Pace University has been selected as a member of the FirstGen Forward Network Class of 2026 in recognition of its demonstrated commitment to improving the experiences and advancing the success of first-generation college students.

“We are honored to be selected as a member of the FirstGen Forward Network,” said Pace University President Marvin Krislov. “At Pace, we believe talent is universal, and opportunity should be too. We are proud to join the FirstGen Forward Network in recognition of our commitment to first-generation student success and to continue expanding the resources, support, and sense of belonging that help our students thrive. With one in four Pace students identifying as first-generation, this recognition reflects our enduring commitment to opening doors and creating pathways to success for every student.”

The FirstGen Forward Network offers a three-phase approach—Network Member, Network Leader, and Network Champion—to scaling holistic first-generation student success. The Network engages and empowers higher education institutions to transform the first-generation student experience, advance academic and co-curricular outcomes, and build more inclusive institutional structures.

With the addition of the Class of 2026, the Network includes more than 500 higher education institutions, including two statewide systems, across 48 states and the District of Columbia.

“We are excited to welcome Pace University to the FirstGen Forward Network,” said Martina A. Martin, vice president of FirstGen Forward. “Throughout the application process, Pace University demonstrated a clear commitment to advancing success for first-generation students—backed by a willingness to align strategy, data, and campus-wide efforts for long-term impact. Their leadership reflects a meaningful investment in creating the conditions where first-generation students can thrive.”

“At Pace, we believe talent is universal, and opportunity should be too. We are proud to join the FirstGen Forward Network in recognition of our commitment to first-generation student success and to continue expanding the resources, support, and sense of belonging that help our students thrive. With one in four Pace students identifying as first-generation, this recognition reflects our enduring commitment to opening doors and creating pathways to success for every student.”

During the first phase of the Network, selected institutions will participate in the FirstGen Forward Network Virtual Kickoff on August 20, 2026. As a Network Member, Pace faculty and staff will have opportunities to collaborate with peer institutions working to improve the experiences and outcomes of first-generation students. Participants will also take part in monthly calls, professional development, goal setting, blog development, annual reporting, and other activities.

As a key component of its commitment as a FirstGen Forward Network Member, Pace University will develop a FirstGen Student Success Hub through the Office of the Provost. The Hub will lead a centralized, university-wide approach to coordinating resources, programs, partnerships, and communications across departments and campuses. It will strengthen collaboration in support of first-generation students from entry through graduation.

After successfully completing the Network Member phase, institutions may advance to the second phase, FirstGen Forward Network Leader. Participating institutions receive an evidence-based, research-supported framework of actionable priorities; monthly workshops; diagnostic tools that provide critical institutional insights; data-sharing opportunities through the national Postsecondary Data Partnership; guidance from expert coaches; and other resources.

Ultimately, Network institutions strive to achieve national leadership as FirstGen Forward Network Champions.

“There is nothing quite like seeing a new generation of institutions step into this network with purpose and passion,” said Stephanie J. Bannister, president of FirstGen Forward. “FirstGen Forward exists because we believe institutions are strongest when they learn alongside one another—sharing evidence-based practices, working through challenges together, and advancing first-generation student success at scale. Pace University is joining a community of practitioners doing exactly that, and the Class of 2026 represents a remarkable groundswell of energy and commitment. I know Pace University will be a meaningful contributor to what we build together.”

One in four Pace students is a first-generation college student. The University is committed to helping these students succeed academically, professionally, and personally through personalized academic advising, financial aid counseling, career development, the First-Generation Certificate Program, the Tri-Alpha First-Generation Honor Society, and other initiatives designed to foster belonging and student success.

Additionally, 97 percent of first-year students receive financial aid, supporting Pace’s mission to expand access and opportunity.

From quads to doubles and from townhouses to private rooms, moving out for the first time is stressful—for you and your family! Here are a few things you need to know as a first-year residential student moving on to a Pace campus. Please be sure to check your Arrival Checklist (located on the MyHousing portal) regularly through the summer to ensure that you and your student are meeting all the checklist items as they are available.

• What to Bring (And not bring!)
• On-Campus Mailing Addresses
• FAQ for Living in Residence
• Important Resources for Residential Students
• Contacting Residential Life and Housing Operations

And if you still haven’t found the info you were looking for, please refer to our exhaustive Guide to Residential Living (PDF).

What to Bring (And Not Bring!)

One of the great things about having campuses in New York is that we’re close to all sorts of stores—if you’ve forgotten something, if you got something for your space but it doesn’t work as well as you’d hoped, if you thought your roommate was bringing something and they didn’t, it’s okay. There are plenty of stores surrounding all of our campuses and if you don’t have something you need on the first day of the semester, it’s not the end of the world. Plus, during your first few weeks on campus, Student Engagement hosts shopping trips so you can grab any of the last-minute items you didn’t get to bring. On top of that, you can have just about anything shipped to your residence hall relatively quickly. For the full list of items to bring or not bring, please review this packing guide.

So, let’s get into it:

Do Bring:

• Your brand-new Pace ID. You'll get your Pace ID from Housing staff when you move in. To make sure your ID is ready and waiting for you, submit your ID photos online using the Online Photo ID Submission Webpage.
• Bedding and linens. All of our beds in all of our residence halls use Twin XL sheets.
• Clothing. You don’t need to bring all of your winter-wear at once. New York stays pretty warm until October, so pack a hoodie and a light jacket, but save the winter coats for later in the semester. You won’t need them right away and they’ll take up valuable space. Most of our students do a big wardrobe switch during November break, so plan to bring home your light clothing and return ready for the cooler months. Don’t forget your shower shoes!
• Personal items and toiletries. That’s your body wash, shampoo, shower poufs, razors, cosmetics, toothpaste, face masques, menstrual items, chargers, medication (prescription and OTC), band aids, sunscreen, condoms, emergency cash, tweezers, whatever. Shower caddies are the way to go for keeping all of your bath stuff organized.
• Decorative items. Half the fun of having your new space is decorating it to your personal tastes. We love this! We encourage it. We want you to do it in a way that doesn’t damage our walls or result in a fine at the end of the academic year. That said, be thoughtful about how you are mounting posters, etc. Be careful with the paint in the rooms and make sure you don’t damage anything.
• Functional things. Plan to bring surge protectors (limit 2 per student), ethernet cables (if the wifi is slow, you’ll thank us), hangers for clothes, laundry bags, and headphones. Another item to consider is a foldable rolling cart to help make carrying groceries or larger items easier.

