As we move through the heart of the fall semester, I take this moment to recognize the incredible dedication, hard work, and enthusiasm that each of you—students, faculty, and staff—bring to our campus each day. As we move deeper into the calendar, we’re now in full stride, pushing forward on our goals and projects, determined to finish this semester strong. 

This month, as we look toward Thanksgiving, let’s remember to celebrate our successes and challenges we have learned to overcome. Whether it's achieving a personal milestone, reaching a new level of learning, or supporting our community, this is a time to reflect on the many ways we’ve grown.

Thanksgiving also provides a moment to recharge, connect with family and friends, and appreciate the support of our Pace family. I encourage all of you to take this well-deserved break to rest and prepare for the final stretch of the semester.

Let’s continue to work together, fueled by our shared spirit of determination and community, to make this semester our best one yet. I look forward to seeing all that you will accomplish in these last weeks and to celebrating the end of another successful semester at Pace University.

Warm regards,

Marvin Krislov
President, Pace University

Assistant Professor of Economics Mary Kaltenberg, PhD

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We talked with Professor Kaltenberg about the new computational economics program she co-created and her research interests.

You are co-director of the newly launched computational economics program, which is a collaboration with Pace’s Dyson College of Arts and Sciences and Seidenberg School of Computer Science and Information Systems. How did this come about?

When I arrived at Pace University, I had been thinking about how economics has been changing and what tools students need to be competitive in the labor market, and I realized it’s the combination of skills that is learned in economics and computer science that provide a competitive edge. I brought this idea to Seidenberg’s administration which formed a fantastic team. We collaboratively designed a program, which launched fall 2024.

I believe it is the intersection of computer science’s quantitative methods of predictions and economic quantitative methods of causal thinking that provide a wholistic breadth of applied statistics. It is particularly in the context of using big data―which is in everything that we do. Every firm has data on shopping habits and trends of consumers, production details in manufacturing, logistical data on shipping, and so on–and how we can utilize this data as a competitive advantage. Further, students who employ economic thinking―how do people make decisions―in combination with coding in Python, R, Stata and SQL―will have a winning ticket to great jobs.

There are no other programs in the metropolitan region that are quite like this program, as it’s not a dual major in computer science and economics, but a tailored program of skills for anyone working with applied big data. There is a huge range of potential jobs in consulting, banking, finance, advertising, UX design, business analysis, and sales. If the job involves data, these students will have the tools to do that job successfully.

Your research interests include economics of innovation and labor economics. Tell us about how your students are benefitting from your research.

My research is primarily focused on the intersection of labor and innovation. As a graduate student, I was interested in how automation impacted the demand of skills within occupations and industries and how the diversity of certain skill combinations provided a wage premium. Prior work focused mostly on the returns to cognitive, physical, or social skills, but I was interested in how automation increased wage premiums for certain intersection of these skills (social and cognitive, for example) in knowledge-based industries such as finance and education. During my post-doc, I focused more on the skills of inventors―particularly how cognitive skills change as one ages and if that can be reflected in how disruptive an invention is over the life course. More recently, I’ve focused on policy-based interventions and their effect on labor market outcomes of parents, such as the effect of maternity leave on female inventors’ productivity and inventiveness, the impact of access to childcare and schooling during COVID-19, and its impact on a variety of labor market outcomes of parents.

Most of the classes that I teach are about how to do research. In the senior research course, Seminar in Economic Theory, students learn how to think of a good research question, find appropriate data, apply the appropriate methodology, and interpret the results in the current economic paradigm. This mostly means how we, as researchers, can contribute to a big economic question that we may have, such as what’s the effect of free childcare on labor markets, by using causal inference techniques. This is not the only way to do research in economics, but the current paradigm of how to approach research. These causal inference techniques are applied statistics, applied in economics, called econometrics. These statistical tools enable economists to measure the size of the effect of a policy such as, how much did steel tariffs increase prices for consumer goods?

