In an increasingly interconnected world, Hugh is a tireless advocate for global perspectives. He seamlessly integrates curricular and co-curricular learning to bridge cultural divides and create communities of practice that transcend borders, providing students with enriching cross-cultural experiences that transform them into critical-thinking, creative global citizens devoted to innovation, engagement, sustainability, and responsible leadership.

Influenced largely by his vast experience in the private sector, where he's driven innovation and sustainable practices; the nonprofit sector, where he's championed social impact initiatives; and higher education, where he continues to transform the learning experience - Hugh's pedagogy is a testament to his passion for holistic education. His innovative teaching methods emphasize experiential learning and real-world application. He believes in the power of collaborative learning environments. His initiatives foster spaces where students can engage with real-world issues, exchange ideas, gain practical skills, and ignite their passion for positive social, economic, and environmental impacts.

His heterodox economic discourse emphasizes his deep understanding of economic principles and their impact on society. He strives to break down complex economic concepts into relatable, actionable steps for change. He profoundly commits himself to advancing social justice and equitable economic systems with actionable insights to create a world where economic systems prioritize fairness, inclusivity, access, and a more equitable future for everyone.

Through his research, advocacy, and community engagement he actively engages with private, governmental, and domestic and international nonprofit organizations to address economic inequity worldwide. As a thought leader, Hugh's insights on community building, cross-sector collaboration, and experiential learning mobilize change, particularly in underrepresented communities. He frequently shares his expertise in equitable economic systems, sustainable economic development, economics of the law, behavioral economics, and innovative policy solutions at conferences, inspiring educators and practitioners alike.

M.S., Milano School of Policy, Management, and Environment, The New School

B.S., School for Public Engagement, The New School

Hugh believes students learn along three pathways – emotional, analytic, and applied. He uses adductive, deductive, and inductive reasoning jointly with outcome matrices to overcome their competitive processes and to connect with those pathways. This promotes creative- and critical-thinking through self-conscious critique and the assessment of formal and informal organizational structures. It liberates students to develop a consciousness that transcends distances otherwise isolating the transfer of knowledge. 

Exposing students to theoretical frameworks and to applied experimentation decentralize traditional classroom power dynamics to maximally facilitate collaborative-thinking. This motivates the constant incorporation of new observations into an existing interpretation and in convergent approaches to decision-making. 

His objective is to provide students with the marketable distinction of being critical-thinking, creative global citizens devoted to innovation, engagement, sustainability, and responsible leadership.

ECON 10001: Financial Management -  3 hr./wk.; 3 cr.

ECON 10250: Principles of Microeconomics -  3 hr./wk.; 3 cr.

ECON 22350: Economics of Investment - Security analysis with emphasis upon meaning, measurements and relationship of risk. Portfolio analysis, alternative approaches to valuation, determination of asset values in open market, internal and external rates of return, objectives of investment decision.  3 hr./wk.; 3 cr.

ECON 32150: International Finance - Macroeconomic theory and policy in open economy. Issues associated with balance of payments disequilibrium, fluctuating currency values, international factor flows and international capital mobility. Extensions of Keynesian model; monetary and fiscal policy for internal and external balance, macro policy coordination.  3 hr./wk.; 3 cr.

Nieto, Fernando, Sambasivan, Sharadha, Fox, Hugh, and Quarless, Duncan. (August 2023). A TIMEly CURE: A Multidisciplinary Approach to Advance Diversity, Equity and Inclusion of Underrepresented Minority Students in STEM Learning and Student Success, Science Education for New Civic Engagements and Research (SENCER), 2023 Summer Institute, Virtual.

Nieto, Fernando and Fox, Hugh. (June 2023). A TIMEly CURE: A Multidisciplinary Approach to Advance Diversity, Equity and Inclusion of Underrepresented Minority Students in STEM Learning and Student Success, SUNY Old Westbury, 2023 Summer Institute for Teachers and Learning Conference, Old Westbury, New York, United States.

Fox, Hugh and Nieto, Fernando. (June, 2023). TIME for a CURE: Embedding Thematic Community-Engaged Undergraduate Research Experiences at a Minority Serving Institution to Address Inequities in Higher Education STEM, Institutional Research and Academic Career Award, 2023 Annual Conference, San Antonio, Texas, United States.

