On April 25, Seidenberg’s Computational Intelligence Lab (CI-Lab) hosted a Data Pipeline Workshop in the lab’s new space in Pace’s 15 Beekman building. The main goal of the workshop was to help participants build fully custom data pipelines and help them advance to that level after mastering simple examples. The workshop was designed for students who have a good foundational knowledge of Python and were familiar with Pandas. Students were required to have a Python interpreter and a code editor to perform the operations on the datasets themselves. With this approach, when the students tried to perform practical operations and experienced issues, they got immediate help and guidance from the CI-Lab Team.

An Introductory workshop was held the day before on April 24, and this session was specifically for the participants who needed a refresher or foundational knowledge to engage with the main workshop's content more effectively.

Participants of the main workshop learned how to create, manipulate and manage data within DataFrames, including reading from CSV files and modifying column names, and learned about the importance of cleaning and preparing data before analysis.

Different techniques of cleaning and dropping, deducing and replacing data, and handling synthetic data were discussed, as were more complex operations like concatenating DataFrames, filling null values, and generating dummy variables. The students also covered Data Augmentation methods to enhance the dataset.

The CI-Lab team used practical exercises to deepen the participants’ understanding of the theoretical concepts that were introduced, and in doing so perfectly showcased what the lab is all about: being Pace University’s venue for demonstrating its leading-edge analytics and technology.

If you are interested in collaborating with the lab, their team provides a working environment for faculty, staff, and students. You can engage in collaborative research with other faculty and students, drop in for a workshop, or listen to an industry expert share their daily involvement in data science, machine learning, or artificial intelligence.

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Kelsey Berro ’15

After helping to lead the Pace University College Fed Challenge Team to a national title—Pace’s team is now tied with Harvard for the most championships in the history of the competition—former team captain Kelsey Berro ’15, Business Economics, has taken the skills she learned in her time at Pace to a career as a portfolio manager at JP Morgan Asset Management. Berro is one of a long list of Pace economics department graduates and former Fed Challenge Team members who have gone on to work at big-name financial firms.

What initially interested you about joining the Federal Reserve Challenge Team?

I was looking for an opportunity to get involved with the department, make friends, and challenge myself academically. I have always had an interest in the financial markets. The encouragement I received from my professors in the economics department is what got me to show up and actually try out for the team. I am so grateful they did.

What skills did you learn from the Federal Reserve Challenge Team?

The list is endless. I was part of the team for three years including two years as a captain. During that time, I learned how to become a subject matter expert through hours and hours of studying in which I discovered that I was capable of much more than I thought. I also learned how to communicate messages effectively through data, presentations, and live Q&A with economists. Ultimately, the Fed Team is a team sport and so teaching the more junior members of the team is also crucial to the process and that includes interacting with a robust alumni network of former Fed Team members who are in the industry.

What is your favorite memory of being on the Federal Reserve Challenge Team?

I have so many wonderful memories: the late nights going through our presentation and debating monetary policy with Clinical Associate Professor Mark Weinstock and Professor Greg Colman, PhD; the anticipation while waiting to present at the NY Fed and being accompanied by Professor Anna Shostya, PhD, who always had snacks on hand (clementines and chocolate) in case we got hungry (I was too nervous); the three trips I took on Amtrak to Washington, D.C., where we got to present and tour the Federal Reserve Eccles building. On those trips to D.C., I shook hands with two Fed chairs: Ben Bernanke and Janet Yellen. On our way back home from D.C. after winning nationals my senior year, we got photographed by Humans of New York in Penn Station.

What challenges did you have to overcome in your time with the team?

Every year is a new challenge because the economy is always changing. The learning curve when you first join the team is very steep and there are always new things to learn, speeches to read, and research papers to review. I likely spent hundreds of hours on my own reading to make sure I could bring the most informed perspective to the team. As I became more senior, I also needed to learn how to teach others and get the best out of them. As you can imagine, time management was a key challenge between classwork, internships/part-time work and Fed Team. I leaned on my professors for support as well as my teammates especially my co-captain.

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How do you feel the Federal Reserve Challenge Team prepared you for your career?

There are both direct and indirect ways. More directly, I work as a portfolio manager in the fixed income market so the skills I gained to help me analyze market and economic data, assess the US economy and Fed monetary policy have a clear translation. More indirectly, the Fed team taught me how to think critically, have an opinion and be able to express that opinion to others in a persuasive way, which is highly important in the professional world.

The Pace team has won five national championships, a mark matched only by Harvard. How does that statistic make you feel, and what do you think are the keys to Pace’s tradition of success?