Coordinate with Your Roommates:

• Shower curtains: 78'; best to chat with your roommates before purchasing!
• Televisions: We don't supply standard cable, but if you want to hook up a Fire Stick or Roku to a big screen, you'll need to provide one.
• Cleaning supplies. You are responsible for keeping your space clean. Your suite/room is yours and Pace’s janitorial team does not clean it. Talk to your roommates about who is bringing what to keep it clean—think paper towels, toilet paper, laundry detergent, garbage bags, Swiffer cloths, a lightweight vacuum, all-purpose cleaning fluid, glass cleaner, soap scum sprays. Find what works for you, discuss if you prefer organic versus traditional cleaning supplies and consider assigning tasks to keep your space tidy.
• Lighting. Consider bringing a desk lamp for busy work and one or more for ambient lighting. Remember: no halogen bulbs!
• Food and cooking utensils. We’re talking coffeemakers (with an automatic shut-off), food storage containers, pots and pans, microwave safe plates/bowls, disposable or reusable plates/bowls/cutlery/cups.
• Shovel/snowbrush. This is really for our residents in Westchester bringing a car to campus…while Pace’s Facilities Team handles much of the snow removal on campus (plowing the lots and roads; shoveling and salting the sidewalks and stairs), there may come a time when you just NEED to get to your car. Having a snow shovel may come in handy if you are plowed in (we try our best not to do that, but this is the Northeast). Having a snowbrush will also get your car cleaned off and road ready, so be prepared.

Don’t Bring:

• Things that will catch fire. That means hot plates, air fryers, toasters, grills, space heaters, kerosene lamps, candles, or toaster ovens. We want all of our residents to be safe and that means making sure we don’t have potentially dangerous items in residence.
• Things that will disrupt other residents. No stereo speakers or other amplification devices.
• Furniture. Pace provides all of the furniture you’ll need while living in residence. This furniture includes bedframes and mattresses, desk space, chairs, and storage drawers and/or wardrobe. Some rooms have full closets.
• Bed risers. We know they are tempting to bring to get a little extra under-bed storage, but they can be dangerous when improperly used. The good news is, our beds are adjustable. Fill out a Facilities Request Form (see the resources section below on this page) and someone from our maintenance staff will stop by to raise the bed.
• Micro-fridge: Pace provides a free-standing microwave/mini-fridge unit for suites in all of our residence halls, on all of our campuses. The only exception to this is the Townhouses on our Westchester Campus, which are reserved for upper-level students.

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On-Campus Mailing Addresses

Students can receive mail and packages on campus at one of our many mailrooms. And just as an FYI, our mailrooms will accept deliveries for students prior to their arrival on campus, starting August 17. Here’s how to address things so you can be sure you’ll get what you need:

New York City Campus

• 15 Beekman:
  STUDENT’S NAME
  15 Beekman, Rm. XXXX
  New York, NY 10038
• 182 Broadway:
  STUDENT’S NAME
  182 Broadway, Rm. XXXX
  New York, NY 10038
• 33 Beekman:
  STUDENT’S NAME
  33 Beekman, Rm. XXXX
  New York, NY 10038

Westchester Campus

STUDENT'S NAME
Pace University
99 Castleton Street*
C/O Residence Hall Name (e.g., Alumni Hall, Elm Hall, North Hall), Rm. XXXX
Pleasantville, NY 10570

*That's not a typo. Pace's Mail Services for the Westchester Campus are housed in the town of Pleasantville, NY.

Location of Student Mailrooms

New York City Campus:

• 15 Beekman, 25th Floor, (212) 346-1491
• 33 Beekman Street, Ground Floor, (646) 218-5296
• 182 Broadway, 4th Floor, (646) 218-5413

Westchester Campus:

• Elm Hall, Ground Floor, (914) 773-3865

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FAQ For Living in Residence

We know you have a lot of questions, and we want to do our best to get you the info you need. Check out our abridged list of the most asked questions related to living on campus. If you still need more info, check out the full list of FAQ here.

How will housing communicate with me through the summer before I start classes?

Housing communicates to students through their email throughout the summer. We email students at BOTH the personal email address they provided to admissions (through the admissions process) and their Pace University email (which they receive once they are admitted to the University). When completing the housing application, students may (but are not required to) provide an email address for a Parent or Guardian if they would like them copied on the Housing-related emails that we will send during the summer. The identified email will only be sent copies of the standard on-boarding emails sent by the Housing Operations Office, including any reminders we may send, and they will only receive these emails through September 1. After that date, we will no longer copy this alternate address on emails we send the student.

Additionally, a range of important housing information will be available to students through the MyHousing Portal. There, students will find an Arrival Checklist that will help them keep track of the things they need to do prior to move in. This checklist will identify what items are completed, and which have yet to become available for completion.

Where can I get info about the residence halls on Pace’s campuses?

Take a peek at what we offer by visiting the Residence Hall section of our Housing website.

When will I know where I will be placed for housing?

We will begin making assignments, and emailing them to students, in mid-June. This occurs only after students have submitted the Pre-Assignment Form, which does not become available until June 1 on the MyHousing portal. Through that form students notify us that they have completed any roommate matching in which they wish to engage, and that they are ready to be assigned a space (whether they have matched with other roommates/suitemates or not). Please note that once we begin making assignments, we will prioritize those who submitted their housing deposits by March 3, and those who (through roommate matching) have formed groups large enough to fill complete rooms or suites. Assignments will not be made immediately after a student submits a Pre-Assignment Form; the assignment process will be ongoing through the remainder of the summer.