Fox, Hugh and Nieto, Fernando. (March, 2023). Capacity Building: Thematic Inquiry-based Mentorship with Enhancement Model, INTED2023, Annual Conference, Valencia, Spain.

Fox, Hugh and Nieto, Fernando. (November, 2022). Piloting Environmental Thematic Course-embedded Research to Develop Scientific Skills of First-Year Students, Association of American Colleges and Universities, 2022 Conference on Transforming STEM in Higher Education, Arlington, Virginia, United States.

Angyal, Laura, Fox, Hugh, Hillery, Barbara and Robinson, Jerrell. (October 2022). Panther Power:  Embedding Thematic Community-Engaged Undergraduate Research Experiences at a Minority Serving Institution, Association of American Colleges and Universities, 2022 Conference on Global Learning, Virtual.

Fox, Hugh and Nieto, Fernando. (July, 2022). Piloting Environmental Thematic Course-embedded Research to Develop Scientific Skills of First-Year Students, EDULEARN22, Annual Conference, Palma de Mallorca, Spain.

Berbari, Betty, Fox, Hugh, Robinson, Jerrell, and Wittich, Richard. (May, 2022). A Thematic Integrative Approach for Supporting First-Time to College Educational Opportunity Program (EOP) Students in a Pre-College Bridge Program, SUNY Applied Learning, Annual Conference, Virtual.

Fox, Hugh and Nieto, Fernando. (May, 2022). Piloting an Environmental Thematic Course-embedded Research Project to Develop Scientific Skills of First-Year Students Participating in the Community Action, Learning, and Leadership (CALL) Program at SUNY Old Westbury, SUNY Applied Learning, Annual Conference, Virtual.

Fox, Hugh and Nieto, Fernando. (March, 2022). Designing, Implementing, and Assessing Equity-focused High-Impact Practices to Build Institutional Capacity and Address Inequities in Higher Education - A First-Year Environmental Thematic Course-embedded Undergraduate Research Experience (CURE) for Improving Retention and Graduation Rates in Underrepresented Minority STEM Majors, Association of American Colleges and Universities, Annual Conference, New Orleans, Louisiana, United States.

Fox, Hugh and Nieto, Fernando. (January 2022). Piloting an Environmental Thematic Course-embedded Research Project to Develop Scientific Skills of First-Year Students Participating in the Community Action, Learning, and Leadership (CALL) Program at SUNY Old Westbury, Science Education for New Civic Engagements and Research (SENCER), Mid-Atlantic Regional Center for Innovation Conference, Virtual.

Fox, Hugh and Nieto, Fernando. (June, 2021). Capacity Building: Thematic Inquiry-based Mentorship with Enhancement Model for Creating Sustained Transformation in First-Time to College Underrepresented Minority Participation Rates in STEM Through Collaborative Engagements, Association of American Colleges and Universities, 2021 Massachusetts PKAL Network Spring Meeting on STEM Education and High-Impact Practices Moving Forward, Virtual.

Fox, Hugh and Nieto, Fernando. (April, 2021). Capacity Building: Thematic Inquiry-based Mentorship with Enhancement Model for Creating Sustained Transformation in First-Time to College Underrepresented Minority Participation Rates in STEM Through Collaborative Engagements, SUNY Student Success Summit, Annual Conference, Virtual.

Fox, Hugh and Nieto, Fernando. (November, 2020). Capacity Building: Thematic Inquiry-based Mentorship with Enhancement Model for Creating Sustained Transformation in First-Time to College Underrepresented Minority Participation Rates in STEM Through Collaborative Engagements, Association of American Colleges and Universities, Conference on Transforming STEM Education, Virtual.

Fox, Hugh. (May, 2020). Critical Awareness Mapping - A Century Long Retrospective on Exclusionary Processes to Inform a Collaborative Approach for Building Situational Awareness and Implementing Responsive Collaborative Early-Stage Entrepreneurial Activity Toward Marginalizing Social Inequity, National Conference on Race and Ethnicity in American Higher Education, Annual Conference, New York, New York, United States.

Anker, Laura and Fox, Hugh. (November, 2018). Beyond the Classroom Series: Applied Learning Deployments - A Journey from SUNY Old Westbury to Puerto Rico - First-Year Student and Faculty Reflections Upon Returning from a Distant Community-Based Engagement, SUNY Applied Learning, Annual Conference, Tarrytown, New York, United States.

