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More than 50 students sampled tea and sweets from across the world at the Department of World Languages and Cultures’ Intercultural Tea Ceremony Feb. 23. In coordination with the Center for International Studies and Programs, Arabic language program, Japanese language program, and Asian Studies Director, the department hosted the event for the first time since the coronavirus pandemic in 2020. Ornate teapots and tea containers decorated three divided sections of the classroom, representing Arabic, Chinese, and Japanese culture at the event. Students and faculty shared conversations while testing up to nine different types of tea and a variety of biscuits, cakes, and red-bean confectionaries. The Japanese Tea Ceremony Club, revived after the reintroduction of the fall tea ceremony course, encouraged the participants to kneel alongside them as they hand-whisked matcha and introduced typical tea ceremony equipment and decorations. The nontraditional course is one of few across the United States. Professor Mariko Johnston offers the class annually to students who have completed introductory Japanese language courses. Students learn the intricate history of the ancient art, how to be a polite guest and knowledgeable host, and how to whisk the perfect bowl of matcha. Also at the event, Asian Studies Director Dr. An Chung Cheng, showed a video about the deep-rooted origins of tea in China. Tea is the second most consumed beverage in the country, and it is one of its oldest exported products. Its 3,000-year old background leaves much to be discovered for tea enthusiasts. The department plans to continue hosting the Intercultural Tea Ceremony on an annual basis.

By Ally Givens Collegian Staff Writer The University of Toledo’s Japanese Program has reached new heights after ranking second in Ohio. The data, published by the Consulate General of Japan in Detroit, is based on student enrollment and course offerings. This is the third time in a decade UToledo has earned this distinction. Ryo Kitamura, a part-time professor of Japanese at UT, is not shocked. The program has often sat between 3rd and 5th place, he said. However, he is happy there is a strong interest in the language at UT. This achievement is prompting students and faculty to examine what distinguishes UT’s Japanese program from larger universities and consider prospective expansions as enrollment increases. Despite being the second largest Japanese program in the state, the classes are small and are individualized based on students’ needs. Students of all language abilities can take the classes, and support is provided for all participants regardless of proficiency. Students are motivated and studying the language as a supplement to their major coursework, rather than as a requirement, said Erika Marcet, visiting associate professor of Japanese. For incoming faculty, she said the program’s greatest appeal is its growth potential. “I feel like the students are very much, like, motivated to learn Japanese and they are taking the minor because they want to learn the language,” Marcet said. “And it is not always that case in other universities.” The language learning community is close-knit and promotes comfortability to explore Japanese, said Keirstin Timpko, a junior in the program. She said the strong relationship between staff and students enriches the experience. “I’ve been able to grow in confidence in speaking in Japanese; I’m not afraid to make mistakes,” Timpko said. “I definitely feel like that’s one of the best environments you can have for students to learn.” Compared to universities with more intensive programs, UT offers a citizen-driven and hands-on learning environment. Though the university has fewer resources available, its foundation is organically grown, said Kasumi Yamazaki, associate professor and director of the Japanese program. As universities transition toward a business model, fine arts and foreign language departments are often neglected. Decreased funding results in fewer course offerings and cultural exposure within the academic community, Yamazaki said. Former visiting professor of Japanese Taichi Yamashita emailed students in language courses last spring, urging them to send letters to the university to advocate for better funding. The program also solicited messages from diverse stakeholders such as regional Japanese organizations and graduate students. “We just have to keep our fingers crossed to see, you know, how the climate would change,” Yamazaki said. “And as students grow, the needs grow as well.” Most students perform well in class and earn accomplished positions abroad. They should voice their experiences learning another language and how it contributed to their education and careers, said Yamazaki. In addition to funding advocacy, she said student opinions will shape opportunities offered in the program’s future. Timpko’s largest concern is the lack of access to study-abroad opportunities. She said progressing in fluency is difficult when students surpass the highest language level classes and cannot experience a native-speaking environment. Studying abroad during the academic year may not be viable for students in certain degree programs, such as engineering or education students with required internships. One solution Timpko suggested was to introduce an affordable two to four week study abroad program for those that cannot take the typical route. A three to four week summer intensive language seminar at Aichi University was once available, but it was discontinued after former Japanese program director, Joseph Hara, retired. Five to ten UT students participated each year it was offered. The university regularly receives collaboration requests from schools in Japan. Demand from students could create a pathway toward similar study abroad opportunities like Hara’s, said Yamazaki. Timpko said she would like to see more cultural classes become available as staff increases. Many of these courses were canceled after the start of the Covid-19 pandemic in 2020. With restrictions lifted, Timpko’s hope is now a possibility. A Japanese major has also been proposed by several students. Case Western Reserve University, ranked 3rd in the Consulate General of Japan’s list, offers a major with 15 course offerings and has 182 students. UT offers a minor with 12 courses and has 184 students. The similarities between the total number of classes available and student enrollment prompts consideration of a Japanese major. “It was the first thing that came to mind when I was switching majors back in 2020,” said Trenton Miller, a senior in the minor program. “When I was growing up I was always fascinated by Japanese culture and tradition.” The possibility of a Japanese major at UT depends on the desire of students to enroll, said Yamazaki. She asks those interested in a major voice their interest to her. Currently, UT offers a 22-credit-hour minor program. These credits are in addition to completing the elementary language classes. For those enrolling later in their academic careers, it may be impossible to complete the minor alongside their major requirements. Yamazaki said she is hoping to make the program more flexible by easing upper-level requirements, incorporating cultural classes as electives, and creating a curriculum that allows students to take multiple Japanese classes in one semester. Though no proposal has been finalized for a change in the program, staff and students alike are optimistic for a bright future.

