But according to New York Times-bestselling author and Fordham President’s Council member Adriana Trigiani, author of 18 books with numerous producing and directing credits to her name, our only limitations are the ones we place on ourselves. That’s the message she delivered to a room of approximately 200 women — many who identified themselves as aspiring writers — at the eighth annual Fordham Women’s Summit on Oct. 16. 

‘Find Out What the Men Are Making’

During the summit’s keynote session, Trigiani took part in an inspiring and often hysterical conversation with Fordham’s Mary Bly, chair of the English department and author of bestselling romance novels under the pen name Eloisa James. Trigiani offered advice on topics spanning from how to keep to a writing schedule, how to handle the naysayers, and most of all, how to get paid what you deserve. 

“The number-one job of getting paid properly is finding out what the men are making,” said Trigiani, who is also a Fordham parent. “It doesn’t take much. Sometimes just half a cocktail and I can get the numbers out.”

Her tell-it-like-it-is delivery sent one wave of laughter after another through the crowd of career and philanthropy-focused women, many of whom were Fordham alumni or current students. She also offered words of encouragement and reassurance that touched on the real obstacles writers are facing today. 

‘You Cannot Create Without Engaging the Soul’

One such moment came when Trigiani addressed the looming specter of the new AI text generators that threaten the craft with occasionally convincing imitation. 

“Everybody’s worried about AI, but something’s missing there. That’s our secret — they don’t know, but the Jesuits would know. It’s that you cannot create without engaging the soul. It can look like it. It can walk like it. But it’s like one of them handbags in the street. It looks like a Birkin, but if you put two things in it the handles fall off,” said Trigiani. 

Giving with a Purpose

The attendees were encouraged to join Fordham Giving Circles, a form of collective philanthropy where groups of individuals donate to a pooled fund. Emmy Award-winning content creator Isabel Rivera, FCRH ’90, who served as the summit’s emcee, highlighted the Fordham Women’s Summit Scholarship Giving Circle, created to make a Fordham education accessible to students of all backgrounds. Since 2017, more than 100 Giving Circle members in 20 circles have joined forces to give more than one million to Fordham, Rivera said. 

For Trigiani, who along with Bly pledged to join a Giving Circle during the keynote session, it’s a worthy cause. 

“I like that I’m looking at the world at Fordham,” said Trigiani. “It’s not just privileged people … Every country in the world is represented. Every religion. Those Jesuits are sharp, because they know the meaning of the word Catholic. It means everybody.”

The nonprofit serves as a professional association for women in media, including the publishing industry, digital media, newspapers, TV, film, and more. It awards scholarships each year to students in New York city colleges and universities to help “support the education of future publishing professionals who have demonstrated leadership in advancing literacy and promoting diversity/underrepresented voices in our industry.”

This was the first year the group added Fordham to its list of schools that receive awards each year, with Allen being the first recipient. As a part of the award, Allen received a $2,000 scholarship toward her education and three years of membership in the organization.

Nevin Mays, co-chair of scholarships and fellowships for the organization said that they ask applicants to talk about their experiences, leadership skills, and goals for diversity in media, which is what Allen said she did for hers.

“I wrote an essay to get the scholarship about how I want to go into publishing as a career and uplift women’s voices through publishing and writing,” she said.

Allen, who’s looking to pursue a career in the publishing industry, said that she always knew she wanted to work in the field.

“I’ve always loved books since I was little—I always knew it was my passion and that I wanted to be an English major when I got to college,” she said adding that she really enjoys autobiographical books because they help tell “people’s stories through challenges and triumphs,” and that helps her relate to different people.

Allen said that she was grateful to Fordham’s English department, particularly the creative writing faculty, for helping her enhance her skills.

“I think I’ve become a better writer throughout my four years,” she said, adding that her creative writing classes were small and interactive. “It was rigorous. The writing workshops we would do—every single student would give you feedback on your writing. It definitely helped me.”

Mary Bly, chair of the Fordham English department, who is a member of the group, said that the membership in the group is “by far the most useful” part of the award, since students get to attend events, network with the members, and participate in workshops.

Mays agreed that the networking and membership are the biggest benefits of the award, as usually the organization is open to women who have been in the field for 5+ years.

“They can take full advantage of everything we offer. We have so many great events that our event committee comes up with,” Mays said, citing a few recent ones on women in power, branding workshops, and a featured event with dancer Misty Copeland.

Bly said that she hopes this will help create more excitement for future applicants and create a cycle of women in the group from Fordham.

“So next year, we’ll have a new senior, but Sera will still be a member, and so we’re hoping we can have revolving memberships,” she said. “This [award]is a very exciting one.”

Allen said she’s already been to a few WGA events, including one for Black History Month.

“I’m really happy and grateful I got this experience, and happy to be a part of the group for the next three years,” she said.

Panjwani was born in India and raised in Dubai and Kuwait. At 18 years old, she moved to the United Kingdom, where she became a British citizen. She is now a Shakespeare expert who has contributed her research to journals and film festivals and has been invited to deliver talks at prestigious institutions, including the Royal Shakespeare Company and the University of Oxford. She is also host and creator of the podcast Women and Shakespeare and author of the book Podcasts and Feminist Shakespeare Pedagogy (Cambridge University Press, 2022), both of which include work from Fordham students. She is currently working on a new introduction for the Oxford World’s Classics edition of Shakespeare’s A Midsummer’s Night Dream. 

For the past eight years, Panjwani has served as an adjunct faculty professor at Fordham London. In addition to teaching a Shakespeare course there, Panjwani teaches at Boston University and New York University. 