Fox, Hugh and Quarless, Duncan. (November, 2018). Beyond the Classroom Series: SENCER (Science Education for New Civic Engagement & Responsibility) - On-Campus Community-Based Engagements for First-Year Students to Address Complex Problems of Civic Consequence, SUNY Applied Learning, Annual Conference, Tarrytown, New York, United States.

Fox, Hugh. (March, 2016). Demystifying Dialogues in Economic Development - The Quest for Prosperity in America, American Society for Public Administration, Annual Conference, Seattle, Washington, United States.

Fox, Hugh. (January, 2016). Demystifying Dialogues in Economic Development - The Quest for Prosperity in Africa, Academy of Management - Africa, Bi-Annual Conference, Nairobi, Kenya. 

Fox, Hugh and Watson, Mary. (March, 2014). Organizational Development, Group Dynamics, Design Thinking and Information Systems: What Do Organizations and Governments Know - Progress, Reform or Retread? The Power of (Re-) Shaping Solutions, American Society for Public Administration, Annual Conference, Washington, D.C., United States.

Fox, Hugh and Watson, Mary. (January, 2014). Organizational Development, Group Dynamics, Design Thinking and Information Systems:  What Do Organizations and Governments Know - Progress, Reform or Retread? The Power of (Re-) Shaping Solutions, Academy of Management - Africa, Bi-Annual Conference, Gaborone, Botswana.

Brown, Calvin, Buck, Ryan, Fox, Hugh and Visser, Anne. (March, 2013). A Matter of Perspective - Values Towards Work and Economics and the Shaping of Policy and Collaborative Governance, American Society for Public Administration, Annual Conference, New Orleans, Louisiana, United States.

Brown, Calvin, Buck, Ryan, Fox, Hugh and Visser, Anne. (March, 2012). Defense of the Public Interest: Public Interest Litigation - A Policy to Promote Social Equity, American Society for Public Administration, Annual Conference, Las Vegas, Nevada, United States.

Angyal, Laura, Fox, Hugh, Hillery, Barbara and Robinson, Jerrell. (2022). Panther Power:  Embedding Thematic Community-Engaged Undergraduate Research Experiences at a Minority Serving Institution.

Berbari, Betty, Fox, Hugh, Robinson, Jerrell, and Wittich, Richard. (2022). A Thematic Integrative Approach for Supporting First-Time to College Educational Opportunity Program (EOP) Students in a Pre-College Bridge Program.

Fox, Hugh and Nieto, Fernando. (2022). Designing, Implementing, and Assessing Equity-focused High-Impact Practices to Build Institutional Capacity and Address Inequities in Higher Education - A First-Year Environmental Thematic Course-embedded Undergraduate Research Experience (CURE) for Improving Retention and Graduation Rates in Underrepresented Minority STEM Majors.

Fox, Hugh. (2021). A First-Year Retrospective - The Future of Community Engagement in Higher Education: Closing the Gap and Advancing Student Success Using TIME to Conceptually Design Collaborative Community-based Global Learning Curricula for Just, Inclusive, and Sustainable Communities.

Fox, Hugh and Nieto, Fernando. (2020). Capacity Building - Thematic Inquiry-based Mentorship with Enhancement Model for Creating Sustained Transformation in First-time to College Underrepresented Minority Participation Rates in STEM Through Collaborative Engagements.

Anker, Laura and Fox, Hugh. (2018). Beyond the Classroom Series: Applied Learning Deployments - A Journey from SUNY Old Westbury to Puerto Rico - First-Year Student and Faculty Reflections Upon Returning from a Distant Community-based Engagement.

Fox, Hugh and Quarless, Duncan. (2018). Beyond the Classroom Series: SENCER (Science Education for New Civic Engagement & Responsibility) - On-Campus Community-Based Engagements for First-Year Students to Address Complex Problems of Civic Consequence.

Fox, Hugh. (2017). Beyond the Classroom Series: Beliefs About Social Entrepreneurship and Early-Stage Entrepreneurial Activity - Comparison Levels Among Socio-Economic Geographic Regions.

Fox, Hugh. (2015). Beyond the Classroom Series: Innovation, Job Creation and Industry: Developing a Social Entrepreneurial Framework in the United States with Recommendations for Policy and Practice.

Hugh is available for consultation appointments. To connect with with him, please, use the following link:

https://ccny-cuny.campus.eab.com/pal/7x8xgZ87Bw