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For Joe Ruhl '90, the Elisabeth Haub School of Law was where a lifelong dream of becoming an attorney became reality. More than three decades later, his daughter, Sophie, is beginning her own legal journey at the very same institution.

Although their experiences are separated by 35 years, the values that first drew Joe to Haub Law continue to define the Law School today: a close-knit community, dedicated faculty, meaningful mentorship, and a commitment to preparing students for successful legal careers.

"To say I was proud would be an understatement," Joe said of Sophie's decision to attend his alma mater. "It's always an honor when your child decides to follow in your professional footsteps, but there's something incredibly special about them doing it at the exact same school you attended. It has also brought back a flood of wonderful memories from my own days at the Law School."

For Joe, the decision to attend law school was years in the making. "From as early as I can remember, I wanted to be an attorney," he recalled. "In my view, it was the noblest of professions—one requiring a unique blend of intellect, commitment, integrity, and grit."

A Westchester native, he was drawn to the Law School’s distinguished faculty, growing reputation, and strong alumni network. "As a Westchester native, the Law School felt like a natural fit from the start," he said. "What truly cemented my decision was the exceptional local alumni network. I looked up to several law school graduates as mentors, and seeing their success firsthand made it clear that the Law School was the perfect environment to ground my roots and launch my legal career."

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Joe's time at the Law School laid the foundation for a distinguished career that began in private legal practice before leading him into banking, where he now serves as Senior Executive Vice President, Regional President for Westchester County, and Chief Deposit Officer at Orange Bank & Trust Company. Along the way, he has remained deeply connected to his alma mater, serving on the Alumni Board and, in 2026, receiving the Distinguished Service Award at the Law School’s annual Leadership Awards Dinner in recognition of his professional accomplishments and enduring commitment to the Haub Law community.

His law school memories, however, are defined less by accolades than by the people who shaped his experience. "My law school experience was outstanding and unforgettable," he said. "Beyond the rigorous academics, I formed deep-seated relationships with my classmates, many of whom remain an integral part of my life today as close friends, confidants, and trusted advisors."

When it came to deciding where to study, my decision to choose Haub Law was deeply influenced by my father.

—Sophie Ruhl '27

Joe’s experience left a lasting impression on Sophie long before she submitted her own law school application. "When it came to deciding where to study, my decision to choose Haub Law was deeply influenced by my father," she said. "He has always spoken highly of the people he met during his own time there, and he constantly talks about how the community and the rigorous preparation shaped the professional he became. Seeing how much he values that foundation made me want that exact same experience."

So, when it came to choosing where to study, Haub Law was the clear choice for Sophie. “I knew I wanted an environment where I wouldn't just be a number in a lecture hall,” Sophie said. “The close-knit community here offered exactly that, a tight, supportive environment where I could build meaningful connections. The local alumni are also invested in mentoring students, which was a major factor in my decision to attend."

Now a rising third-year student, Sophie has fully immersed herself in the Law School's nationally recognized advocacy program. A member of the Law School's nationally recognized advocacy program, she has competed in various mock trial and appellate advocacy competitions. She currently serves as a Mock Trial Director on the 2026–2027 Law School Advocacy Honor Board, helping mentor fellow students while continuing to develop the courtroom and advocacy skills that first drew her to law school.

"Starting in January on the accelerated track was an intense introduction, it completely immersed me in the law," she said. "A major highlight of my time here has been my involvement in advocacy, specifically mock trial, where I've had the opportunity to serve as a director."

While much has changed since Joe graduated in 1990, both Joe and Sophie agree that the essence of the Haub Law experience has remained remarkably consistent.

"As I watch Sophie prepare for her mock trial competitions, I am reminded of my own early steps into the courtroom," Joe said. "The challenge of mastering a complex case, balancing the facts and the law from both sides, is as demanding as it is exhilarating."

For Sophie, those conversations have become one of the unexpected joys of attending the same law school as her father. "Throughout my experience at law school, I have utilized my father as a resource," she said. "During the steep learning curve of my first-year introductory courses, my father was a great resource to assist with the complexity of the legal concepts I was trying to grasp. During my second year, he was most helpful with helping me craft a schedule I feel confident in. Having him as a sounding board has been an incredible asset and I am immensely grateful."

Although they did not share the same professors, they have discovered a common language through advocacy. "While the professors and classes have changed, the core experience of Haub Law is exactly the same," Sophie said. "Hearing my father talk about the adrenaline rush of his first trials perfectly mirrors what I feel in mock trial right now. It's given us this incredible common ground, and his own stories of trial work have undoubtedly inspired some of my style and approach in the courtroom."

That continuity is part of what Joe appreciates most as he watches the next generation of Haub Law lawyers emerge. "It is incredible to witness how much the Law School has grown and evolved since I graduated in 1990," he said. "Whenever I meet Haub Law graduates, it serves as a powerful reminder of how fortunate I am to be part of such a prestigious and impactful alumni network."

Whenever I meet Haub Law graduates, it serves as a powerful reminder of how fortunate I am to be part of such a prestigious and impactful alumni network.

—Joe Ruhl '90

For both Joe and Sophie, Haub Law represents more than a shared alma mater. It is a place where one generation launched a distinguished legal career and another is just beginning.

When the unthinkable happened on the morning of September 11, 2001, members of the Pace Community rose to the occasion. Their courage demonstrated the very best of Pace—the service, selflessness, and strength in unity that set our community apart. Today, several families of those directly affected by the events of September 11 uphold their loved ones’ legacies by giving back to Pace—supporting the students who bring our University to life and the mission at the heart of everything we do.

The Marijo L. Russell O’Grady, PhD, Memorial Endowed Scholarship Fund and the Lynne V. Byrne Endowed Memorial Scholarship Fund were established to honor two former Pace administrators and fierce student advocates who helped lead Pace’s student-first response to the tragic events of September 11. Powered by the generosity of their families and friends, these scholarships honor the memories of Marijo and Lynne by supporting the community to which they devoted so much of their energy, wisdom, and compassion.

You can support the Marijo L. Russell O’Grady, PhD, Memorial Endowed Scholarship Fund and the Lynne V. Byrne Endowed Memorial Scholarship Fund by clicking the links below.

• Support the Marijo L. Russell O'Grady, PhD, Memorial Endowed Scholarship Fund
• Support the Lynne V. Byrne Endowed Memorial Scholarship Fund

Twenty-five years after September 11, 2001, Pace alumni reflect on the moments, images, and emotions that have stayed with them. Their accounts capture the day from many perspectives, from students living and studying in lower Manhattan to alumni serving the city in the years that followed, and offer a deeply personal record of how September 11 shaped their lives long after the day itself.

Read Their Reflections

• Anthony Reinhart '05
• Marianne Cala-Perkins '03
• Michael Duffy '01
• Brynn Fallah '05
• Charles Binder '86
• James O'Sullivan '98
• Crystal Hartley '05

Anthony Reinhart '05

Each and every moment exists as if it were yesterday. There's the moment I first heard the sirens. The moment I looked out my 13th floor window in Maria's Tower at the crystal clear blue sky and saw cars pulled over on the Brooklyn Bridge, people staring up past my residence hall room at something with fright. Then there's the moment I turned the corner on my floor, looked out another window, and set my eyes on that tower—just blocks away—engulfed in flames, debris floating through the sky toward us. Wondering, "What happened?" Thinking, "That's going to be one huge hole tomorrow."

