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UT’s Army ROTC trains leaders

Since 1947, the Army ROTC at The University of Toledo has commissioned more than 2,000 lieutenants.

Cadet Pvt. Marcus Masello, a freshman majoring in information technology, held the Rocket Battalion colors during a recent training exercise on platoon movement.

Cadet Pvt. Marcus Masello, a freshman majoring in information technology, held the Rocket Battalion colors during a recent training exercise on platoon movement.

Today, the Army Reserve Officer Training Corps Rocket Battalion has more than 80 cadets who are learning what it takes to be a leader, whether or not they continue in the military.

“There’s no typical cadet,” said Maj. Chris Mugavero, professor and chair of the UT Department of Military Science. “Any student on campus can start; they might not all become officers, but they can come and learn leadership and discipline.”

Mugavero said the focus of ROTC is more about helping students to learn leadership than it is about learning military techniques. The program even has a few international students who are participating in the leadership training classes even though they can’t join the military.

Most of the cadets begin ROTC their freshman year, focusing their freshman and sophomore years on taking classes and learning the ropes as far as military etiquette goes. When cadets become juniors, they take on leadership roles and guide the freshmen and sophomores.

Juniors typically plan a lot of the physical training and labs, and seniors oversee those plans and run committees and groups to plan other activities. Labs typically involve tactical military training, but also are focused on giving upperclassmen the chance to lead a team of their peers.

“We use small unit infantry tactics as the vehicle to leadership development,” Mugavero said. “It’s more about seeing how [cadets] react to problems than it is about infantry tactics.”

Cadet Sgt. 1st Class Derrick Ball, a junior with an independent studies major, led a recent training exercise on platoon movement.

Cadet Sgt. 1st Class Derrick Ball, a junior with an independent studies major, led a recent training exercise on platoon movement.

On top of training and leadership exercises, cadets still have to attend their regular classes in order to get their degrees.

“The beast of being an ROTC cadet is finding that balance between being a normal college student and being in ROTC,” said Cadet Command Sgt. Maj. Taylor Mathews, a senior majoring in nursing. “It’s about finding balance, time management, and not biting off more than you can chew.”

Instructors in ROTC typically help students accomplish that by making sure the cadets aren’t overwhelmed.

“The instructors know the students and we sit down with them individually, look at their schedules, and make sure that we’re not crushing them with ROTC stuff,” Mugavero said.

During their junior year, the cadets decide their future in the Army, Guard or Reserves — though they aren’t required to continue in the military, nearly all of them do and a majority of them go into the Guard or the Reserves.

ROTC trainingOf the 15 cadets graduating this year, eight plan to go into the Guard or Reserves. Mathews is one of those cadets; she will join the Reserves so that she can put her nursing degree to work.

The other seven, including Cadet Operations Sgt. Maj. Clint Kasperski, a senior business student, will go active duty in the Army. Kasperski joined ROTC his junior year after walking into the ROTC building one day to talk to a recruiter.

Even with a later start than most of his class, Kasperski said he always felt welcome in the battalion.

“Prior to joining the program, it wasn’t weird for me to walk around by myself and do my own thing,” Kasperski said. “Now it’s very rare that I walk around without somebody else from the program.”

Mathews said her experience has been similar throughout her time in ROTC.

“The battalion in itself is a close-knit family,” Mathews said. “We spend a lot of time together — whether it’s during class or at training events. You get to know everybody on a personal level as well as a professional level.”

Both students say their time in ROTC has allowed them to grow in many ways.

“What impresses me the most about the program is that it’s a lot of what you put into it,” Kasperski said. “If you take advantage of opportunities it provides, there’s really not a lot of things in your way on the path to success.”

Lecturer shows how mindfulness practices increase creativity, productivity

At The University of Toledo, students are gaining a skill that’s unique in many ways — how to tap into their creativity using mindfulness practices.

Jay Rinsen Weik, UT lecturer in the Department of Music and Zen teacher, got comfortable for a segment for his online class Mindfulness and Creativity.

Jay Rinsen Weik, UT lecturer in the Department of Music and Zen teacher, got comfortable for a segment for his online class Mindfulness and Creativity.