Students come up with their own original research questions―many of them are quite creative, which is why we bring them to the Eastern Economic Association every year. Their projects have a broad range, such as, “Can you predict interest rate changes with speeches from the board of governors?” or “Does risk preference effect fertility decisions” or “Do NBA stars influence ticket sales?” or “Can a nudge encourage college students to register as organ donors?” It’s critical for students to learn how to do research because the process requires creative critical thinking; coming up with a novel research question and applying economic theory to formulate a hypothesis; and being resourceful, on how to find data or even web scrape to create a novel data set, apply quantitative methodologies to the appropriate research question and data, and write and present results that are convincing to a skeptical audience.

I believe these experiences have helped students get fantastic jobs that they love or continue their education by pursuing a PhD. Bringing students to these professional conferences provides them an opportunity to build upon the skills they learn in class, polish their work, and fine-tune their presentation skills. It also looks very good on their resume and in interviews to discuss their original research.

Our Economics department is unusual for an undergraduate economics degree in that we focus on applied research skills―the economic theory, the quantitative methods, and the application of research in practice.

Celebrate the enriching benefits of international education and exchange during International Education Week (IEW), starting Monday, November 18. Sponsored by the U.S. Department of State, IEW invites the Pace Community to engage in dynamic programming and resources that underscore the value of global learning. Learn more about IEW.

Monday, November 18

Strategies to Get Hired: Search and Network
12:10 p.m.–1:10 p.m. 
Join on Zoom | Passcode: career 

Students: elevate your job search strategies to get noticed. Career Services will guide you through targeted approaches to searching, applying, and networking for internships and jobs.

Tuesday, November 19

Host an International Scholar at Pace
3:30 p.m.–4:30 p.m. 
Join on Zoom | Passcode: SCHOLAR 

Faculty and staff interested in hosting international scholars: join Mira Krasnov, director of International Students and Scholars, to learn about immigration regulations and fostering a welcoming environment.

Global Voices: Language Lessons from Around the World
3:30 p.m.–4:30 p.m. 
New York City: 161 William Street, 16th Floor

Dive into a new language with English Language Institute students. Experience cultural exchange and immersive conversations with native speakers.

Abroad 101
3:30 p.m.–4:00 p.m. 
New York City: 161 William Street, 16th Floor 
Pleasantville: Kessel Student Center, Room 212

For students interested in studying abroad, this introductory session covers the essentials of education abroad opportunities.

Wednesday, November 20

Making the World Your Classroom
12:00 p.m.–1:00 p.m. 
Join on Zoom | Passcode: ABROAD 

Discover short-term travel courses that blend experiential learning with academic credit. Explore programs in Greece, Zanzibar, Ireland, and more.

Conversation Group: Names and Their International Meanings
12:10 p.m.–1:10 p.m. 
New York City: 161 William Street, 16th Floor

Uncover the meanings and cultural significance of your name in different languages during this interactive conversation group.

Thursday, November 21

Collaborative Online International Learning (COIL): Research and Teaching with Partners Abroad
3:25 p.m.–4:25 p.m.
Join on Zoom | Passcode: 559771

Faculty: explore COIL models for fostering global partnerships, enhancing international collaboration, and advancing research.

Celebrating IEW: International Tea and Coffee: 
3:30 p.m.–4:30 p.m. 
New York City, 161 William Street, 16th Floor

Enjoy tea and coffee while celebrating International Education Week with Pace International.

Abroad 101 (Virtual)
3:30 p.m.–4:00 p.m. 
Join on Zoom | Passcode: ABROAD

Students: learn the basics of studying abroad in this virtual session.

Friday, November 22

Empowering International Students in the Classroom
12:10 p.m.–1:10 p.m. 
Join on Zoom | Passcode: 034409

Faculty can explore tools and strategies for creating inclusive and dynamic classrooms.

International Craft and Game Night
8:00 p.m.–9:30 p.m. 
Pleasantville, Elm Hall

End the week with creativity, crafts, international games, and camaraderie.