In a Q&A with Fordham News, Panjwani explained why Shakespeare’s work is important to the average person and how she involves Fordham students in her scholarly work. 

How did you become interested in Shakespeare? 

I grew up watching Bollywood adaptations of Shakespeare. I also had a fantastic teacher—a fellow woman of color, Dr. Amina Alyal, who made me feel like people like me could own Shakespeare. 

Why is Shakespeare important to the average person? What can we learn from him? 

When most people think of him, they imagine an old, balding, middle-aged, historical, costumed guy on a pedestal who is not relevant to their lives. This is what some of my students imagine before they come to my class. But that is not how we teach Shakespeare here. In London especially, there are multiple histories of Shakespeare. You of course have the Globe, a reconstruction of Shakespeare’s Globe Theatre, which has been putting on plays since 1977. You have the British Asian company, Tara Arts, which has been doing Shakespeare since before then. There is also a Black theater company called Talawa Theatre, which has been doing Shakespeare since 1991, when they put on Antony and Cleopatra. All of these intersecting histories are important to note. I think students also realize how diverse people’s histories intersect with Shakespeare when they see a woman of color in London teaching them Shakespeare. 

But apart from these several legacies, I also think that Shakespeare is important for the average person because of the conversations that his work enables. A couple of weeks ago, my class went to see an amazing queer adaptation of A Midsummer Night’s Dream. The Shakespeare and Race Festival is opening at the Globe very soon. And our students want to have these conversations: How is Shakespeare relevant to our lives? So we talk about how he is making an appearance in social justice issues, in agency, in issues about gender that are happening today. My focus is always on what Shakespeare can do for us, what he has done for us, and how we can shape Shakespeare to talk about what is important for us today.

What is your favorite Shakespeare play? 

That is such a difficult question for me because there are many favorites, depending on my mood. My current favorite is A Midsummer Night’s Dream because it is overlooked quite a lot. People think it’s a silly play with fairies, but there are actually deeply embedded issues of consent to be explored there, as well as queerness.

In my Shakespeare course, the plays l teach vary according to what is being performed around London. This semester, we studied A Midsummer Night’s Dream, Romeo and Juliet, Antony and Cleopatra, and Hamlet. We also saw a queer production of A Midsummer Night’s Dream, a production of The Tempest at Shakespeare’s Globe, and engaged with a Bollywood movie of Romeo and Juliet in the seminar.

What do you love about Fordham London?  

We have a great community here, including Vanessa Beever, senior director of Fordham London; Mary Bly, chair of Fordham’s English department; our great support staff; and colleagues who make time for each other, despite being adjuncts.

Mary has been a part of this community for a long time, even though she is based in New York. She herself visited our campus to teach the Shakespeare course. Although this was around 8 years ago, she has a great grasp on what Fordham London students need. She has given me feedback on the course and assignment design from time to time. She is also a guest speaker on my podcast Women and Shakespeare.

I have especially found great leadership and collaborative support from Mary and Vanessa. It’s great to see women in these leadership roles because women are often not included in the rooms where decisions about their future are made. It’s a breath of fresh air for my students to see them in these positions, and it gives me hope to be working in an institution that respects women. 

You create podcasts about Shakespeare with your students. How does that work? 

My podcast Women and Shakespeare invites experts, local playwrights, academics, novelists, and actresses—the culture makers of the U.K.—to talk about how Shakespeare is used to amplify the voices of women today and how women are redefining him and his work.

One of my guests, Kathryn Pogson, talked about issues of consent in Richard III and how these are relevant today. Another guest, Doña Croll, told us how she imagined Cleopatra as a sharp political operator as opposed to just sexy and sultry and how the treatment of Cleopatra by the Romans can be compared to the way in which the British press treated Meghan Markle. So they provide nuanced perspectives not only on women characters, but also on how Shakespeare’s plays are pertinent to issues today.

On my podcast, students have a chance to be researchers, interviewers, or producers. They also receive credit on the podcast. I think it’s a very meaningful way for the students to engage with local culture makers. I firmly believe that to be a global citizen, you have to learn how to be a local elsewhere, and this helps them to not only meet local culture makers and learn from them, but also to co-create a resource that is useful for themselves and their communities. I also think this is a great way of decolonizing education because you’re not going somewhere with just the aim of what you can take from them, but also the aim of what you can give back to your academic and social communities. 

What do you hope your students take away from your course? 

Anyone can harness Shakespeare’s cultural power and bring it back to their communities. Shakespeare need not be inaccessible—his work should be made to work for everyone.

This interview has been edited and condensed for clarity.

“As an English professor, I have to say, I think that literature can be one of the things that guides you through the toughest moments in your life,” Bly said at the outset.

Though Lizzie & Dante is the first novel she’s penned under her real name, Bly is also a romance author. Since the late 1990s, she has published more than 30 bestsellers and sold more than 7 million books under her pseudonym, Eloisa James.

In the novel, heroine Lizzie Delford embarks on a vacation to the Italian island of Elba, accompanied by her best friend and his boyfriend, as she decides whether or not to pursue cancer treatment. As she struggles to make some life-changing decisions—up against the clock—she meets a chef named Dante, his 12-year-old daughter Etta, and their dog Lily. What follows is a tale riddled with dilemmas: Is it morally right to fall in love and begin a relationship if you don’t have much time left? What if you do fall in love: Will it inevitably lead to broken hearts? And in the case of Etta, is it better for her to remain motherless or to embrace Lizzie as a mother figure for however long she’s available?