The Mindfulness and Creativity Initiative, led by UT Senior Lecturer Jay Rinsen Weik, is relatively new at the University but growing rapidly. It involves using mindfulness — the ability to be in the moment, focused and aware — to be more creative and innovative.

“The best creativity comes from a mind that is clear,” Weik said. “What I’m doing is taking these two different fields and showing that they are integrated.”

This initiative allows Weik to combine two of his passions. A senior lecturer in the Department of Music, Weik teaches musical improvisation and jazz, but he also is a recognized American Zen teacher.

Part of the initiative involves hosting symposia, workshops and panels. Weik will host a free, public panel discussion on the initiative and its future at UT Tuesday, April 7, at 7 p.m. in the Center for Performing Arts Recital Hall.

The panel discussion, called Mindfulness, Creativity and the Zen Arts Ensemble, will feature Dr. Wesley Bullock, UT associate professor of psychology; Irene Alby, UT lecturer in the Department of Theatre and Film; and Michael Leizerman, attorney.

Weik will give an overview of the initiative at UT, and each panelist will discuss its application to his or her field.

Another part of the initiative is a course that Weik teaches on Mindfulness and Creativity, which focuses on introducing mindfulness through meditation and breathing methods. Though the practices are based on Eastern traditions, the class does not have a religious connotation.

The class is housed in the Department of Music and offered in the summer, but beginning next fall it will be a general education course. It also may become the first of a few courses offered within a mindfulness and creativity minor available to all majors that would include other relevant curriculum and a capstone class.

“This is a multidisciplinary effort with very enthusiastic support across different colleges,” Weik said. “I think that’s significant.”

Those who wish to take the course, which is worth three credit hours and offered entirely online, can sign up for it this summer using CRN 42452 or email jay.weik@utoledo.edu for more information.

During Tuesday’s panel discussion, Weik also will discuss the Zen Arts Ensemble, a professional music group he put together with some of his colleagues. The ensemble plays entirely in the moment using mindfulness, with very little guidance.

“It’s an incredible manifestation of the creative process,” Weik said. “The music just kind of arrives.”

Student selected for a 2015-16 Fulbright to Germany

Neil Hetrick, a senior majoring in multi-age education (pre-kindergarten through 12) and German at The University of Toledo, has been selected to receive the Fulbright U.S. Student Award to Germany.

Neil Hetrick posed for a photo in front of the East Side Gallery in Berlin, Germany.

Neil Hetrick posed for a photo in front of the East Side Gallery in Berlin, Germany.

He will participate in the English Teaching Assistant Program, which places Fulbrighters in classrooms abroad to provide help to the local English teachers. Those in the program help teach English while serving as cultural ambassadors for the United States.

Hetrick’s love of exploring his world and of Germany started in high school.

“During high school, I participated in a foreign exchange program in Germany for a year. This experience was my first brief exposure to all the world has to offer,” he said. “It invigorated my drive for academic success and became my motivation to continue on into college.

“Throughout my studies, I had another opportunity to travel to Germany for a semester abroad and it solidified my love for this country and its culture. By receiving this Fulbright grant for an English teaching assistantship, it truly is a dream coming true.

“This statement might be a little cliché, but I have really devoted a lot of time and energy to equip myself with the skills and expertise to become a positive impact in the local and global community,” Hetrick added.

“It is my hope that Fulbright will provide me with the opportunity to continue improving myself, while also allowing me to make a greater difference on the international community — living in, growing and influencing the target culture Auf ein spannendes Jahr [on an exciting year]!”

The Fulbright Program is the flagship international educational exchange program of the United States. The Fulbright U.S. Student Program provides grants for individually designed study/research projects or for English Teaching Assistant Programs.

During their grants, Fulbrighters live, learn and work with people of the host country. The program facilitates cultural exchange through direct interaction, allowing the grantee to gain an appreciation of others’ viewpoints and beliefs. Through engagement in the community, the individual will interact with his or her hosts in an atmosphere of openness, academic integrity, and intellectual freedom, thereby promoting mutual understanding.