I can never forget the screams of my fellow floormates as the second Tower was hit and running down to the 12th floor, staring out the window in Kristen and Krystal's room. Unable to comprehend all that was happening, I actually shuffled over to my first class of the day—math on the 3rd floor. Students lined the hallway, looking out the windows in disbelief. I soon decided to return to the residence hall.

A short bit later, there was Dean Marijo Russell-O'Grady, maintaining her forever calm self, standing at the Security station of the Spruce Street entrance. Krystal and I went to step out onto Spruce Street. We didn't know it then, but at that moment the first tower collapsed. A stampede of people rushing out of Pace combined with a rush of people running down Spruce Street instantly separated us. I can still picture a guy on Spruce Street turning to me and saying "The top of the building fell off," and the one who ran full speed right into a parking meter as he raced against the cloud.

Then the miracle I experienced that day—my guardian angel placing my dad right there, at Gold and Spruce, at the very moment my 17-year-old self arrived at that corner.

Then the miracle I experienced that day—my guardian angel placing my dad right there, at Gold and Spruce, at the very moment my 17-year-old self arrived at that corner. There's the fear I had as we stepped onto the Manhattan Bridge, and the sadness as we watched the second Tower fall. There is the street corner in Brooklyn where we stopped to join a crowd gathered around a car to hear the radio, unsure if more planes were out there. Having walked for miles, the payphone we used to call my grandparents; and the moment they arrived, Nana with tears in her eyes, as they drove us back to their house. Watching the news reports, in total disbelief of what we had been witness to that morning, and then starting to realize that so many heroes ran into those buildings, never to walk out. The shock of hearing how much death and destruction had been caused.

They say never forget. I won't forget. I can't forget. It's there. Seared in my memory. Forever.

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Marianne Cala-Perkins '03

I had just started an MBA program at Pace. It was my second day of classes. I got off the subway at Brooklyn Bridge/City Hall on the 4/5 line at around 8:40 a.m. and realized that I took the wrong exit at the platform. It took me a minute to realize where I was. I saw Pace University and was about to cross the street when I heard the explosion.

I immediately looked up and saw what appeared to be an outline of a plane in the North Tower of the World Trade Center. I remember the shocked expressions of those pedestrians around me. I stood there for several minutes just watching papers flying out of the North Tower. I remember hearing sirens and seeing a fire truck go down the street I was about to cross.

I proceeded to Pace University and students in the hallways were talking about the plane that just hit the World Trade Center. I walked to my international business class and then got word that another plane had just hit the World Trade Center. Some of the students seemed calm while others were visibly shaken and left. Then our professor walked in. I don’t remember her name, but what I do remember was that she was trying to stay calm. She told us she would not be teaching today and would just go over the syllabus and the goals of the course. She made it clear to us that we could leave if we want. She ended the class very early.

I walked out of the classroom into the hallway unsure of what to do. Immediately, I saw a student run up to another student and say that a plane had hit the Pentagon. I stopped because I saw people in a room standing around a television. The headline was “America Under Attack.” I started watching amongst the crowd. After a number of minutes, I felt the building vibrate and I could hear someone say “What was that?” Which was exactly what I was thinking. Then someone screamed, “The World Trade Center just fell!” That moment was the most frightful moment of the day for me. I had no idea what was about to happen to the rest of lower Manhattan.

Within a few seconds, a man instructed everyone to head down to the basement and we all started to take the stairs down. To this day, I do not know that man’s role at Pace University but I remember that he was calm and authoritative. We all headed to the basement where I spent the next few hours. There was a television in the basement and we learned the subway lines were all suspended. I wasn’t able to get home to Astoria, so I called home (collect) as soon as I could get to a payphone. My father was home and I let him know that I was okay and would wait until the subway lines were running to head home. I went to the cafeteria to get something to eat for lunch and I remember seeing members of the FDNY quietly eating lunch.

I will always remember Pace University opening up its cafeteria to the FDNY, the moments of silence my professors held almost two weeks later when classes resumed and last but not least, how Pace University helped me feel safe and secure on that terrifying day.

Pace University gave out face masks and I still have mine from that day. I got home around 5:30 p.m. and soon after, my family and I ate our dinner in disbelief and shock from the day that would change our country forever. When I think of September 11, like most New Yorkers and Americans, I think of the fear and shock, the tragic loss of lives, and the subsequent grief. But I will always remember Pace University opening up its cafeteria to the FDNY, the moments of silence my professors held almost two weeks later when classes resumed and last but not least, how Pace University helped me feel safe and secure on that terrifying day.

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Michael Duffy '01

It was a beautiful blue sky day. I was working for Oxford University Press at 35th and Madison. When both planes hit, I walked down to 5th Avenue to watch the scene unfold, and then solemnly walked over the 59th Street Bridge into Queens.

Walking across the bridge with the smoke of the collapsed buildings in the distance, I looked down at the t-shirt I wore that day after taking my work shirt off. Printed on the t-shirt was the Twin Towers, for the Yankees-Mets Subway Series.

I went to bed that night not expecting to wake up the next day. But when I did, I couldn’t come to terms. On 9/11, I felt out-of-body and dissociated. It didn’t occur to me that people had died, that the planes and buildings were occupied; like no one ever walked into the buildings.

It’s 20+ years later, and I just haven’t come to grips with it. I have suffered from survivors’ guilt. I couldn’t listen to planes overhead. NYC is difficult for me to visit. But I have been to the 9/11 Memorial and it’s a beautiful display of emotion. The fountains are a good representation of the people and their memory. I send love to everyone affected, always.

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Brynn Fallah '05

September 11, 2001 was my second day living in NYC and attending Pace. I had spent my freshman year at a rural school in Pennsylvania and transferred to Pace my sophomore year to stretch my life experience and have full access to the city while getting an education. I didn’t get housing, so I commuted from Connecticut my first couple of weeks. My dad and I finished moving me into an apartment on the corner of John and Gold the night of September 9 and so I began my independent journey as a New Yorker.

The morning of 9/11 I didn’t hear a thing but my phone ringing repeatedly. It was a friend checking in to see if I was okay. We got cut off. Phone lines were such a mess that day. I showered quickly and had a rock in my stomach. I didn’t have internet or a TV yet so I had no idea what was going on. I threw on some clothes and went outside to see the Towers standing, but burning. My 19-year-old mind could not comprehend. Could anyone’s?

At first we all thought it was a horrible accident. People who weren’t right there had more access to news and information than we did. I hadn’t made friends at school yet, so I had no one to go to or be with. The impact of being alone and so deeply fearing for my life and the lives of others has stayed with me 25 years later.

The impact of being alone and so deeply fearing for my life and the lives of others has stayed with me 25 years later.

I fled when the Towers fell. Everything went dark and I ducked into a building lobby. Eventually I found my way back to my own building and I stayed there for much of the day. That evening I walked across the Brooklyn Bridge to a friend’s cousin’s home, who I had never met. The next morning, my dad came to get me and we stayed in Connecticut until Pace reopened. We were so hopeful that Pace would be used as a triage for survivors. We now know how few were ever found, of course.

I never recovered if I’m being honest. That year I barely went to class, I barely slept, I never took public transportation out of fear of other attacks, and I didn’t make any friends. I’ll never know why and will always regret that I didn’t ask for help at school. Now I know I was experiencing PTSD, but I was full of shame because there were so many others who were impacted more than I was.