Fordham English Professor Stuart Sherman, Ph.D., a friend and frequent classroom collaborator of Bly’s, moderated the discussion.

“We’ve been friends for almost a quarter-century, taught at two schools together,” he said. “I read the book pretty much the day it dropped and completely fell in love with it, so it’s just a joy to be here.”

Earlier this month, alumni had an opportunity to purchase Lizzie & Dante and meet Bly during Homecoming weekend at Rose Hill, where she was on hand to sign copies under the tent on Edwards Parade. And prior to the first discussion, registrants were emailed a “Book Club Kit” chock full of digital goodies to help them prepare for the discussion and become immersed in Lizzie and Dante’s world. The kit included a welcome letter from Bly, a link to the novel’s cover reveal, discussion questions, a Spotify playlist of “Lizzie & Dante’s love story,” recipes for food and a signature cocktail, and even an excerpt from Paris in Love (Random House, 2012), a memoir Bly wrote as Eloisa James.

Alumni in attendance could use Zoom’s chat feature to submit questions and join the conversation, which Sherman focused largely on the novel’s resemblance to parts of Bly’s life. Though the book isn’t a memoir, some of the characters, aspects of the plot, and even the setting are drawn from Bly’s experiences—from Lizzie’s profession as a Shakespeare professor and her cancer diagnosis to the island of Elba itself, where Bly’s family frequently vacations.

Asked what it was like to create characters and events based on her own life and then dramatize them, Bly said that once she starts to build something, it “takes off. You take it, and you just let it go. That’s a wonderful thing about being a novelist.”

Bly also shared some insight into the writing and publishing process. Unlike her historical romance novels, which she writes quickly—about one book every year—she spent more than four years writing and rewriting Lizzie & Dante.

“If you have four and a half years, and you don’t have a contract, there’s no pressure” from your publisher, she said. “I’ve always had a book due since 1999. I am honored to be a lead author with Harper Collins, but if you’re a lead author, you cannot be late.”

With Lizzie & Dante, Bly said there was less deadline pressure, “the great gift of the literary novelist,” though she’s not sure if she wants to do it again.

“My editors would quite like me to write another [Mary Bly book], but I’m not sure because so much of me went into this book,” she said. “And you can’t bring all [the]threads together again without doing something fake, I think.”

Phillip Cicione, Ed.D., FCRH ’87, an English teacher in New York’s Commack school district, will moderate the second part of this fall’s alumni book club discussion, to be held on Wednesday, November, 10 at 8 p.m. EST. Learn more and register.

“The biggest thing is just the scope of it—and to realize that hundreds and hundreds of people are working on this thing that started out just in your head,” Quinn said, addressing more than 100 members of the Fordham community over Zoom.  

‘A Once-in-a-Lifetime Thing’: Stories From the Bridgerton Set 

Quinn recalled the journey from landing a contract with Shondaland Media, the company behind award-winning series Grey’s Anatomy, Scandal, and How to Get Away with Murder, to watching her romance novels become a television series. 

“It started with sitting in a Starbucks, drinking coffee, and getting a phone call and practically falling off my stool,” Quinn said. “[But] it was a very slow process. I thought publishing was slow, but adapting a book is glacial. From the very first phone call to the time the show actually appeared on Netflix was four years.” 

In those four years, Quinn served as a consultant for the TV series. She read the scripts before they went into production, but her involvement was limited. Quinn relinquished creative control on the project—and for a good reason. 

“I did not want to do anything to jeopardize this. This was clearly a once-in-a-lifetime thing for me,” said Quinn. She also knew her work was in good hands: “One of the smartest things that you can do is recognize other smart people. And I was not going to tell Shonda Rhimes how to make television.” 

Quinn said she loved the results, especially the color-blind casting and the diverse storytelling from the scriptwriters. 

“There were somewhere between 15 to 20 writers working on the project, and that group of people was incredibly diverse—not just race, but gender, sexual orientation, religion … they all can bring life experiences and imagination to the story that I can’t,” said Quinn. “One of the main things about a romance novel is the way it makes the reader feel and the happiness that you get at the end … I love that Bridgerton the television show has managed to create something where more people can see themselves in the story and see themselves getting the happy ending.” 

Quinn’s lips are sealed on the show’s second season, which will begin filming this spring. But she showed her audience an iPhone photo of her and Regé-Jean Page, who plays a leading character on Bridgerton, from a season one filming location. 

“Regé-Jean Page is absolutely as handsome as you think,” she said, while a few students gasped from their screens and typed their reactions in the chat box, including “JEALOUS” and “Love Love Love!!!!” 

Tips on the Creative Writing Process 

Two students from Fordham College at Lincoln Center, senior English major Mary Alter and junior art history major Sophie Choo, asked Quinn questions about her creative writing process and background, while several other students typed questions in the Zoom chat box. 

“All of your characters are very well developed. Any tips for developing characters and making their backstories?” wrote one student, Madeline Lanni.

Quinn advised her to think deeply about her characters’ backstories before beginning to write a novel—something she started to do while writing The Duke and I, the first novel in the Bridgerton book series. 

“I ended up understanding these characters so much more. Since then, I have adopted this in my prewriting. I’ll spend several pages talking about who these people are … because we are all shaped by our experiences. Does this person have brothers and sisters? Are they the oldest? Are they in the middle?” Quinn said. “Many of [these details]never show up in the book. But it means that somehow, in some amorphous, creative way, I know the character better. And I think that comes through.” 