Can I see pictures or floorplans of my space?

Check out our full break-down of residence halls to get information on room dimension, building amenities, view virtual tours, and more.

New York City:

• 15 Beekman
• 33 Beekman
• 182 Broadway
• Maria's Tower (updated information coming soon)

Pleasantville:

• Alumni Hall
• Elm Hall
• Martin Hall
• North Hall
• Townhouses

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I’ve been placed in a temporary quad room. How long will I be assigned to a temporary or extended occupancy quad?

We cannot say for certain how long students will remain in these kinds of rooms. Our experience demonstrates that we are likely to have many vacancies occur in our first-year student housing within the first several weeks after move-in day. As soon as we confirm a student has cancelled, we begin the process of moving students out of these extended occupancy rooms. And, if you happen to LIKE where you’re living after you move in, you are not required to move out.

Instead of moving in to a temporary or extended occupancy quad, can I just commute from home and see if anything else opens?

This is possible, but we strongly advise students to move in and remain on campus while waiting to be de-quadded. If a temporary or extended occupancy room does not have all residents present (4 in a temp quad), then it will not be prioritized for de-quadding. If you do decide to wait it out at home, you must email the Housing Operations Staff to make sure that the housing office is aware of your plans, and that your guaranteed space is not offered to another student.

Can I change my room assignment?

Our experience shows that even if a student is unhappy with their original housing assignment, after taking time to adjust to their environment and meet their roommate, floor mates, and resident assistant (RA) the vast majority of students no longer wish to move. Students who would still like to request a room change may submit a room change request form via MyHousing beginning two weeks into the semester or contact housing@pace.edu for more information.

I want a single–how do I get one?

There are very few single rooms in Pace housing. Most are selected by upper-level students during the room selection process (the process where our current residents choose their rooms for the following year). First year students and transfers are generally not eligible for single rooms. Students who require a single room due to medical need must complete the medical accommodations application process with Student Accessibility Services to have their accommodation need assessed.

Am I guaranteed to be placed with the person or people I list as preferred roommate(s)?

No, but we will work very hard to place you together. We only grant reciprocal requests, meaning you can only be placed with another person if that person is also guaranteed housing and that person also selected you. For this reason, it is important to communicate with the people with whom you wish to live and ensure that they list you, too.

What do I do if I am interested in a Gender Affirming Roommate Match?

In keeping with the mission of Pace University to promote and support inclusion, the Office of Residential Life and University Housing Operations allows participation in Gender Affirming Roommate Matching for students who desire housing placement that is based on a broader and more inclusive definition of gender and gender identity.

Gender Affirming Roommate Matching provides participating students with the opportunity to be placed in housing in an environment that is welcoming to gender affirming identities. Students who seek a gender affirming assignment should consider the following guidelines explained on our Gender Affirming Roommate Matching page before deciding whether or not to participate in the process. Students who do wish to participate in this process MUST:

• Indicate (in the Housing Application) that you wish to have access to the Gender Affirming Roommate Matching Participation Form. This will be a question to which applicants must respond either Yes or No in the Housing Application. Upon indicating that you wish to have access to it and submitting your Housing Application, the Gender Affirming Roommate Matching Participation Form will be available to you under the Applications and Forms menu in MyHousing.
• Complete the separate Gender Affirming Roommate Matching Participation Form. Again, this form will be available to all students who, in their completed housing application, indicated that they wish to have access to it. This form will help ensure that students fully understand the scope of what is (and is not) offered in the GA housing option. It will also collect the personal information necessary to facilitate GA roommate/suitemate matching.

When do I move in? Will people be available to assist me?

New students, including first-year, transfer, and graduate students entering Pace for the first time this semester, are asked to select a move-in appointment on the Primary Move-In Days for their campus. These are:

• New York City Campus: Friday, August 29, and Saturday, August 30, 2025
• Westchester Campus: Saturday, August 30, 2025

There will be limited exceptions made for students participating in a pre-fall program; students in these programs should follow directions provided by their program organizer.

During the move-in period, teams of Pace staff will be on-hand to help move your belongings to your room. We’ll have big rolling bins to help make the process smooth and efficient.

For information pertaining to returning student move-in, early arrival and/or late arrival, please review the latest Residence Hall Move-in Plan.

Is there a curfew in housing, or are there "bed checks"?

No. We do not check on residents each night to ensure that they are in their room, and there is no curfew. College is an adult environment, in which students are expected to manage their own coming and going. While the floor RA and the rest of the housing staff is available to provide assistance and guidance, we do not enforce any kind of curfew, nor do we conduct "bed checks."

I’ve already moved in and there’s an issue with my space. How do I contact maintenance?

Need your bed raised to make space for your giant storage container? Have a leak in your residence hall? Too hot or too cold in your classroom? Facilities is here to help. Make sure you’re connected to Pace’s network to access the Facilities Request Form, otherwise you’ll receive a 404 error.

Do I have to move all of my belongings when I leave for winter break?

No, you may leave your belongings in your room if you are coming back for spring semester! We do advise that you take home any items of value.

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Important Resources for Residential Students

• MyHousing Portal: MyHousing allows you to take care of all your room arrangements—application, deposit, room assignment, roommate selection, and more—all online. Take control of your living arrangements and do it when it works for you. Log into the MyHousing Portal using your Pace credentials.
• Facilities Request Form: Report physical issues in your room or suite to Facilities. Make sure you’re connected to Pace’s network to access the Facilities Request Form, otherwise you’ll receive a 404 error.
• Housing Process for New Students: This webpage is the ultimate guide to residential living as a new student at Pace. It lays out what happens when, deadlines, forms, and so much more.
• Guide to Residential Living (PDF): This is a comprehensive list of all-things Housing and Residential life. Please check back as this guide will be updated on July 1, 2025.