I graduated in 2005 and did get myself into therapy to recover from that trauma. My degree was in applied psychology and human relations, and I proceeded to get a master’s degree from Hunter in school counseling. Today I coach districts and schools in Delaware to integrate mental health and social emotional learning into a multi-tiered system of support framework. I collaborate with state leaders to prioritize trauma training to support all students statewide. Thanks for letting me share my story.

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Charles Binder '86

I was 11 years into my career with the US Coast Guard Reserve, stationed at Fort Wadsworth on Staten Island. On September 12, I was called up to active duty which would ultimately last for two years. During that time I was assigned to the new Sea Marshall Program to intercept vessels that may have been involved with illicit cargo, human trafficking, and other security risks to inspect them with a tactical team and either clear them or refuse entry into the Port of NY and NJ.

After being discharged, I was selected for the new Intelligence Specialist rating to use my skills to ascertain various threats to the port. I eventually retired as a Chief Intelligence Specialist after serving 25 years. The last 15 years of that career was changed dramatically due to the events and subsequent reaction to 9/11 in ways that I had never imagined.

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James O'Sullivan '98

I was a police officer assigned to the Bronx. I was off that day living at home when my father came in and said "They crashed a plane into the World Trade Center.”

I got up and put the TV on in time to see the second plane hit. I knew it was bad. I reported to work and wound up going down to the site later that evening. I remember how everything was covered in ash and how quiet it was, like after a heavy snow. I remember looking at Pace Plaza and not even realizing that was where the campus was located (I had been a Pleasantville student).

I remember how everything was covered in ash and how quiet it was, like after a heavy snow.

I can remember that whole day from waking up to going home the next day. Fast forward 20+ years later and I am a proud member of the faculty of Pace University, and have been teaching in the criminal justice program for the last ten years.

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Crystal Hartley '05

I was a first-year student at Pace University’s New York City Campus and was living in Maria’s Tower. On the morning of September 11, I was asleep when I heard a loud boom. I didn’t think much about it because during the night there were thunderstorms. I began to hear a steady stream of sirens and I was awoken by somebody rushing into my room telling me that the World Trade Center was on fire. We all ran to the lobby of our residence hall floor and stared out the windows facing the World Trade Center. The news was on in the background and it seemed that the media was just as confused as we were.

We saw a second plane approaching and my first instinct was that it was going to be pouring water on the tower to stop the fire. As the plane approached we knew that something was off and the next thing you knew, it flew through the second Tower, causing an explosion that looked like it was going to hit our building. At that moment everybody started screaming, running around, not knowing what to do. I quickly got dressed and ran downstairs; some people were running into the building, some people were running out of the building. Outside, everything was covered in dust and people were running toward the Brooklyn Bridge. I witnessed people jumping out of the WTC—it was the most gut-wrenching thing I’ve ever seen.

Once we realized our building was stable, I ran back inside. I found my way into Pace’s Financial Aid offices where I was able to call my mother. On the phone with her, I just cried because I honestly didn’t know what was going to happen to me, but I wanted her to know I was safe at that moment. I told her I would try to call her again once I knew what was happening. Just then, the second tower collapsed.

In the chaos, I saw people coming together to help others; trying to gather supplies and debris to build stretchers.

Everyone around me was going crazy; someone yelled they smelled gas and again we ran outside. It was like the apocalypse. In the chaos, I saw people coming together to help others; trying to gather supplies and debris to build stretchers.

At some point that day, I remember being in the auditorium being told that Pace was trying to get buses to take students to the Pleasantville Campus the next day and if we did not wish to go we had to find our own way out of the city. I went back to my residence hall and made arrangements with my step-father to come to the city to bring myself and a few other students back to Pennsylvania.

As night approached and the electricity went out, things seemed to go silent except for a steady high pitched sound that lasted through the night. I later found out that noise was coming from PASS devices, a loud audible alert to notify others in the area that firefighters were in distress.

The next morning I gathered my belongings, found the other students who were coming with me and headed outside in hopes of being able to get out of NYC. Nothing prepared me for what I saw. Outside, there was an army vehicle of some sorts, with an armed man lying on top. As we walked by, we all took in the scene—it did not look like lower Manhattan; it looked like we were transported to a war zone. We continued our walk north to Midtown where we took a Red Cross ferry to New Jersey. We waited there for six hours until my stepfather was able to pick us up.

As we walked by, we all took in the scene—it did not look like lower Manhattan; it looked like we were transported to a war zone.

After several days of being home, we received word that we were allowed to return to campus. I knew that I had to return and so back to Pace I went. The months following were a blur; it seemed like all of my classes all we did was discuss our experiences and listen to one another. I got used to wearing a mask, having air purifiers in rooms, not being able to open windows. There were groups that would go out in the evening and walk down to the fire station and sing and thank them. Eventually, things started to feel like we were getting back to some sort of normalcy. I graduated in 2005 and moved back to Pennsylvania.

September 11, 2001 changed me forever. I can close my eyes and relive all of those events. It has been 25 years and I still can’t talk about it without crying. It’s hard for people to understand what it was like for a first-year student who was excited to start school and be in a big city with big dreams, and within a few days you are fearing for your life. I know I am extremely fortunate that I am alive and that I wasn’t harmed or lost a loved one.

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As Pace University marks the 25th anniversary of September 11, we are republishing this timeline, curated by Pace University Archivist Ellen Sowchek as part of the Pace University 9/11 Oral History Project. Drawn from University records and contemporary Pace publications, it documents how the events of that day and their immediate aftermath unfolded across the Pace community, from Lower Manhattan to Westchester, and captures the University’s response, recovery, and role in supporting students, employees, first responders, and the surrounding downtown community.

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Pace University September 11 Timeline

Tuesday, September 11, 2001, was the fifth day of regular classes and the second day of early-bird and evening classes for Pace University’s fall semester. In 2001, Pace’s Lower Manhattan campus, located in the heart of the civic and financial center of New York City, comprised several facilities:

• The One Pace Plaza building, housing offices, classrooms, the Birnbaum Library, and Maria’s Tower, with 15 floors of dormitory space;
• The 41 Park Row building, home to numerous academic departments and classrooms;
• The World Trade Institute, located on the 55th floor of the World Trade Center, the site for specialized training programs for individuals and organizations in international business, law and culture, and foreign languages; and
• Additional residential space at 100 John Street, 106 Fulton Street, and 135 William Street; the College of Insurance on West Street; and the Hotel St. George across the bridge in Brooklyn Heights.

It began as a beautiful day, with perfect weather, the kind of day when many would have probably preferred being outside rather than in class or at work. With classes beginning at 7:00 a.m., many students, faculty, and staff were already on Pace premises when American Airlines Flight 11 crashed into the north facade of the World Trade Center’s north tower at 8:46 a.m. Others were just emerging from adjacent subway and PATH stations when United Airlines Flight 175 crashed into the south tower 17 minutes later. Still others were on their way in, turned back farther uptown as first the south tower and then the north tower fell at 9:59 a.m. and 10:28 a.m., bringing the public transportation system and then the entire city to a halt, 102 unforgettable minutes that changed New York City forever.

There are many timelines available, some minute by minute, chronicling the events of that day and its immediate aftermath on a global level. At Pace, we are fortunate to have several chronicles of our own experience and our own response to events. The following is a general outline of what happened, compiled from information in two Pace periodicals: the student-generated Pace Press and the monthly in-house newsletter Opportunitas.