‘Believe in What You Do’

Another student, Vivienne Blouin, asked Quinn how writers, especially young women, can defend the merit of their work genre—particularly in romance—against condescending peers.

Quinn recalled a quote from Nancy Pearl, a famous American librarian. 

“She said once that literary fiction is always judged by the best example of it, and romance is always judged by the worst. And it’s so true,” Quinn said. “I think you just have to stick to your guns and believe in what you do.” 

Mary Bly, Ph.D., chair of the English department, said Quinn offered some valuable advice and analysis. 

“Julia Quinn gave us a fascinating, authentic look at the life of a bestselling author, now propelled into the forefront of American pop culture by the Netflix series. It’s important for students to meet people at the top of their profession, if only to see that they are merely people. Julia offered great advice about writing, as well as explaining the process by which a book is optioned. Her discussion of consent in the first Bridgerton book—the fact that what is now seen as the hero’s lack of consent was greeted at the time by readers as the heroine’s feminist triumph—is also significant as a counter-weight to judgement of the past,” said Bly, who writes fiction and romance novels under the pen name Eloisa James. 

“Perhaps equally importantly, she confessed that she had no real idea why she chose her major [art history at Harvard College]. That was perhaps the most inspiring of all. My takeaway: learn how to write, and you can do anything with your degree.”

“Devoted to her students, Professor Greeney was known as a caring and challenging teacher and mentor,” said Joseph M. McShane, S.J., president of Fordham. “I know you all join me in keeping her loved ones, friends, colleagues, and students in your hearts and prayers.” 

Greeney worked for two decades at Fordham College at Lincoln Center, where she infused her love of literature into the classroom. She taught writing, composition, and American and British literature in the traditional undergraduate program, evening degree program, and College at 60—a nationally recognized program in Fordham’s School of Professional and Continuing Studies for adults age 60 and older. She previously served as assistant director at the Writing Center at Fordham College at Lincoln Center, where she helped students from all backgrounds improve their writing skills and trained tutors and Law School writing instructors.

“She was a dedicated teacher, a lovely member of our department, and a hallway friend,” said Mary Bly, Ph.D., chair of Fordham’s English department. “She was a loyal and passionate Fordham family member, and she just gave it all to her students. She was beloved by PCS students, but also by undergrads. It’s such a loss to the University.” 

In the past few years, Greeney coordinated a College at 60 lecture series that was open to the general public every semester. She moderated lectures and booked guests, including three-time Emmy-winning filmmaker Sara Lukinson.

“She had a thorough knowledge of the students and the program and could really provide things that they were interested in, but would also challenge them,” said Cira T. Vernazza, a retired associate dean at the School of Professional and Continuing Studies who directed the College at 60 program for many years. 

Sometimes Greeney delivered lectures herself. A few years ago in one well-attended talk, she spoke about one of her favorite books, The Great Gatsby, analyzing main characters Gatsby and Daisy and comparing the book to its movie adaptations.

“It was chock full of insightful analysis,” Vernazza said. “We had a full house for that lecture, about 120 people, who all mobbed her at the end. They were asking her questions about the lecture and telling her how wonderful they thought it was. I think it took another 45 minutes for everyone to talk to her about it, but she gave that time. She was delighted.” 

Greeney was also an accomplished editorial and writing consultant and a development editor for several notable publishing houses. She worked with a large clientele, including the Bureau of National Affairs and the Educational Testing Service, the world’s largest nonprofit educational assessment organization. She was also a writer who published articles on student development and campus life, including a 2015 Civic Research Institute article on the rise of interpersonal teaching styles in universities. She also wrote book reviews for the feminist bookstore Bookwoman and published literary interviews and reviews for The River Reporter newspaper in Narrowsburg, New York. 

Greeney was a literature buff who admired the novelists Henry James and Edith Wharton. She often attended the Shaw Festival, a contemporary summer theater festival named in honor of Irish playwright Bernard Shaw. When the pandemic arrived in New York, she missed seeing performances and shows in person, said her niece, Andria Greeney. 

“Some people are outdoorsy; some people miss traveling. She really missed Broadway and the arts,” Andria said. She fondly remembers Greeney showing her how to navigate New York City when she was a teenager.

Vernazza said Greeney was a kind, gentle person with a dry sense of humor, sometimes in a self-deprecating way, who loved to sing lyric opera. She also remembered her as a reliable coworker who followed through on her responsibilities.

But the hallmark of her personality, Vernazza said, was her kindness. 

“I don’t think I ever heard her say a bad thing about anybody. She could be critical, but in a constructive way. But she was never mean, snipey, satirical, or sardonic. She was never like that,” Vernazza said. “She was cherished.” 

Greeney was born on July 18, 1961, in Park Slope, Brooklyn, to John Greeney and Florence Greeney, née Taylor. She graduated summa cum laude with her bachelor’s degree in English from Fordham College at Lincoln Center and received her master’s degree in English from New York University. She became a biographee of Marquis Who’s Who of American Women in 1997 and won an award for excellence in part-time teaching from the Adult Student Honor Society at Fordham College at Lincoln Center in 1999. 

She is survived by three siblings, Evelyn Dowd, Joanne Cresci and her husband Tom, and Richard Greeney and his wife Carm; three nieces and one nephew; and four great-nieces and one great-nephew. There is no information yet on the burial and memorial services, but this page will be updated with details as they are confirmed. 

