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Associate Professor of Communication and Media Studies Melvin Williams, PhD, and Clinical Assistant Professor of Political Science Laura Tamman, PhD, have been awarded Civic Engagement Mini-Grants through Pace’s Center for Community Action and Research’s longtime partnership with Project Pericles. Project Pericles is a higher education nonprofit dedicated to advancing civic participation and social responsibility across college campuses through faculty leadership programs, community-engaged learning, and co-curricular initiatives.

Both faculty will be joining a national cohort of faculty working to strengthen democracy by designing innovative projects, assignments, and activities that empower students to engage with public issues in inclusive and collaborative ways.

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Tamman will be integrating a Ranked Choice Voter Simulation into her course, Introduction to American Politics and Government, and Williams will be integrating voter education into a conversation about celebrity political endorsements in his course, Communication and Popular Culture. In doing so, these faculty will be contributing to Project Pericles Civic Engagement Resources used by faculty and staff nationwide.

Funding for this program is provided to Project Pericles thanks to the Mellon Foundation and the Eugene M. Lang Foundation.

Additional faculty are expected to receive mini-grants for fall 2025, so stay tuned for an update.

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Jason Slyer, DNP, RN, FNP-BC, CNL, FNAP, FNYAM is a family nurse practitioner (FNP) with over 20 years of experience in cardiac and chronic disease management. As a doctor of nursing practice (DNP)-prepared nurse practitioner, he is a leader and expert in evidence-based practice and translational research with scholarly interests in the area of shared decision-making in the promotion of person-centered care practices.

Dr. Slyer has made a tremendous impact at the College of Health Professions, as both the director for graduate practice programs, and an associate professor for the Lienhard School of Nursing (LSN). Dr. Slyer additionally serves on multiple committees for the University and has a unique point of view as a two-time Pace University alum. We connected with him to get his perspective on the LSN’s graduate programs as both a professor and former student.

Why did you become a nurse?

I came to nursing as a second-degree career, after earning my bachelor’s in biology. During my undergraduate years, I worked in various support roles within the hospital setting, which gave me firsthand exposure to the work nurses do. I have always been drawn to science and anatomy, and nursing allows me to blend that passion with critical thinking and meaningful human connection. It is a career where I can make a real difference in people’s lives. Nursing provides me with the opportunity to support, educate, and advocate for patients in ways that are both deeply fulfilling and intellectually challenging.

How has the nursing career field changed since you first started your career?

Nursing and health care has evolved tremendously over the past 25 years. The scope of practice for nurse practitioners has expanded, allowing for greater autonomy and independent practice. There is now a stronger emphasis on evidence-based practice, technology, and interprofessional collaboration. We’ve also seen major shifts in healthcare delivery, including the rise of telehealth post pandemic, the emergence of AI-driven diagnostics, and an increased focus on person-centered care models. Additionally, the development of the DNP degree has elevated the role of nurses as leaders in evidence-based practice, healthcare policy, and innovation, helping to shape systems that improve patient outcomes.

You’ve worked for CHP since 2011—what makes CHP and LSN special from your perspective?

As both a two-time alum and long-time faculty member, I have experienced firsthand from both the student and faculty perspective on what makes CHP and LSN truly special. What sets us apart is our deep commitment to student success, innovation, and excellence in clinical education. Our mission here goes beyond teaching skills; we aim to shape competent, confident, and compassionate NPs who are prepared to lead in the field. The faculty here are not just educators; they are dedicated mentors who genuinely invest in students’ growth and professional development. Our curriculum continues to evolve to meet the ever-changing demands of modern healthcare, ensuring that our graduates are not only highly skilled but also forward-thinking leaders in their practice.

Pace’s strong sense of community and purpose initially drove me here for my graduate education, but it is the faculty’s unwavering commitment to that purpose that keeps me here. It is also why so many of our alumni return for additional degrees—because they have experienced the transformative impact of a Pace education.

—Jason Slyer, DNP

Why did you choose CHP and LSN for your FNP degree? And then return for your DNP?

I chose Pace’s Lienhard School of Nursing for my FNP because of its strong reputation for clinical training and emphasis on preparing NPs for real-world practice. The dedicated and supportive faculty, along with small class sizes, allowed for individualized feedback to help me develop the skills and confidence needed for clinical practice.

My goal was always to pursue my DNP, to obtain a terminal practice degree in the field and enhance my ability to lead, educate, and drive meaningful change in health care. Returning to Pace for my DNP was a natural decision given the immensely positive experience I had in the master’s FNP program. The supportive environment frosted growth in all its students, making it an obvious choice to continue my education. I even waited two years for Pace to launch its DNP program rather than apply elsewhere because it felt right to come full circle and further my education in the same place that shaped my foundation as an NP.

Why do you think it’s important for nurses to continue their higher education?

Healthcare is constantly evolving, and lifelong learning is essential to staying ahead of rapidly-developing advances in care and emerging challenges. While a master’s degree prepares advanced practice nurses with the clinical decision-making knowledge and skills to impact patient outcomes, advanced education at the DNP level equips nurses with additional skills needed to lead teams, implement evidence-based practices, influence policy, and improve patient care at a systems level. Engaging in lifelong learning and seeking higher education is not just about career advancement—it’s about being the best possible advocate for patients, communities, and the profession as a whole.

How has getting your FNP and DNP degrees impacted your life?

Earning my FNP degree gave me the clinical skills and autonomy to provide comprehensive care and make a direct and meaningful impact on patients’ lives. Building on that foundation, my DNP degree broadened my perspective beyond individual patient care, challenging me to examine wider systemic or population-level improvements. The DNP program prepared me to be a leader in evidence-based practice, person-centered care, and primary health care, empowering me to drive meaningful changes that enhance healthcare outcomes.