“The Center for International Studies and Programs and the UT Fulbright Interview Committee are ecstatic that Neil was accepted for this exceptional experience and prestigious program,” said Michelle Ploeger, international education specialist in the Education Abroad Office. “This opportunity will enable Neil to not only continue his personal, academic and professional growth, but will provide an unprecedented occasion for him to share American culture and values with German students, professors, teachers and the community. He will be an excellent ambassador for UT and the United States.”

She encouraged anyone interested in studying abroad to attend the Fulbright U.S. Student Program Workshop Monday, April 6, from 2 to 3 p.m. in Student Union Room 2592.

“Your international journey can start during your undergraduate studies. Don’t miss out on the opportunities to study abroad. We often find that study abroad is a launching pad for future international opportunities, and Neil is a perfect example of this,” Ploeger said.

Applicants for the Fulbright U.S. Student Program include graduating seniors and those who have recently received bachelor’s degrees; graduate-level candidates demonstrating the capacity for independent study or research, together with a general knowledge of the history, culture and current events of the countries to which they are applying; and young professionals, including writers, creative and performing artists, journalists, and those in law, business and other professional fields.

Benefits for all Fulbright U.S. student grants include round-trip transportation to the host country; funding to cover room, board and incidentals based on the cost of living in the host country; and accident and sickness health benefits.

Associate professor uses residency in Italy to collaborate on book

Writing a book can be a significant challenge no matter the circumstances, but imagine doing so on an emerging topic of research while competing with scholars across the globe for financial support from a prestigious foundation. Now imagine the difficulty of collaborating on the project with three other researchers — partners who are spread around the globe.

Dr. Barbara Alice Mann worked on a project focusing on international massacres in Italy in November thanks to the Bellagio Resident Fellows Program.

Dr. Barbara Alice Mann worked on a project focusing on international massacres in Italy in November thanks to the Bellagio Resident Fellows Program.

Not only did Dr. Barbara Alice Mann do all of this last semester, she helped to compile the research into a book over the span of just 15 days.

Mann, associate professor of humanities in the Jesup Scott Honors College, participated in the Bellagio Resident Fellows Program in Italy in November. She was there as a contributing author on a project focusing on international massacres.

The team has been working for the last five years to examine Tasmanian, North American, South African, and Napoleonic French colonial massacres between 1780 and 1820.

“We have been seeking to distinguish massacre from genocide — in assessing what constitutes massacre, its purposes, architects, initiators, effects, targets, and ultimate outcomes — looking for consistent patterns to see what conclusions might be drawn about them,” Mann said.

While at the Bellagio Center, she worked with fellow scholars Dr. Philip Dwyer and Dr. Lyndall Ryan, professors in the School of Humanities and Social Science at the University of Newcastle in Australia, and Dr. Nigel Penn, professor of historical studies at the University of Cape Town in South Africa.

In Italy, the team members combined their knowledge to define and assess the colonial massacres executed against indigenous peoples by European explorers in North America, Tasmania, South Africa and Eastern Europe. This topic forms the subject of their forthcoming book, The Dark Side of Empire: Colonial Massacres, 1780-1820.

“Had it not been for the Bellagio residency, pulling all this together from the four corners of the world would have been almost insurmountably difficult,” Mann said.

The team members arrived at the Bellagio Center having already completed their assigned research into the topic and then “pounded out the entire draft” of the manuscript into a “smooth, accessible treatment,” Mann said.

The program has been funded through the Rockefeller Foundation and is designed to foster focused, goal-oriented work in a serene environment — providing the opportunity to establish new connections with fellow residents.

Past applicants accepted into a residency program with the foundation include scholars, artists, thought leaders, policymakers and practitioners who share in the foundation’s mission of promoting the well-being of humanity throughout the world.

“The four of us were able to draft the entire book jointly in the three weeks we were in Bellagio,” Mann said. “Now we are revising, adding citations, et cetera, and figure to have that all done in March.”

Once the final draft is finished, they plan to send the book to readers in preparation for contacting publishers, starting with Harvard and Yale University presses, with the goal to have the book in print by the end of the year.

University sets goals for sustainability in new plan

At the University, blue and gold continue to make green with UT’s new sustainability plan.