Tuesday Morning, September 11, 2001

Within minutes of the planes crashing, Dean for Students Marijo Russell-O’Grady sends Student Life staff to the dormitory space at the College of Insurance on West Street, a block north of the World Trade Center. Staff urge students to come to the One Pace Plaza building.

Uptown, at the Pace Midtown Center, located on Fifth Avenue and 45th Street, President David A. Caputo is attending a meeting of the Executive Council and the Board of Trustees. He is notified of the crashes by New York Safety and Security Director Richard Abbinanti. The president sends the vice president for finance and administration, Leonard Sippel, downtown, and the Midtown Center is set up as a communications base. Pace’s main switchboard, located on the Briarcliff campus, erupts with a steady stream of calls, many from parents.

At 10:00 a.m., classes are canceled. Fearing additional attacks, security staff suggest that everyone remain in the building, but those wishing to leave are directed north. Some are already outside when the towers collapse.

Tuesday Afternoon, September 11, 2001

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Security and Buildings and Grounds staff move everyone to the gym, the Spotlight Café, and the theater, where the air quality is best. Thanks to quick thinking by Victor Jabar, NYC Buildings and Grounds director, the building’s ventilation system is shut down to prevent contaminated smoke and dust from entering. A temporary cell phone system is set up to relay information to the switchboard operators in Briarcliff.

Pace is contacted by the New York City Fire Department to use the One Pace Plaza building. President Caputo gives the OK, and the New York City Office of Emergency Management transforms the admissions area into a field hospital. It later becomes a triage center for rescue workers and for anyone in the vicinity needing a place to stay.

Tuesday Evening–Wednesday Morning, September 11–12, 2001

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The director of Auxiliary Services asks the nine food service employees to stay and feed whoever is in the building. Thousands of students, faculty, staff, firefighters, police, and EMS workers are fed.

By late afternoon, students are allowed to return to the Maria’s Tower dorm. They are joined by President Caputo, Vice President Sippel, Dean Russell-O’Grady, Executive Assistant to the President Cindy Heilberger, and the director and two staff members from the Counseling Center. They remain all night.

By 7:00 p.m., Provost Marilyn Jaffe-Ruiz reports that faculty and staff, including those from the World Trade Institute, located on the 55th floor of the north tower, appear to be safe.

Pace loses electricity on Tuesday and must rely on emergency generators to power emergency lights in the dormitory, one elevator, and water and sewage pumps. More electricity is needed for the triage center. Paramount Studios in Long Island City arrives with portable receptacles and lighting, followed by a larger generator from Con Ed at 10:00 p.m.

On Wednesday morning, NYC Security Director Abbinanti secures five NYC buses to take New York students to Brooklyn and Pleasantville. Pleasantville students share their dorm rooms with their New York classmates.

Thursday and Friday, September 13–14, 2001

Westchester classes resume on Thursday. With phone service out, two toll-free hotlines are set up on Friday, one for employees and the other to field calls from parents and communicate with nonresident New York City students. Over the course of two weeks, 99 volunteers handle 6,692 phone calls. The University begins offering group counseling sessions for faculty and staff at the Midtown Center. More than 700 people attend.

On Friday, the decision is made to try to reopen on Wednesday, September 19.

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Saturday and Sunday, September 15–16, 2001

One Pace Plaza remains open thanks to Security and Buildings and Grounds personnel. Cleaners and maintenance workers maintain restroom and shower facilities for the National Guard, which uses One Pace Plaza as a command post.

Wednesday, September 19, 2001, and After

An emotional day in the life of the University, resident students, faculty, and staff begin returning to campus. Many are eager to resume their routine and look for ways to help. The Center for Community Outreach works with students to create a remembrance quilt and to publish a compilation of student photography, poetry, artwork, and prose stemming from their experiences.

The Center, together with the Dyson College of Arts and Sciences Dean’s Office and the Office of Multicultural Affairs, coordinates a four-session campus forum series on U.S. foreign policy, the history of the Middle East, terrorism, and civil liberties. The Michaelian Institute for Public Policy and Management offers a forum titled “The September 11 Tragedies: A Discussion of the Psychological, Economic, Security, and Political Implications.” These sessions are attended by more than 400 students.

The Long-Term Impact on Pace

In the days and weeks following its reopening, Pace University establishes itself as an important resource for the downtown community and a contributor to rebuilding and revitalization efforts. Primarily through the Center for Downtown New York (CDNY), created by President David A. Caputo, the University opens its doors to the community as a source of expertise in a variety of disciplines and as a gathering place.

In early October, Pace announced additional support for those affected by the attacks. The University established the Pace Remembers Memorial Fund to provide tuition assistance to spouses and children of September 11 victims, along with an endowed scholarship fund and emergency grants for current Pace students who had been displaced, lost employment, or lost a family member. Pace also contributed $25,000 each to the New York Police and Fire Widows’ and Children’s Benefit Fund, the United Way September 11 Fund, and the American Red Cross.

CDNY joins with the Pace University Small Business Development Center (SBDC) to promote the SBDC’s free services available to Lower Manhattan businesses. In the weeks immediately following September 11, the SBDC helps more than 100 merchants file for disaster and recovery loans. It also sponsors a number of conferences:

• Courts in the Aftermath of 9/11: 9/11 Summit: A three-day summit covering issues confronting the courts after 9/11, including how to balance heightened security needs with public access to the courts and how to address the unique legal issues arising from such events.
• Building Memories: The Future of September 11: Held the week before the one-year anniversary, this one-day conference serves as an open forum designed to provide background and insight into the process of memorializing September 11.
• Lessons Learned from 9/11: Emergency Management Planning for Universities: This conference offers other university leaders information on how to prepare for and respond to disasters, how to determine which methods work, and how to gauge the preparedness of academic institutions for such events. Panels include academic and administrative leaders from various areas of the University.
• Democracy at a Critical Juncture: The Regional, National, and Global Implications of 9/11: Undergraduates from universities in the United States and Israel take part in an intensive week of seminars to study the impact of September 11 and its aftermath from a variety of political, economic, social, and religious perspectives.

Faculty and students also play an important role during this time. The Pace Press, under the editorship of Shams Tarek, becomes a vital source of communications in the days following September 11.

History professors Bill Offutt and Nancy Reagin create a Yahoo! listserv and bulletin board for students after Pace loses communications capabilities.

More than 200 law students, led by Professor Vanessa Merton, provide free legal assistance to victims of the attacks. The Disaster Assistance Program helps those affected by the attacks identify their needs and secure representation.

The Student Government Association, led by President Nancy Owen, sponsors a three-day Antiterrorism Conference. Four students from Oklahoma City attend and participate in a panel discussion with six Pace students. Other panels include faculty-led discussions covering business and economic perspectives and the prevention of terrorism.

Starting a new semester is exciting—but it can also come with a lot of logistics. From figuring out holds and balances to making last-minute schedule changes, Pace’s Pop-Up Student Solutions Centers are here to help you navigate it all, so you can focus on what really matters.

Whether you’re on the New York City Campus or the Pleasantville Campus, you’ve got dedicated support from teams across Financial Aid, Student Accounts, Admissions, and the Registrar’s Office. No appointments needed—just show up during operating hours and get the answers you need.

Pop-Up Student Solutions Center Schedule

Dates:

August 31–September 4, 2026

Hours:

• Monday, Wednesday, and Friday: 10:30 a.m.–4:00 p.m.
• Tuesday and Thursday: 12:00–5:30 p.m.