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Contacting Residential Life and Housing Operations

University Housing Operations and the Offices of Residential Life are separate staffs that work closely together to meet the needs of resident students.

• The Housing Operations team is a single staff that covers both the NYC and Westchester campuses. They primarily focus on student room assignments, including the room selection process for returning students, and the on-boarding and assignments process for new students. Housing Operations also works as a liaison to the campus facilities staff and oversees summer usage of the residence halls.
• There is a Residential Life staff on both the NYC and Westchester campuses. They oversee the residential experience, from move-in through the end of the year. They oversee the Resident Assistant Staff, a team of peer leaders who live in the halls.

There is a one phone number and email address to contact staff members from these offices. When contacting us, please be ready to clarify which campus you are calling for (and which building, if you are currently a resident student).

Phone: (914) 773-3676
Email: housing@pace.edu

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Youngsoo Shin, PhD, assistant professor in Pace University's Seidenberg School of Computer Science and Information Systems, has recently published two papers in leading international journals that explore a common question from different perspectives: how can artificial intelligence be designed to better serve people?

Published in two of the leading journals in their respective fields—the International Journal of Human-Computer Studies, widely recognized as one of the top journals in human-computer interaction, and the International Journal of Project Management, a premier publication in project management research—the studies examine human-centered artificial intelligence at both the individual and organizational level. The publications highlight the growing impact of Shin's research across multiple disciplines and underscore the relevance of human-centered approaches in shaping the future of AI. This marks Shin's second consecutive year publishing in the International Journal of Human-Computer Studies, a notable achievement in one of the field's most competitive scholarly venues.

Understanding Human-AI Interaction

In his paper, Empathy in Action: An Empirical Exploration of User Perspectives on Conversational Agent Empathy, Shin investigates how users perceive empathy in conversational AI systems such as chatbots and virtual assistants. As AI becomes increasingly integrated into everyday interactions, understanding what makes these systems feel supportive, trustworthy, and responsive has become an important challenge.

The study identified four key characteristics that shape perceptions of empathy in conversational agents: active listening, personalization, emotional expressivity, and persona attractiveness. The findings revealed that while active listening and personalization consistently strengthened positive user experiences, more emotionally expressive AI systems could also introduce unintended effects, highlighting the complexity of designing AI that fosters meaningful engagement and trust.

The research offers practical guidance for designers and developers seeking to create AI systems that resonate with users while maintaining a careful balance between emotional connection and functionality.

The Future of AI Project Management

Shin's second publication, From Data to Experience: Framework for Managing Artificial Intelligence System Development Projects, expands the conversation beyond individual interactions to the organizational processes that shape AI development.

The study introduces a framework that integrates human-centered design principles with data-driven project management, helping organizations navigate the increasingly complex task of developing AI systems. Rather than focusing solely on technical implementation, the framework emphasizes collaboration, strategic thinking, and long-term value creation.

By bringing together perspectives from design, data science, and project management, the research offers a new approach to managing AI initiatives, one that recognizes the importance of both technological capability and human experience.

A Unified Vision for Human-Centered Innovation

Together, the two studies reflect Shin's broader research agenda focused on advancing human-centered artificial intelligence.

“My research is guided by a broader goal of advancing human-centered artificial intelligence,” said Shin. “These studies illustrate a coherent trajectory, from understanding individual user experience, to informing strategic innovation at the organizational level.”

For Shin, the significance of the publications extends beyond the individual findings. Having work recognized in both the human-computer interaction and project management fields demonstrates the growing importance of human-centered perspectives across disciplines.

“More broadly, it reinforces my belief that human-centered and data-driven approaches are not in tension, but can be integrated to support more effective and sustainable innovation,” Shin added.

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We are pleased to welcome Frances “Fran” Shields Dedeian as Assistant Vice President of Benefits and Total Rewards, effective August 3, 2026. In this role, Fran will report directly to Nila Bhaumik, VP Human Resources/CHRO, and will have direct oversight and responsibility over the areas of Compensation and HR Operations, Health and Retirement Benefits Administration, and Compliance. Fran brings extensive experience as a senior Human Resources and Total Rewards executive, with a proven track record of designing and leading comprehensive benefits, retirement, and employee well-being programs. Throughout her career, Fran has partnered closely with senior leadership teams to develop compensation strategies, align people initiatives with organizational goals, and strengthen the overall employee experience. Building on her deep expertise in benefits administration, Fran has also led efforts in compensation strategy, market benchmarking, workforce planning, and career architecture.

Fran holds a Bachelor of Science in Business Administration from St. Thomas Aquinas College. She is a Senior Certified Professional (SHRM-SCP) through the Society for Human Resource Management (SHRM) and a Certified Employee Benefits Specialist (CEBS). In addition, she has completed executive and business leadership programs through Cornell University’s School of Industrial and Labor Relations, INSEAD, and the UC Berkeley - Haas School of Business.

Fran will be primarily based in the HR office at Goldstein Academics, Pleasantville campus and can be reached at fshieldsdedeian@pace.edu. Please join us in welcoming Fran to the team. We look forward to the expertise, leadership, and strategic perspective she will bring to our organization.

Pursuing a career in education and mental health offers the chance to make a meaningful difference in the lives of students. Whether you're considering how to become a school psychologist or counselor, it’s important to understand the unique opportunities each role provides. For those driven to make an impact, these careers are ideal for embracing challenges and creating lasting change in the lives of others.

In this post, we’ll break down the key differences to help you decide which career aligns with your goals and passions.

What Is School Psychology?

School psychology is a field dedicated to supporting students' emotional, social, and academic well-being through psychological expertise and tailored interventions. School psychologists address a wide range of mental health and learning needs, providing critical assessments and developing strategies to help students thrive.