SEED logoAfter two years of collecting data, researching and collaborating, the plan is ready for action and focuses on four major goals: active engagement; energy and water efficiency and conservation; zero waste; and carbon neutrality.

“We wanted to create a large plan that would guide our actions for the next several years,” Brooke Mason, UT sustainability specialist, said. “And we’re hoping it will be an evolving plan that will constantly be looked at and revised.”

The first goal, active engagement, focuses on getting the campus population involved with the University’s sustainability practices. Engagement will be tracked by the percentage of UT’s population that the Sustainability, Energy Efficiency and Design (SEED) Initiative interacts with directly.

SEED’s goals are to increase engagement by 10 percent by 2020, 20 percent by 2025, 30 percent by 2030 and 40 percent by 2035. Some projects already involve the campus community, including BlackoUT, a residence hall energy competition, and Friday Night Lights, where student volunteers turn off lights in academic buildings each week.

“I think the biggest part of the plan is the engagement piece,” Mason said. “I hope that by using our partnerships and getting more students involved, we can make a significant change on campus.”

The second goal is energy and water efficiency and conservation, which involves reducing energy use, increasing the use of renewable energy, reducing water consumption, and increasing the use of grey water, which is wastewater that is clean enough to be recycled onsite and used for things such as toilet flushing.

Along with decreasing energy use, UT is hoping to expand its use of natural sources of energy like wind, photons and earth-generated thermal energy transfer. The University already uses a cogeneration plant at the Computer Center, steam and chilled water lines, natural gas, solar panels, and wind turbines.

SEED web pageGoal three is zero waste, which is defined as diverting 90 percent or more of the solid waste generated on campus from landfills through recycling, repurposing, reusing and composting. In the plan, UT wants to achieve this goal by increasing recycling on campus by 2 percent annually, increasing item reuse, and decreasing excess purchasing.

According to the plan, diverting waste from landfills is not only environmentally responsible, but economically beneficial for the University. When solid waste is no longer going to a landfill, UT no longer has to pay for that service, saving thousands of dollars.

Last year, Rocket Recycling increased the University’s recycling rate from 14.7 percent to 18.2 percent and brought in $38,000. The University also created five student jobs and one full-time job for recycling on campus and installed 11 water bottle refill stations.

The fourth and final goal is carbon neutrality, which is defined as having no net greenhouse gas emissions. The University will accomplish this by reducing greenhouse gas emissions by 2 percent annually, reaching carbon neutrality by 2058.

Several projects — many of which are in progress — will help the University to accomplish these four goals.

Over time, the goal of expanding the bicycle-sharing program is to help reduce the need for the bus loops, which operate for approximately 122 hours each week during spring and fall semesters. Replacing 17 vehicles of the UT fleet with newer, more efficient models also will reduce emissions.

Over the summer, UT replaced four boilers in Savage Hall, reducing carbon dioxide emissions by 566 metric tons and saving the University more than $128,000 each year. Improving the efficiency of the steam system would cut costs of basic maintenance and prevent leaks, saving more than $122,000 annually.

Each year, the University generates approximately 219 tons of food waste that can be composted and used to replace the current synthetic fertilizer used on campus.

Last summer, UT replaced the lighting fixtures with more efficient lighting throughout the University, which will save more than $116,000 each year and reduce metric tons of carbon dioxide by 1,478.

Other projects include a heating, ventilating and air conditioning reduction (HVAC) policy, installing new HVAC sensors, building a solar field on Health Science Campus, creating and implementing student and faculty-led initiatives, toilet and urinal retrofits, a carpool program, paper use reduction, recycling and composting programs, and education.

Though organized by SEED, the plan could not have come to fruition without citywide collaboration, Mason said. Primary contributors include Facilities and Construction, Transit Services, civil engineering and sustainability engineering classes, the Student Green Fund, and the city of Toledo.

“I couldn’t have done it without the help of the committee and my student interns,” Mason said. “These are really lofty goals, but if we work together even accomplishing half of them, we will have made a huge impact on the University and our environment.”

To learn more about sustainability at The University of Toledo or to get involved in the goals of the plan, visit utoledo.edu/sustainability.

