In October, the department won the Jean Dreyfus Lectureship Award, a highly competitive award from the Dreyfus Foundation that was only given to seven universities in the United States this year.

Hosting Lectures on CRISPR, DNA Repair, and Proteins

The award enables the department to host a lecturer of their choosing. Fordham proposed Taekjip Ha, Ph.D., a Bloomberg Distinguished Professor of Biophysics and Biophysical Chemistry at Johns Hopkins University School of Medicine.

Ha, who has done pioneering research in the field of single-molecule fluorescence spectroscopy and is a leader in the field of CRISPR technology, delivered two lectures at the Rose Hill campus on April 12 and 13. One, titled “Light, CRISPR and DNA Repair” was geared toward the scientific community, while the other, “Single Molecule Views of Nature’s Nanomachines” was crafted for the general public. The latter focused on how biophysicists are using light-based tools to examine proteins—nature’s nanomachines—one molecule at a time.

The criterion for the award was based partly on the department’s efforts in scholarly research and education in the contemporary chemical sciences, as well as information about the number of chemistry majors at the institution and how many go on to graduate school.

The principal investigator responsible for assembling the information was Elizabeth Thrall, Ph.D., assistant professor of physical/biophysical chemistry. Ipsita A. Banerjee, Ph.D., professor and chair of the department, and Joshua Shrier, Ph.D., the Kim B. and Stephen E. Bepler Chair Professor of Chemistry, were co-investigators for the award, which also provides funding for two students to conduct research this summer.

Schrier and Thrall were also awarded, along with Yijun Zhao, Ph.D., an assistant professor of computer and information science, Fordham’s inaugural James C. McGroddy Award for Innovation in Education.

The team, which will share a $10,000 prize, was honored for path-breaking interdisciplinary work that has transformed lab courses in chemistry by incorporating data science and machine learning into the undergraduate curriculum.

Biochemistry Professor Honored with Three Awards

Banerjee, who became chair in 2018 and whose research involves harnessing bionanotechnology to tackle cancer and other illnesses, attributed the Dreyfus award to the strengths of the department, which in recent years has added faculty, won highly competitive grants such as those from the National Science Foundation, and is in the process of adding a biochemistry major.

She said the win also reflects the department’s choice of Dr. Ha. Ha, who spent time after his lecture chatting with STEM students at a reception, clearly impressed the judges, she said.

In addition to the Dreyfus award, Banerjee was also individually honored this year with three awards. She received the Middle Atlantic Region American Chemical Society’s 2023 E. Emmet Reid Award in Chemistry Teaching at Small Colleges, the Distinguished Scientist Award from the Westchester Chemical Society, and Fordham’s Distinguished Research Award in the Sciences and Mathematics.

“I’m very honored, but at the same time, it also makes me want to work harder and try to do more for our students, particularly when it comes to research,” she said.

“Research is my passion, and working with students is what I love.”

On Aug. 26., in response to the COVID-19 pandemic and the state restrictions on mass gatherings, fall classes at the University commenced under the auspices of a brand-new flexible hybrid learning model.

The model, which was laid out in May by Dennis Jacobs, Ph.D., Fordham’s provost and senior vice president for academic affairs, is designed to be both safe and academically rigorous. After being forced to pivot to remote learning in March, professors and instructors, aided by Fordham’s IT department, spent many hours this summer preparing to use this model for the fall.

Today, some classes are offered remotely, some are offered in-person—indoors and outdoors—with protective measures, and still others are a blend of both. Whatever the method, professors are engaging students with innovative lessons and challenging coursework.

Rethinking an Old Course for New Times

Barbara Mundy, Ph.D., a professor of art history, said the pandemic spurred her department to reimagine one of its hallmark courses, Introduction to Art History. The course, which covers the period from 1200 B.C. to the present day, is being taught both in-person and in remote settings to 327 students in what’s known as a “flipped” format.

Before classes are held, students are provided with pre-recorded lectures, reading material, and videos, such as Art of the Olmec, which Mundy created with the assistance of Digital and Visual Resources Curator Katherina Fostano and her staff. When students meet in person or via live video, they then discuss the material at length. The content was changed as well; it now also addresses the representation of Black people throughout history and showcases artists who tackle themes of racism.

“Because we were looking at a situation where we couldn’t just do business as usual, I proposed that we take this moment to really rethink our intro class, which we’ve been teaching for decades,” Mundy said, noting that the department has expanded in recent years to include experts in art from more diverse sections of the world.

Contemplating the Bard

Before the COVID crisis, Mary Bly, Ph.D., professor and chair of the Department of English, presented materials to students in her Shakespeare & Pop Culture class and encouraged them to generate their own ideas on them during live discussions. Now she breaks her students up into pairs, and later “pods,” of about six students on Zoom, to form a thoughtful argument about a particular work of art, video, film, or theater.