Hard work, grit, determination, and a lack of entitlement. We have won because we study the hardest, prepare the most, and because we earn it.

The Pace team also has a history of having a strong representation of women on the team. What does the Pace economics department do to empower women and how was this impactful to you?

The economics department saw potential in me and encouraged me to harness it. I continue to see them do that time and time again for all people in the department. I mentioned earlier that the Fed Team taught me how to have an opinion and not be scared to share it, essentially to have confidence in myself. I think my professors did an excellent job empowering those who may be less "seen" in a room, perhaps because another male counterpart initially jumps to the front, and giving everyone a chance.

As the Class of 2024 prepares to cross the stage on May 20 at the USTA Billie Jean King National Tennis Center, graduating students shared their plans for the future and reflected on their most memorable moments from their time at Pace—from meaningful mentorship from professors to career-altering courses to unforgettable extracurricular experiences.

New York City Campus

Kelly Ann Stephen

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Economics, BA/Applied Quantitative Economic Analysis and Policy, MS

Post-grad plans?

I will be moving to Austin, Texas, to work in Global Wealth Management for PIMCO, a global leader in fixed income investment management. After interning last summer, I realized that the job was an amazing fit for me based on skills that I learned at Pace. I also plan on potentially going to law school in the future.

Why did you pursue your major/degree program?

I chose my degree in economics because of how versatile it is. Money is a major part of our world, and learning about incentives and how our economy works is crucial to understanding a big part of our society. Also, any industry can be studied through an economics lens. I personally love to look at environmental economics. I chose to pursue my master’s degree because I knew it would give me an advantage in the job market. I also loved the professors at Pace and was able to complete my bachelor’s, master’s, and two minors in four years thanks to careful planning.

What were your favorite course(s) and why?

Any class with Professor Sam Baruch is such an amazing class. He teaches many of the math-based economics courses and is the best math teacher I have ever had. I also really enjoyed taking the introduction to macroeconomics and microeconomics courses, and they were a major reason I decided to pursue my degree. A non-economics course that I really enjoyed was the mock trial seminar class. I have been a part of the mock trial team for the past four years and as president and executive captain for two. The class allowed me to expand my knowledge about the federal rules of evidence and improved my confidence in competing.

Mia Lastrella

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Film and Screen Studies, BA

Post-grad plans?

Immediately following graduation, I will be attending the 77th annual Cannes Film Festival with my production company, Western Star Entertainment Group, which I co-founded in January 2023. After returning, we hope to expand our slate of film and stage musical projects and grow our financial and creative reach as a company. I also plan to pursue production coordinator positions with agencies in New York and continue exploring my creativity as a writer, director, and actor.

Which faculty member(s) had the most impact on your experience?

Professor Ando Arike in Critical Writing truly inspired me at an early point when I was feeling discouraged, and taking Performing Shakespeare with Professor Sid Ray was a highlight of my AOK’s (Areas of Knowledge). Professor Chris Ramos helped me make a smooth transition into an Arts and Entertainment Management (Lubin) minor and gave me an opportunity to apply for my first film internship with my former boss and current mentor, Marisa Vitali. Within Film and Screen Studies (FSS), someone I have worked with consistently throughout my college career is Professor Gloria Vela. Not only has she believed in me, but has offered me glowing recommendations, invaluable advice, and a support system I could not have gotten through college without.

What were your favorite course(s) and why?

I really enjoyed the FSS production courses, including 16mm Filmmaking and Cinematography. I also liked the screenwriting courses (Writing on Film, Beginner Screenwriting, and Advanced Screenwriting), as well as Theories of Film. Outside of FSS, I enjoyed Performing Shakespeare and Arts and Entertainment Management.

Faith Gregory

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Psychology, BA

Post-grad plans?

I am currently enrolled in Pace’s combined degree BA/MA in Psychology program, so I will be receiving my master’s in psychology next year in May 2025. I am also planning to conduct some research and work as a mental health technician at a hospital over the summer.

Which faculty member(s) had the most impact on your experience?

I am a sociology/ anthropology minor, and took Introduction to Anthropology with Professor Claire Panetta, who really impacted my experience and interest in that field and provided me with a strong foundation for conducting qualitative research. In Meaghan Brewer’s Writing About Culture: Ethnography class, I wrote a paper about Harry Styles stan Twitter and it was one of the best projects that I’ve ever done—my paper won an English Department Writing Award. Professor Sid Ray in my Performing Shakespeare class made me feel so comfortable doing something I’ve never done before: acting (and Shakespearean acting, nonetheless!). Further, Professor Christopher Godfrey, in Experimental Psychology, helped me learn many things related to conducting research.