From Oct. 1 to 4, hundreds of alumni, family, and friends—from as far as Germany—tuned in for an expanded series of virtual events that drew on some of the best-loved Homecoming traditions, like the 5K Ram Run and tailgate parties, and included a “pub” trivia competition, updates on academic and student life amid COVID-19, and a tribute to the 50th anniversary of a Fordham football milestone.

In addition to joining panels and discussions sponsored by the Office of Alumni Relations, Fordham graduates took to social media, where thousands viewed Homecoming Instagram stories and tweets shared via the @fordhamalumni accounts, and others used the #FordhamHomecoming20 hashtag to post their own messages, including pictures of pets and kids decked out in Fordham gear.

A Forum for FCLC

Things kicked off on Thursday evening with a panel discussion featuring two relative newcomers to the Fordham College at Lincoln Center community: Laura Auricchio, Ph.D., who became dean of the college in August 2019, and Tracyann Williams, Ph.D., who joined FCLC as assistant dean for student support and success last February.

Fordham University Alumni Association Advisory Board member Samara Finn Holland, FCLC ’03, moderated the discussion, during which the deans shared their observations about FCLC students.

“They are an amazing bunch of people,” Auricchio said. “These are students who are not only intelligent and motivated, but they’re really just decent, kind, wonderful human beings.” She recalled several instances of students greeting her when they saw her around the city.

Auricchio noted that political science, economics, and psychology are the three most popular majors among current FCLC students, and the fashion studies minor is growing particularly quickly. She said her office is focused on four areas: connecting to neighbors, enriching courses, enhancing research, and globalizing the curriculum.

Both she and Williams addressed the unique challenges faculty and students face during the pandemic, and Williams noted that part of her job is to help students acknowledge their feelings of disappointment that it’s not a typical academic year, and doing what she can to assist them.

“I am very much interested in always asking students what their needs are and not deciding for them,” she said.

Having worked at other New York City universities before arriving at FCLC, both Auricchio and Williams shared what they think makes Fordham so special.

“I feel as though it’s a unique place where students can come be part of a deeply caring, close-knit community that will support them and help them as they branch out into the city,” Auricchio said. “And to me, it’s just the best of both worlds.”

Pub Trivia at Home

Alumnus Tim Tubridy, FCRH ’99, and his brother, James Tubridy, co-owners of DJs @ Work, hosted a virtual pub trivia session on Friday night. Attendees were invited to answer 10 Fordham-themed questions, either individually or as teams.

The first question of the night delved into a bit of the University’s architectural history: “For what church were the stained-glass windows in the University church intended?” Father McShane delivered both the question and answer (St. Patrick’s Cathedral, when it was located on Mulberry Street), joking that he’d been imagining Jeopardy! theme music playing as he gave contestants time to respond.

Other fun facts unearthed during the Q&A included how many books are housed in the Fordham libraries (more than 2 million), how many acres the Lincoln Center and Rose Hill campuses encompass (8 and 85, respectively), and how many live ram mascots have lived on campus (28).

At the end of the hour-long session, three teams were tied for first place with a whopping 20,000 points each.

A Virtual 5K Ram Run

While the 5K Ram Run is usually held at Rose Hill during Homecoming weekend, this year, alumni were invited to run, jog, or walk a five-kilometer trek of their own and to share photos on social media. Runners were also encouraged to share their finishing times by taking screenshots of their running apps, and the Office of Alumni Relations will be sending prizes to those who submitted their times.

Justin LaCoursiere, FCRH ’12, posted a photo from Central Park and said, “Fordham Homecoming looks a little different this year, but I’m still taking part in some fun [virtual]activities, like the Annual 5K Ram Run.”

Academic and Student Life Amid the Pandemic

On Saturday morning, a panel of Fordham administrators and faculty discussed the continued uncertainty of COVID-19, its impact on current and prospective Fordham students, and how they’re working to build and strengthen a sense of community under the circumstances. The conversation was moderated by Michael Griffin, associate vice president for alumni relations.

J. Patrick Hornbeck, professor of theology, secretary of the Faculty Senate, and special faculty advisor to the provost for strategic planning, said that soon after Fordham canceled in-person classes and shifted to a virtual format this past March, faculty began planning to avoid such abrupt disruptions for the fall semester. That’s how Fordham developed its flexible hybrid model, which mixes online and in-person learning.

“We would provide opportunities for students to learn and for faculty to teach in several different modalities,” he said. “The idea was, we did not know how things were going to go week-by-week and month-by-month. How could we deliver [a Fordham education]regardless of the way the pandemic would play out?”

During the panel, Patricia Peek, Ph.D., dean of undergraduate admission, said that some of the changes implemented this year, such as virtual guided tours and information sessions, could become permanent to help make Fordham more accessible in the long term.

“I think, even when we’re fully on the ground, we will now always have virtual events because they’re providing so many opportunities and access for students,” she said.

Clint Ramos, head of design and production for Fordham Theatre, noted that the shift “was especially challenging for theatre because our education … is really experiential and a lot of our pedagogy is founded on the ability to gather.” But he said the program has met these challenges head-on, pointing to opportunities for creativity, like a collaborative effort he initiated with theater programs at Princeton, Georgetown, SUNY Purchase, and UMass Amherst. The One Flea Spare Project allows students to virtually attend classes at other universities and collaborate with each other on projects on multiple platforms based on themes in One Flea Spare, a 1995 play by Naomi Wallace set in a plague-ravaged London during the 17th century.

Juan Carlos Matos, assistant vice president for student affairs for diversity and inclusion, spoke about creative ways in which students have tried to maintain a sense of community, whether or not they’re studying on campus. This has included hosting socially distanced outdoor events, such as a “silent disco” on the plaza at Lincoln Center or a musical performance from the Coffey Field bleachers at Rose Hill, for an online audience and a limited number of students in person.