“An argument is not a description,” said Bly. “It has to have some evidence or context to make their argument, say, for example, ‘This film is a racist portrayal of the play for the following reasons,’ or, ‘The director of this film pits the values of pop culture against Shakespeare and the British canon.”

To propel the conversations, she created a series of video-taped lectures with Daniel Camou, FCLC ’20. In some cases, students are expected to respond with a video of their own.

Embracing New Technologies

Paul Lynch, Ph.D., an associate professor of accounting and taxation at the Gabelli School of Businesses, is teaching Advanced Accounting to undergraduates and Accounting for Derivatives to graduate students this semester. Of the five classes, four are exclusively online, and one is exclusively in person. For his remote classes, he’s turned to Lightboard, which allows him to “write” on the screen. He jokingly refers to it as his Manhattan Project.

“I love being in the class with the students. I enjoy the interaction, and I thought that was missing,” he said. “This gives me the ability to let the students see me as if I was in class writing onto a transparent whiteboard.”

He said he hasn’t had to change much of the content. The only major difference now is that instead of passing out equations on printed paper, he emails students custom-made problems in PDF format, and then edits within that document after they’re sent back.

“I’ve always given them take-home exams, and always worked off Blackboard, so it’s just a natural extension of what I used to do in class,” he said.

In Jacqueline Reich’s class Films of Moral Struggle, students are using the platform Perusall to examine how films portray moral and ethical issues. They watch and analyze films like Scarface, a 1932 movie about a powerful Cuban drug lord, and The Cheat, which shows the early representation of Asians in American films, said Reich, a professor of communication and media studies.

Among other things, students can use Perusall to annotate scenes from movie clips, such as the classic film Casablanca, where they identified shots ranging from “establishing” and “reaction” to “shot/reverse shot.”

“It’s a really good exercise to do in class when you’re teaching film language or talking about editing or lighting, because students can pause and comment on a particular frame,” Reich said.

She meets with 11 students on Zoom on Thursdays and another eight in person at the Rose Hill campus on Mondays.

In another virtual classroom, Peggy Andover, Ph.D., associate professor of psychology, is teaching undergraduates at Rose Hill how the laws of the environment shape behavior in an asynchronous class called Learning Laboratory. Andover said that platforms like Panopto, which transcribe her lessons, can make it easier for students to look for specific information.

“Let’s say you’re studying for an exam, and you see the word ‘contiguity’ in your notes, and you don’t remember what it means. You don’t have to watch the entire lecture again—you can search for ‘contiguity’ and see the slides and the portion of the lecture where we were talking about it,” Andover said.

Graduate students teaching in the psychology program are also using Pear Deck to make their virtual classrooms more engaging on Google Slides, she said.

“You have this PowerPoint that’s being watched or engaged in asynchronously, but [Pear Deck] allows you to put in interactive features,” including polls and student commentary, she said.

“Our grad students found it’s a way to really get that engagement that they would potentially be missing when we went to online learning.”

Learning from Classmates

Aaron Saiger, a professor at the Law School, made several adjustments to Property Law, a required class for all first-year law students. Instead of meeting in person twice a week for two hours, his class of 45 students meets on Zoom three times a week for 90 minutes, an acknowledgment that attention spans are harder to maintain on Zoom.

The content is the same, but the way he teaches it had to change. While he was able to record four classes’ worth of lectures to share asynchronously, that wasn’t an option for everything.

“I’m spending less time talking to students one-on-one while everyone else listens, which is the classic law school teaching mode; we call it the Socratic method,” he said. “Everyone else is supposed to imagine that they’re the person being called on.”

Saiger’s solution is having students share two-sentence answers to questions in the Zoom chat function to gauge what everyone’s thinking about a topic, having them do more group work, and leaning more on visual material.

“The difficulties are not insubstantial, but I think we are meeting the challenges and finding a few offsetting advantages that will make it a good semester for everyone.”

Getting Creative with Lab Work

Stephen Holler, Ph.D., associate professor of physics, holds most of his experimentation class in person, with a few students attending remotely.

The in-person group is working on a hands-on solar project that allows them to learn about the material, electric, programming, and optical components of physics.

Students who are attending the class remotely are doing related mathematical work as a part of their semester-long project.

“One student is studying interference coding in optics, so I have him looking at designs in a paper,” he said. “He’s learning all the underlying physics for what goes into a portion of these mirrors that are used in laser systems.”

Christopher Koenigsmann, Ph.D., assistant professor of chemistry, is sending lab kits to the students in his general chemistry class so they can conduct experiments from home.

“We were between a rock and hard place—you can’t have the kids in the lab, and at the same time, we can’t not have some kind of hands-on,” he said.

The kits will allow students to participate in labs virtually through a Zoom webinar with their professor, as well as in breakout rooms with their lab teams.

“We adapted as many of our experiments as we could to just use simple household chemicals that are all completely safe,” he said.