Two online courses recognized nationally for quality

With an ever-growing list of online course offerings, The University of Toledo is striving to make each a high-quality learning experience for every student.

QMRecognized_2014aTwo online courses are the first at UT to be recognized by Quality Matters, a peer review process designed to certify the excellence of online and blended courses. One of these courses is Grief and Bereavement Issues in Older Adulthood, developed by Dr. Barbara Kopp Miller, associate provost for online education, and designed by Christopher Prevette, instructional designer.

The other course is the Learning Ventures Online Teaching Certificate, developed by Phoebe Ballard, senior instructional designer and coordinator of special projects, and Dr. Mingli Xiao, senior instructional designer. Xiao and Ballard also were winners of a Blackboard Catalyst Award for Exemplary Course last summer for this class.

“We work so closely with faculty in helping them to build their online courses,” Ballard said. “By participating in the Quality Matters certification process as faculty, we are able to communicate the value of that process more effectively.”

In the last decade, the numbers of online classes at UT have more than doubled. Just this semester, there are more than 12,700 enrollments in 531 different online courses. It’s no doubt there is quantity, but Quality Matters allows UT to focus on the value of these courses.

“Our goal in adopting Quality Matters was to make sure that we’re hitting key benchmarks in the development of quality online learning experiences for students,” Ballard said. “Ultimately, it comes down to the student.”

There are more than 800 institutions affiliated with the Quality Matters program, and Ohio has the largest statewide consortium with 65 member institutions. UT became a part of the Ohio Learning Network’s Ohio Quality Matters Consortium in 2011.

The review process through Quality Matters begins with a look at Course Overview and Introduction, Learning Objectives, Assessment and Measurement, Instructional Materials, Course Activities and Learner Interaction, Course Technology, Learner Support, and Accessibility and Usability. Within these eight standards are 43 specific standards that further break down what an online course needs to be effective.

“The rubric was developed using literature on online learning,” said Peter You, director of instructional design and development. “It’s supported by that literature and research.”

Each standard is worth a certain number of points based on how thoroughly the course meets those requirements. The total amount of points possible is 99, which is the score both UT courses received.

“Even though I received 99 out of 99 points, the review that I got back was phenomenal,” Kopp Miller said. “We still went back and made a lot of changes and enhancements.”

Kopp Miller said she’s hoping to have five to seven courses peer-reviewed this semester. Faculty who wish to have their courses reviewed can either use the Quality Matters self-review system or submit their courses for official review.

“From an instructor and designer point of view, it’s a good starting point to use Quality Matters,” Xiao said. “Using the Quality Matters standards helps create a successful student learning experience.”

Priority is given to courses that are recognized as general education classes, large enrollment courses, master classes, required courses of fully online programs and to faculty who have completed Quality Matters training.

Those who wish to be trained as a Quality Matters peer reviewer or have their online courses reviewed can do so by contacting their instructional designer. UT currently has 14 certified peer reviewers.

If you are unsure who your instructional designer is, click here.

UT documents from 1885 discovered in storage

While cleaning out one of The University of Toledo’s document storage areas, staff members found dust, boxes and even frogs — but that’s not what really caught their attention.

First annual report“I saw a box,” said Tina Patrick-Redd, UT senior processing financial analyst. “A brown box that was different from all the others.”

Inside the box, Patrick-Redd found University documents dating back to the late 1800s and early 1900s, when the University was just getting started. When she saw names like Jesup W. Scott, Edward Drummond Libbey and Albert E. Macomber, she knew she had found something important.

Patrick-Redd first showed the two students that were helping her organize — Logan Griesinger, who is studying professional sales and marketing, and Sarah McNutt, who is majoring in new media design. She then told others in her department about the find.

Toni Blochowski, executive assistant to the vice president for finance, suggested archiving the documents in the Ward M. Canaday Center for Special Collections. Blochowski helped Patrick-Redd set up a meeting with Barbara Floyd, director of the center.

“It was a wonderful find. Among the items they discovered was the first annual report of the Toledo Manual Training School of Toledo University from 1885,” Floyd, who is also university archivist, said. “The Manual Training School was a unique educational idea where students attended academic classes for half the day and vocational training classes for the second half.”

