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April 2014
Ponte Vecchio, Florence, Italy. Photo taken by Danny Walters, Class of 2015, on his 2013 Magellan.  
MagellanMessenger


Welcome to the tenth issue of the Magellan Messenger, the e-newsletter that strives to connect the W&J community and friends of the College with the Magellan Project. Each issue features articles written by Magellan recipients as well as updates on events related to the program.  

 

2014 Magellan Recipients 

 

Class of 2017  

 

Omashola Ekperigin

A Study of Diversity (Taiwan) 

 

Hannah Fortini

Mythology (Greece) 
   

Sydney Frank

A Look at Animal Behavior (Ecuador) 
 

Emilee Handyside

Healthcare Study (Costa Rica)   

 

Katrina Lenhart

Conservation Education KidScience Intern, Pittsburgh Zoo and PPG Aquarium

 

Grace McCarthy

Effects of Climate Change on Different Ecosystems (Australia) 

 

Madison Nervig

Effects of Funding on Park Administration (Puerto Rico) 

 

Angela Nied

Geothermal Energy vs. the Environment (Iceland) 

  

Laura Travers

Study of Celtic Heritage (Ireland, Scotland, Wales, France) 

 

Miranda Waters

Fair Trade: A Market-Based Solution to Social and Economic Issues (San Francisco, CA) 

 

Class of 2016  

 

Sanam Bhalla

History and Culture of the Incas in Peru and the Influence of Spanish Colonization (Peru) 

 

Kylie Burk

One Simply Can Walk into Mordor: Economic Impact of Tourism (New Zealand) 

 

John Georgino

Undergraduate research assistant, Center for Neuroscience, University of Pittsburgh

 

Natalie Gill

Comparison of Environmental Policy (Australia and New Zealand)

 

Mackenzie Jakobs

Shadowing a W&J Alumnus in the Medical Field (Washington, D.C.) 

 

Alexia Lesher

Human Resources Assistant at Cosentino (Spain) 

 

Courtney McCoy

Study of Catholic Bio and Medical Ethics (Italy) 

 

Kate Ostrowski

Analyzing Ancient Greek Medicine Through a Modern Perspective (Greece) 

 

Joseph Otteni

One Simply Can Walk into Mordor: Environmental Impact of Tourism (New Zealand) 

 

Alexandria Sayers

The Effect of Culture and Location on Writing (Greece, Romania, Austria, Germany, France, England, Iceland)

 

Sarah Scott

Healthcare Research (Costa Rica) 

 

Samara Silverstein

A Perspective on the Volunteer Industry and Its Effects (Peru) 

 

Donte Stevens

American Heart Association Summer Undergraduate Research Fellow at Northeast Ohio Medical University (Kent, OH)

 

Leah Vaughan

Lab Assistant/Researcher, Emory University, Dept. of Psychiatry and Behavioral Sciences (Atlanta, GA)

 

Valeria Velazquez

The Impact of Catholicism on European Culture and Healthcare (France and Italy) 

 

Aaron Walayat

Religious Identity and Liberty (India and Turkey

 

Sarah Youngblood

Economic Study (Morocco)

   

Class of 2015 

 

Carley Adams

Summer Camp Production Assistant with the Pittsburgh CLO Academy

 

Nicole Allison

The Face of American Poverty: An Examination of Relative Poverty (various US cities) 

 

Megan Barclay

The Pursuit of Happiness (Denmark) 

 

Miriam Beavers

A Study of How Women in Kenya Live Off of the Environment  

 

Emily Bitting

Art and Politics (Czech Republic) 

 

Colten Crawford

Effects of Volunteerism on Infectious Diseases (Haiti) 

 

Jessica Dance

Poverty Down Under (Australia)

 

Valerie Dunlap

Finance Intern, Kennametal Shared Services (Germany)  

 

Victoria Forkus

Discovering the History of Ireland

 

Akash Gosai

Assessing English Primary Care: Lessons to Learn for US Healthcare (United Kingdom) 

 

Caulin Grant

Studying the Impact that Instagram Has Had on Photography (various US cities) 

 

Lauren Horning

Youth Supervisor for Urban Farmers in Training Program, Braddock Farms (Pittsburgh, PA)  

 

Jala Johnson

The Impact of Human Development and Climate Change on Thailand's Food Security and Human Welfare

 

Stephanie Kapuschansky

Teaching Intern (Costa Rica)  

 

Adam Kmett

Swedish Success: An Ethnographic Study of "Greatness"

 

Jake Meyers

Comparative Study of Ecotheology in Southeast Asia

(Philippines, Singapore, Malaysia, Myanmar)

 

Anthony Picozzi

Conservation of Historical and Natural Sites (UK and Ireland)

 

Natalie Sowko

The Effects of Torture Tactics in Medieval Times (England and Italy) 

  

Matthew Stearns

Operations Intern, Bayer Material Sciences (Pittsburgh, PA)  

 

Jeffrey Steiner

The Cost of Living (United Kingdom

 

Caleb Thomas

The Evolution of Poetry in New York City

 

