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Betsy Lawrence ’95, PsyD, has had a hunger for learning ever since she was a child, a quality that would propel her throughout both her personal life and her extraordinary dual career as a psychologist and psychoanalyst, as well as founder and president of New York School of the Arts (NYSA), a not-for-profit arts school and cultural center in New York City.

In the early years of her education, classes in art and mathematics that interested Lawrence were not largely available. With college on the horizon, she also faced a lack of precedence in her family of women attending higher education, let alone earning a doctorate. However, Lawrence’s deep desire to learn–and to help others with that knowledge–coupled with meeting supportive people along the way guided her to achieve an education that supported her dreams and passions.

Early training

Lawrence’s entry into the field of psychology was completely unexpected.

With an undergraduate degree in both Greek and Latin, and master’s in childhood special education, it was during her work teaching language and reading to children with special needs at St. Luke’s Hospital in Manhattan that she first encountered psychologists and psychiatrists. It was at a time during which terms such as dyslexia and attention deficit disorder were relatively new, and many questions existed in the medical community on treatment. Lawrence was both concerned and curious; she saw young patients placed on medication and wanted to delve deeper, to know more. It was then that she decided to become a child psychoanalyst.

Lawrence attended evening classes as part of the School-Clinical Child Psychology PsyD program at Pace, one she was drawn to because of its flexibility and dual focus. Over the years, she would work closely with her faculty mentor, Barbara Mowder, PhD, leading to a dissertation on educators’ perceptions of parental roles, and put theory to practice in externships, most prominently at Mount Sinai Medical Center in Manhattan, where she also did a post-graduate fellowship in neuropsychology. It was an exciting time and she felt that her mind could grow with the supportive foundation she found at Pace.

“I think that if you ask students, they will agree that Pace faculty are very, very open to ideas,” said Lawrence. “Sharing is encouraged, and people here tend to have a good heart, too. You didn't have to pretend you knew everything. There was help, and this was really quite special.”

She holds fond memories of students supporting each other based on their own strengths: for example, Lawrence would be approached by the more mathematically-inclined students for assistance with writing (a skill which she highly credits another New York Psychology department faculty mentor, Florence Denmark, PhD, with helping her to develop), and they, in turn, would guide her on numbers-based research that was a key part of the program.

Creating opportunities

Although Lawrence would go on to a successful career as a psychologist and psychoanalyst, including in private practice guiding parents through their children’s developmental stages, she was ever an artist at heart. She enrolled in an intensive art program at the historic National Academy, an art school, museum, and association of professional artists in Manhattan near her work. A dark reality, however, had loomed: the school’s closure, and with it, job losses for the director and as many as 40 faculty.

It was a unifying neighborhood staple, and she could not simply stand by idly.

Lawrence knew both artists and individuals familiar with buildings in Manhattan. So, with a combination of drive, a can-do spirit, and a bit of luck, she worked quickly to open a new institution for the art community to continue, the New York School for the Arts. Through it, she has been able to provide others with what she always deeply wanted for herself: the chance to realize their unique artistic talent, something she feels everyone possesses and just needs to be nurtured.

She describes it as a “magical place” where one can palpably feel the creative process within which others are engaged and to be in this “extraordinary walk” with them. (Some patrons have even shared with Lawrence that her school’s pivoting to online learning during the COVID-19 pandemic, followed not long after by a resumption of classes, had “saved their life”).

Just as an expression of ideas was so openly encouraged in her days as a Pace student, at NYSA, the faculty, diverse and esteemed professionals in their own right, provide students with ideas on experimentation—for example, on how to work with materials—then allow them the space to take that where they wish to. There is also another similarity to Pace: the small classroom sizes encourage a more social, collaborative environment.

“I was good at art. I just didn’t have the opportunity to do it. But it doesn’t mean that, because you haven’t done it, you can’t,” she said. “You never stop learning.”

The liberal arts in life

Today, Lawrence’s psychology practice is part-time, and so she has been able to devote more energy to her artistic endeavors. She now sees herself as, first, a watercolor artist, and second, a sculptor, working with terracotta to bronze. Thematically, she loves to incorporate the mythological as well as symbolism in her art, as she feels that stories in literature have as much relevance today as in the past.