What advice would you give students in their first and second years at Pace?

Don’t be afraid to branch out and do things you’ve never done before; Pace has a lot of amazing opportunities, so put yourself out there! I never imagined I would be able to conduct two grant-funded research projects during my undergraduate career, but I was able to because of the resources and Center for Undergraduate Research (CURE) that Pace has. Also, don't be afraid to ask your professors about their interests and never hesitate to ask them for help or advice.

Pleasantville Campus

Nicolina Gabriella Barone

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Writing and Rhetoric, BA/Publishing, MS

Post-grad plans?

After graduation, I plan to pursue a writing career in the medical field, and specifically, in medical writing, copywriting, and editing. I also plan to begin submitting my novel to agents. In my sophomore year, I began drafting the first 25 pages of a novel for which I won the Billie and Curtis Fiction Writing Award, and I was later chosen for the Provost’s Undergraduate Student-Faculty Creative Award, which allowed me to complete a finished first draft of my manuscript at 65,000 words.

Why did you pursue your major/degree program?

Since I was a little girl, I have always been passionate about literature. I have also always known that my career would involve writing, but it wasn’t until my internship with WebMD that my interest in writing for the medical field solidified and proved to me that I could use my talents for the greater good. I chose Pace to pursue a master’s in Publishing to widen my career path options, learn from those in the industry, and access the connections in the program.

Which faculty member(s) had the most impact on your experience? Professor Dana Cadman has played an essential role in my years at Pace. We met early in my career when I was elected president of CHROMA, Pace’s literary and arts magazine, and as the faculty advisor, has allowed me to present my visions and gave me the space to promote the growth and success I longed for. She has also been a mentor in my writing career and has supported my novel, from being my advisor for my Honors thesis, to faculty mentor for the Creative Award. Professor JoAnn Schlesinger’s power of belief in her students pushed me to succeed, and Professors Rob Mundy, Bette Kirschstein, and Alysa Hantgan encouraged my writing in ways I couldn’t have known.

In the MS in Publishing program, Paul Levitz introduced me to the world of transmedia, and his class inspired my master’s thesis. Jessica Napp helped me overcome challenges, and I later interned with her as a publicity intern at Rizzoli International Publications. Eileen Kreit and Jennifer Romanello helped me get acclimated to being a dual-degree student, and my classroom learning with them will be indispensable for my career.

Osei Owusu-Afriyie Jr.

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Digital Journalism, BS

Post-grad plans?

My post-graduation plans are to move back to Manhattan, work on my publication, Fountain Magazine, and find a full-time job in the journalism field. I look forward to seeing my friends again and having adventures in Brooklyn and the East Village with them, although I’m going to miss the quiet, calm atmosphere of Pleasantville.

Why did you pursue your major/degree program?

I chose to pursue my degree in Digital Journalism because I love to write, meet new people, and travel to new places. This degree was a great investment for my writing skills and personal network and has taught me so many valuable skills from audiovisual production to news editing.

What were your favorite course(s) and why?

My favorite courses were Audio Storytelling, Ethics in Action, and Principles of Forensic Anthropology. I loved going around campus interviewing students about what they were doing, and presenting my cool, wacky topics in Audio Storytelling. In Ethics in Action, I loved talking about the impact of humanity on the environment and what we can do to accomplish core humanitarian and ecological goals to make the world a better place with Professors Sue Maxam and Len Mitchell. Finally, in Principles of Forensic Anthropology, I felt like an investigative journalist on Law and Order, studying archeology for homework.

James Kennedy

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Personality and Social Psychology, BA

Post-grad plans?

In fall 2024, I will be continuing my education at the University at Buffalo, starting a five-year social-personality doctoral program, which will allow me to further my research in personality and social psychology as well as in psychophysiology.

Why did you pursue your major/degree program?

I have always been curious about the workings of physical things. At a young age, this meant tinkering with mechanisms and trying to determine what purpose items had in our world. As I prepared for college, I considered a career in architecture, as I liked to design and create; however, I realized that there was more that could be discovered, and my love of social and personality psychology stems from that. Humans are far more complex and fascinating, and I want to explore how we are shaped by our social environment and our relationships and how individuals’ emotions and goals drive their behaviors and decisions.

Which faculty member(s) had the most impact on your experience?

