Below, take a look at some of Knobel’s most fascinating possessions in the first installment of our What’s on Your Desk? series, where we highlight interesting objects and keepsakes displayed by professors in their offices.

‘The Mets Deserve Their Little Corner of Fordham’

Knobel has a “Mets shrine” on her bookshelf, home to bobbleheads, a replica of Shea Stadium, and more. “The Bronx is Yankees country, but I feel like the Mets deserve their little corner of Fordham,” said Knobel. “I made my peace with the Yankees, thanks to people like Michael Kay, as well as Justin Shackil and Ryan Ruocco, who were in my very first class I taught at Fordham. I’m so happy for their success.”

(Future) Taekwondo Master Knobel

Knobel is a third-degree black belt in taekwondo who proudly displays her first and second degree black belts in her office. “I’m scheduled to go up for my fourth-degree black belt in June, which is the first rank of mastery. People at my taekwondo school will have to call me Master Knobel. I will be the first woman at my school to make master, so that’s super exciting,” she said.

An Autograph from the Last Leader of the Soviet Union

Knobel cherishes her autographed photo of Mikhail Gorbachev, the last leader of the Soviet Union. “This was a 40th birthday present from a friend at CBS who knew that I admired Gorbachev greatly. I wrote my dissertation about Gorbachev and how he used the press as a strategic tool in governing. That’s why I started going to Russia. I actually fell in love with a Russian journalist on my first trip, and then eventually moved there,” said Knobel, who served as the Moscow bureau chief at CBS News for seven years.

Advice to an Afghan President on How Not to Get Assassinated

Pinned to a bulletin board behind her desk are press passes from her 20-year career as a journalist, including passes for the Bagram Air Force Base in Afghanistan and a U.S. presidential visit to Russia. Beside her own press passes are her son’s. “When I was a foreign correspondent, my son needed an accreditation card as a member of my family to enter the country,” she said. “You can see him growing up in those little cards.” 

There are also photos of Knobel with former colleagues, including Scott Pelley and Bill Owens from CBS News—and even well-known political figures. “That’s Hamid Karzai, back when he was president of Afghanistan, and our team interviewing him in 2002,” Knobel said, pointing to a group photo. “We gave him advice on how to not get assassinated.”

A Message from ‘The Most Trusted Man in America’

Knobel also has an autographed photo of revered American journalist Walter Cronkite. “It would be fascinating to talk with him today about the importance of objectivity,” she said. “In the Cronkite years, TV news didn’t tell people what to think—but what to think about. Not all news does that anymore.”

An Emmy for Covering a Hostage Crisis in Russia

Knobel earned an Emmy for her role as a producer in CBS News’s coverage of the 2002 Moscow theater siege, where nearly 1,000 people were taken hostage by terrorists. 

“As a producer, you’re aiding the correspondent, looking at the script and making suggestions, talking to the cameraman and editor to make sure they’re getting all the pictures that they need, and putting it together in a way that makes sense to a viewer who doesn’t know a lot about Russia or this hostage situation,” said Knobel. “I remember sitting in a car, two blocks away from where this was going on, and feeling so powerless to help those people inside, but trying to make sure that whatever we reported was accurate and fair.”

A Miniature Burqa for a Barbie Doll

At first glance, a blue cloth sitting atop a stack of plastic cups doesn’t seem unique. But it’s actually a burqa for Barbie dolls—a keepsake from Knobel’s reporting trip to Afghanistan. 

“It’s a reminder to me of how different our world is, yet the same. Everyone plays with dolls and dresses them in their native clothing,” said Knobel. “To me, all of my work as a teacher and a journalist has essentially been about bringing understanding to the world. It’s a representation of how journalism is the coolest job in the world.”

This interview has been edited and condensed for clarity.

“It’s been a great season so far,” head coach Brian Bacharach said. “[W]e’ve won several games against top 10 and top 20 opponents that traditionally we’ve had struggles with. We’re in the strongest position we’ve ever been as a program.”

Indeed, after winning their fourth straight Mid-Atlantic Water Polo Conference title, the Rams rose to No. 1 in the nation (in a three-way tie with UCLA and USC)—higher than any Fordham team, in any sport. Now, they’re gearing up the NCAA Championship, which starts on December 6.

Watch to hear what the players had to say about the team’s historic run.

This story was updated on November 29.

“[It] makes me feel free,” said Marcelus “Maco” Dacanay, a music major who has played the guitar for more than a decade. “Practice is what makes you a better musician—and these spaces give that to us.” 

The music rooms are part of a revamped music and art suite that opened for the start of the academic year, generously funded by donors and named in honor of the college’s dean emeritus, Robert R. Grimes, S.J.