Elizabeth Thrall, Ph.D., an assistant professor of physical and biophysical chemistry, likewise sent a kit to students that they can use to build a spectrometer. Students can build it out of Legos, using a DVD and a light source to create different wavelengths of light. They capture them using their computer’s webcam which processes the data. They will then design an experiment that everyone in the class will conduct.

“Designing an experiment so that you learn something, that answers the question you set out to answer, and gives a protocol that someone else can follow so they can get the same results that you got, is really at the heart of what it is to do scientific research,” she said.

—Taylor Ha, Kelly Kultys, and Tom Stoelker contributed reporting.

Chemistry Department Chair Ipsita Banerjee, Ph.D., said the addition of these two scientists will expand not only the department’s ability to provide specialized research opportunities to students, but also the scientific community’s knowledge of important areas like solar energy and genetic diseases. 

“Dr. Schneider’s field of research is in the area of design and synthesis of novel organic semiconductors for building devices such as solar cells,” said Banerjee. “Dr. Thrall’s research may further advance our understanding of the mechanistic processes involved in diseases like cancer and provide more information about how a lack of proper DNA repair mechanisms are involved in genetic disorders.”

In time, these are things that Fordham undergraduates will learn, too. 

“The types of research that we’re doing—the techniques we’re using and the problems we’re investigating—are really cutting edge. These are things that are getting done at top graduate schools across the country,” said Thrall, a two-time Ivy League graduate. “These are approaches that [our]  undergraduates can learn.” 

A Long Line of Chemists

Thrall is an assistant professor of chemistry who started teaching at the Rose Hill campus this September. A Philadelphia native, she comes from a family of chemists. Her grandparents, especially her grandmother Jean Simmons who earned a Ph.D. in chemistry from the University of Chicago in the late 1930s and taught at women’s colleges, inspired her to become a chemist. Her other inspiration was the science itself. 

“Not to sound cheesy, but chemistry is the central science; it extends into biology and physics,” she said. “I’ve always enjoyed the breadth of topics you can explore as a chemist.” 

Her lab at Fordham specializes in single-molecule biophysics: a field that explores how biological systems function by analyzing the behavior of biological molecules, one at a time. The goal is to understand how DNA replication and repair work. 

“It’s remarkable that we can look inside a living bacterial cell and see a single molecule moving around. If you watch the movies that we record in my lab, you’ll see a single spot of light bouncing around rapidly in this small cell. That’s a single protein in the cell,” said Thrall, who has published work in several publications, including Nature Communications. 

Thrall served as a National Institutes of Health National Research Service Award postdoctoral research fellow at Harvard Medical School for six years. She earned a bachelor’s degree in chemistry and physics from Harvard University and a Ph.D. in chemical physics from Columbia University.

This semester, she is teaching a physical chemistry lab for juniors and seniors; next spring, she plans on teaching a lab course and a physical chemistry lecture. Two undergraduate student researchers recently joined her lab. 

A Pastry Chef Turned Chemist 

Schneider is an assistant professor of chemistry who joined the Fordham faculty last fall. She was born in Paris, France, to a French mother and an American father. What drew her to chemistry was the ability to create something new—something that no one has seen before. 

“Every new molecule, every new structure can have new properties,” Schneider said. “There’s a ton to discover.” 

She said chemistry reminds her of her days as a pastry chef in Boston, where she concocted chocolate lava cakes, handcrafted ice cream, and Boston cream pies on a daily basis. 

“It’s nice making something, and then someone eats it at the end of the day. You served a purpose,” she said. “[Similarly,] I love organic chemistry because you get to make something.” 

She earned a bachelor’s degree in chemistry from Southern Connecticut State University and a Ph.D. in chemistry from McGill University, where she was a Vanier Scholar. From 2016 to 2018, she served as a postdoctoral researcher at the University of California, Santa Barbara, where she collaborated with visiting researchers as part of the Mitsubishi Chemical Center for Advanced Materials. 

At Fordham, she teaches organic chemistry I and II labs to sophomore students, who learn how to identify, purify, and separate different compounds. Last summer, she mentored her first three undergraduates through University research grants. They began by setting up her new research lab and then started on the synthesis of a new organic semiconductor. This fall, Schneider and those three students—her new lab mentees—will continue to tackle that project. 

Schneider’s lab specializes in organic electronics. She has extensive experience in solar cells and transistors, but she now works on illuminating the structure-property relationships that drive these devices. 

“Through organic synthesis techniques, we can make materials with any properties we want. So if we want something to make a solar cell, we can design it to absorb light and give us electrons. If we want something to emit light, like an OLED [organic light-emitting diode]on your phone, we can design a molecule that makes that color,” she explained.  

Not all the materials may work, but they will teach us more about the behavior of organic semiconductors. 

“As we discover new properties, maybe that particular molecule won’t be super useful right away,” said Schneider, “but who knows what application it may have in the future.”