Locations:

• New York City Campus: 161 William Street, 8th Floor
• Pleasantville Campus: Kessel Student Center, Dean’s Lounge, Room 200

Pace's Pop-Up Student Solutions Centers are here to simplify your start to the semester. Because when things run smoothly, you can spend less time in line—and more time chasing what’s next.

The Elisabeth Haub School of Law at Pace University is pleased to welcome Professor Jason J. Czarnezki back to its full-time faculty as Professor of Law and Faculty Director of Bar Strategy and Performance. A well-established environmental law scholar and academic leader, Professor Czarnezki returns to Haub Law after most recently serving as Dean of Chicago-Kent College of Law at Illinois Tech. Professor Czarnezki will play an important role in building the Law School’s emerging natural resources law and conservation initiative, as well as advancing bar performance and student success.

Professor Czarnezki is well known to the Haub Law community, having previously served in several leadership roles, including as Associate Dean of Environmental Law Programs and Strategic Initiatives, Gilbert and Sarah Kerlin Distinguished Professor of Environmental Law, and Faculty Director of the Sustainable Business Law Hub. During his prior tenure, he helped guide Haub Law’s Environmental Law Program to its first-ever #1 national ranking in U.S. News & World Report, a distinction it maintained for five consecutive years under his leadership and continues to hold today.

“We are thrilled to welcome Professor Czarnezki back to Haub Law and to benefit once again from his experience as a scholar, educator, and academic leader,” said Horace E. Anderson Jr., Dean of the Elisabeth Haub School of Law. “Jason has a deep commitment to our students and to the continued growth and innovation of our Law School. His expertise in natural resources law and conservation will be especially valuable as we build new opportunities for teaching, scholarship, and experiential learning in these areas, while his leadership in bar strategy and performance will further strengthen our commitment to student success and preparation for the profession.”

Natural resources law and environmental stewardship have been longstanding focuses of Professor Czarnezki’s scholarship and teaching, rooted in a family history of conservation and public service. Born and raised in Milwaukee, Wisconsin, Professor Czarnezki comes from a family that includes park rangers, foresters, and public servants dedicated to conservation and environmental protection. His grandfather, Gerald Czarnezki, was an early conservation advocate in Wisconsin, while his father, Joe Czarnezki, drafted and sponsored significant environmental legislation while serving in the Wisconsin State Legislature. Professor Czarnezki has explored this history in his own scholarship, including his article, “A Brief Legal History of Wisconsin Conservation,” which examines the evolution of natural resources law and conservation values in his home state.

Professor Czarnezki’s approach to legal education also reflects his commitment to natural resources law and conservation. He has taught Natural Resources Law as well as an intensive Natural Resources Law and Policy Field Course in Grand Teton National Park. Co-taught with professors from the University of Wyoming’s College of Law and Haub School of Environment and Natural Resources, the field course provides students with an immersive opportunity to study natural resources law and policy.

“Natural resources and conservation have been part of my life for as long as I can remember, and I am excited to return to Haub Law and help build upon the Law School’s extraordinary environmental legacy in these areas,” said Professor Czarnezki. “There is tremendous opportunity to connect legal study with field-based and experiential learning, as well as prepare students to address increasingly complex natural resources and conservation challenges. I am also grateful for the opportunity to return to a community that has meant so much to me and to contribute to our students’ success both during law school and as they prepare to enter the profession.”

Professor Czarnezki’s broader scholarship, teaching, and leadership span environmental law, natural resources law, sustainable business, food systems policy, global climate policy, and environmental governance. His work has been published in numerous law journals, and his books include Everyday Environmentalism: Law, Nature & Individual Behavior and Food, Agriculture, Environmental Law. His international academic experience includes appointments and fellowships at institutions in Sweden, United Kingdom, China, and elsewhere. He holds a PhD in Environmental Law from Uppsala University, a JD with honors from the University of Chicago Law School, and a BA from the University of Chicago.

As Faculty Director of Bar Strategy and Performance, Professor Czarnezki will work closely with Haub Law’s Office of Academic Support to help drive bar support strategy and programming, with a focus on strengthening student support, improving outcomes, and helping graduates prepare for admission to the profession. His experience as a scholar, administrator, and academic leader will support the Law School’s continued efforts to advance academic excellence and student success. He will teach Property, Multistate Bar Examination Strategies, Natural Resources Law, and Current Challenges in Environmental Law.

One Pace Plaza East is officially open (FINALLY!), and there’s a lot to explore. The transformed building brings together new spaces to live, learn, create, perform, collaborate, and connect, all in the heart of Pace’s New York City Campus. Whether you’re heading to class, catching a performance, meeting up with friends, or simply curious about what’s behind those new doors, use this floor-by-floor guide to find your way around One Pace Plaza East.

Jump to the right floor:

• Cellar Level
• Garden Level
• First Floor
• Second Floor
• Third Floor
• Fifth Floor
• Floors 7–18

Cellar Level

• Schimmel Theater
• Orchestra Lobby
• Setter Sips Cafe

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Garden Level

• Garden Theater
• Screening Room
• Schimmel Theater balcony seating
• Student Lounge
• Maria’s Tower entrance
• Setter’s Stoop

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First Floor

• Small Dance Studio (E-110)
• Sands Soundstage (E-180)
• Entertainment Design Lab (E-170)
• Scene Shop (E-160)
• LX/AV Shops (E-120)
• Prop Storage (E-164B)
• Sands Production Offices (E-150, E-151, E-152)

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Second Floor

• Black Box Theater (E-280)
• Large Dance Studio (E-233)
• Studio Classrooms (E-210, E-230, E-231, E-260, E-261, E-262, E-263)
• Student Lounge (E-243)
• Sands Adjunct Lounge (E-200)
• Sands Faculty and Staff Offices (E-291–E-295)
• Dance Changing Rooms (E-250, E-251)
• Sands Pantry (E-290)

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Third Floor

Film and Media

• Film and Screen Studios
  • Soundstage (E-336)
  • Post-Production Lab (E-382)
• Animation Studio (E-381)

Audio and Communication

• Podcast Studios (E-331, E-332, E-333, E-334)
• ADR Recording Studio and Control Booth (E-321)
• Vocal Studios (E-326, E-372, E-373, E-374, E-376)
• Storytelling Studio (E-310)
• Communication and Media Studies Classroom (E-320)

Design and Making

• Makerspace (E-300, E-301, E-302)
  • Print Bay
  • Zine Library
  • Fabrication Lab

Sands College

• Digital Design Lab (340)
• Drafting Studio (342)
• Costume Shop (360)
• Sands Conference Room (390)
• Sands Faculty and Staff Offices (392–395)

Other Spaces

• Student Lounge (E-375)
• General Classroom (E-370)

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Fifth Floor

• Safety and Security
• Emergency Management Operations
• Academic Technology and Educational Media (ITS)

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Maria’s Tower Residential Floors

• Sixth Floor: Residential Life Offices and Health Services
• Floors 7–16: Student residences
• Seventeenth Floor: Student residences and laundry room
• Eighteenth Floor: Student residences, Student Lounge, and student kitchen

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The Elisabeth Haub School of Law at Pace University is pleased to announce that Professors Carlton Waterhouse, James Salzman, and Alyse Bertenthal will join the Law School as Haub Visiting Scholars during the 2026–2027 academic year. The distinguished scholars bring expertise spanning environmental justice, climate law and policy, environmental criminal enforcement, natural resources, and other critical areas of environmental law, and will engage with the Haub Law community through guest lectures, faculty workshops, scholarly collaboration, and special programs.