 

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Kristina Nasteva ‘26, a business economics major at Pace University, recently took her academic journey across the globe to Tokyo, Japan. During her semester abroad at Sophia University, Kristina immersed herself in the rich cultural tapestry of Japan, balancing her business studies with unforgettable experiences that deepened her global perspective. From navigating the bustling city life to exploring traditional temples and forging connections with locals, Kristina’s time abroad not only enhanced her education but also shaped her personal growth and future career goals.

What motivated you to choose your study abroad destination?
I have always loved Asian culture, and Japan has been one of the destinations on my bucket list. Having studied Japanese, practiced martial arts, and watched Studio Ghibli movies, I wanted to experience firsthand the wonders of Japan.

Can you describe your overall experience during your study abroad program?
It was magical—the Japanese culture and nature captivated me, and it felt like I had stepped into a whole new world. Sophia University’s central location, great professors, and cultural events really helped me immerse myself in the ambiance of Tokyo and all it had to offer.

What were your first impressions upon arriving in your host country?
Japan is very clean and organized. People even stand in line waiting for public transportation.

What were some of the most memorable cultural experiences you had during your time abroad, and how did you adapt to the local culture and lifestyle in your host country?
To adapt more easily, I strove to make as many friends as I could and experience the culture and events with them. That helped me enjoy it more and feel at ease with being new to the environment and cultural and societal norms. Some of my most memorable experiences were visiting large Buddha statues and beautiful temples, visiting Fuji (twice!), eating delicious and fresh sushi, and even scuba diving in Okinawa!

What were the biggest challenges you faced while studying abroad, and how did you overcome them?
It took some time to get used to the foreign language and the fact that I may not understand people around me—both because of the language barrier and cultural differences. It took a lot of patience and even courage to embrace it and allow myself to learn from their culture.

Can you share an instance where you felt significantly out of your comfort zone and how you handled it?
Sometimes when going to a new restaurant in Japan, I wasn’t sure how to eat properly according to etiquette—especially at places where you have to cook your own crab meat in a shell on a grill! But in those situations, I remembered that Japanese people are really eager to help, so I always asked the waiters how to eat the food. Another time, I had to go to the town hall and submit documents (in Japanese), which was difficult for me. The staff explained everything in as much English as they could, and at times used Google Translate, which is a common practice in Japan. Of course, there are adverse situations when in a new country, but it’s important to keep calm and always ask for help.

How did your study abroad experience shape your future career goals or impact your personal growth and development?
The classes were all part of my business and economics core, and I learned so much from both Japanese and international professors. Outside of school, I even got to organize a visit for my fellow classmates to the Tokyo Stock Exchange, getting one step closer to my dream career. Also, I learned so much about myself as an individual—how I communicate with people, my interests and goals, what I enjoy exploring in a new country, and how to navigate living abroad when you aren’t a native speaker. The whole experience was unforgettable. I faced many fears, but I also made wonderful memories.

What new perspectives or insights did you gain from your study abroad experience?
I got to see how Japanese people think and act. Everything they do is so delicate and well thought out. Their culture is fascinating to observe, especially through their food. The way they prepare and serve it, as well as the proper etiquette of slurping noodles and making noise (on purpose), was so captivating to witness!

How did your study abroad experience change your view of the world and your place in it?
I gained a better understanding of how Japanese culture has influenced the world and vice versa. I have always considered myself a world citizen, and getting to live in Japan for a few months opened my eyes to a completely new world.

What advice would you give to future students considering a study abroad program?
Go for it! Pick an exotic country, one that you have always wanted to visit—don’t be afraid! You will make friends along the way that will last for years, visit unbelievable monuments, and learn so much about yourself and the person you want to become!

For students interested in exploring similar life-changing experiences, visit Pace’s Study Abroad Office and attend a Study Abroad Fair. You never know what adventures await you!

Professor Michele Zaccario, PhD, Psychology

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Michele Zaccario, PhD, is a professor of Psychology at Pace University on the New York City campus, teaching in the undergraduate and doctoral programs. She serves as the co-director of the Psychology undergraduate program and the School-Clinical Child Psychology doctoral program. Professor Zaccario is a New York State licensed psychologist, consultant practitioner, and researcher within the Pediatric Department of New York University Langone Medical Center Division of Neonatology, working with high-risk infants and young children.