Professor Courtney Gosnell has taught me how to develop and conduct research as well as empowered me to run my own research projects from idea to publication. Through her mentorship, I have had the opportunity to analyze topics such as cross-political-party close relationships; social behavior in both romantic and non-romantic relations; and college student experiences, emotions, and mindfulness-based coping practices. Professor Len Mitchell has shared his wisdom through his studies in philosophy, and has furthered my education, including my research through the Society of Fellows (Dyson College's honor society). And Assistant Provost Maria Iacullo-Bird has provided me with the opportunity to present my research to a vast audience both at Pace and outside at national and international conferences, as well as obtain funding to further my studies.

Everyday thousands of humans and millions of nonhumans endure solitary confinement. Human prisoners held in this way are confined for 22 to 24 hours a day for weeks, months, or even years on end in cells the size of a parking space. For these humans, the experience is tortuous. Captive animals held in solitary confinement similarly spend much of their lives locked into tiny spaces, isolated, and deprived of the types of interactions and environment essential to their wellbeing. And, like humans, they are driven mad. In human and nonhuman settings, the agony of solitary is chillingly alike and harmful. And, in neither setting is it justifiable or necessary.

In their article, Powerless Beings: Solitary Confinement of Humans and Non Humans in America, published in Nebraska Law Review, Haub Law Professors Michael Mushlin and David Cassuto use a comparative format to examine the moral, penological and scientific shortcomings of solitary confinement across species. The article sheds light on the importance of empowering all creatures subjected to solitary confinement. “If we adequately protect all vulnerable beings, the unnecessary suffering inflicted by solitary confinement will finally end,” they write.

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Anthony Mancini, PhD

Pace University Associate Professor of Psychology Anthony Mancini, PhD, has become a leading voice in research on trauma and resilience, sharing his insights on NPR’s Hidden Brain 2.0 podcast and in Forbes.

Some of your recent research has centered on the connections between trauma and resilience. Can you briefly describe what you’ve studied and your findings?

My early career focused on the different ways people respond to traumatic and acutely stressful events. I did this work with George Bonanno (Columbia University), and we pioneered—if that is not too grandiose a claim—the application of some newer statistical methods to the study of trauma. Essentially, these methods allowed us to separate people into different trajectories of distress after a traumatic event. At the time, no one had used these statistical approaches specifically for trauma, but there are now probably thousands of papers that use them on traumatic events.

In every study we found that most people, about 60–80 percent, showed a resilient response pattern of stable adaptive functioning. This didn’t mean they weren’t affected. It just meant they were able to go about their lives as before, going to work, taking care of children/family, seeing friends, etc. However, we also found that some people struggled to a greater extent before gradually returning to normative functioning, and a smaller subset showed persistent difficulties that likely reflected, for example, posttraumatic stress disorder.

To be clear, we found a high proportion of resilient people in every sample and every event we studied, from bereavement, military deployment, a school shooting, traumatic injury, life-threatening illness, divorce, 9/11, and COVID, among other events.

You also received a grant to study the psychological impacts of COVID-19. How was this grant meaningful to you, and what were the findings of your study?

This grant emerged directly from my research on resilience and individual differences. One unexpected result from this research—which emerged in a few studies—was a pattern of improved functioning from before to after the trauma. This was particularly apparent on the study I did on the Virgina Tech campus shootings, at the time the worst mass shooting in US history. Because this study measured people before the shootings (because of an unrelated study), we could compare how they were doing before and after. Surprisingly, about 15 percent of participants showed dramatic improvements in their functioning after the shootings, and this improvement was linked with an improved social environment (greater perceived support from others and social resources).

This finding alerted me to the key element of the social environment in the stress response, and I developed a theory to account for it—“psychosocial gains from adversity.” This theory argues that traumatic events can improve functioning when they have corresponding effects on the social environment or people’s willingness to engage with and affiliate with others.

The purpose of the COVID-19 grant is to test some hypotheses from psychosocial gains from adversity. The study looks at a broad feature of the environment—social capital—and examines whether it influences the way people coped with the challenges imposed by COVID, particularly the economic difficulties many people faced. In a way, the study zooms out to look at the geography of social capital and zooms in to look at individual adaptation simultaneously. This involved a rather complicated data collection scheme involving 1,600 participants from specific regions of the country, and we are now collecting the data. So I can’t yet tell what we found, but we will have a sense of that in the next year. Stay tuned!

How do you hope your research will make an impact?

I think of this in two ways. First, I hope my research will remind people that human beings are far more resilient than we seem to assume. Second, I hope it will alert us especially to the crucial nature of our social world, the surrounding environment of friends and family but also so-called “loose ties,” neighbors, baristas, shopkeepers, etc., who provide a sense of general reassurance and help us to manage our own experiences. A potent intervention on psychological functioning may, in fact, be quite difficult to implement and thus to detect—because it involves our surrounding environment and networks of people we interact with. Our capacity to trust and cooperate with others has important effects on our psychology, and these are also not sufficiently credited, especially in this time of polarization and divisiveness.