“For the music students, having a space that they know is theirs … [means]  they can feel comfortable and safe, collaborating and meeting with new people, experimenting with music, and exercising their creativity,” said Matthew Buttermann, Ed.D., director of jazz performance. “It’s going to be really great for everyone.” 

In the video above, Victorio explains the research she’s conducting with her Fordham mentor, Nicholas Sawyer, Ph.D., and talks about how Fordham has helped her grow as a scientist.

Remember, on the evening of May 18, New York’s Empire State Building will be illuminated in Fordham maroon for our graduates.

“[Tom] gave me guidance on how to carry myself, from looking at my cover letters to hearing me rant [about different issues],” said Harkins, a first-generation law student from New Jersey who plans on attending the Emory University School of Law. “It meant the world [to me].”  

Last fall, Harkins and Hughes—executive vice president and general counsel at Greater NY Mutual Insurance—were paired together through the Fordham Mentoring Program. Since then, they have met nearly every week. In a Q&A and video, the pair discuss their relationship, their favorite moments at Fordham, and advice for soon-to-be graduates. See their conversation in the video above and read more below. 

What is one of your most special memories at Fordham? 

William: My orientation took place on the Plaza. I was a transfer student from the Community College of Rhode Island. Looking at all the skyscrapers, cars, and people around me, I had this moment when I realized that Fordham was bigger than the school itself.

What makes you emotional when you reflect on your time at Fordham? 

Tom: My father attended Fordham for a year and a half. When I was born, he was just under 20 years old and needed to support our family. He took a job in construction and went on to work in the New York City Police Department. Decades later, my daughters Kathleen and Brittany completed their undergraduate and master’s degrees at Fordham. They both said that they completed his degree for him. 

How has Fordham changed your life? 

William: As a first-generation law student, I feel like the academic and emotional support I received have pushed me to expand my goals and try things that I wouldn’t have tried. Fordham also awarded me a merit scholarship that not only allowed me to attend undergrad, but also look forward to law school without worrying about immense debt.

Tom: At Fordham, I developed an intense interest in philosophy. Because of my experience at Fordham, I ended up going to Columbia, where I studied philosophy at the graduate level, and pursued my Ph.D. nearly 25 years later. 

William, what advice would you give to your freshman year self? 

Be more bold. In my first year, I was a little afraid of putting myself out there. It wasn’t until my junior year that I started to feel like I should say yes to every opportunity. That took effect with the mentorship program. You may try and fail, but you’re always going to learn something. 

Tom, what advice do you have for William as he graduates from Fordham and enters the next stage of his life? 

You have an amazing ability to raise issues and think through them. Take advice from people who give good advice. You have an intense interest in the law that you will continue to cultivate, but you also have a good perspective on work-life balance. Keep that balance, and practice the law honestly and courageously. And most importantly, stay true to yourself. Be William. 

This interview has been edited and condensed for clarity.

Remember, on the evening of May 18, New York’s Empire State Building will be illuminated in Fordham maroon for our graduates.

“I’ve always been fascinated by small-town America and the different pockets of our country,” said Escobar, who is originally from San Francisco, California. “It’s really exciting to get to see a new place and build out my own beat in a new environment.” 

The diversity beat is brand new for these newsrooms, said Escobar, one of approximately 60 journalists who were awarded the competitive fellowship. He will work on stories that explore how demographics in the Adirondacks have shifted over time, as well as efforts to diversify the area. 

‘There’s This Switch That Goes Off In Me’ 

What draws him to journalism is the interesting people he meets along the way, as well as getting to understand them better, said Escobar. 

“I don’t really see myself as a very extroverted person. But there’s this switch that goes off in me when I get behind a mic or talk to people in the field,” said Escobar, an on-air news reporter and producer at Fordham’s WFUV. “It allows me to be somebody who I never thought I could be … and helps me bring meaning to other people’s lives through the stories that I present.” 

Escobar, who double majored in journalism and digital technology and emerging media as an undergraduate, credited much of his success to his Fordham mentors, especially Beth Knobel, Ph.D., associate professor of communication and media studies, and Robin Shannon, WFUV’s news and public affairs director and morning news anchor.   

“They are the two biggest people in my life here. I owe a lot of my success to them teaching me and helping me find the right people to network with,” said Escobar, who will finish his master’s program this August. “Fordham [also]does a great job through its curriculum and programs like WFUV.” 

Becoming a Compassionate Storyteller

The University emphasizes cura personalis—and sometimes, that’s exactly what journalism is, said Escobar.