She also credits her background in Greek and Latin as giving her a greater appreciation for these stories, as well as being able to read “almost anything” due to the roots of words of ancient languages finding their way into more modern ones and modes of expression.

“All these wonderful arts—including languages—just bring people together.”

Giving back

Today, we can also find Lawrence giving back to her community in another, unexpected way.

An award-winning sailor, she and her husband have found a way to help veterans of war with Post Traumatic Stress Disorder (PTSD) heal from their trauma with the use of sound and movement from wind created by sails. Working with several foundations, it was simply an idea inspired by her psychological training at Pace that launched and has made a real difference in people’s lives.

Lawrence, who credits sailing as teaching both self-reliance and teamwork, takes the opportunity to use maritime language to similarly reflect on her days as a Pace student:

“I'm a sailor. I got on the boat, and it was the right boat, and we sailed together.”

Pace to grow cybersecurity workforce in protecting national security through NSA partnership

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Pace University recently signed an Education Partnership Agreement (EPA) with the National Security Agency in an effort to develop a pipeline of science and technology talent for possible national security challenges.

In continuing its partnership with the NSA, Pace University is boosting science, technology, engineering, and math (STEM) education for students by leveraging expertise and resources offered by the federal agency in supporting Pace’s educational programs and research projects. The partnership includes Seidenberg School of Computer Science and Information Systems and will provide educational opportunities for students to meet the growing demand for skills in STEM fields.

“This next chapter in our long-standing partnership with the NSA is testament to the broad, innovative, and enriching cybersecurity program here at Pace,” Jonathan Hill, Dean of Seidenberg School of Computer Science and Information Systems said. “The Seidenberg School has an impressive roster of cybersecurity faculty, research labs, and a growing number of alumni working at three-letter agencies, national and local businesses, and tech firms.”

Pace University’s Seidenberg School of Computer Science and Information Systems is one of the country’s few Centers of Academic Excellence in Cyber Defense Education (CAE-CDE) with a re-designation from the Department of Homeland Security (DHS) and the National Security Agency (NSA).

Pace University is committed to excellence in cyber defense education and research. Undergraduate programs include the Bachelor of Science in Information Technology with a focus in security, and the Bachelor of Science in Professional Technology Studies with a Computer Forensics concentration. Graduate programs include the Master of Science in Cybersecurity, Master of Science in Information Technology with a Cybersecurity concentration, the Master of Science in Computer Science with a Web Security concentration, and the Master of Science in Information Systems with an Information Assurance career path.

“There is so much more to do,” said Dean Hill. “Cybersecurity and all it involves is critical to the digital wellbeing of people, companies, and government. The need to address security at the global level is ever-increasing. In order to address this need for talented cybersecurity workers, we will be launching a new BS in Cybersecurity in Fall ’25.”

Pace maintains three labs focusing on cybersecurity research and education. The Cybersecurity Education and Research Lab (CERL) brings together faculty research and cyber defense education. From students to experts, those learning, working, and teaching in cybersecurity must constantly update their skills and expertise to stay current with fresh developments and ever-changing threats. CERL also maintains a brand new, state-of-the-art cyber range to develop the cybersecurity workforce in a way that simulates the real-world environment. Research streams include biometrics, information security management, web security, computer forensics, information technology auditing, intrusion detection and privacy. The Computer Forensics Lab focuses on research and practical experience in digital and mobile forensics and open-source intelligence analysis. The Computational Intelligence Lab offers students opportunities to develop skills in data science and machine learning and to focus on topics from Artificial Intelligence to pattern recognition.

“This new agreement will further strengthen Pace’s current collaboration with the agency and support research initiatives and workforce development for our programs,” Dr. Li-Chiou Chen, Executive Director of CERL and Professor of Information Technology at the Seidenberg School of Computer Science and Information Systems said.

About Pace University

Since 1906, Pace University has been transforming the lives of its diverse students—academically, professionally, and socioeconomically. With campuses in New York City and Westchester County, Pace offers bachelor, master, and doctoral degree programs to 13,600 students in its College of Health Professions, Dyson College of Arts and Sciences, Elisabeth Haub School of Law, Lubin School of Business, Sands College of Performing Arts, School of Education, and Seidenberg School of Computer Science and Information Systems.