Over the next couple of months, I want to persuade you to study abroad. Every person who is my age - or close to it – has been at the bare minimum, curious. Now I am not going to lie to you. I can’t sit here and say, “you will make the best friends of your life”, or “this trip will cure you of all your baggage of the past” because that’s not true. What it does do, however, is give you a chance to take a step back. About five percent of students in the US study abroad during their college career. Of the twenty-one I’ve met so far in Turin, Italy, not one regrets their choice. The students abroad with me have majors that range from communications to business, with two (my friend Nick and I) in engineering. Almost everyone talks about the different organizations they were a part of or the constant grind they were living back home. Here we can live in the moment. Now I know some of you at home are thinking, “I am in my third year of college, it is too late for me”. What if I told you that most of the program's students are in their third year? Heck some of them are in their last semester, with their graduation just around the corner. Now Italy was not my first choice, but it has been one of the best experiences I have ever had. Truly. I have been in Italy now for about two months. During that time I have traveled to the Amalfi coast, been to Oktober Fest in MUNICH, traveled to Monty Carlo, and enjoyed a sandwich shop right next to my school. Let me share my stories and prove that studying abroad is right for you.

With thousands of students living on campus each year and a two-year residency requirement, hearing the experiences of our classmates living on campus is crucial to understanding our University’s standards for life and comfort. On the web page explaining the University of Toledo’s residency requirement, they list multiple statistically proven benefits to living on campus, including higher retention. At the bottom of the page is a link to more information about requesting an exemption from residency. According to the Office of the Treasurer’s website, the price for this year’s freshmen to live on campus for two semesters ranges from $13,562 to $15,466. This is about 79% of the out-of-state tuition rate for this freshman class, and about 144% of in-state tuition. For all this money, what are students saying about their experience living on campus? I conducted two virtual interviews before creating an online survey to collect a wider array of responses. I sent my survey to over 200 students through my connections to student organizations. In total, I collected 11 responses from six dorms. Laundry is among the most common concerns of the residents I spoke with. Residents of I-House, Parks Tower, and Ottawa House alike reported stinking, smoking, or leaking washers. Multiple residents said they had to put their clothes through the dryer several times before their items were sufficiently dry. Kylee Hill, a resident of I-House who had mostly pleasant things to say about living on campus, described how other residents are often the root of laundry troubles. She reported some people closing wet washers immediately after removing their laundry, allowing odor-causing microorganisms to grow in between uses. Others frequently leave behind their lint for residents like Kylee to clean. She made a point to note that concerns caused by the residents can also only be solved by the residents, stating that maintenance workers are “not our parents.” The only complaint more common than laundry troubles was temperature regulation. Most residents complained of overheated rooms, reporting 80° heat and fixed windows, but an anonymous McComas Village resident said their room is “freezing” in the colder months of the year. All students who attend in-person classes are familiar with remarkably warm classrooms as the weather changes in the fall, but while non-residents leave campus and its unyielding heating and cooling system when class ends, residents are left to sleep in rooms that are reported to reach as high as 87°. Broken laundry machines, out-of-order elevators, and noisy neighbors are fairly standard issues, but some interviewees also reported outstanding safety concerns. An anonymous Parks Tower resident reported a bat living in their ceiling for four days before it was removed by maintenance. After their roommate left the door unlocked to use the bathroom late at night, a stranger reportedly entered this resident’s room and tried to engage in casual conversation. An anonymous former resident of Honors Academic Village reports being stalked to their dorm. When the resident called the front desk to urge the removal of the alleged non-resident stalker, they were reportedly told to stop calling. Within Presidents Hall, which is currently closed for renovations, there is a Gender-Inclusive Community that focuses on the safety and comfort of those traditionally outcast based on their gender, sex, or sexual orientation. Last year, the pride flags on display there were ripped down and replaced multiple times, and the Office of Residence Life is reported by multiple sources to have promised the community protective glass cases for their flags to avoid further incident. Now, the Gender-Inclusive Community is housed with the Arts Living Learning Community in Ottawa East, and the community still has not received glass cases. Seraph, a resident of the Gender-Inclusive Community for the last two years, felt unsafe on campus and applied for a residency exemption, but their application was reportedly denied. An anonymous resident of Ottawa reported that flyers posted by minority-centered organizations are still torn down frequently. While these issues are serious and should not be ignored, living on campus isn’t all bad. Nine of the residents I interviewed said that their favorite thing about living on campus is improved social opportunity or proximity to campus. Residents from Tucker Hall and Ottawa House commented on how recurring events hosted by the residence halls have allowed for them to easily make and maintain friends. An anonymous Ottawa West resident said, “It is a unique opportunity for a certain type of friendship.” About half of my interviewees reported that staff and RAs in their dorms were helpful, or that issues were fixed in a timely manner. At least one resident from I-House, Parks Tower, Ottawa House, Tucker Hall, and McComas Village said that their laundry machines have been fixed, replaced, or upgraded this year, and the McComas Village resident even reported that there was “no need” for the replacement. Many of these issues with living on campus are caused by other residents, such as leftover lint, closed washer doors, and rowdy freshmen in Parks, and are therefore not entirely resolvable by staff and management. On the other hand, many of these issues with living on campus are only resolvable by staff and management. Over the course of a week, I emailed the Office of Residence Life twice and, when met with no response, visited their office in person. They declined to comment on the living conditions my interviewees described. My emails were forwarded to their marketing department, and I hope to receive a response in the coming weeks. References The University of Toledo. (n.d.) Residency Requirement. Retrieved from https://www.utoledo.edu/studentaffairs/reslife/index/residencyrequirement.html. Accessed Nov 18, 2022. The University of Toledo. (n.d.) 2022-23 Housing and Meal Plans. Retrieved from https://www.utoledo.edu/offices/treasurer/housingandmealplans/. Accessed Nov 18, 2022. The University of Toledo. (n.d.) 2022-23 UNDERGRADUATE TUITION. Retrieved from https://www.utoledo.edu/offices/treasurer/tuition/undergraduate/. Accessed Nov 18, 2022.