We spoke with Professor of Psychology Zaccario about her research and how psychology majors at Pace University are engaged in her important work.

Professor Zaccario’s research interests include clinical specialty and research in psychological and personality assessment, the neurodevelopmental follow-up of premature and developmentally at-risk infants, and the neuropsychological assessment of neurologically impacted and medically fragile children and adolescents.

Tell us about your research foci.

My research stems from my clinical work in pediatric psychology working with medically fragile infants and children. I directly assess neurodevelopmental outcomes, as well as psychological and neuropsychological skills and abilities by conducting evaluations on the children and working with parents and family members.

This work is important as it contributes to the outcome literature associated with premature infant development, post-surgical interventions, and recovery from neurological injury. More important, I get to work directly with children and families, and my clinical work and research can potentially positively support their development and psychological well-being.

What are you passionate about in the research you do? In what capacity are you involved with external communities?

I am very passionate about my clinical work and research and am grateful to have a consulting psychologist role at NYU Langone Medical Center (NYULMC) where my patients are from, and my interdisciplinary team works. I am also involved at Pace University’s McShane Center for Psychological Services as a mentor and supervisor and serve on the university-wide Wellness Committee.

At NYULMC, I am involved in a pediatric psychology and psychology network, and consult with neurology, cardiology, neonatology, rehabilitation, gastroenterology, and genetics when needed or asked. In addition, I serve my community as both a volunteer psychological consultant and Institutional Review Board member for the New York City Department of Education. I conduct pro-bono therapy, assessments, and consultations, and have sat on school boards and the boards of professional journals. I am also a member of the American Psychological Association (APA), and the Society of Clinical Child and Adolescent Psychology, Division 53 of APA.

How do you share your findings with constituents, external organizations, etc., to effect positive changes/outcomes?

I share my findings by presenting at grand rounds, colloquia, and professional, medical, and psychological conferences, including the APA, Annual Convention; the Pediatric Academic Society Meeting; the Eastern Society for Pediatric Research Meeting; and the Cardiac Neurodevelopmental Outcome Collaborative. I also publish my work in scholarly journals, such as the Journal of Racial and Ethnic Health Disparities, Journal of Perinatology, and Journal of School Health, and speak to parent organizations and advocacy groups.

How does your research inform your teaching in the classroom?

Most of my courses are directly related to my clinical and research work on both the undergraduate and doctoral levels. Specifically, I teach classes in child psychology, infant assessment, psychological assessment, and neuroscience/neuropsychology. I often bring in case studies, as well as clinical outcomes and assessment data, into class discussions and lectures.

How are your students engaged in research, publications, or conference presentations?

My undergraduate students have helped assemble articles and presentations on neurodevelopmental outcomes for both medical and psychological journals and conferences. Some undergraduate students and many graduate students have been co-authors on articles related to premature infant outcomes, pediatric rehabilitation, and neurodevelopmental outcomes of children with congenital heart disease. My doctoral students have worked with me and published their own research on the diagnosis of childhood autism, neurodevelopmental outcomes of high-risk infants, and understanding the risks of childhood allergies.

You are both on the Advisory Committee and a Fellow of the Dyson College Center for Global Psychology, with a mission to enhance the global capabilities of Pace students and faculty from psychology and related fields by providing high-quality academic and professional experiences. What role do you play in the Center and why are you involved in this initiative?

I mentor international students, attend and help plan conferences related to global mental and physical health, and contribute to research within my department on global health and wellness initiatives.

In what ways does this Center further the Pace Path/experiential learning of students?

The Psychology Department is committed to giving undergraduate students hands-on field and research experience. Global Psychology has provided students with research mentoring, conference presentation opportunities, and opportunities to attend colloquia and symposiums featuring national and internationally prominent speakers. Students also gain critical skills, learning how to conduct, collate, and interpret research data, and work collaboratively with professors and peers on initiatives related to global health and well-being.

