College of Graduate Studies

Taylor is in the College of Health and Human Services completing her second year in the Occupational Therapy Doctorate program. Growing up in a rural, agricultural community in the Midwest, Taylor saw firsthand equity gaps in healthcare and other areas due to language barriers and socioeconomic status.

As a Diversity Ambassador, Taylor says “I am so excited to contribute to diversity, equity, inclusion, and belonging here at UToledo. I am passionate about a wide range of subjects which include health inequity reduction, educational attainment regardless of socioeconomic status, cultural competence, allyship, and more. Having the change to help facilitate a more inclusive environment within the university is a fantastic opportunity, and I hope that I can use this platform to start important conversations and facilitate change.”

Gena is in the Judith Herb College of Education completing the Master of Education degree in Curriculum and Instruction for Middle School. Her application essay spoke to her interest in creating an inclusive world anchored in equity that celebrates diversity and seeks opportunities for growth and advocacy.

As a Diversity Ambassador, Gena states that she “…hope[s] to further push the needle on our DEIB [Diversity, Equity, Inclusion, Belonging] efforts here at UToledo. I want to be part of cultivating an environment that celebrates diversity, embodies inclusion, and feels safe for our community to live and thrive.”

Quatez is in the Judith Herb College of Education [JHCOE] completing his Doctor of Philosophy degree in Educational Theory and Social Foundations, with a focus on educational psychology and the history of education. He has risen as a leader in diversity, equity, and social justice within the college, and is a key member of work groups, committees, and task forces that tackle these issues.

“Being in the COGS Dean’s Fellowship has allowed me to advance important conversations about diversity, equity, and inclusion in my program through a virtual podcast” Quatez explains further: “Transformative IDEAS [Inclusion, Diversity, Equity, and Awareness in Schools] is a discussion series where students, alumni, and faculty in the JHCOE speak about important concerns related to social justice. One unique feature of the podcast is that participants bring one ‘critical read’ to the conversation and we discuss why this is an important and relevant read for all educators!” If anyone is interested, Quatez has provided a link to one of the episodes of the Transformative IDEAS podcast on YouTube.

Gunnar is in the College of Natural Science and Mathematics and graduating in December with his Doctor of Philosophy degree in Biology [Ecology track], and is heading to Harvard for his post-doc. Gunnar has served on COGS’ search committees, as a judge for the Three Minute Thesis® competition, and partnered with fellow colleagues and the GSA in several virtual Town Halls.

Gunnar recalls his experience as a COGS Graduate Dean's Fellow: “I have had the opportunity to contribute to numerous diversity, equity, inclusion, and belonging (DEIB) initiatives at UToledo. I created a peer-mentoring program for graduate students in the College of Natural Sciences and Mathematics and worked alongside the NSM Diversity, Equity and Inclusion Committee to draft the first Strategic Plan for Diversity, Equity and Inclusion for our College. I am engaged on a number of LGBTQIA+ initiatives across campus. A particularly rewarding aspect of my fellowship has been mentoring LGBTQIA+ graduate and undergraduate students in STEM.”

Fatmeh is in the Judith Herb College of Education completing her Doctor of Philosophy degree in Curriculum and Instruction. She earned her Master of Arts degree in English at UToledo and has prior experience working with fellow graduate students by tutoring at the Writing Center and assisting with the first Three Minute Thesis® Competition.

Fatmeh says “my experience as a Graduate Dean's Fellow has shaped my doctoral journey and allowed me to expand my understanding of the different layers of diversity, equity, and inclusion. I had the chance to engage with diverse individuals and learn from their own experiences which has strengthened my commitment to expanding opportunities of access and belonging to students and community members alike. I’ve had the privilege to work with adult ESL immigrant and refugee community members to help them pursue their academic and professional goals. My proudest moments are when these individuals join college after a long journey of breaking barriers and overcoming difficulties. Being part of their stories has inspired me to further investigate issues of access in higher education as a dissertation topic. All this would not have been possible without my experiences as a Graduate Dean’s fellow.”