continued applying with disappointing results, but he persisted every year.

He noticed that Pace was launching a new OT program and was recruiting its first cohort of students. “I saw it as a sign to take another chance and apply to the program. I felt that all those rejections led me to this opportunity, and it was meant to be my future,” he said. While the many disappointments may have discouraged someone else, it only made him more determined.

Elias’ cohort had the unique experience of being the pioneers of the Pace OT program, in addition to surmounting the obstacles brought on by COVID-19 and adjusting to remote learning. “Pace and the pandemic taught me how to think outside the box. Understand how something is typically done and find a way to be creative and achieve results,” said Elias. His studies in psychology provided a foundation that allowed him better navigate interactions with patients and his technology experience helped him to quickly learn and understand virtual assistant technologies.

Pace and the pandemic taught me how to think outside the box. Understand how something is typically done and find a way to be creative and achieve results.

—Elias Fraija

As Elias continues to gain experience in the field, his resolve to find a program that fits his career goals has been rewarding. He is employed at an outpatient clinic, New York Hand Therapy (NYHT) in Park Slope, with a new goal to become a certified hand therapist. He thanks Pace and NYHT for the education, mentorship, and guidance throughout his journey. “Pace taught me to accept new challenges, be an evidence-based practitioner, and that learning never stops as a healthcare provider,” he said. Elias faced his challenges and as a Go-Getter, he continues to conquer them!

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As part of the United Nations Millennium Fellowship, Lulu Okeke ’24, Global Professional Studies, represented Pace at an Academic Impact panel session called “Higher Education and Multilateralism: Academia Responding to Global Challenges” as part of UN Day on October 24, 2022.

The discussion focused on the relationship between higher education and the United Nations, particularly in response to global challenges and crises. Centering on the roles that faculty and students can play within this relationship, the first panel included professors, deans, and directors at prestigious universities who are involved in international studies.

The second panel featured Okeke and fellow students from peer institutions. The opportunity allowed Okeke to speak about her Millennium Fellowship project—an initiative to uplift girls and women around the world through letter-writing—and the impact that the Fellowship has had on her academic and personal growth.

Okeke is the third Dyson student to speak at UN Headquarters this month, joining Molly Rosaaen ’22, Political Science, who delivered a statement on youth disarmament education to the UN General Assembly First Committee and Taylor Mangus ’23, Political Science, who served on a panel on “Disarmament as a Solution for Peace” as part of the #Leaders4Tomorrow event.

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How did you become interested in pursuing a major in Acting-International Performance Ensemble (IPE)?

I discovered my love for acting when I was six years old. I saw The Lion King on Broadway and was completely captivated by the theater. I would go to the movies with my dad every Friday after school, and when the film was over, I would reenact certain scenes with him on our way home. In middle school, I auditioned for the school play, and we did a production of Oliver the Musical. Performing on stage for the first time in front of a live audience was euphoric. After my first performance, I knew that this was what I wanted to do for the rest of my life.

Why did you choose to attend Pace?

I wanted to attend Pace because it has one of the best acting programs in the country. I liked how students are set up for success and allowed to take control of their own education. I was also attracted to the existence of both a traditional campus in Westchester and one in New York City, giving me the best of both worlds.

What have your experiences been like with Pace School of Performing Arts? Have certain faculty members been instrumental in your academic journey?

Pace School of Performing Arts (PPA) has changed me for the better. This is the type of training I need to grow as an actor and as an artist. The IPE program is devising-based, and devising is creating original collaborative work. It has helped challenge me to think bigger and find inventive solutions to problems, but also develop my collaborative skills, and test and exercise my creative abilities. I wake up every day excited to learn.

My professors in IPE have been fantastic. Nora Woolley, Yokko [Yoshiko Usami Sienkiewicz], Carlyle Owens, and program heads Adrienne Kapstein and Ianthe Demos have pushed me to be the best artist and performer that I can be and have provided me with the necessary training to achieve post-graduation success.

You are a very vocal and active advocate for dyslexia and were part of the Dyslexia Task Force, with the Dyslexia Task Force Act recently passing in the NY State Senate. Tell us more about this legislation.

The Dyslexia Task Force Act examines and reports on appropriate and effective evidence-based screening intervention and support for students with and at risk of dyslexia and dysgraphia. These findings could improve the lives of hundreds of thousands of students statewide. My involvement began in 2018, when Assemblyman Robert Carroll asked me to be in a public service announcement for his bill to have mandatory state-wide screening for dyslexia. He then asked me to speak at a press conference for the task force and we were also interviewed on NY1.

Why is this work meaningful to you?

This is very important to me because I have dyslexia, dyscalculia, dysgraphia, and attention deficit disorder (ADD). Before I attended The Churchill School and Center (number one in the world for children with dyslexia), I attended public school and struggled a lot to keep up with my classmates. I was embarrassed for not performing on the same level and feared that my teachers would judge me. At Churchill, I ultimately graduated as valedictorian and was a recipient of the Winston Churchill Award, the highest honor a student can receive.

My story is the exception, but it should be the rule. So many children and young adults feel that they are not smart enough for college or feel that they would not succeed, so give up trying. In the prison system, the majority of inmates have learning disabilities. If they had received a proper education that catered to their needs and gave them the tools to learn how to use their gifts and overcome any challenges they may have faced in school, the world would be a better place. This Act is going to impact lives so that no child will suffer the way I and countless others have.

Have you had internships as a student, and if so, were they obtained through Pace?

I currently have an internship with Dan Goldman who is running for Congress in the 10th Congressional District which includes the Pace New York City campus. My role as an assistant field organizer involves canvassing, making phone calls, organizing events, and speaking with voters. In the future, I plan to apply for an internship in the entertainment industry through Pace.

[The Acting-IPE program] has helped challenge me to think bigger and find inventive solutions to problems, but also develop my collaborative skills, and test and exercise my creative abilities. I wake up every day excited to learn.

What activities and organizations, if any, have you been involved with as a student?

I’ve been very focused on my studies and making the most of my training. I started a nonprofit to help dyslexic children called The 1 in 5 Education Foundation, since I want to help children who were not as fortunate as I was. I would like to help create a world where no child is ashamed of their gifts, to have them know they are not alone, and to give them the confidence and tools they need to face their challenges head on in life.

What would you like to do upon graduation/what are your career goals?

Upon graduation, I want to start auditioning and land a project in either television, film, or theater, with the long-term goal of having a successful career as an actress.

What advice, if any, would you like to give to our current students?

My advice for current students is to do what you love. Stay strong and positive, and never let anyone or anything stop you from pursuing your dreams. Be kind and respectful to others. Most of all, believe in yourself, as no one will believe in you, if you do not first believe in yourself.