In class, I sometimes use the analogy of trying to merge into a crowded highway. If someone allows you in, you will be more likely to do the same for someone else. By contrast, if no one allows you to merge, you will be more likely not to cooperate with someone else. These effects cascade across people from person to person to person, and I think this dimension of human psychology, the degree to which we are embedded in cooperative and mutual relations, influence our capacity to live happy, productive lives. I’d hope my research might help to beam a light on the importance of the broader social realm for adaptive functioning.

How are students involved in your research?

Students are involved to a considerable degree. I run a lab, the Trauma, Social Processes, and Resilience Lab, which includes undergraduates, masters-level, and doctoral students. In the lab, I try to give them a sense of how an active researcher works, and I expose them to basic skills in research, such as literature reviews, data management, data analysis, and write-up. Virtually every year we produce a poster for a national conference, and students also often have the chance to work on a manuscript for publication. Several students were recently co-authors on a manuscript published early this year, and I have another one that is currently in revision and expect to be published.

How does your research inform your teaching?

Research is fundamental to my teaching because it trained me to think in a rigorous and open-minded way. Science is devoted to the discovery of truth, but truth is elusive and demands both a clear understanding of cause, as well as a willingness to update your beliefs continuously. My teaching emphasizes that we pay attention to what the data are telling us, as opposed to what we might like to be true, and I provide concrete instruction in how to understand causal effects in the real world. I also emphasize the necessity to be flexible in your views, to allow them to change in response to updated findings. I illustrate these points with examples of my own views that were updated in response to new research.

How have Pace and the psychology department supported your research?

My psychology department has encouraged my research and helped me to carve out a space for it. I very much feel free to follow my instincts and explore what interests me. Dare I say too that I sense genuine pride in my research accomplishments from my colleagues. All of this has helped me to continue to pursue new ideas.

Do you have any new or upcoming research projects on the horizon?

Yes, in addition to the grant study I’m working on, I’ve become very interested in causal inference, and am right now using a variety of new techniques to understand the causal effects of bereavement and a hurricane.

I’m finding that bereavement tends to increase social behavior, and when it does, it actually reduces depression from pre-loss. I’m also finding that flooding from a hurricane has a causal effect on increased perceptions of support, as well as causal effect on an increased likelihood of prosocial volunteering with clean up.

Beyond that, I hope to better understand the ways stress can increase social interaction and benefit functioning—the circumstances that contribute to reaching out to others and the ones that might inhibit a social response to stress.

Machine Learning. It’s a buzzword of late, and for good reason. Effectively employing this type of artificial intelligence can help reveal otherwise unseen patterns in fields as diverse as weather forecasting, healthcare operations, and nearly everything in between.

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It’s becoming a big deal in economics, and the research of Dyson College student Liam Chentoufi ’25 exemplifies how when it comes to this sort of interdisciplinary learning, Pace is on the cutting edge.

Liam initially intended to major in business; until by happenstance, he attended a data-centric event hosted by the economics department during common hour. He cites this event as a huge turning point in his undergraduate career—which ultimately inspired him to change gears, and dive headfirst into the world of economics.

“Meeting the department and all of the professors has been transformative,” says Liam. “It’s those little chances that let us find our niche. I could’ve said to myself ‘I’ll just get lunch and go next year,’ but next year it might not have been the same.”

“It’s those little chances that let us find our niche. I could’ve said to myself ‘I’ll just get lunch and go next year,’ but next year it might not have been the same.”

As a sophomore, Liam took Economics 590: Data Analytics (R and Python), a graduate course taught by Professor Mary Kaltenberg, PhD, that merges economics principles with coding languages to make better use of data. As part of the class, Liam was tasked with a data analysis project.

“My original question was trying to test if there’s any relationship between the locations where the Federal Reserve gives their speeches and some economic variable. Professor Kaltenberg mentioned at one point that this data is really rich for machine learning because it’s textual, but I wouldn’t be able to do it for my 590 class because it was too long a project for a single semester.”

The seeds now planted for a more involved research study, Liam applied for and was accepted to the Office of the Provost’s Undergraduate Student Faculty Research program. With the mentorship of Professor Kaltenberg, he began to investigate how machine learning can be applied to better understand and predict future decisions from the Federal Reserve.