Using psychological evaluations and collaborative methods, school psychologists work with teachers, parents, and administrators to create effective support systems. Their responsibilities include identifying learning disabilities, addressing behavioral challenges, and providing crisis interventions. They are also key contributors to special education placements, designing individualized education plans, and implementing school-wide mental health initiatives.

If you’re inspired to pursue this career path, Pace University offers a variety of programs tailored to aspiring school psychologists:

• The School Psychology, MSEd provides foundational training in psychological assessments and intervention planning. With its focus on practical skills and fieldwork, this program prepares students to make an immediate impact in school settings.
• The School Psychology, PhD prepares students for advanced research and leadership roles. This program equips graduates to address complex educational and developmental challenges, blending rigorous coursework with hands-on experiences.
• The School-Clinical Child Psychology, PsyD combines clinical and school-based training, equipping professionals to address complex student needs. With its unique dual focus and STEM designation, this program offers specialized opportunities for students seeking impactful careers in diverse settings.

What Is School Counseling?

School counselors play an essential role in fostering students' academic success, personal growth, and future readiness. They provide guidance tailored to individual needs, helping students overcome emotional challenges, navigate academic decisions, and set career goals.

Unlike school psychologists, who often focus on psychological assessments and intervention, school counselors emphasize direct interaction with students. This includes one-on-one counseling, group workshops, and classroom lessons on topics such as emotional regulation, study strategies, and college planning.

For those interested in this career path, Pace University’s Master of Science in Mental Health Counseling offers a comprehensive curriculum designed to prepare students for licensed counseling roles in clinical and community settings. With its emphasis on hands-on training, small class sizes, and one-on-one faculty mentorship, the program ensures graduates are equipped to excel in diverse counseling environments. Students gain field experience through internships at institutions such as NewYork-Presbyterian Hospital and Montefiore Einstein Medical Center. Graduates of this program are eligible for New York State licensure in mental health counseling (LMHC). Those interested specifically in New York State School Counselor certification should consult with Pace's admissions team about additional requirements.

School Psychologist Vs School Counselor: 5 Key Differences

Both school psychologists and school counselors dedicate their careers to empowering students, but they do so through unique approaches that reflect their specialized skills and training. Whether you’re drawn to understanding the complexities of the human mind or helping students achieve personal and academic milestones, understanding the following differences can help you choose the right path.

1. Education Requirements

For school psychologists, advanced degrees are often essential to meet the demands of the role. Many start with a bachelor’s degree, which provides foundational knowledge, but most professionals pursue a specialist-level (EdS), master’s, or doctoral (PhD or PsyD) degree. Advanced studies not only deepen understanding but also enhance a candidate’s qualifications, helping them stand out for specialized roles.

School counselors typically pursue a master’s degree in counseling to develop the skills needed for academic, emotional, and career guidance. While some begin their careers with a bachelor’s degree, earning a master’s degree enhances their qualifications and equips them for leadership opportunities and to address more complex student needs.

Both career paths offer flexibility in educational entry points, but pursuing advanced degrees can provide the expertise needed to transform students’ lives and achieve long-term career success.

2. Licensure and Certifications

Licensure requirements for school psychologists and school counselors can vary by state, and New York has specific pathways to certification for both professions.

School Psychologists in New York

In New York, school psychologists with a State Education Agency (SEA) credential can work in various settings, including public and private schools, approved preschool programs, and state agencies. However, practice outside of "exempt" settings requires a separate psychologist license under Article 153 of New York's Education Law.

Licensure as a psychologist in New York requires:

• A doctoral degree in psychology from an approved program
• Completion of a one-year internship and additional supervised experience
• Passing the Examination for Professional Practice in Psychology (EPPP)

In the Empire State, school psychologists must meet the following requirements for state certification:

• Provisional Certificate: Requires a bachelor’s degree, 60 graduate credits in psychology, and a one-year school psychology internship with at least 600 hours in a school setting.
• Permanent Certificate: Requires a provisional credential, a master’s degree, and two years of work experience in schools.
• Additionally, school psychologists can earn a bilingual extension by completing supervised work in a bilingual context. With a permanent certificate, no renewal is required.

School Counselors in New York

Beginning February 2, 2023, New York transitioned to the Initial and Professional School Counselor Certificates. Here are the latest state requirements for school counselors:

• Initial Certificate: Requires completion of an approved school counselor education program, including practicum and internship components, and passing the School Counselor Content Specialty Test.
• Professional Certificate: Requires additional graduate coursework and experience.
• Those holding the older Provisional and Permanent certificates must meet renewal criteria or transition to the newer certification system.

3. Core Responsibilities

For school psychologists, each day involves solving puzzles of the mind—conducting assessments, designing interventions, and providing critical support for students with unique challenges. School counselors focus on being mentors and motivators, offering individual and group counseling, leading workshops, and empowering students to navigate their academic and personal journeys. Both roles are grounded in purpose, with the intention of making a measurable difference in students’ lives.

4. Work Environment

School psychologists thrive in collaborative settings, working with teachers, administrators, and sometimes outside specialists to support at-risk students. School counselors excel in direct connections with students, fostering trust and providing guidance that inspires growth and success.

5. Salary and Job Outlook

Both careers offer rewarding futures, but salary expectations and demand vary by location. Nationally, school psychologists earn a median salary of $94,310, while school counselors earn $65,140.

In New York City, pay expectations reflect the cost of living and demand for these roles. School psychologists in the city earn an average annual salary of $151,000, and school counselors earn an average annual salary of $86,000. These figures highlight the potential for competitive compensation in one of the country’s most vibrant and diverse urban centers.

A Day In The Life: School Psychologist Vs School Counselor

Although school psychologists and school counselors share a commitment to supporting students, their daily routines reflect the unique focus of each role. The overview below provides a snapshot of what a typical day might look like in these impactful professions.

School Counselor Vs School Psychologist: Which Career Should You Choose?