About the Seidenberg School of Computer Science and Information Systems at Pace University

The Seidenberg School of Computer Science and Information Systems at Pace University is a leading institute of technology education. Students experience a dynamic and expansive technology education at the undergraduate and graduate levels. One of the first comprehensive schools of computing in the nation, the Seidenberg School is strategically located in the heart of NYC’s tech scene, right on the doorstep of New York’s most promising companies. With access to established tech giants and exciting new start-ups from both the New York City and the Westchester campus, Seidenberg offers the opportunity to connect, intern with, and enjoy lucrative tech jobs following graduation. Through partnerships with leading tech firms, banks, federal agencies, and global institutions, the school’s curricula and programs are designed to ground students in the fundamentals while offering numerous hands-on experiential learning opportunity. The faculty includes numerous experts in artificial intelligence, cybersecurity, data science, game development, software engineering, and much more, who operate labs and centers providing students with practical experience and connections that lead to impressive internships and jobs.

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Agathe Brudi

Class of 2025

Bachelor of Arts in Psychology

You are engaged in a number of peer mentoring roles as a Pace student. Please tell us more about these experiences and how this work is meaningful to you.

A peer leader is essentially a co-teacher for University 101 classes who serves as a helping hand as freshmen transition into college life. Through this role, I was able to give back to the Pace community while simultaneously gaining experience and making friends. I could not mention my peer leadership without acknowledging my own University 101 instructor, Denise Moreno, a kind-hearted individual who always ensured that class ran smoothly and taught students valuable skills.

I also volunteer for a peer mentoring program that helps Pace students with physical mobility challenges flourish, such as aiding them with their homework, typing, and accessing Pace websites. The work can sometimes be challenging, and full of trial and error, but, as with all new experiences, I discover what works best for me and the other individual, and then we find a mutual rhythm. Overall, this experience has really opened my eyes to the kind of work I want to do when I graduate.

How did you become interested in pursuing a Bachelor of Arts in Psychology?

I always wanted to understand why humans think and act the way they do, and my mom felt that I have good perception when it came to reading people and analyzing different personalities and situations. I am very content with my choice, as psychology is possibly the most interesting subject I have studied, specifically, subtopics such as mental and physical disorders, biological psychology, neuroscience, evolution, behavioral psychology, intelligence, memory, and socialization of personality. I could never get bored, as there is always something new to discover, not only about others, but also myself.

At Pace, I’ve been able to both meet a diversity of people and take part in so many opportunities. I am eternally grateful for the privilege to attend this school.

Why did you choose to attend Pace?

I chose Pace for a number of reasons. I was really drawn to being a part of the Pforzheimer Honors College, as I wanted to challenge myself with the responsibilities that come with this membership. All these years have been truly beneficial to me, and I would not have had as much success in college if not for the help of Mohini Gobin, my guidance counselor. In addition, as someone who is originally from France and has lived most of my life in suburban New Jersey, I wanted to get out of my comfort zone and be in the new environment of New York City. At Pace, I’ve been able to both meet a diversity of people and take part in so many opportunities. I am eternally grateful for the privilege to attend this school.

What have your experiences been like with the New York Psychology Department? What faculty have been instrumental in your academic journey?

I have had the pleasant experience of getting to know several staff and faculty members in the New York Psychology Department. As I mentioned earlier, Denise Moreno, who I worked with in peer leadership, has been instrumental in guiding me to become a better instructor, but also a more active member of the Pace community. Professor DaSean Young, PhD, my experimental psychology professor and advisor for my honors thesis, has been both incredibly vital to my thesis proposal and helped me overcome my anxiety when it comes to doing research. Professor Samantha Pescatore has taken the time to talk to me about different career paths, and Professor Michele Zaccario, PhD, is a wonderful individual who cares deeply about her students and ensures they understand the course materials.

What activities/organizations are you engaged in at Pace?

I am an honors student in the Pforzheimer Honors College and president of Tonal Recall, Pace’s premier acapella group.

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

I would like to pursue a master’s degree and experience different roles in the field of psychology, such as working with those who have mental and physical challenges, as well as further study behavior, memory, intelligence, and personality.

What advice would you like to give to our current students?

It is hard to manage all the responsibilities of being an adult, but it is manageable. I am sometimes nervous I am going to live a life of regrets, but to defy this mindset, I always remind myself to take it a day at a time, as it is better to live in the now than stress about a future that has not happened yet.