The Haub Visiting Scholars Program brings leading environmental scholars and practitioners to Haub Law for residencies designed around their expertise and the work of the Law School’s nationally recognized Environmental Law Program. Visiting Scholars engage with faculty and students through teaching, research, public programs, and other opportunities for intellectual exchange. Funding for the Haub Visiting Scholars Program was made possible by a gift from the Haub family recognizing the essential role of environmental science, informatics, technology, and allied fields in the development of environmental policy and law.

“Carlton Waterhouse, Jim Salzman, and Alyse Bertenthal are exceptional scholars whose work reflects the breadth and continued evolution of environmental law,” said Professor Josh Galperin, Associate Dean of the Environmental Law Program at the Elisabeth Haub School of Law and Faculty Director of the Sustainable Business Law Hub. “The Haub Visiting Scholars Program creates meaningful opportunities for our students and faculty to engage directly with leaders in the field, while providing our visiting scholars with a one-of-a-kind environmental law community in which to exchange ideas, develop scholarship, and explore emerging legal challenges. We look forward to the perspectives and energy that each of them will bring to Haub Law.”

Professor Carlton Waterhouse will join Haub Law as a Haub Visiting Scholar in Fall 2026. A Professor of Law at Howard University School of Law, Professor Waterhouse is a nationally and internationally recognized scholar whose work spans environmental law and justice, climate policy, reparations, and redress for historic injustices. His career has combined scholarship, teaching, public service, and advocacy, with a particular focus on addressing environmental and social inequities through law and policy.

During his time at the Law School, Professor Waterhouse will participate in Haub Law’s Future Environmental Law Professors Workshop on September 18, and on September 23, he will present a faculty workshop on climate reparations in light of the International Court of Justice’s climate advisory opinion. He will also present to the Environmental Law Society on Howard University School of Law Environmental and Climate Justice Center’s Fifty State Lead Scorecard Project, a comprehensive national assessment of state-level policies on lead poisoning prevention. Professor Waterhouse will also guest lecture in classes and participate in New York City Climate Week events.

“Professor Waterhouse’s work reflects the kind of innovative and justice-centered environmental scholarship that is essential to confronting today’s most pressing environmental challenges,” said Achinthi Vithanage, Executive Director of the Environmental Law Program and Professor of Law for Designated Service in Environmental Law at the Elisabeth Haub School of Law. “His visit will give our students and faculty an important opportunity to engage with his work at the intersection of environmental justice, climate change, and reparations, while bringing his perspective to the broader conversations taking place during Climate Week in New York City.”

As previously announced, Professor James Salzman will join Haub Law as a Haub Visiting Scholar for a month-long residency in Fall 2026. Professor Salzman is the Donald Bren Distinguished Professor of Environmental Law with a joint appointment between U.C. Santa Barbara’s Bren School of Environmental Science and Management and UCLA School of Law. He is a leading scholar of environmental law whose wide-ranging scholarship has addressed drinking water, environmental policy design, ecosystem services, and other areas of environmental law and policy.

During his residency, Professor Salzman will deliver the Lloyd K. Garrison Lecture on Environmental Law and participate in “Back to the Future: Earth Law and the Next 50 Years of Environmental Law,” part of Haub Law’s 50th anniversary programming. The October 28 program will examine emerging legal developments related to Earth law, including ecocide, the Rights of Nature, constitutional environmental rights, and Indigenous laws. Professor Salzman will also guest lecture in classes, including Professor Galperin’s Environmental Skills and Practice course, and engage with students and faculty.

“Professor Salzman has long been an influential voice in environmental law, and we are delighted to welcome him as a Visiting Scholar,” said Katrina Fischer Kuh, Haub Distinguished Professor of Environmental Law at the Elisabeth Haub School of Law. “His scholarship and perspective will add an important dimension to our 50th anniversary conversations about the evolution and future of environmental law, while creating meaningful opportunities for engagement with our students and faculty throughout his time here.”

Professor Alyse Bertenthal will join Haub Law as a Haub Visiting Scholar in Spring 2027. An Associate Professor of Law at Wake Forest University School of Law, Professor Bertenthal’s research and teaching focus on the intersections of environmental law, criminal law and procedure, and environmental justice. Drawing on interdisciplinary training in law and social science, her current research examines conservation law enforcement and access to environmental justice through courts and regulatory systems.

During her time at Haub Law, Professor Bertenthal will guest lecture in classes, participate in faculty colloquia, collaborate with Haub Law students and faculty on scholarly work, including new programs related to environmental criminal enforcement, and engage with the Environmental Law Society through a focused lecture.

“Professor Bertenthal’s interdisciplinary scholarship creates an important bridge between environmental law and the criminal legal system, raising critical questions about enforcement, justice, and how law operates in practice,” said Kate Skolnick, Assistant Professor of Law at the Elisabeth Haub School of Law. “Her visit will offer our students and faculty a valuable opportunity to explore these intersections and engage with her innovative scholarship.”

The Haub Visiting Scholars Program is part of the Elisabeth Haub School of Law’s longstanding commitment to advancing environmental legal education, scholarship, and policy. Through residencies tailored to each scholar’s expertise, the program brings leading voices in environmental law and related fields into engagement with Haub Law students, faculty, and the broader environmental law community.

If you’re driven to make a difference and eager to build a career helping others, then becoming a therapist could be your perfect path. Whether you’re charting your course as an undergraduate or considering a career change, understanding therapist degree options, licenses, and required specializations is the first step toward success.

In this guide, we’ll explore everything you need to know about becoming a therapist, from the educational paths and licensing requirements to the different therapy practices you can pursue. Along the way, you’ll gain insights into career timelines, salary expectations, and the rewards of working in this impactful field.

What Is a Therapist?

A therapist is a trained professional who helps individuals navigate life’s challenges, improve their mental health, and achieve personal growth. Through various therapeutic techniques, therapists work to empower their clients, fostering resilience and well-being.

Therapists may find employment in many settings, including private practices, schools, hospitals, and community centers. They address a wide range of concerns, from managing stress and anxiety to overcoming trauma and addiction. At their core, therapists are problem-solvers and compassionate guides, helping clients lead healthier, more fulfilling lives.

What Do Therapists Do?

Therapists take on a wide range of responsibilities, all centered on supporting their clients’ mental and emotional wellness. Depending on their specialty, therapists may focus on helping individuals manage specific challenges or guide them toward long-term personal growth.

Some of the therapists’ responsibilities include:

• Conducting therapy sessions: Therapists meet with clients one-on-one, in groups, or with families to discuss their concerns and set goals for progress.
• Creating treatment plans: Based on client needs, therapists develop personalized strategies to address emotional, behavioral, or psychological challenges.
• Utilizing therapeutic techniques: They apply evidence-based approaches such as cognitive-behavioral therapy (CBT), mindfulness practices, or psychoanalysis to guide their clients toward resolution and growth.
• Providing crisis intervention: Therapists often assist clients during critical moments, offering immediate support and strategies to stabilize emotions.
• Monitoring progress: Regular assessments enable therapists to adapt treatment plans and ensure clients are achieving their goals.

Additionally, therapists collaborate with other professionals, including psychologists, psychiatrists, and social workers, to provide comprehensive care. Their work often varies depending on their specialization and the populations they serve, from supporting individuals in addiction recovery to guiding families through relational challenges.