“The Fed, they conduct our nation’s monetary policy. When making their policy decisions they communicate with the public through these speeches that they publish every week or so. This project is trying to predict what they’re going to do at their next meeting based on what they’re saying in their speeches today,” he notes.

Each Federal Reserve speech is publicly available, so Liam’s research involves scraping the text, and building a machine learning model to glean the attitude that is expressed in the text. He’s currently experimenting with two different machine learning architectures; one, a simpler model that requires less computing power but has 60% accuracy in classifying the text. The second, a more complex model that requires computing power beyond his personal laptop, is an adaptation of a model called Roberta developed and honed by Google and Meta.

“[Roberta’s] a larger model that’s more complex, it’s harder for me to understand but it does yield more accurate results; it takes more time and computing power to train the model,” explains Liam.

Professor Kaltenberg, who has been advising Liam as to the types of machine learning tools and resources he can utilize and experiment with for the project, believes this research is very representative of where the field is going; and is proud of the fact that Pace is among one of the first institutions to explore this unique research question.

“Embedding machine learning within economics is increasingly important, and it’s one of the reasons why we created a new degree, computational economics,” says Kaltenberg. “Liam’s project is exactly a reflection of that trajectory within economics, and across many different industries. This particular topic, trying to predict what the Fed will do next, can be extremely lucrative. We are not the first to consider it, but we’re among the first.”

This particular topic, trying to predict what the Fed will do next, can be extremely lucrative. We are not the first to consider it, but we’re among the first.

The research dovetails very nicely with Liam’s future plans—this summer, he’s landed an internship with the Federal Reserve Bank of Boston, where he will further learn about the machinations of monetary policy. After the summer, he plans on deciding whether to pursue a graduate degree in economics or enter the workforce upon graduation in spring 2025.

Through this research, his strong academic achievement, and his interests outside the classroom—he is co-captain of Pace’s nationally recognized Federal Reserve Challenge team—Liam is setting himself up for future success no matter what route he takes. But perhaps most impressive, is the attitude he has developed in part through this research; one that has helped him develop into a more resilient individual, more confidently able to tackle whatever may be thrown is way.

“You’re learning and testing things on the fly, it’s taught me a lot about myself,” says Liam. “With coding, you can receive so many errors, which is head-bangingly frustrating. But when it works, it is euphoric.”

“That’s the biggest thing,” he adds. “Learning how to push through hard things.”

Alicia Bennett ’24 came to Pace as an English Literature major. Her first year, she took Introduction to the Criminal Justice System as an elective and shortly thereafter added a criminal justice minor.

Now she’s graduating as a double major in both English Literature and Criminal Justice, and has dedicated much of her four years at Pace to community service and research about persons who are incarcerated and their experiences in the prison system—so much so that she’ll be honored with the NYC Campus 2024 Community Service Award at this year’s Commencement.

Kimberly Collica-Cox, PhD, has gotten to know Alicia well over her four years, but she recognized potential in her from the start. “I noticed Alicia's good nature and kind heart immediately. She is funny and has a great energy that others seem to love. She has a passion for helping others and will sacrifice her time to do so joyfully.” Collica-Cox spent enough time with Alicia to see this firsthand. Alicia not only took criminal justice classes, but also served as Collica-Cox’s teaching and research assistant and helped with her ‘pet’ projects, ‘Puppies on the Block’ ,‘Parenting, Prison, and Pups’, and the Inside-Out College course where students learned alongside adult learners in Westchester jail.

"I never thought of service as being something inherently 'important' to me, only as something necessary to do.”

Alicia has poured herself into these programs and especially the work she did with the Westchester jail. Most students in this program study at the Pleasantville Campus, but the commute from New York City didn’t stop Alicia—she would wake up at five in the morning to make it to her 9:00 a.m. class. And her advocacy stretched well beyond class. She worked alongside Collica-Cox to conduct research interviews to evaluate a jail-based trauma sensitive yoga program, co-presented this research at the National American Society of Criminology Conference, and served as a co-author on two peer-reviewed journal papers about the benefits of jail-based programming.

This was all while maintaining a 3.8 GPA in her dual major and staying involved across various clubs.

Alicia's commitment to service goes beyond obligation; she sees it as doing what must be done. In her words, "I never thought of service as being something inherently 'important' to me, only as something necessary to do.” Working with individuals who are incarcerated helped her articulate this even further. “The men and women I'm helping are often the ones most ignored or written off by society, which seems incredibly unfair… If they are willing and given the chance to change, to redefine their lives, then helping them do that isn't only a service, but a necessity to society and oneself.”