Having the DNP has opened doors I never imagined—including academic leadership roles at Pace University, where I am leading curriculum revisions to enrich NP education, and influencing evidence-based practice on the global stage through my work with JBI. While these degrees have sharpened my clinical and leadership skills, they also positioned me to shape the future of nursing practice and education on both a national and international scale.

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With your unique perspective as both an alum and faculty, how does CHP support their students?

CHP and LSN supports students by meeting them where they are. We recognize that our graduate students are working professionals balancing careers, families, and education, so we created a learning environment that is both flexible and supportive. Through our hybrid learning environment, strong clinical partnerships, faculty mentorship, or professional guidance we ensure that students have the resources they need to succeed.

Our faculty are not just educators; we are engaged and accessible mentors who create an environment where students can thrive, not just survive. And as practicing clinicians ourselves, we bring real-world experiences into the classroom, bridging the gap between theory and practice. Our hands-on, evidence-based approach ensures that our students graduate not only with the knowledge they need but also with the confidence and practical skills to apply it—feeling prepared and empowered to excel in practice.

Are there any publications that you’ve worked on that you are especially interested in?

Person-center care and evidence-based practice are foundational pillars of both Pace’s NP programs and my own clinical practice. Practicing using a person-centered approach requires engagement of a person in their care and fostering a supportive, collaborative relationship between the person and provider.

One of the publications I am particularly passionate about resulted from the collaborative work I have done with colleagues on shared decision-making, which led to the development of a model for using shared decision-making in practice. Our work, Shared Decision-Making for Nursing Practice: An Integrative Review, was published in The Open Nursing Journal in 2018. This research has been especially meaningful—not only in shaping my own practice but also in influencing countless others. The model continues to guide my approach to patient care, inform my ongoing research and scholarship and enhance my teaching by ensuring that the next generation of NPs are equipped to deliver truly person-centered, evidence-based care.

Any additional thoughts you’d like to share?

Pace has always been on the forefront of NP education, demonstrating a deep understanding of the evolving needs of advanced nursing practice. Recognizing the added value of the DNP early on, Pace launched the second DNP degree program in New York State in 2008 —positioning Pace as a leader in preparing nurse practitioners for the highest level of practice and clinical leadership.

Nursing education is at a pivotal moment, driven by the every-changing healthcare landscape, increasing demand for improved care and patient outcomes, and the shift in nursing education toward a competency-based approach. At Pace, we remain ahead of the curve by reimagining our graduate curriculum to ensure students develop the essential competencies need for today’s practice environments.

I am particularly passionate about this transition to competency-based education. To strengthen our efforts, I have brought Pace into a consortium of top-tier NP schools utilizing the PRIME-NP model as a framework for clinical competency development. We have already begun integrating PRIME-NP into our curriculum, providing students with the skills and confidence to transition from learners to independent practitioners. This model continues to shape our ongoing curricular enhancements, ensuring our graduates are not just knowledgeable but fully prepared to meet today’s complex challenges in clinical practice. I’m grateful to be part of the faculty at Pace and to play a part in shaping the future of the profession.

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Ben McDonald

Class of 2025
MS in Environmental Science and Policy

Why did you choose to pursue environmental science and policy as a course of study?

I grew up in the Finger Lakes, which is known for its beautiful natural environment. Throughout my life, I saw firsthand how challenging it can be to maintain that environment and keep my neighbors safe and healthy. From the time I was an undergraduate at SUNY Binghamton, I knew I wanted to promote justice at all levels while creating a healthier environment.

Why did you choose to enroll in the MS in Environmental Science and Policy program at Pace?

New York State, including New York City, is a true center for environmental advocacy and science in the country and the world, with the work done here having large implications. I was drawn to the Master of Science in Environmental Science and Policy to be around this and utilize the incredible connections the program has fostered throughout its history. Additionally, I love that Pace’s program allowed for a very well-rounded experience with a focus in both science and policy which I think is very important for any professional in the field.

I love that Pace’s program allowed for a very well-rounded experience with a focus on both science and policy which I think is very important for any professional in the field.

What have your experiences been like with the Environmental Studies and Science department?

I have had an incredible experience as a student in the program in the Environmental Studies and Science department, learning from many great faculty, but I must single out Professor Michelle Land, JD, as truly instrumental to my journey. She has been both my professor numerous times and my advisor and consistently goes above and beyond to make sure that her students are doing well inside and outside of the classroom. If I ever have questions or concerns regarding the program, my career, or anything else, she will listen and do her best to help. Professor Land is one of the most caring, knowledgeable, and passionate professors I have had throughout my academic career.

What research have you been engaged in as a student?

I am currently working on my capstone project with Riverkeeper, which involves creating a dataset of drinking water quality covering the Hudson Valley. Given the implications of the data, it combines science, policy, and advocacy in a way that is very exciting to me. I’m very eager to fully process the data and learn everything I can about our drinking water.

What internships have you had as a student?

I had the opportunity to work as a climate policy intern with Waterfront Alliance, which involved conducting policy research, collaborating with other organizations to further our coalition goals, and speaking to both experts and elected officials to advance our efforts. I also had the opportunity to work at Riverkeeper for my required externship as mentioned earlier.

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

I began this program unsure of what exactly I wanted to do as a career. Two areas of interest to me are policy advocacy and habitat restoration, and through the experiences I have had in classes, internships, and externships, I have both honed my skills and made incredible connections for whichever path I ultimately choose.