“You’re hearing people out. There needs to be more of that, in general. … That’s become a big problem in the industry: whose stories are we really hearing, and a lot of other editorial decisions like that,” said Escobar, who aspires to host a flagship public media show for a local station someday. “But when you just sit down with somebody and hear them out, they’re going to tell you amazing things.” 

“More people can benefit from quality journalism, and Fordham does a great job … training people to become compassionate storytellers.” 

Students present their research on the impact of the invasive spotted lanternfly on urban ecology. Photos by Taylor Ha

More than 40 students presented their research at ARS Nova, Fordham College at Lincoln Center’s annual arts and research showcase, on April 18. 

Finding Her Biological Grandmother

Among them was Christine Irlbeck, a senior psychology major who wrote a 100-page memoir about her search to find her biological grandmother.

Irlbeck with her mother and adoptive grandmother: “[Adoption] led to my mother being able to have a stable and beautiful life with her adoptive family.”Irlbeck’s mother, an adoptee from Illinois, had never tracked down her biological mother. But Irlbeck had many questions.

“We’ve always dealt with these overhanging questions about what my mother’s family looks like. When people asked us about our family history at doctor’s appointments and family discussions, we didn’t know it. I also wanted to know whether my biological grandmother had dealt with a lot of life experiences that all of us had shared,” Irlbeck said, referring to the “grief” and “guilt” that can be associated with adoption. 

Irlbeck eventually discovered that her biological grandmother passed away from COVID-19. But she plans to meet her mother’s other biological relatives in person for the first time later this spring. 

“[This journey] gave me … a deeper appreciation for motherhood, in all senses of the word,” said Irlbeck, who interviewed her family and completed a literature review on different adoption processes as part of her research. 

The Subway’s Social Code 

Joseph Cook, a junior urban studies major, studied the social behavior of New York City subway passengers. 

“I’ve been a train nerd my whole life, and I’ve also been taking a lot of sociology and anthropology classes here at Fordham, so I thought it would be a great idea to combine two of my passions,” said Cook.

Last summer, Cook rode 30 train lines and more than 400 trains, observing each route—from beginning to end—at every time of day. He used computer programs to analyze trends in behaviors, including where people chose to stand or sit, the most common behaviors on each line, and different behavioral patterns on weekday trains compared to weekend trains. 

“Somewhat expected was the unspoken social code to keep to yourself. But it’s … not just not talking to other people. It’s where you stand, where you sit, where you grab onto the poles,” said Cook. “Another interesting finding is that post-COVID, the social code doesn’t specify responses to a lot of situations, so a lot of people are left doing nothing in a situation that could be potentially dangerous for other riders. I talk about this more in my documentary on YouTube.”

Cook said his research can help people stay safer on the subway. 

“It can help people stick to that social code and keep themselves safe, and also helps us propose possible solutions, such as expanded cell coverage in the tunnels to record incidents that we can propose to the MTA,” said Cook, who aspires to become an urban planner.

‘Just an Artist’s Dream’ 

Morgan Gregory, a senior dance and African & African American studies double major, directed a documentary that reflects her Black identity as a person and an artist. The film portrays the stereotypes that exist within the Black narrative and the ways that the Black body can transcend these stereotypes and labels, said Gregory, adding that it complements her senior thesis on Afrofuturism. 

“When I first started my research, it was very hard to find anything like what I produced. I think it’s important for work like this to be out there and talked about because everyone needs a voice,” Gregory said. 

“Because I’m in New York, I have the option and opportunity to try out different things, put myself out there, and see what happens,” said Gregory, who aspires to become a professional dancer. “You know, just an artist’s dream.” 

Learn more about each student and their research.

“Today’s event … marks a kind of homecoming for Dion—both to his neighborhood and to his borough, but also to Fordham,” said Angela Alaimo O’Donnell, Ph.D., associate director of the Francis and Ann Curran Center for American Catholic Studies, which hosted the event. “We are fortunate, indeed, to have this extraordinary American Catholic artist and troubadour here with us.” 

DiMucci rose to fame as the lead singer of Dion and the Belmonts in the 1950s, charting with the hit song “Teenager in Love.” He released more than 40 albums, scored 11 Top 10 hits on the U.S. Billboard Hot 100 chart, and was inducted into the Rock and Roll Hall of Fame in 1989. He was also nominated for two Grammys and described as a formative influence by Paul Simon, Lou Reed, Bruce Springsteen, and Bob Dylan. 

DiMucci is no stranger to Fordham. He was born on campus—at what used to be the Fordham Hospital—and spent the first two decades of his life just a few blocks away from Rose Hill. In 2013, the University awarded him an honorary degree. 