Floyd said the idea was that such education would not just educate the head, but also the hand, and make for a well-rounded person. Students took classes in subjects such as woodcarving, carpentry, welding, domestic science (more commonly known today as home economics) and also classes in history, literature, geography and political science.

University archives did not have any of these documents, which made these materials even more important.

After countless hours of organizing and cleaning since last April, Patrick-Redd, McNutt and Griesinger are happy to have been a part of this important discovery.

“We’re honored because we were able to find a part of UT’s history,” Patrick-Redd said.

Instead of being left to the elements of a warehouse, the collection was added to the Canaday Center’s climate-controlled archives. There, it joins the rest of the University’s collection of historical documents, which are available for viewing by the public in the center.

“I just think it’s cool that it’s something that’s going to be around for a while longer,” McNutt said. “Now that it’s been found, it’s going to be taken care of properly and preserved so that other people can see it.”

The documents have been scanned and can be viewed electronically from the Canaday Center’s electronic archives.

Student artwork appearing on area digital billboards through February

In collaboration with Lamar Outdoor Advertising, the UT College of Communication and the Arts is displaying the work of some of its students on digital billboards in the Toledo area through February.

2014_15_BILLBOARDS_SHORT_LOGO14Barry Whittaker, UT assistant professor of art and coordinator of the project, said this is the third year Lamar Outdoor Advertising has invited art students to have their work displayed.

“This is a chance for them to share their artwork with the city and see it in a format not as frequently accessible by students and artists in other areas of the country,” he said.

To see images in this year’s exhibition, visit the online photo album UT Art Student Billboards 2015 on the Art Department’s Facebook page.

Student artists participating in this year’s exhibition are Aaron Brandt, Nikka Geiermann, Kayla Kirk, Victor Lewis, Michael Miller, Abhishek Mutha, Shaun Nagle, Blake Ody, Grace Parr, Brandy Save, Rebecca Solomon, Michelle Trivisonno and Mark Yappueying.

Their works can be seen at Reynolds Road at Glendale Avenue, Anthony Wayne Trail at City Park Avenue, Alexis Road at Lewis Avenue, Monroe Street at Laskey Road, Byrne Road at Airport Highway, and Monroe Street at Douglas Road.

UT’s Cosmetic Science and Formulation Design Program is picking up speed

While many students may think cosmetic science programs only involve lipstick and eyeshadow, they couldn’t be more wrong.

Students in the Cosmetic Science and Formulation Design Program, the only bachelor’s program of its kind in the country, create more than 100 products, including lipstick, during the academic year.

Students in the Cosmetic Science and Formulation Design Program, the only bachelor’s program of its kind in the country, create more than 100 products, including lipstick, during the academic year.

The University of Toledo’s Cosmetic Science and Formulation Design Program is the only bachelor’s program of its kind in the United States. The major teaches students how to formulate, produce and test cosmetics and personal care products. In addition to learning how to make these products, students are taught how to design, market and develop them.

“Many students and parents got the program confused with cosmetology — painting nails, doing makeup and cutting hair,” said Dr. Gabriella Baki, UT assistant professor of pharmaceutics, who specializes in cosmetic science. “But this is a science; we teach students how to make products from scratch, how to test them, package them, and make sure they’re safe for the consumer.”

Baki was hired in 2012 and asked to create the curriculum for the major in the College of Pharmacy and Pharmaceutical Sciences. There are other master’s degree programs that are similar, but they’re designed for students who have a bachelor’s in biology, chemistry or physics, Baki explained. The cosmetic science curriculum had to be created from scratch.

“I knew this was going to be tough, so I started looking at other schools’ programs,” she said. “I just thought, ‘If I was a student and wanted to work in the cosmetic industry, what would I need to know?’”

Baki’s research for the major eventually led to her writing a textbook, Introduction to Cosmetic Formulation and Technology, which is set to be published this year by Wiley & Sons and implemented in UT’s introductory cosmetic science program.

The program is also very hands-on; students get to create more than 100 products throughout the course of a year and take them home when they’re finished, Baki said. She also invites speakers from the professional industries and the Food and Drug Administration to present to her classes.