What Is the Difference Between a Therapist, Counselor, and Psychologist?

Therapists, counselors, and psychologists each play a crucial role in supporting mental health, but their approaches, scopes of practice, and educational paths differ. Understanding these distinctions is essential when considering a career in these fields.

Key Differences

• Therapists: A broad term that encompasses professionals trained to help individuals improve their mental and emotional well-being. Therapists may specialize in areas such as marriage and family therapy, mental health counseling, or substance abuse counseling. Most therapists hold a master’s degree and are licensed to practice therapy in their specific field.
• Counselors: A subset of therapists who focus on helping clients address specific challenges, such as career planning, addiction, or relationship conflicts. Counselors often use short-term, solution-focused techniques and typically require a master’s degree and state licensure.
• Psychologists: Experts in mental health who specialize in diagnosing and treating mental health disorders. Psychologists often conduct psychological testing and research, requiring a doctoral degree (PhD or PsyD) and state licensure to practice.

Overlapping Roles

While their scopes differ, these professionals share commonalities: They all provide emotional support, create personalized treatment plans, and work toward improving clients’ mental health.

View the Overlapping Roles Diagram (PDF)

Types of Therapists

Therapists can specialize in a variety of fields, each tailored to address specific mental health challenges and client needs. Below is an overview of common therapy specializations, their roles, and unique requirements.

Behavioral Health Counselor

Focuses on helping clients manage and overcome behavioral issues, such as anxiety, depression, or stress-related disorders. Often works in outpatient clinics or private practices.

Marriage and Family Therapist (MFT)

Supports couples and families in navigating relationship challenges, fostering healthier communication, and resolving conflicts. Requires specific licensure and training in family dynamics.

Substance Abuse Counselor (Addiction Counselor)

Specializes in guiding clients through addiction recovery, helping them build coping mechanisms and maintain sobriety. Often works in rehabilitation centers or community organizations.

Child and Adolescent Counselor

Provides therapeutic support for children and teens dealing with developmental, emotional, or behavioral challenges. Collaborates with families, schools, and other care providers.

Grief and Bereavement Counselor

Helps clients cope with loss and navigate the emotional complexities of grief. Utilizes techniques to foster healing and acceptance over time.

Trauma Therapist

Focuses on treating clients who have experienced severe emotional or physical trauma, using evidence-based techniques such as EMDR (Eye Movement Desensitization and Reprocessing) or trauma-focused CBT.

Art or Creative Therapist

Uses creative mediums such as art, music, or writing to help clients express emotions and process experiences. Often works with children, individuals with post-traumatic stress disorder (PTSD), or those with communication challenges.

Rehabilitation Counselor

Assists individuals with disabilities in achieving personal and professional goals, enhancing their independence and quality of life.

Career Counselor

Guides clients in identifying career goals, navigating job transitions, and developing strategies for professional success.

Therapists can also blend these specialties or pursue niches such as sports therapy, geriatric therapy, or multicultural counseling. Choosing a specialization often aligns with personal interests, client populations, and career goals, helping therapists make meaningful impacts in their chosen areas.

What Degrees Do You Need to Be a Therapist?

Becoming a therapist requires specific educational qualifications, beginning with a foundational understanding of psychology and mental health. While a master’s degree is typically the minimum requirement to practice as a licensed therapist, pursuing a doctoral degree opens the door to specialized roles and advanced opportunities.

Undergraduate Degree: Psychology, BA

If you’re just starting your academic journey, a bachelor’s degree in psychology is an excellent foundation. At Pace University, the Bachelor of Arts in Psychology introduces you to key concepts in human behavior, mental health, and research methods. This program prepares students for graduate study and is an ideal first step toward careers in therapy, counseling, or psychology.

Graduate Degrees for Therapists

Graduate education is essential for aspiring therapists, as it provides the advanced training and clinical experience required for licensure. Here are some of the key programs offered at Pace University:

• Mental Health Counseling, MS
  • A 60-credit program designed to prepare students for licensure as mental health counselors
  • Courses include Group Dynamics, Foundations of Mental Health Counseling, and Practicum in Mental Health Counseling
  • Best suited for students who want to provide clinical mental health services in private practice, hospitals, or community settings
• Psychology, MA
  • A 36-credit program designed to appeal a diverse range of students who are looking to advance their careers by expanding their knowledge about contemporary psychological theories and perspectives, and individuals who may eventually seek to further their study at the doctoral level
  • Includes foundational courses in psychology as well as electives in specialized fields
  • Best suited for students pursuing doctoral programs or careers in research and academic settings

Doctoral Degrees for Advanced Roles

For those seeking to specialize further or pursue leadership roles in clinical psychology, academic research, or advanced therapy practices, doctoral programs are the next step.

• Mental Health Counseling, PhD
  • A doctoral program in mental health counseling designed to prepare graduates for leadership roles in academia, clinical supervision, research, and advanced counseling practice.
  • Courses include Advanced Counseling Theories, Counselor Supervision, Qualitative and Quantitative Research Methods, and Doctoral internship.
  • Ideal for masters-level mental health counselor professionals seeking to advance their training and knowledge in the field of mental health counseling through research/scholarship, advocacy, clinical supervision and educating and training future graduates as mental health counseling field.
• Clinical Psychology (Health Care Emphasis), PhD
  • A research-intensive program focused on clinical psychology with an emphasis on healthcare settings
  • Includes advanced coursework in assessment, intervention, and health psychology, alongside a dissertation and internship
  • Best suited for students aiming for careers in clinical research, teaching, or integrated health care systems
• School Psychology, PhD
  • Designed to train students in advanced research, assessment, and intervention for school settings
  • Focuses on developmental and behavioral disorders, psychoeducational evaluation, and program consultation
  • Best suited for professionals seeking leadership roles in educational systems or academic research
• School-Clinical Child Psychology, PsyD
  • Combines clinical and school psychology with an emphasis on child and adolescent care
  • Includes supervised practica, internships, and advanced coursework in cognitive-behavioral and psychodynamic interventions
  • Best suited for those pursuing clinical practice roles focusing on children and adolescents in schools or private settings

Licensing Requirements

To practice as a therapist, obtaining the proper licensure is essential. Licensing ensures that therapists meet professional standards, have adequate clinical experience, and are prepared to provide safe and effective care. Here’s an overview of common licenses required for various types of therapy:

• National Certified Counselor (NCC)
  • Required degree: Master’s in Mental Health Counseling or a related field
  • Clinical experience: 3,000 hours of supervised clinical practice, along with 100 hours of post-graduate supervision (varies by state)
  • Licensing exam: National Counselor Examination (NCE)
  • Who It’s for: Therapists specializing in mental health counseling for individuals, couples, or groups
• Licensed Marriage and Family Therapist (LMFT)
  • Required degree: Master’s in Marriage and Family Therapy or a related field
  • Clinical experience: Typically 3,000 hours of supervised practice
  • Licensing exam: State-specific exams or the Association of Marriage and Family Therapy Regulatory Boards (AMFTRB) exam
  • Who It’s for: Therapists working with couples, families, and relational dynamics
• Licensed Clinical Social Worker (LCSW)
  • Required degree: Master’s in Social Work (MSW)
  • Clinical experience: 2,000–3,000 hours of supervised practice
  • Licensing exam: Clinical Social Work licensing exam
  • Who It’s for: Therapists addressing individual and family needs through therapy, advocacy, and resource coordination

Other Licenses for Therapists to Consider

Depending on your specialization, you may need other certifications:

• Certified Substance Abuse Counselor (CSAC): For therapists focused on addiction recovery
• Board Certified Behavior Analyst (BCBA): For therapists specializing in behavioral interventions, often with children or individuals with autism spectrum disorder

State-Specific Licensing Requirements for Therapists

Licensure requirements vary by state, so be sure to research the specific criteria where you plan to practice. Websites such as the National Board for Certified Counselors (NBCC) and the American Association for Marriage and Family Therapy (AAMFT) provide valuable state-specific resources.