What motivates you in your pursuit of educating Pace students?

I really love working with students on all levels to help develop and nurture their interest in and passion for the fields of psychology and neuroscience. Watching students grow in their depth and breadth of knowledge is so rewarding. I feel honored when asked to write letters of recommendations and am so happy when students move forward and place in graduate schools or choice employment opportunities. I am most rewarded when students keep in touch or return to Pace as colleagues and collaborators. I feel truly honored to count former students as peers!

On Tuesday, October 1, 2024 the Helene T. and Grant M. Wilson Center for Social Entrepreneurship at Pace University hosted its 16th Annual Learning Outcomes Reception. This signature event brought together intern supervisors, employer partners, alumni, faculty, and Pace students to celebrate the achievements and learning outcomes of the Wilson Center's 2024 cohort of summer interns. The annual gathering highlights a cornerstone of the Wilson Center’s programming, its Funded Summer Internship Program and the importance of experiential learning and partnerships.

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At the reception, students had the opportunity to present their personal learning outcomes, reflecting on how their summer experiences enabled them to apply their academic knowledge to real-world challenges. These internships support students as they begin to shape their career path while simultaneously making meaningful contributions to the missions of their host organizations. The event also provided a valuable platform for networking, offering alumni, nonprofit leaders, and intern supervisors a space to reconnect and share insights. In her welcome remarks, Wilson Center Executive Director Professor Rebecca Tekula shared, “Today’s event is not just a celebration of our students’ achievements, but a recognition of the vital partnerships that made their experiences possible.”

Since its inception, the Wilson Center’s Funded Summer Internship Program has placed more than 205 Pace students at over 90 innovative nonprofits, social enterprises, government agencies, and other impact-focused organizations across the New York metro area. With over $900,000 in funding distributed, most recently these internships offer students a $5,320 stipend for eight weeks of full-time work, ensuring students are financially supported as they pursue these transformative experiences.

The annual Learning Outcomes Reception also serves as a unique opportunity for Wilson Center supporters to hear directly from students about how their contributions have made a lasting impact. It highlights the center’s dedication to preparing the next generation of changemakers—ensuring they not only gain invaluable experience but also emerge as leaders who are committed to making a difference in their communities and beyond. The event is a powerful reminder of how the Wilson Center's programs are helping to cultivate the next generation of public service and nonprofit leaders, equipping students with the skills and experiences needed to thrive in their careers while positively impacting the world around them.

On Wednesday, November 6, 2023, Professor Justin Pidot of the University of Arizona delivered the annual Gilbert and Sarah Kerlin Lecture on Environmental Law at the Elisabeth Haub School of Law at Pace University, speaking on “Environmental Justice at the White House.” Haub Law students, faculty and staff filled the auditorium for the timely lecture which was held the day after the 2024 presidential election, raising pressing questions about the future of current executive orders designed to address national issues such as climate change, climate justice, and environmental sustainability.

Following welcome remarks from Vice Dean and Professor Jill I. Gross, Haub Distinguished Professor of Environmental Katrina Fischer Kuh, introduced Professor Pidot, who is currently the Ashby Lohse Chair in Water & Natural Resources and Co-director of the Environmental Law Program at the University of Arizona James E. Rogers College of Law. Professor Pidot spoke about environmental initiatives taken by the Biden Administration, which he said are likely to be undone by the new Trump Administration in 2025. His expertise was drawn from his impressive background and career, including his roles as Deputy Solicitor for Land Resources for the Department of the Interior during the Obama Administration. Professor Pidot also served as an appellate litigator at the Environment and Natural Resources Division of the U.S. Department of Justice, and most recently as General Counsel at the White House Council on Environmental Quality.

Professor Pidot began by examining the concept of environmental justice, which includes recognizing environmental harms concentrated in communities of color and low-income communities, as well as less access to natural resources such as parks -- or “nature-deprived communities” ­-- and ensuring meaningful involvement of these groups in environmental issues. He then identified various offices that are tasked with environmental justice activities, such as the White House Office of Environmental Justice, and actions they have taken to promote it. This includes promoting “Justice 40,” part of an Executive Order aiming to ensure that 40% of the benefits of government funds spent on clean energy, climate, affordable housing and other investments went to disadvantaged communities.