Choosing between a career as a school psychologist or a school counselor comes down to your passions, strengths, and long-term goals. Each path offers unique opportunities to make a difference in students’ lives.

Career Goals

• If you’re drawn to the intricacies of human behavior and enjoy problem-solving through psychological assessments, intervention strategies, and collaboration with educators, school psychology could be the right fit for you.
• If your passion lies in building direct relationships with students, offering emotional support, and guiding them through academic and career decisions, school counseling is a great choice.

Education and Time Commitment

• School psychologists typically pursue more extensive education, often requiring a specialist-level (60-credit) or doctoral degree. This advanced training prepares them for specialized roles involving psychological testing and intervention. If you're excited about the possibilities of advanced study and are able to invest the time and resources, then you may find this to be a rewarding path.
• School counselors generally need a master’s degree in counseling, which focuses on interpersonal guidance, academic planning, and emotional well-being. If you are eager to get started with doing the work, you may prefer the fewer requirements required of school counselors.

Work Preferences

• Do you enjoy working behind the scenes with data, assessments, and individualized plans to help students succeed? School psychology involves in-depth problem-solving and interdisciplinary collaboration.
• If you prefer face-to-face interaction and mentoring students directly, school counseling allows you to be on the frontlines, helping students navigate immediate challenges and plan for the future.

Both careers allow you to play a pivotal role in students’ lives. The choice comes down to the kind of impact you want to make and the skills you wish to develop.

Start Making a Difference at Pace University

Understanding the key differences between school psychologists and school counselors is the first step toward choosing a career that aligns with your passions and goals. Both roles offer the chance to make a meaningful impact on students’ lives, whether through psychological expertise or direct mentoring and guidance.

Pace University offers a range of graduate-level programs to help you succeed:

• Mental Health Counseling, MS
• School Psychology, MSEd
• School Psychology, PhD
• School-Clinical Child Psychology, PsyD

Take the next step toward your future by exploring these programs and learning more about how Pace University can support your goals. Reach out to our dedicated team of advisors and learn how you can shape a fulfilling career in education and mental health.

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Frequently Asked Questions

What’s the difference between a school counselor and a school psychologist?

School psychologists focus on psychological assessments, behavioral interventions, and special education planning, while school counselors provide personal, academic, and career guidance directly to students.

What degree do most school psychologists have?

Most school psychologists earn a specialist-level (EdS) or doctoral (PhD or PsyD) degree in school psychology.

What is the top pay for a school psychologist?

While the median pay for a school psychologist in the New York metro area is $151,000, experienced school psychologists in specialized roles or leadership positions can earn over $190,000 annually.

Are school counselors considered mental health professionals?

Yes, school counselors are trained to provide emotional and social support, making them essential mental health professionals in the school setting.

What degree do most counselors have?

Most school counselors hold a master’s degree in counseling or a related field.

Students from Pace University's Seidenberg School of Computer Science and Information Systems recently traveled to Lowell, Massachusetts, to compete in the Northeast Collegiate Cyber Defense Competition (NECCDC), where they put their cybersecurity skills to the test against some of the region's top collegiate teams.

Part of the National Collegiate Cyber Defense Competition, NECCDC brings together teams from colleges and universities across the Northeast to defend enterprise networks against a professional Red Team of penetration testers and ethical hackers. During the competition, each school’s eight-person Blue Team is tasked with protecting critical systems and services while responding to simulated cyberattacks that mirror the challenges faced by today's cybersecurity professionals.

This immersive experience isn't just a competition; it equips [students] for wherever their cybersecurity journey takes them.

For Seidenberg students, the competition offered an opportunity to put months of preparation into practice. This year's team competed against nine other colleges and universities from across the region, continuing Pace's streak of qualifying for the regional competition for the fourth consecutive year.

"When our students step into the Blue Team room for the NECCDC competition, they transform into cyber defenders," said Seidenberg cybersecurity professor Joe Acampora. "The pressure they feel, the trust they share, and the techniques they master here are nothing short of what professionals in the field face on their craziest days. This immersive experience isn't just a competition; it equips them for wherever their cybersecurity journey takes them."

Acampora emphasized that he is especially proud of the team's dedication and preparation. "I am proud to coach such a dedicated team—students who have learned and trained through busy semesters to qualify for our regional competition four consecutive years," he said.

This competition gave me real-world experience in cybersecurity that goes far beyond the classroom.

For Seidenberg student Nicolas Rossi, competing in NECCDC provided an opportunity to build confidence while experiencing cybersecurity in a way that extends beyond the classroom.

"During my first NECCDC, I was excited yet nervous about whether I truly knew what I was doing," Rossi said. "With the support of my team and the experience from qualifiers, I quickly learned what to look for and how to prepare. Regionals were even more intense, but also more rewarding."

He added that the competition helped prepare him for a future career in cybersecurity. "This competition gave me real-world experience in cybersecurity that goes far beyond the classroom. Programs like NECCDC are extremely valuable for preparing students to enter the cybersecurity workforce, and I am very excited to compete again next year."

Returning competitor Daisy Molina said the experience strengthened her technical knowledge, as well as the communication and teamwork skills that cybersecurity professionals rely on every day.

"This being my second in NECCDC I am confident in saying that I am extremely glad I am part of the team," Molina said. "It has given me the opportunity to apply real world skills and learn how to work in a team. Not only is NECCDC great for growing your technical skills but it builds the soft skills of communication and collaboration."

Seidenberg's continued participation in competitions like NECCDC reflects the school's broader commitment to preparing the next generation of cybersecurity professionals. Designated by the National Security Agency (NSA) and the Department of Homeland Security (DHS) as a Center of Academic Excellence in Cyber Defense Education, Seidenberg pairs nationally recognized academic programs with hands-on experiences like NECCDC and training in its state-of-the-art cyber range, where students can safely practice defending networks against real-world cyber threats. Together, these opportunities prepare graduates with the technical expertise and practical experience needed to succeed in an increasingly complex cybersecurity landscape.