He also said that the pandemic has sharpened students’ focus on social justice, in particular the calls for racial equality that were revitalized this summer.

“Energy that usually is exhausted on other things was nailed into Black Lives Matter in a way where folks who have privilege are just realizing, ‘Hey, these things are happening,’ whereas folks on the margins have always experienced these things.”

Matos said this has spurred action at the University, including an anti-racism plan from Joseph M. McShane, S.J., president of Fordham. And he said the offices of student and multicultural affairs are continuing to offer a variety of programming to keep students engaged. One of the benefits of having virtual or hybrid events is that more students can attend.

“Sometimes it’s difficult for someone to have to choose one campus or the other or we may be offering something on one campus and not the other,” he said. “But virtually, now people can attend in any capacity.”

Shakespeare and Pop Culture

Shakespearean scholar Mary Bly, Ph.D., chair of Fordham’s English department, led a mini-class titled “Pop Romeo & Juliet” on Saturday afternoon. Attendees were encouraged to watch Baz Luhrmann’s 1996 film, Romeo + Juliet, prior to the class, during which Bly delved into the afterlife of the teen duo and their famous star-crossed love.

“Sociologists have made a pretty reasonable case for the argument that Romeo and Juliet actually changed the way we think about love in the Western world, which is very interesting,” Bly said.

Joined by English professor Shoshana Enelow, Bly discussed the idea of cultural capital, looking at how the characters of Romeo and Juliet have survived and how they’ve been transformed in modern adaptations, other films, music, and advertisements. She and Enelow drew parallels to West Side Story, the Beatles, and even a Taylor Swift music video, inviting attendees to write in impressions and examples of their own using Zoom’s Q&A feature.

An Afternoon with Athletics

Fordham sports fans attended two athletics-focused virtual events on Saturday afternoon, including a conversation between Ed Kull, interim director of athletics, and Head Football Coach Joe Conlin.

While the football season, along with those of other fall sports, has been pushed back to spring 2021, winter sports like basketball are planning to get started in late November. Kull highlighted some of the work that has been done to facilities during the pandemic, noting that not having students around for games has allowed several projects to be completed earlier than expected. Among the upgrades that players, coaches, and fans will now find are a new floor for the Frank McLaughlin Family Basketball Court in Rose Hill Gym, renovations to the strength and conditioning and team medicine spaces, and new offices for football staff.

As his team prepares to play in the spring, Conlin discussed the changes to workouts and practices they’ve had to adopt in the time of COVID-19, including health monitoring, socially distanced weight training, and wearing masks under their helmets during practice. Although he and his staff are not allowed to recruit high school players in person this year, they have been talking to recruits over Zoom and reviewing videos to assess their strength and athleticism.

“It’s been challenging at times, but it’s also been a lot of fun,” he said of this new way of doing things on and off the field. “We’ll continue to make it work for as long as we have to.”

Kull noted that out of the 44 seniors across spring sports whose final season was interrupted by cancellations last spring, 19 have decided to come back for a fifth year of eligibility.

Later that afternoon, the Tubridy brothers returned to host a virtual tailgate party that featured a welcome from Father McShane, trivia, performances by the Fordham band from the Coffey Field bleachers, and video updates from departments and groups like the Fordham University Alumni Association, the Center for Community Engaged Learning, and the Mimes and Mummers Alumni Association.

Kull and Conlin also returned for a pre-recorded video from the gravesite of Fordham graduate and NFL coaching legend Vince Lombardi, FCRH ’37, an appropriate lead-in to the tailgate’s final portion: a roundtable discussion with nine players from Fordham’s 1970 football team, which defeated Georgetown 50 years ago during that year’s homecoming game, just weeks after Lombardi’s death.

Moderated by WFUV’s Emmanuel Berbari, a Fordham College at Rose Hill senior, the players recalled the dominant ground game displayed by the Rams in their 39-17 win over the Hoyas, led by Eric Dadd’s 235 rushing yards and three touchdowns. Kevin Sherry, GABELLI ’70, who played offensive tackle, noted that Georgetown had beaten Fordham the previous year, and the Rams were looking for revenge.

Perhaps an even greater motivation for the team was the emotional pregame scene, when Lombardi’s widow, Marie, his brother Joseph, and the remaining members of Fordham’s “Seven Blocks of Granite” offensive line from Lombardi’s playing days honored the Fordham and NFL legend, who had died of colon cancer on September 3. The 1970 season also marked the return of varsity football to Fordham.

Peter “Pino” Carlesimo, FCRH ’71, the team’s starting quarterback, was among the panelists. “I think the importance of the game can be summed up very easily when I when I looked at that film and I saw my uncle Pete [Carlesimo, FCRH ’40, Fordham’s athletic director at the time] escorting Mrs. Lombardi off the field and tears coming down her eyes,” he said. “It was probably the biggest game I played in my career.”

Closing with Centeredness and Prayer

On Sunday morning, Carol Gibney, associate director of campus ministry for spiritual and pastoral ministries and director of spiritual life, leadership, and service, led a session focusing on “integrating Ignatian spirituality with the practice of yoga.” During the 45-minute practice, Gibney used breathwork to break down the word “grace,” infusing the ideas of gratitude, reflection, affirmation, centeredness, and enthusiasm and excitement into the yoga flow.