Donovan Vogel

Apprentice at Csenge Advisory Group (Washington, PA)  

 

Daniel Walters

Administrative Clerk, Bowles Rice LLC (Canonsburg, PA)

 

Patrick Wentz

A Study of How Stock Exchanges Work and the Differences Between Them (United Arab Emirates) 

 

Corey Young

A Study of Healthcare and Medical Technology (South Africa) 

 

Miren Zubillaga

Studying Basque Culture in the Basque Country (Spain) 

   

 

Swedish Success: An Ethnographic Study of "Greatness"    
Adam Kmett, Class of 2015

 

   

 

Adam Kmett is one of a handful of three-time Magellan participants. For his first Magellan (2012), Adam traveled to Great Britain to identify cross-cultural misconceptions between the UK and the US. He then extended his interest in cross-cultural analysis by traveling to China in 2013 for his second Magellan.

 

In his latest State of the Union address, President Obama purported the United States of America is the greatest country on earth--an intriguing claim. Politicians often repeat this phrase, but what is the meaning of greatness? My W&J education has taught me to be skeptical, inquisitive, and to challenge my thought process. My Magellan will use these skills to test a country's greatness and what can be learned from the best in the process.

 

For my final Magellan project, I propose an ethnographic study of what I believe is the world's greatest country: Sweden. Conducting an ethnographic study means my research and data collection will take root in diverse experiences, observations, formal interviews, and conversations. In order to take my idea of greatness from a general assumption to applying scientific metrics, I listed 50 characteristics I consider to be important in determining a country's 'greatness.' After review, I narrowed my list to the five most important characteristics for practicality. This determination was made by weighting various social, economic, political, and cultural aspects against their individual testability. My rankings consisted of the five following characteristics: educational performance, average lifespan, economic equality, importance of religion, and freedom (ability of individuals to live their lives the way they want, so long as they do not harm others by doing so). Using the most recent studies that attempt to determine the "best" country in a particular category, such as the Wall Street Journal's Index of Economic Freedom and World Health Organization's Lifespan Statistics, I made a spreadsheet ranking all the countries of the world side-by-side. For the purposes of my study, the "greatest" country would then be determined by the one that had the lowest cumulative score across my five indices. After calculations were made, it was clear that Sweden came out on top. Interestingly, the United States was not even in the top thirty.

 

I will have the following objectives while in Sweden. I will observe the general population, taking careful notes on people's attitudes and behaviors. I will collect survey data from the population regarding my five characteristics. In addition, I will speak to individuals in the fields related to my five characteristics to make my third and final Magellan project as meaningful as possible. For example, I will interview Economics PhD students at Stockholm University. These students have a special awareness of the inner-workings of Sweden's economy at the macro and micro levels, making interviewing them particularly compelling since I am interested in the differences between the Swedish and American economic structure. So far, I have three confirmed interviews with PhD students to discuss pertinent socio-economic issues in Sweden, such as balancing economic growth with egalitarianism. These interviews are valuable because while it is great to be ranked highly, it is more important to ask why. What is the mindset of the people regarding whether or not to it is in the best interest of the country to provide welfare for the poor? In the future, I will be sending emails to Swedish hospitals to request interviews with local doctors, contact educators to discover their secret to success, converse with local citizens to discuss the economic structure that lends itself to equality, and live with locals to see an inside glimpse of day-to-day culture. This multi-faceted approach will allow me the freedom and flexibility to plan a schedule that satisfies the necessary depth and breadth of my project. In years past, I have not focused on specific areas; rather, broader interests of mine. This final study is intensely focused on five specific characteristics.

 

During my travels, I will visit populated southern Swedish cities, the rural countryside of the North, and a few towns in between. I intend to question people I meet at all of my major destinations, which include Stockholm, Gothenburg, Malmo, Orebro, and Umea. I will experience a diverse array of home-stay experiences through couchsurfing. Interviewing done through couchsurfing will complement the information obtained by formal interviews during my month of travel.

 

While I will broadly know the issues to be investigated--the five characteristics that determine "greatness"--it is only as conversations and interviews progress that another question emerges: "What can the United States learn from the world's "greatest country?" If I were to take a step back to look at the bigger picture, this is really what will define the outcome of my project. My experience should help me to tap into that greatness in order to bring some of its lessons back to the United States.

 

To ensure that goal becomes reality, I envision establishing a group at W&J called "Tiny Ted(x)" in the fall. Modeled after Ted Talks, the club will offer students opportunities to educate their peers, as well as interested staff, on specific area(s) they consider themselves an expert in through public speaking. This should provide the format for all Magellanites to speak passionately and knowledgeably about their travel experiences. The platform also allows students who have budding interests in any area or unique hobbies to share their thoughts with others.

 

After I graduate I have options. There is a possibility of attending law school, yet I maintain interest in the Peace Corps, earning a post-graduate scholarship towards a master's degree, and I'm also curious as to whether or not I could travel back to China to teach English. Regardless of my immediate direction, I am walking the path of a life-long global citizen.

