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For students, what happens at Pace may be second only to what comes after college. Carrieann Sipos, a clinical assistant professor at Pace�鶹��ý�s School of Education, understands this, too.

Whenever Sipos needed to fill an opening at the Ossining school district, in Westchester County, where she worked for 34 years before becoming a full-time professor, she�鶹��ý�d make two piles of resumes on her desk. The first included applicants with degrees from Columbia University, Bank Street College of Education, and Pace.

The second pile? Everyone else.

�鶹��ý�Pace students were always among the best hires we made,�鶹��ý� said Sipos. �鶹��ý�Anyone graduating from the School of Education was incredibly well prepared.�鶹��ý�

As a new full-time faculty member, it�鶹��ý�s now her job to ensure that Pace�鶹��ý�s students remain at the top of the stack.

�鶹��ý�My students are ambitious and want to make a difference; I see a lot of my younger self in them.�鶹��ý�

�鶹��ý�My students are ambitious and want to make a difference; I see a lot of my younger self in them,�鶹��ý� said Sipos. �鶹��ý�But the teachers I train will be up against very different challenges than what I faced. Take diversity. Ossining, when I began teaching, looked very different from the Ossining of today.�鶹��ý�

Sipos tells her students that to thrive as a modern educator, they must become �鶹��ý�equity warriors,�鶹��ý� committed to embracing diversity in all its forms. She emphasizes the importance of community, student-centered learning, and equity in education.

�鶹��ý�To really know what a child needs in a highly diverse classroom, teachers must have a deep relationship with their students,�鶹��ý� she said. �鶹��ý�It�鶹��ý�s that sense of care I hope to instill in my students at Pace.�鶹��ý