The virtual—but still communal—Homecoming weekend came to a close with a livestream of Mass from University Church, concelebrated by Father McShane and Damian O’Connell, S.J., alumni chaplain.

—Additional reporting by Kelly Kultys and Sierra McCleary-Harris

Programming includes campus-specific events for Lincoln Center and Rose Hill, a trivia night, the ninth annual (and first-ever virtual) 5K Ram Run, and a virtual tailgate celebration.

To help attendees get in the Fordham spirit, the alumni relations team is providing a Homecoming toolkit that includes printable pennants, cutouts, and games, as well as graphics for social media, Instagram story templates, Zoom and desktop backgrounds, Ram Run bibs, and coloring pages for kids of all ages.

The events kick off Thursday evening with a Fordham College at Lincoln Center forum led by Dean Laura Auricchio, Ph.D., and Friday night offers both a Road to Reunion Gathering, where alumni can learn more about plans for Jubilee 2021 and how to get involved as a reunion committee volunteer, and a virtual Fordham pub trivia competition hosted by Tim Tubridy, FCRH ’99, and his brother James Tubridy, co-owners of the entertainment company DJs @ Work.

On Saturday morning, alumni, friends, and family are encouraged to take part in a virtual 5K Ram Run by running, jogging, or walking wherever they are and sharing photos of themselves wearing their Fordham gear. Those who wish to be considered for prizes can track their times via running apps and share them, as well.

Later that day, alumni can attend an athletics sideline chat featuring Fordham football head coach Joe Conlin and Ed Kull, interim director of athletics; “Pop Romeo & Juliet,” a talk about Shakespeare’s famous lovers—in music, ads, and film—by Mary Bly, Ph.D., chair of the English department; and, from 4:30 to 6, a virtual tailgate and celebration emceed by DJs @ Work.

Homecoming weekend concludes on Sunday with a morning Ignatian yoga session led by Fordham campus minister and Ignatian yoga teacher Carol Gibney, followed by a Mass livestreamed from the Univeristy Church and concelebrated by Joseph M. McShane, S.J., president of Fordham, and Damian O’Connell, S.J., the University’s alumni chaplain.

To see a full weekend schedule, register for events, access toolkit materials, view photos from Homecoming 2019, or to make a donation, visit the Virtual Homecoming 2020 page on Forever Fordham.

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.

The endless selections on streaming services and beyond may be daunting, so Fordham News asked faculty members for a few of their favorite film and book suggestions to help narrow it down and avoid a night of infinite scroll. Hopefully, you’ll find an interesting new piece of media or rediscover an old favorite in the recommendations below.

Films

Mark Street, Associate Professor of Visual Arts

La Jetee (1963), directed by Chris Marker
This “cine novel,” which exists in book form too, is the movie upon which Terry Gilliam’s 12 Monkeys is based. The time travel story is told entirely in stills, except for one shot which is moving. In the absence of movement, we can let our imagination roam and contemplate the conceptual richness and audacity of the conceit.
Available on Kanopy

Meshes of the Afternoon (1943), directed by Maya Deren
This brilliant filmmaker pierces the masculinist world of the American avant-garde. This film is about dreams within reveries within dreams; we’re not sure what’s happening, what’s dreamed, what’s imagined. Its fracturing of time reminds me a bit of our current state, where things have slowed down, and we are looking at time in a new way.
Available on Kanopy

Amy (2015), directed by Asif Kapadia
A wrenching examination of Amy Winehouse’s life, including home movie footage and interviews with friends and family. She’s a product of her time in that she was a mediated image from the beginning of her life (as a sonogram of her in her mother’s womb), right up until her death. This very imaging of her led to her struggles with eating disorders and alcoholism.
Available on Kanopy

What Happened, Miss Simone? (2015), directed by Liz Garbus
A good bonus double feature to pair with Amy. Also a product of her time, we see an uncompromising artist from a classically trained prodigy in North Carolina to explosive artist, to righteous, uncompromising activist. She battled mental health issues, racism, and domestic abuse along the way, and her voice is as current and powerful as it ever was.
Available on Netflix

James Jennewein, Senior Lecturer of Communication and Media Studies

The King’s Speech (2010), directed by Tom Hooper
Based on the true story of King George, who was crowned King of England after his older brother abdicated, The King’s Speech is a very moving and inspiring tale of his fight to overcome a serious speech impediment so as to become a more effective king to his people. But deep down it is also the story of one man’s battle with his own inner demons and how his friendship with his speech therapist helps him ultimately to grow as a man.
Available on Netflix

Tootsie (1982), directed by Sydney Pollack
A classic comedy about a driven New York City actor who becomes a soap opera star, dressed as a woman. A brilliant tale of how a sexist learns how to be a better man as he lives out the trials and tribulations of being a woman in society.
Available on Netflix

Television Shows

Lance Strate, Professor of Communication and Media Studies

The Strain
I recently discovered that The Strain, an FX series that originally aired from 2014 to 2017 is steaming, and even though I had watched it in its entirety as it came out, I decided to binge it a second time, something I almost never do. I highly recommend it, if and only if you are fine with the horror genre. Created by acclaimed film director Guillermo del Toro together with Chuck Hogan, the series is set almost entirely in New York City, and makes full use of neighborhood locations in all five boroughs, which makes it a real treat for New Yorkers. The story is an original take on the vampire genre, mixed together with a good amount of the contagion genre, and even a touch of the zombie motif included. At a time when we are experiencing a form of true horror in the real world, you might think it best to stay far away from that sort of storyline, but I found retreat into this fantasy version diverting and in some ways inoculating, and the plot is absolutely gripping.
Available on Hulu

