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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.

Kathryn "Ryn" Morris ’25 had what she calls a "pretty standard" life as a military dependent—though for most, it was anything but standard. Her family moved frequently every few years, living in diverse places such as the Yongsan Garrison in Seoul and Barking Sands in Hawaii. "Moving around like that does something to you as a kid," she reflects. "It gave me a deep love for travel and an appreciation for learning about different cultures."

Not only that, but it instilled in Ryn a deep appreciate for the concept of community. "As a result of those experiences, I care deeply for the community, and it’s a huge part of my identity," she explains. "Military people tend to click with each other, regardless of their background," she explains. "The surrounding families on base aren’t just neighbors; they become aunts and uncles, and their kids are like cousins."

I’ve been able to take advantage of a multitude of opportunities as a result of Pace University’s Yellow Ribbon Program.

Kathryn’s connection to the military runs deep. "Many of the men in my immediate family were military members," she shares. Her family’s military legacy includes her uncle, who served in the Coast Guard, a cousin and grandfather in the Army, and her father, a retired Navy Commander who served for 24 years.

Kathryn's decision to attend Pace was influenced by several factors, including the well-recognized Arts and Entertainment Management program, robust GI Bill acceptance, and generous scholarship offers. "I’ve been able to take advantage of a multitude of opportunities as a result of Pace University’s Yellow Ribbon Program,” she explains. “The financial support is unmatched for someone in my situation.” No stranger to moving to new places, the allure of New York City certainly played a part in her decision to come to Pace.

I’ve been able to take advantage of leadership and networking opportunities that have helped me in my college journey.

She’s been glad to find that sense of community right here at Pace, particularly among the Student Veterans of America (SVA). "The SVA has been incredibly welcoming and supportive of me at every turn,” says Ryn. “I’ve been able to take advantage of leadership and networking opportunities that have helped me in my college journey." They’ve been with her through all the challenges and changes of her academic career, even when her wanderlust took her away from New York City. "Last year, they were an integral part of my support network when I was abroad and helped me adjust to Pace life again when I was home again."

Now, in her final year, Ryn’s advice to other students is to do as she did—dive in, get involved, and find your people. "Get engaged! There are so many fun clubs and activities on campus, truly something for everyone,” she says. “It improves our school culture the more we participate!"

Pace University’s Seidenberg School of Computer Science and Information Systems recently launched a Google Developer Student Club (GDG) on the New York City campus, an initiative that connects student developers and gives teaches them the tools to build solutions for local businesses and communities with Google technology. Designed for those interested in the tech industry, the club offers students a unique opportunity to explore and gain hands-on experience with Google’s suite of cutting-edge technologies, especially in the fast-evolving fields of artificial intelligence and machine learning.

The Google Developer Student Club at Pace is led by Seidenberg graduate student Lauren DeMaio and mentored by Seidenberg Professor, Associate Dean, and Co-Director of the Pace AI Lab, Dr. Christelle Scharff, who also has experience empowering women in tech by being an active member in Google’s Women in Techmaker community. As Lauren explained, the club’s mission is to equip students with the tools and skills necessary for professional success while focusing on creating a supportive, community-driven environment. “Being a newly founded GDG on Campus, it is important to me that we are keeping the community’s wants and aspirations at the forefront of our planning,” Lauren said. “Together, GDG and GDG on Campus communities aim to connect aspiring developers with the tools necessary for post-university success and networking opportunities for professional development.”

The club’s first event, an ML Study Jam, provided students with a foundational look into machine learning (ML), offering hands-on activities and expert-led insights. ML Study Jams are part of a global initiative designed to help learners develop their skills and confidence as they move toward expertise in machine learning. “The idea is to go through basic ML concepts and share the knowledge in the community,” said Lauren. “By honing skills and enhancing capabilities, a beginner can start their journey to becoming an ML expert.”

The ML Study Jam began with a keynote speech from Tanmay Bakshi, a Google Developer Expert in Machine Learning who also serves as an AI & Software Architect at IBM. Tanmay is well-regarded for his work as a TED speaker, author, and YouTuber, with a focus on AI and ML concepts. His keynote introduced attendees to foundational machine learning concepts, including tensors and the PyTorch framework. Lauren described Tanmay’s talk as “inspiring for the attendees,” highlighting his valuable insights on AI and his journey in the tech world.

For the event’s hands-on component, Carson Glines, the club’s technical lead, guided students through a Google Colab workshop using Gemini Flash. In this workshop, students interacted directly with ML models, practicing prompt creation, summarizing audio files, and asking models to describe images in different styles. This interactive session gave students practical exposure to working with AI tools, building both confidence and technical proficiency.

With a vision centered on community engagement and technological proficiency, the GDG on Campus at Pace University plans to host events that continue to explore AI and machine learning tools. “As a GDG on Campus, we aim to introduce students at Pace to a variety of Google’s AI/ML products and tools, making them comfortable to develop projects and furthering their knowledge and practical skills,” Lauren shared.

Through mentorship from Dr. Scharff and the drive of its members, the GDG on Campus at Pace is set to become a foundational resource for students eager to deepen their understanding of AI and ML while building a network of connections in the tech industry. This new addition to the Seidenberg School offers students a structured and collaborative space to grow, learn, and prepare for successful careers in technology.

If you are a student interested to join, feel free to do so via the link provided at the beginning of the article, or by contacting the club’s leads:

Lauren DeMaio
Graduate Student: Lead Organizer
Email: ld90692n@pace.edu

Jenn Garcia
Graduate Student: Events Lead
Email: jg34071n@pace.edu

Audrey Louie
Undergraduate Student: Marketing Lead
Email: al83037n@pace.edu

Julia Tretyakov
Undergraduate Student: Financial Lead
Email: jt23750n@pace.edu

Stephanie Sicilian
Graduate Student: Communications Lead
Email: ss43992p@pace.edu

Carson Glines
Undergraduate Student: Technical Lead
Email: cg08193n@pace.edu

Here are some friendly tips to help you tackle your exams with confidence. We could tell you to start by organizing your study materials and creating a study schedule to break your subjects into manageable portions, but you already know that. Here are some not-so-obvious tips to help YOU make it through exam season:

1. Say no to all-nighters. Remember, sleep is your brain's best friend! Aim for seven to nine hours of rest each night. Your memory and focus will thank you.
2. Keep your energy up with balanced meals. A well-nourished body is the foundation for a focused mind. Also, you should probably be drinking more water…
3. Active learning rocks. Engage with the material actively. Try explaining it out loud or drawing diagrams. This will help you understand and remember better.
4. Study groups for the win. Join a study group or find a study buddy. Sharing the journey with someone can provide emotional support and a fresh perspective can make a difficult concept much clearer.
5. Seek guidance. Don't be afraid to reach out to your professors or academic advisors if you're struggling with any topic. They're there to help and guide you. If you need some very specific extra help, get connected with Pace’s Learning Commons or utilize research resources and support offered by the Pace Library.
6. Celebrate small wins. Recognize and reward yourself for each milestone. Whether it's mastering a difficult concept or completing a chapter, treat yourself to a little self-care or a fun snack.
7. Reset your brain. Take short breaks to practice mindfulness or meditation. It's like a reset button for your brain, and it can help reduce stress.
8. Take advantage of the resources available to you as a Pace student. There are a ton of offices, resources, and people at Pace here to help you maintain your wellbeing, even during stressful times. Check out all of our Wellness resources and don’t be shy about reaching out.

You're not alone in this—countless students have faced finals and emerged victorious. With your determination and these tips, there's no challenge too big. Go rock those exams!