Preparing for a practical last semester were, from left, Alison Wery, Nader Rouholfada, Dr. Gabriella Baki, Kayla Banks, Sarah Breen, Hillary Phillis and Mei Chen.

Preparing for a practical last semester were, from left, Alison Wery, Nader Rouholfada, Dr. Gabriella Baki, Kayla Banks, Sarah Breen, Hillary Phillis and Mei Chen.

In May 2014, the first students graduated from the program: Kayla Banks, Sarah Breen and Alison Wery.

“Looking back, it is pretty amazing the wide array of things we were able to learn in such a short time,” Breen said. “Armed with what I learned at UT, I am able to take a new product all the way from the idea stage through marketing, including ingredient selection, formulation, testing, packaging and marketing plans.”

Banks agreed: “I learned countless lessons in the program. From formulation design to research opportunities to business and marketing, cosmetic science can go in many different career directions. I was expecting only to learn how to make cosmetics; however, the major went way beyond just formulating new products.”

Breen has a position as a quality operations specialist for Pfizer, a pharmaceutical corporation.

Banks is an analytical chemist at Boehringer-Ingelheim Roxane Inc., a pharmaceutical company. She plans to attend the University of Cincinnati for its Master of Cosmetic Science Program.

While three students graduated in May 2014 and two graduated in December, Baki said there are more to come; four are expected to graduate in May, and five are set to graduate in 2016.

To complement the program, a student organization has been created. The University of Toledo Cosmetic Chemists Society was instituted in October and is the only student cosmetic science organization in Ohio.

“The purpose of the UT Cosmetic Chemist Society is to enhance knowledge of all members and those interested in the future of cosmetic design formulation, testing and marketing,” said Hillary Phillis, the first president of the organization who graduated in December with a degree in pharmaceutics and cosmetic science. “We plan to have fundraising events, get people interested in the field, and let them know that there are a number of avenues to succeed in this career path.”

Phillis said the student organization has about 20 students and is open to University students no matter what major or department.

“We want to enhance everyone’s knowledge, especially the members of the student organization,” she said.

“I definitely think my college career has been enhanced by the cosmetic science program. It was a little dull before that. I feel like I finally found what I’m supposed to do,” Phillis said.

For more information about the program, visit http://utole.do/cosmeticscience.

Democratic strategist advocates for compromise

Despite how it might appear, American politics right now are not as divided as they have ever been, but there is a strong resistance to compromise that is causing a gridlock in Washington, political strategist Paul Begala said in a speech Wednesday at The University of Toledo.



In his talk peppered with jabs at his Republican counterparts, the former adviser to President Bill Clinton said politicians need to be open to other opinions and work together to move the country forward.

His visit to UT was part of the Jesup Scott Honors College Lecture Series.

Begala noted how intense political polarity led to the Civil War, and mentioned an instance in the past where a congressman bludgeoned another with a cane on the Senate floor over a difference of opinion.

“So we’re not the most polarized we’ve ever been, but we are the most paralyzed, at least in modern times,” he said.

Begala told a story about how even during Clinton’s impeachment process, he worked with Newt Gingrich and other Republicans to double funding for the National Institutes of Health. But now? Politicians don’t make the deals. Government has grinded to a halt and compromise has become a dirty word, he said.

“We are rewarding shutdowns and showdowns instead of compromise,” he said.

Part of the problem, he noted, is a diverse media pallet where people can choose to get their news from a source they agree with, rather than being challenged with a different perspective. Another concern is politicians pandering to their gerrymandered bases.

As the demographics of the country continue to change, politicians need to embrace the adapt-or-die model, and so far Democrats are adapting better than Republicans, Begala said. Embracing the rising American electorate — young people, Latinos and unmarried women — will lead to future successful elections.

But success in office to get things done will continue to require collaboration. Begala suggested nonpartisan investments in the sciences or infrastructure as good opportunities to start to come together. But, he said, it is up to the voters to demand that principled compromise.

The final lecture in the second annual series will be from Toledo Museum of Art Director Brian Kennedy, who will speak Tuesday, March 24, at 7 p.m. in Doermann Theater. Visit utoledo.edu/honorslecture for more information.