Star Trek: Picard
As someone who often turns to science fiction, I find no shortage of series available on streaming services these days, but one that stands out that recently completed its first season is Star Trek: Picard. As someone who prefers the original Star Trek series to the Next Generation, I reserved judgment on this new series that debuted only a couple of months ago and just wrapped up its first season. I was very impressed with the first new Star Trek series on CBS All Access, Star Trek: Discovery, a prequel to the original series that has been exceptional in its first two seasons, and Star Trek: Picard rival Discovery in regard to overall quality and entertainment value. Star Trek: Picard is a welcome continuation of the Star Trek story, and with Patrick Stewart in the lead, how can you go wrong? Top that off with several new and interesting regular characters and guest appearances from a few old ones, and an intriguing plot line, and Picard stands out easily as my favorite new series of this strange new year. And on the topic of Star Trek, I strongly recommend Star Trek: Deep Space Nine as the best of the earlier series, with marvelous characters and a dramatic, continuing story that emerged after the first couple of seasons.
Available on CBS All Access

The Plot Against America
I am currently enjoying The Plot Against America miniseries on HBO, based on the novel by Phillip Roth. Set circa 1940-1941, the story is an alternate history in which Charles Lindbergh, as a Nazi sympathizer running on an antiwar platform, defeats FDR and becomes president. While fascinating for its historical detail regarding life in Newark in this era, and thought provoking as a what-if scenario, the series resonates in many ways with contemporary American society and politics, making it all the more relevant.
Available on HBO

Books

Mary Bly, Professor of English

Mary Bly, professor and English department chair, Shakespeare scholar, and author of popular romance novels under the pen name Eloisa James, offered this list of 20 books from her to-be-read-during-quarantine pile, which has something for everyone:

Save Me the Plums: My Gourmet Memoir by Ruth Reichl
Meg and Jo by Virginia Kantra
Magic for Liars by Sarah Gailey
Magpie Murders by Antony Horowitz
There There by Tommy Orange
The Best American Sci Fi & Fantasy 2019 edited by John Joseph Adams and Carmen Maria Machado
An Unkindness of Magicians by Kat Howard
The Golden Tresses of the Dead by Alan Bradley
American Duchess by Karen Harper
Thicker Than Mud by Jason Morris
New Dramaturgies by Mark Bly
The Pier Falls: And Other Stories by Mark Haddon
The New Life of Hugo Gardner by Louis Begley
Hit Makers: The Science of Popularity in an Age of Distraction by Derek Thompson
Moonglow by Michael Chabon
My Name is Lucy Barton by Elizabeth Strout
The Road to Little Dribbling: Adventures of an American in Britain by Bill Bryson
All I Know About Animal Behavior I Learned In Loehmann’s Dressing Room by Erma Bombeck
Annihilation by Jeff Vandermeer
The Lighthouse by P.D. James

Shonni Enelow, Associate Professor of English

Theodor Adorno
I’m actually reading a lot of philosophy (in the 15 minutes when my kid is occupied with something or napping), particularly Theodor Adorno. I’m finding it oddly soothing. 

Afro-Fabulations: The Queer Drama of Black Life by Tavia Nyong’o
I’m also reading Tavia Nyong’o’s new book Afro-Fabulations, which is fantastic. 

Higglety Pigglety Pop! or There Must Be More to Life by Maurice Sendak
And a lot of Maurice Sendak with my kid. We were just given his not-really-a-kid’s-book Higglety Pigglety Pop, which is like Lewis Carroll by way of Samuel Beckett.

Laura Childs, Emerging Technologies Librarian

The Outlander series by Diana Gabaldon
First, a warning: these books will consume your life! I love this series because you get completely lost in it—you feel like you’re in the story alongside the characters. You’ll be reading for hours and look up, having no idea where (or when) you are. Great for readers who love historical fiction. It’s also been made into a fantastic show that you can binge watch on Netflix!

11/22/63 by Stephen King
This is probably my favorite Stephen King novel, but it’s not a typical horror story. If you like to get emotionally attached to a book, this is for you. It is thrilling and will also break your heart. Another book you will not be able to stop reading (but it’s over 1,000 pages, so you’ll be occupied for a long time).

Big Little Lies by Liane Moriarty
Any book by this author is an excellent choice if you enjoy drama, mystery, and some humor mixed in. This particular book is a lot of fun because you get to experience the story through the eyes of different characters, each with their own unique voice. This is a fast, entertaining read.

Additional Resources

Mary Bly, Professor of English

The English Department launched a Mighty Networks site when this happened. It’s a one-stop place for all our spring events, for student-run workshops, etc. Last week, for example, we had a creative writing/cooking demonstration by Sarah Gambito (head of Creative Writing), a yoga class, and a lecture by a disability activist.

Shonni Enelow, Associate Professor of English

The visionary downtown theater director Richard Maxwell and his company New York City Players have put up Vimeos of all their shows.

The Wooster Group is posting a new video every week of their shows, which transfer exceptionally well to video.

The playwright Jeremy O. Harris is doing a master class on Monday through New York Theatre Workshop.

Laura Childs, Emerging Technologies Librarian

As for library resources, I’d like to add that there are thousands of e-books available in our collection that students/faculty can access anywhere. They can be found by searching the catalog on our website. We also offer streaming video and movie platforms that students can watch from anywhere, including many new and popular films. Lastly, even though we’re not in the library, we are still here to help with research questions and can be contacted via email, text, and the 24/7 chat service!