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Belinda Anderson, PhD, MA(Ed), LAc, began her career as a molecular biologist. But even as she studied the mechanisms of modern science, she remained curious about questions that biomedicine alone could not always answer.

“I always had the feeling that science wasn’t the whole story,” says Anderson, associate dean and professor of allied health in Pace University’s College of Health Professions.

That curiosity led her to Chinese medicine, a field she had encountered personally through acupuncture and herbal treatments. While continuing her work as a scientist, she pursued a master’s degree at the Massachusetts College of Pharmacy and Health Science’s New England School of Acupuncture and became a licensed acupuncturist.

Her career since then has been defined by integration: connecting ancient healing practices with modern research, clinical care, and health education.

Anderson has participated in acupuncture clinical trials, studied how acupuncture can be implemented in community-based clinics, and helped clinicians incorporate research and evidence-based medicine into their practice. More recently, her work has examined real-world clinical evidence drawn from electronic health records.

Unlike a traditional clinical trial, which studies a treatment under tightly controlled conditions, real-world research can reveal how acupuncture is delivered across different practices and patient populations. Researchers can examine anonymized records to understand how patients with conditions such as chronic pain respond to treatment, how clinicians make decisions, and how symptoms change over time.

Anderson also serves as a consultant on an NIH-funded study examining acupuncture access, utilization, and outcomes among Medicare beneficiaries with chronic lower-back pain. The project addresses a significant gap in care. Although Medicare began covering acupuncture for chronic lower-back pain in 2020, only acupuncture delivered under supervision within a health system clinic can be reimbursed because licensed acupuncturists cannot directly bill Medicare and around 80% of licensed acupuncturists work in private practices. This significantly limits the ability of seniors to access acupuncture treatment.

“The common language for healthcare is, ‘Show me the evidence,’” she says. “Any therapeutic intervention that has evidence from scientific studies to be beneficial should be considered for patients.”

For Anderson, the project represents how far acupuncture has come—and how far the healthcare system still needs to go.

Thirty years ago, she says, many colleagues viewed acupuncture with deep skepticism. Moving from molecular biology into Chinese medicine meant going “from being a professional who was respected to being someone who people thought was a quack.”

Today, acupuncture is increasingly incorporated into hospitals, medical centers, and multidisciplinary treatment plans. Physicians regularly refer patients for care, and a growing body of research supports its use for a wide range of different conditions beyond just pain.

Yet access remains uneven. Many patients cannot afford treatment because insurance coverage is limited, while some clinicians remain reluctant to recommend therapies they do not fully understand.

Anderson believes the best response to skepticism is evidence.

“The common language for healthcare is, ‘Show me the evidence,’” she says. “Any therapeutic intervention that has evidence from scientific studies to be beneficial should be considered for patients.”

“The goal of being a clinician is to help patients heal, be well, and live full and satisfying lives,” she says.

That philosophy also shapes her clinical work. A licensed acupuncturist since 2004, Anderson specializes in women’s health and fertility. From 2009 to 2018, she practiced at the New York University Fertility Center, working alongside reproductive endocrinologists and treating patients undergoing assisted reproductive procedures, including in vitro fertilization.

The collaboration offered a powerful example of integrative medicine: different healthcare traditions working together according to their strengths.

Modern biomedicine is indispensable for emergencies, serious illnesses, and life-threatening events, Anderson explains. Complementary therapies offer additional support for chronic pain, reproductive health concerns, digestive conditions, mental health challenges, and other long-term conditions.

“The goal of being a clinician is to help patients heal, be well, and live full and satisfying lives,” she says.

Anderson has taken this mentality of collaboration and healing and translated it into the Pace classroom, working directly with many master level programs. Most recently as a guest lecturer for the Occupational Therapy, MS program, she introduced students to traditional Chinese medicine as a complementary health approach and its role in supporting health, wellness, and healing.

“The goal wasn't to teach students how to perform acupuncture, but rather to help them understand when it may be an appropriate recommendation for clients and how it can complement occupational therapy (OT) services” explained Clinical Assistant Professor Alison Rebels, OTD. “Dr. Anderson’s lecture gave students a chance to learn about collaborating with other healthcare professionals and explore career pathways for OTs who may be interested in pursuing additional training or dual credentials in acupuncture.”

Students were also given the chance to experience auricular acupuncture first hand using a protocol with needles in the ear, meant for stress relief.

Beyond Pace, Anderson serves on the board of the National Certification Board for Acupuncture and Herbal Medicine, as deputy editor of Explore: The Journal of Science and Healing, and as co-chair of the Research Working Group of the Academy of Integrative Health and Medicine.

Across those roles, her mission remains consistent: evaluate treatments rigorously, educate clinicians, expand access, and build a healthcare system in which evidence and patient needs matter more than whether a therapy was once considered conventional or alternative.

Pace University's Seidenberg School of Computer Science and Information Systems recently concluded its 2026 AI Internship Experience, an immersive two-week program that gave students the opportunity to apply artificial intelligence to real-world challenges while exploring the technology's growing impact across industries.

Created by Christelle Scharff, PhD, and now entering its third year, the program was led this summer by Seidenberg computer science professor Matthew Ganis. Bringing together students from both the New York City and Pleasantville campuses, the internship combined collaborative projects, faculty mentorship, and conversations with industry professionals while challenging students to think beyond the classroom and emphasizing the responsible use of artificial intelligence. Hosted on the Pleasantville Campus for the first time, the program also gave students the opportunity to build connections with fellow Seidenberg students from across the University.

The cross-campus collaboration is a big part of the experience.

"I think that's an important aspect of it as well, meeting your fellow Seidenberg students," Ganis said. "The cross-campus collaboration is a big part of the experience."

Throughout the internship, students strengthened both their technical abilities and critical thinking skills by tackling real-world AI challenges in teams. Rather than providing step-by-step instructions, the program encouraged students to embrace uncertainty and solve problems the way they would in a professional setting.