Professor Pidot’s thoughtful reflections and steadfast belief for in the future and endurance of the capacity of environmental law provided inspiration for the Pace | Haub Environmental Law community. - Professor Jason Czarnezki

Pace | Haub Environmental Law Professor Jason Czarnezki, Gilbert and Sarah Kerlin Distinguished Professor of Environmental Law and Associate Dean of Environmental Law Programs and Strategic Initiatives, presented Professor Pidot with the 2024 Gilbert and Sarah Kerlin Lecture on Environmental Law medal, which signifies the distinguished history of the Law School’s nationally renowned Environmental Law Program and the birth of environmental law.

“For faculty and students who attended and listened to the work on environmental justice done by Professor Pidot and the CEQ during his time in the White House, the significant question of what happens next loomed as the audience sought to understand the implications of the recent election for environmental law in the United States," said Professor Czarnezki. "Professor Pidot’s thoughtful reflections and steadfast belief for in the future and endurance of the capacity of environmental law provided inspiration for the Pace | Haub Environmental Law community.”

Following his lecture Professor Pidot opened the floor to audience questions. He then joined guests at a reception where further discussions on the topic ensued.

Haub Law established the Gilbert and Sarah Kerlin Lecture on Environmental Law in 2000 to expand its programs of research, education, professional and scholarly activity and publications in environmental law, a field for which the law school has received national and international recognition. The Kerlin endowment funds a named professorship in Environmental Law at Haub Law. Professor Nicholas A. Robinson, founder of the Haub Law’s environmental programs, was named the first Gilbert and Sarah Kerlin Distinguished Professor in 1999, and Professor Czarnezki was designated as the second Kerlin Distinguished Professor in 2013. Previous Kerlin Lecturers include Sam Kalen, Associate Dean, William T. Schwartz Distinguished Professor of Law, Jeffrey Prieto, Senate confirmed General Counsel of the Environmental Protection Agency (EPA), and Roger Martella, Chief Sustainability Officer, GE, among many others.

Watch the 2024 Gilbert and Sarah Kerlin Lecture on Environmental Law

At this year’s European Conference on Pattern Languages of Programs (EuroPLoP), Seidenberg Professor Mary Tedeschi presented her latest research, Reflections – Remote Teaching Patterns in a Hybrid Teaching Context. Returning for her fourth EuroPLoP, the premier European conference on patterns and pattern languages which showcases how design patterns capture and share expertise, tacit knowledge and research findings in a unique way, Professor Tedeschi shared insights from her innovative work on hybrid education models—a project that marks her first collaboration with students on a conference paper. “I’m very proud of the work we did together and couldn’t be happier with the results,” she remarked, reflecting on the dedication and creativity her student collaborators brought to the project.

The students who collaborated with Professor Tedeschi on the paper are Aman Prakash, Deep Manish Mehta, Tanmay Mehta, Yousuf Afreen, Pulkit Singh, and Sejal Arora.

The research examines the adaptation of remote teaching patterns, originally developed during the COVID-19 pandemic, for a hybrid model where in-person and remote learning intersect within scheduled class hours. Drawing from her personal experience, Professor Tedeschi addresses both challenges and opportunities unique to hybrid education, particularly focusing on sustaining student engagement. By defining terms such as synchronous, asynchronous, flipped, and HyFlex, the paper establishes a shared vocabulary to guide educators and designers as they implement hybrid strategies.

To add practical depth and better verify the investigated patterns, Professor Tedeschi and the students added a survey of 213 students to the study. This data-backed approach underscores the effectiveness of their refined teaching patterns, contributing valuable, real-world insights to the paper and the educational community.

As hybrid models gained traction and practically became the norm during the pandemic, Professor Tedeschi’s work exemplifies Seidenberg’s commitment to innovation in experiential learning, as well as the value Seidenberg puts on collaborative research between students and faculty.