How Long Does It Take to Become a Therapist?

Becoming a licensed therapist typically takes between six and 10 years, depending on your chosen specialization and state licensing requirements. Here’s a breakdown of the typical timeline:

1. Earning a Bachelor’s Degree (four years)
   Most aspiring therapists begin with an undergraduate degree in psychology, social work, or a related field, which provides a solid foundation in mental health concepts and research methods.
2. Completing a Master’s Degree (two to three years)
   A graduate degree is required for most therapy careers and equips students with advanced skills and clinical training.
3. Gaining Clinical Experience (two to four years)
   After earning a master’s degree, you’ll need supervised clinical hours to qualify for licensure. The time required varies by license and state—typically 2,000 to 3,000 hours over two to four years.
4. Obtaining Licensure
   Once you’ve completed the required education and clinical experience, you’ll need to pass the licensing exam for your specialization. The timeline for exam preparation depends on the individual but can range from a few weeks to a few months.

While the process is rigorous, it’s designed to ensure therapists are fully prepared to provide safe, ethical, and effective care.

Therapist Salary and Job Outlook

A career as a therapist offers not only personal fulfillment but also strong earning potential and job security. With the rising demand for mental health professionals, therapists can look forward to a promising future in the field.

Therapist Salary Expectations

The average salary for therapists varies based on factors such as specialization, location, and experience.

• National average: Therapists earn between $76,000 and $122,000 annually, depending on their area of expertise.
• New York therapists: Therapists practicing in New York often earn at the higher end of the range due to the region’s demand and cost of living. For example, clinical therapists in New York earn an average upwards of $100,000 annually.
• Specialized roles, such as marriage and family therapists or clinical psychologists, may command higher salaries than general counselors, particularly in private practice or health care settings.

Therapist Job Growth and Demand

The demand for therapists continues to grow as mental health awareness increases across the U.S.

• Job growth: Therapists are in high demand, with projected job growth rates, such as 13% for marriage and family therapists, significantly outpacing the average for other occupations.
• Diverse opportunities: Therapists can work in various settings, including private practices, schools, hospitals, rehabilitation centers, and community organizations.
• Increasing need: As more individuals seek therapy to manage stress, anxiety, and other mental health challenges, therapists play a critical role in meeting this demand.

What Makes Someone a Good Therapist?

Becoming a great therapist goes beyond earning degrees and certifications—it requires a combination of personal qualities and professional skills. Here are some key traits that make a therapist successful

• Empathy: The ability to genuinely understand and share the feelings of others is foundational to building trust with clients.
• Active listening: Great therapists listen attentively and without judgment, creating a safe space for clients to express themselves.
• Adaptability: Every client is different, and the best therapists are flexible, tailoring their approach to meet each individual’s needs.
• Strong communication skills: Therapists must convey insights and strategies clearly while encouraging open dialogue.
• Self-care: Supporting others can be emotionally demanding. Effective therapists prioritize their own mental health to stay balanced and engaged.

Your Path to a Fulfilling Career in Therapy Starts Here

Becoming a therapist is a rewarding journey that enables you to make a meaningful impact on the lives of others. Whether you’re just starting your academic path or advancing your career, Pace University’s programs in psychology and counseling provide the skills, knowledge, and support to help you succeed. Take the next step toward your future today.

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Elisabeth Haub School of Law at Pace University student Harrison Bench ’27 has been named a 2026 winner of the American Bar Association Section of Environment, Energy, and Resources (ABA SEER) Law Student Writing Competition in the Energy and/or Resource Recovery category. His winning paper, “Gone with the Wind: The Legal Implications of the Interior-TotalEnergies Settlement Agreement,” was selected as part of the national competition, which encourages law student involvement and fosters dialogue and scholarship on environmental, energy, and natural resources law.

The recognition is the latest achievement for Harrison, whose experience at Haub Law has spanned environmental scholarship, advocacy, leadership, and hands-on legal work. A Sustainable Business Law Hub Student Scholar, Harrison is pursuing a joint degree program between Haub Law and the Yale School of the Environment, earning his JD and Advanced Certificate in Environmental Law at Haub Law and a Master of Environmental Management at Yale, with both degrees expected in May 2027.

“This recognition is especially meaningful to me because energy law and policy are at the heart of the work I hope to pursue throughout my career,” said Harrison. “Haub Law has given me opportunities to explore environmental and energy issues from so many different perspectives and through a wide range of practical experiences. I am grateful for the faculty, mentors, and programs that have encouraged me to pursue these interests and helped me grow as both a student and future environmental lawyer.”

Haub Law has given me opportunities to explore environmental and energy issues from so many different perspectives and through a wide range of practical experiences.

— Harrison Bench '27

Harrison’s connection to ABA SEER extends well beyond the writing competition. He serves as Student Co-Chair of the Section’s Environmental Law Society Network, which connects environmental law students across the country with opportunities for professional development, substantive learning, and networking. He has been actively involved with ABA SEER since his first year of law school, participating in its national conferences and programming.

At Haub Law, Harrison has also served as a Symposium Editor for the Pace Environmental Law Review, a Land Use Law Scholar, and a student intern with the Global Center for Environmental Legal Studies (GCELS). Through GCELS, he helped draft and submit motions to the International Union for Conservation of Nature (IUCN) World Conservation Congress and traveled to Abu Dhabi for the 2025 Congress, where he participated in international environmental policy discussions and served as a student speaker.

His environmental law experience has also extended into government and private practice. While at Haub Law, Harrison has worked with the U.S. Environmental Protection Agency’s Region 2 Office of Regional Counsel, the New York State Department of Public Service, and the Sustainability Advisory Practice at Paul, Weiss, Rifkind, Wharton & Garrison LLP. Most recently, he served as a Summer Associate at Hodgson Russ LLP. His broader interests center on identifying and promoting law and policy solutions to climate and energy challenges across the public, private, and nonprofit sectors.

“Harrison’s achievement reflects on his initiative as a student. He is hard working, sharp, and he takes advantage of the breadth of opportunities available through Haub Law’s Environmental Law Program,” said Professor Josh Galperin, Associate Dean of the Environmental Law Program and Faculty Director of the Sustainable Business Law Hub. “He has pursued his interests in environmental and energy law through scholarship, experiential learning, professional leadership, international engagement, and interdisciplinary study. We are incredibly proud to see ABA SEER recognize his work and look forward to all that he will accomplish as he continues to build his career in environmental law.”

The ABA SEER recognition follows another recent writing honor for Harrison. In 2025, he earned second place in the New York State Bar Association Environmental and Energy Law Section’s William R. Ginsberg Memorial Essay Contest for his paper, “Liar, Liar, BESS on Fire,” which examines battery energy storage systems, safety concerns, and the legality of local zoning moratoria enacted against BESS facilities.