Speaking to more than 400 people in Keating First Auditorium, DiMucci recalled growing up in the Belmont section of the Bronx, singing on street corners with his friends, falling in love with his wife, playing with the greatest musicians of his era, conquering addiction, and his relationship with the Catholic faith. And of course, he performed some of his famous songs, including “Abraham, Martin, and John.” 

“He was the most powerful individual performer I have heard at Fordham during my 50-plus years at the school,” said Mark Naison, Ph.D., professor of history and African and African American studies. “And his stories of his childhood in the Belmont neighborhood … reminded us that genius can thrive in the most improbable circumstances and uplift all of us with a message of hope and transcendence.”

Many people with disabilities rely on assistive technology—tools like crutches, wheelchairs, and software—to help them with everyday tasks, said guest speaker Amy Hurst, Ph.D., associate professor of human-computer interaction at New York University and director of the NYU Ability Project. 

‘There’s Another Way’ 

The problem is that 30% of assistive technology is abandoned by users, said Hurst at the April 10 event, held at the Lincoln Center campus and livestreamed. These devices, occasionally created without user input, can be designed poorly. It can be difficult to obtain the devices themselves. Sometimes, they just don’t work well. 

“The system is broken,” Hurst said. “[But] maybe there’s another way.” 

What if you could create your own device—in a fast, customizable, affordable, and reproducible way? 

Today’s technology makes it possible for people without special training to obtain free designs and generate their own tools. As long as you—or someone you trust—can access a computer, you can send a design file to a machine that builds a physical tool for you. The final cost? Potentially under $300.

Empowering People with Disabilities 

To figure out how to make this more accessible to clinicians and users, Hurst conducted several projects, including partnering with a physical therapy program to create 3-D printed assistive technology for both simulated and actual clients. 

Two of the biggest roadblocks to accessibility are limited time to work on these devices and the occasional fickleness of the technology itself, said Hurst. But 3-D printing assistive technology also provides an opportunity—the creation of jobs, especially for those who identify as neurodivergent. 

Hurst recalled teaching 3-D printing to young adults with intellectual disabilities, who successfully created models of their own. 

“How can we provide these experiences that can empower people?” she said. “Many people with intellectual disabilities have a really high unemployment rate around 60%. … What else can we do here to show them some different potential?” 

The eighth Distinguished Lecture on Disability was organized by Fordham’s Disability Studies Program and Research Consortium on Disability. The event was co-sponsored by the Office of the Chief Diversity Officer, Graduate School of Education, Graduate School of Social Service, Communication and Media Studies Department, and Computer and Information Science Department.

“I just want to know that I’ve helped as many students as possible, especially students who have experienced what I’ve experienced,” said Pacheco, a New York City Department of Education administrator who is graduating this May with his Ed.D. from the Graduate School of Education. “I want to make sure that our kids know [their worth].” 

Pacheco serves as executive director of school support and operations for New York City Transfer High Schools, a district of 42 schools that supports students who have dropped out or fallen behind in credits. He enrolled in GSE’s highly ranked Educational Leadership, Administration, and Policy program to help him better support his students. His coursework has taught him how to lead with empathy, apply his research to his work, and learn from his failures, he said. 

“It’s really changed the way that I look at my work, from the small things to the big things,” said Pacheco. 

Earning a $500K Grant to Help Students, Thanks to Fordham 

In his Leading Instructional Improvement course at Fordham, which teaches students how to apply academic theories to real-life problems, Pacheco and fellow doctoral student John Sullivan designed a remote academic program that helps nontraditional students earn their high school diploma. In 2022, Pacheco and Sullivan were awarded a $500,000 grant from the New York City Department of Education to turn their idea into reality. 

This spring, they will launch a three-month-long pilot program based on their idea, which will support the city’s high school students who are struggling to complete their high school education. Among the students are new migrants who are simultaneously working to support their families. Their program will allow students to continue working while remotely completing their high school education. 

“[Their] remote academy is an exemplar for the kind of theory-to-practice connections we hope doctoral candidates will make, and will be a great benefit to NYC youth,” said associate professor Elizabeth Stosich, Ed.D., who taught their Leading Instructional Improvement course.  

‘I Love to See Our Kids Succeed’ 

Pacheco previously worked as a field support liaison at New York City Transfer High Schools for four years. He’s also worked in nonprofits and the city’s Department of Youth & Community Development. More recently, Pacheco helped to prepare a grant proposal on behalf of New York City Transfer High Schools that received about a million dollars to support students in their schools who are from asylum-seeking families, he said. 

“Our kids are some of the most vulnerable. At some point in their lives, they experienced something that set them back in their academic career,” Pacheco said. “I love to see our kids succeed … Anything that I can do to help a kid graduate and get on a career path, I’ll do.”