Here is my experience of being away from home so far. I hope it helps you somehow. I think I came into this country expecting a fresh start, yet I didn't expect myself to be caught off-guard when I actually got it. I didn't know that starting up a new life in a place where you have hardly any traces whatsoever would be so hard, and I guess that's where my ache to continue my life started. Most people begin a new chapter of their lives thinking that the previous ones cease to exist. Here's the reality: your old life will not vanish whatsoever. It still exists. It will be harder to remember details, but you'll find yourself staring at the walls in class retracing the roads you used to walk before. And where my ache aches the most is knowing the fact that it'll never be the same. There's the fact that I've grown so much. I've grown so much that my previous version seems more like a stranger than myself to me. I've laughed more than I have ever laughed in my life. I've cried more than I've ever in my life. That being said, the part I love the most about this journey is realizing it is continuous. Just because I've settled doesn't mean my journey stops here. This is just the beginning. That's a hopeful thought to have to beat the Sunday blues. No matter where I go in the world, I'll carry the burden or gift of my previous selves with me. I cannot let them go, even if I wanted to, because they're what makes me me. I cannot forget who I am, who I was- and it will always have a say in who I will be. Love, Ruchita.

Dear Collegian, I am a junior at the University of Toledo. I recently have become very involved on campus. I’m meeting many new people of all different majors and interests and… I’ve never been more insecure in my life. In all aspects of the word, I am insecure. I feel so idiotic and airheaded near these people. I feel myself seeing them less as my peers and more as my competition. The infuriating part about that is when compared to them, I lose every single time. I have this overwhelming urge to look and be better than them, but I'm not. How do I deal with this? — Hello, It is wonderful that you’ve become integrated within the UToledo campus, as it is a fantastic way to meet people and help develop various skill sets. Yet, there are challenges that come with these new realms of college life, as well. Insecurity is a reasonable emotion when you’re exploring new organizations, especially when there are so many bright and confident students here on campus. However, it is crucial to understand that although someone else demonstrates a certain trait, this does not diminish what you have to offer. You have already taken the initiative to join these organizations, so congratulate yourself first and foremost. You’ve demonstrated assertiveness and drive. Take a moment to acknowledge all the positive traits you possess. You have just as many qualities to offer here on campus as the student next to you—traits that make you unique and a valuable asset to this university. When we pick apart the word insecure, we can conclude that it is something felt in regard to yourself, rather than how others perceive you. It is a fault in the way you view who you are. In short, you are not giving yourself enough compassion and kindness, and are instead focusing on how you are in comparison to others. The students around you are not your competition. I like to think of each student as being on a joint team, rather than opponents. We all want to help you grow and support you along the way at UToledo. There is no reason that both you and your classmates cannot all succeed! So root for each other and lend a helping hand along the way. Rejoice in all that you are, as I assure you that you have the capacity to achieve all your goals! Keep in mind how critical it is to practice self-compassion, and remember that we are all trying to do our best—and someone else’s victory should be a victory in your mind, too. You are just as special, loved, and needed as those you’re comparing yourself to. Emily