"Nobody gives you the directions when you're in a real internship," Ganis said. "You just have to figure it out."

Working together, students developed AI-powered solutions while learning how emerging technologies can address practical challenges. The program culminated in final presentations showcasing the projects they built and the skills they developed over the course of the internship.

Brianna Ganesh ’28, a computer science major from Trinidad and Tobago, said that "this internship has shown me not to be afraid of AI, but to be part of the wave of AI—to make changes instead of being fearful of it." She added that "AI can be an assistant or a tool rather than a weapon against me. That's really important to understand."

As one of the program highlights, students visited IBM's Think Lab in Yorktown Heights, where they explored one of the company's premier research facilities dedicated to artificial intelligence, quantum computing, and the future of computing. The visit connected concepts introduced throughout the internship with cutting-edge industry research, giving students a firsthand look at how AI is transforming industries around the world.

Being able to understand [AI] and incorporate it into my work and my studies is going to be really beneficial.

"One thing I'm taking away from this internship is learning how to use AI more efficiently and having it help me solve everyday problems," said Lucio DiGiacomo '29, a first-year cybersecurity major from White Plains. "I want to be a software developer, and I know these skills are going to help me throughout my career."

For first-year computer science major Andres Arroyave '29, the program reinforced AI's growing role as a collaborative technology. "I think AI is becoming more of an assistant and more of a friend to users and workers alike. Being able to understand it and incorporate it into my work and my studies is going to be really beneficial,” he said.

For Ganis, those experiences are exactly what the internship is designed to provide. “Quite honestly, I view my sole job as to help you, the student, get a job," he said. "My goal is to help students put something on their resume that allows them to be looked at longer than the other resumes. I can't get a job for you. But what I can do is give you the opportunity to talk about something you've done that's unique and gets you the interview."

With each new edition, the internship reflects Pace University's commitment to preparing students for careers in emerging technologies through experiential learning and industry engagement. By combining faculty expertise, collaborative learning, and exposure to leading technology organizations like IBM, the program equips students with the technical knowledge, ethical perspective, and problem-solving skills needed to succeed in an AI-driven workforce.

Matt Ganis, DPS, wears a lot of hats at Pace University.

The Seidenberg School of Computer Science and Information Systems professor teaches, mentors, leads AI initiatives, and somehow still finds time to fire up the grill for Seidenberg's annual barbecue. After decades at IBM, the triple Pace alumnus joined the faculty full time, bringing a wealth of experience in emerging technologies. “I spent 41 years at IBM, but the hardest job I've ever had is this one,” says Ganis. “Hardest but most rewarding.”

For Ganis, the nonstop pace of campus life is part of what makes teaching so rewarding. “You think industry moves fast, but so much is going on around here,” Ganis says. “Between classes and teaching a new course, or new students coming through with questions, students seeking internships, there’s so much going on.”

At Pace you can almost choose to craft what it is you're working on.

One project fueling that energy this summer was the AI Internship Experience, an immersive program created by Christelle Scharff, PhD. This year, Ganis took the reins after Scharff led the program for its first two years. Students tackled AI challenges with guidance from industry professionals, but, as Ganis explains, "Nobody gives you the directions when you're in a real internship. You just have to figure it out." To his delight, students rose to the challenge.

Hosted on the Pleasantville Campus for the first time, the internship continued its tradition of bringing together students from both campuses. "I think that's an important aspect of it as well, meeting your fellow Seidenberg students," he says. The cross-campus collaboration continues to reflect one of the key benefits of studying at Pace: access to New York City's global industries alongside the thriving business community of Westchester.

For Ganis, those opportunities are all part of a larger mission. "Quite honestly, I view my sole job as to help you, the student, get a job," he says. "My goal is to help students put something on their resume that allows them to be looked at longer than the other resumes. I can't get a job for you. But what I can do is give you the opportunity to talk about something you've done that's unique and gets you the interview."

There really is a community here.

Helping students succeed also means creating community. "When you come to Seidenberg’s lounge in Goldstein, there's always people hanging out," Ganis says, even non-Seidenberg students. Few things capture that sense of community better than one of Seidenberg's newest traditions. After Ganis off-handedly mentioned spending the weekend smoking ribs, a student suggested bringing a barbecue to campus. He did, and the idea has become Seidenberg's annual end-of-year barbecue. "There really is a community here," he says.

Whether it's organizing a barbecue or leading an AI initiative, Ganis rarely turns down an opportunity to get involved. "Every time I do something new, I'm learning something new," he says. "The more I get involved and the more things I do, the more I learn, and the happier I become." It's a mindset that's easy to spot across Pace, where students are quick to raise their hands, embrace new challenges, and seek out new opportunities.

Ganis' impact on students hasn't gone unnoticed. This year, he received the Homer and Charles Pace Faculty Award, which recognizes a faculty member nominated by Pace alumni for inspiring students and going above and beyond to support their success. For Ganis, the recognition was especially meaningful because it came from former students. "The fact that it came from people that I had had in class previously... is very touching," he says.

I'm going to teach [students] the best I can. I'm going to be hard on them because I want them to learn.

As a triple Pace alumnus, Ganis knows the University from nearly every perspective—as a student, an adjunct, a full-time faculty member, and now one of its biggest ambassadors. That breadth of experience has given him a clear sense of what sets Pace apart. "At Pace you can almost choose to craft what it is you're working on," he says. "What kind of project do you want to work on, as opposed to following some professor's path?"

For Ganis, letting students chart their own path also means walking alongside them. At Accepted Student events, he often tells families: "You might be wondering, should I send my kid here? For four years, they're my kid," he says. "I'm going to teach them the best I can. I'm going to be hard on them because I want them to learn. But they're my kid. I care for them."

For Ganis, pushing students and caring for them have never been separate ideas. It's a belief that shapes his teaching, and in turn, the lives of the students he mentors.