Take the risk. Take the class that you're afraid to take, the one that requires a little more effort on your part, because it could be the difference between graduating with a diploma and graduating with a sense of purpose.

This service-mentality is exemplified in her response to finding out she is being honored at commencement as a Community Service Award Winner. “It wasn't something I had expected nor had hoped to receive by the end of my time here at Pace, but knowing that I'm being acknowledged for my time at the Westchester Jail is amazing,” Alicia says. “What's more amazing, though, is knowing that these programs will get more recognition through Commencement and through this award. That's what I'm most excited about.”

After graduation, Alicia will be continuing her education here at Pace in the MS in Publishing program. She hopes to continue her advocacy and work with Westchester Department of Correction and use her degree to expand literacy in prisons. Collica-Cox is confident in her student’s future, saying, “I cannot imagine having a better student and as she continues to grow professionally after graduation, I know I will have a lifelong friend.”

And as to her advice for current students? “Take the risk,” she says. “Take the class that you're afraid to take, the one that requires a little more effort on your part, because it could be the difference between graduating with a diploma and graduating with a sense of purpose.”

Mikayla Meachem ’24, an earnest advocate for social justice and a dedicated scholar, is graduating with a double Bachelor of Arts in Peace and Justice Studies and Women's and Gender Studies. Mikayla's deep commitment to community advocacy and academic excellence during her time at Pace have led to her being honored with the prestigious Trustee Award, an accolade that highlights her as a standout leader in the 2024 graduating class.

Mikayla’s commitment to activism is deeply intertwined with her own lived experience. “My passion for advocacy stems from being a person of color and living in a community of color, thus witnessing the impacts that social injustices and systemic inequalities have on BIPOC communities,” she explains. “Issues such as the attack on reproductive rights and care, the alarming Black maternal health crisis, and the injustices BIPOC communities face are extremely important to me.”

I am proud of being able to foster change in my community, as well as seeing the departments that I am a part of thrive.

Her academic journey at Pace has heavily focused on examining these topics through research. Director of Peace and Justice Studies Emily Welty, PhD, advised Mikayla on her senior capstone thesis regarding Black feminist understandings of doula activism as social justice work. Welty quickly recognized Mikayla’s passion for her work, saying, “Mikayla’s appetite for research was infused with a delight in the process of writing and deepening her own work. Every week, she brought detailed questions about both the specifics of her own project and the process of research.”

Mikayla presented her research at three different conferences—the National Peace and Justice Studies Association Conference, the Notre Dame Student Peace Conference, and the Dyson Society of Fellows 2024 Annual Meeting. Beyond showcasing her own work, Mikayla went the extra mile to support her peers. According to Welty, “Mikayla found ways to participate not only in her own conference sessions, but to build the confidence of other undergraduate students.”

I have not seen another student demonstrate such passion for the process of research and immediately upon completing it, ask how she might broaden the work beyond Pace.

This spirit of mentorship extended throughout her time at Pace. Mikayla frequently helped younger students enhance their resumes and LinkedIn profiles, assisted in networking, and facilitated meetings that explored careers in Peace and Justice Studies—all while maintaining a 3.98 GPA and making the Dean’s List every semester.

Welty highlights how Mikayla's drive sets her apart, particularly in how she extends her commitment beyond academic requirements. “I have not seen another student demonstrate such passion for the process of research and immediately upon completing it, ask how she might broaden the work beyond Pace,” says Welty.

This intrinsic motivation and forward-thinking approach seamlessly transition into the next chapter of her career. Fittingly, Mikayla will continue her work after graduation in a full-time position at SisterLove Inc., a sexual and reproductive justice organization where she previously interned, ensuring her advocacy efforts continue.

Ask questions and pursue topics that you are deeply passionate about! It is so important to seek out mentors and share your ideas and interests with them.

According to Mikayla, her drive stems from the support she’s received from her family and professors, and from a sincere desire to learn more and make an impact. “I am proud of being able to foster change in my community, as well as seeing the departments that I am a part of thrive,” she says.

Reflecting on her experiences, Mikayla shares a simple yet profound message for current students: “Ask questions and pursue topics that you are deeply passionate about! It is so important to seek out mentors and share your ideas and interests with them.”

This month, Olivia Burnett ’24 will graduate from Pace University with a BS in Health Sciences, having specialized in the pre-Physician Assistant track with a concentration in Global Health. The program is known for its academic rigor, but that didn’t deter Olivia from pursuing her deep commitment to community service. Her leadership in initiatives like the Pace Market—along with her participation in clubs such as Pace Pride, Gamma Sigma Sigma National Service Sorority, and the NYS Public Health Association—has earned her the 2024 Pleasantville Campus Community Service Award.

Olivia's commitment to community service, especially in addressing food insecurity, stems from her experience growing up in an disadvantaged area of Upstate New York. According to Olivia, “I witnessed how families struggled to access, afford, and transport healthy and nutritious food.” However, it was the community's response to such need that truly inspired her passion for service. “At the same time, I saw how community members surrounded those people with love and support. I also observed the schools and churches in my area working to ensure that community members had everything they needed.”

“Acts of service help in creating healthy, safe, and successful communities.”

As she grew up, Olivia became one of these helpers, getting involved in community groups that addressed issues of food insecurity, loneliness in older communities, and cycles of violence. This service spirit continued once she came to Pace. “When I came to Pace, I realized that the issue of food insecurity was still prevalent,” said Olivia. “I felt compelled to do something about it from a public health standpoint.”

Denise Tahara, PhD, has witnessed Olivia’s passion for public health firsthand. “Olivia is committed to the health profession through her volunteer work and curiosity.” She watched as Olivia brought her vast experience to Pace, particularly the Pace Market, a food pantry open daily on the Pleasantville Campus.

Creating and sustaining campus programs and clubs that support different student groups is the key to creating happier, safer, and healthier communities for everyone.

Tahara noted that Olivia didn’t just show up, she stood out. “She has been working with the pantry to get the word out, particularly to BIPOC and LGBTQIA+ communities who underutilize the pantry.” Not only did Olivia work to expand access, she wanted to increase her understanding of food insecurity on campus. Tahara explains, “She administered a survey to learn more about student food insecurity and patterns of usage by the students.”

For Olivia, addressing food insecurity doesn’t just help those affected by it, but uplifts the entire community. “I believe that everyone should be willing to do acts of service that may not directly impact them but rather benefit the larger community they are a part of,” she says. “Acts of service help in creating healthy, safe, and successful communities.”

I believe that everyone should be willing to do acts of service that may not directly impact them.

After graduation, Olivia has decided to take a year to get firsthand experience in the field of public health as an EKG technician and continue her community work. After that, she plans to obtain a master’s degree in public health, bringing her closer to her goal of becoming a physician assistant. Tahara is confident in Olivia’s future, saying, “I believe that Olivia’s commitment to food security and advocating for underserved communities will make her a strong leader in the health professions.”

Her advice to current students remains focused on the power of community involvement: “Organizing on campus is important to ensure the community's success. Programs like the Pace Market work because volunteers take the time to get together and work towards a common goal,” says Olivia. “Creating and sustaining campus programs and clubs that support different student groups is the key to creating happier, safer, and healthier communities for everyone.”

As we approach the end of another academic year, I am once again honored to lead this institution.

To students, parents, faculty, and staff—I thank all of you for your contributions to the Pace Community. You are all go-getters who embody Pace’s mission of Opportunitas.

To our graduating students with Commencement right around the corner, congratulations! Your dedication and hard work have gotten you this far and I am sure you will continue to make Pace proud as you rise in your future. We know that for many in this graduating class the pandemic took away your chance at a proper high school graduation in 2020—we are eager to celebrate your accomplishments!

This year has certainly been one filled with new challenges in higher education and I commend all of you for showing why Pace is so strong in the face of outside turbulence. We have built a foundation based on lifting each other up and always putting our best foot forward.

In this issue of PaceNow, we will be addressing some of the most pressing questions about Commencement 2024 ahead of the big day. Additionally, we will dive into the intersection of AI learning and Federal Reserve decisions, featuring insights from Professor Mary Kaltenberg and a student researcher.

Check out the behind-the-scenes look at the making of the new PaceDocs documentary, showcasing the dedication and talent of our students. From immersive research to on-the-ground experiences with coopers in Spain, the PaceDocs team has once again produced a superb picture for the world’s viewing pleasure. You can check out the trailer here.

We also highlight the achievements of four outstanding seniors—Alicia Bennett, Mikayla Meachem, Anthony Moretto, and Olivia Burnett—who have excelled academically while making significant contributions to their communities.

Be sure to check out our student, faculty, and staff events sections for information on upcoming activities and opportunities to engage with the Pace Community.

And, if you’re interested in continuing your education over the summer, Pace offers plenty of options for current students, visiting and non-degree students, and pre-college programs for those looking to get a leg up. Check out summer programs here.

I look forward to celebrating our graduating class with all of you and remain committed to supporting the success of all our students, faculty, and staff.