 

If I could travel anywhere in the world and do anything, I would be most passionate about bridging the divide between cultures and people. At W&J I have attempted to bridge the divide between the administration and the students where I saw problems. In disputes amongst my friends, I usually am the source of reason in the middle. When I'm in a group of people I enjoy being the glue holding the conversation together. This Magellan project builds another bridge. My intention is to make it the most meaningful and strongest one possible. I have accomplished this to some extent by researching where Sweden ranks globally on the characteristics I find important in determining a country's greatness. Nonetheless, a number on an index is not a bridge in and of itself. Rather, it takes the work of traveling and building relationships between people. My voice will be a tool for constructing bridges not only during this project, but also for what I do in life.

 
   
Comparative Study of Ecotheology in Southeast Asia  
Jake Meyers, Class of 2015
 

 

Jake Meyers is another three-time Magellan participant. For his first Magellan (2012), Jake traveled to the Galapagos Islands to study the impact of ecotourism. In 2013, Jake's second Magellan took him to South Africa, where he researched great white sharks.   

 

A liberal arts education maintains that all knowledge is related and interconnected. When analyzing a global event such as the environmental crisis, it is important to make cultural and sociological considerations. According to philosopher Seyyed Hossein Nasr "the environmental crisis is fundamentally a crisis of values" (Stout 20). In any culture, a primary source of these values is religion. Religion can influence an individual's worldview and role in society. Therefore a discipline like ecotheology can focus on the relationship between spiritual worldviews and the degradation of nature. Different religious backgrounds result in different spiritual worldviews, and with that comes different views towards environmentalism.

 

Christianity, for example, can produce a type of dominion theology in that people have a God-given right to do anything they want to the Earth's resources. Take a verse from Genesis as an example: "And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth" (1:26). On the contrary Islam puts a particular emphasis on the environment, where people have a duty to preserve the sacred environment created by Allah. Teachings from the Quran demonstrate this concept perfectly: "Eat and drink from the provision of Allah, and do not commit abuse on the earth, spreading corruption" (Qur'an, 2:60). Buddhism, on the other hand, takes an interconnected approach in that harm done towards the environment is viewed as harm done towards mankind. His Holiness the Dalai Lama once spoke about the environment, saying "It is our collective and individual responsibility to protect and nurture the global family, to support its weaker members, and to preserve and tend to the environment in which we all live."

 

In Southeast Asia Roman Catholicism, Islam, and Buddhism are the dominant religions that arguably influence Southeast Asians' interaction with the environment. Despite differences in religious thought, many Southeast Asian nations share much of the same environmental issues such as climate change, deforestation, food insecurity, and incredible amounts of pollution (Baron). For my third and final Magellan project, I intend to travel to Southeast Asia and study ecotheology in the context of Roman Catholicism, Islam, and Buddhism. I want to research ways in which religion can be used as a tool to advocate for environmentalism. I will first travel to the Philippines, where roughly 80% of the population is Roman Catholic. Given the recent devastation from typhoon Haiyan, I will investigate religion's role in response to a major climatic disaster in both Manila and Cebu. Following the Philippines, I will travel to Singapore, where there is a blend of religions according to the Singapore Department of Statistics (33.3% Buddhist, 18.3% Christian, and 14.7% Islamic). I will specifically concentrate on Singapore's vast accomplishments towards sustainable development while at the same time exploring the influence of a society with a mixture of different religions. I will then spend time in Kuala Lumpur, Malaysia learning about Islam while simultaneously researching conservation initiatives in a nation that is vastly depleting its resources. My research will conclude in three different Burmese cities (Yangon, Mandalay, Bagan), where I will research how Buddhist doctrine can teach people the value of environmental awareness through meditation practices. I will spend time living with a Buddhist monk after consulting Burmese W&J student Hla Hpone Myint. Dr. Dhammarakkhita, the aforementioned Buddhist monk, has produced research findings in which he claims World Peace Dhamma is the way to deal with climate change and has agreed to teach me Buddhist doctrine and personally show me around religious and environmental tourist attractions nearby to help me with my research.

 

I will take an anthropological approach to the study through complete cultural immersion to better learn of religion's role in environmentalism.  I will couchsurf with a variety of hosts throughout these different countries and learn more about their respective religions and environmental issues. I will interview a wide variety of different environmental and religious organizations/individuals to gain insight about the issues while at the same time visiting religious sites and environmental learning centers where I can draw more connections. My research will be quantified through photojournalistic mediums where I can document people of different faiths and their intimate relationship with the environment through their respective spiritual worldviews. By exploring unique environmental issues in the context of differing religions in these four countries, I will be able to better determine the correlation between spiritually based worldviews and environmental advocacy.   

 

Upon graduation, I plan on continuing my quest for global environmental learning by serving in the Peace Corps. Peace Corps projects are heavily dependent on the involvement of grassroots campaigns and the diffusion of innovations. An absence of cultural understanding is often at the root of most failed campaigns. By taking a grassroots approach in my study of ecotheology, I will better my skill-set in obtaining cultural fluency by interacting with environmental NGOs and religious leaders. I am also considering applying for Fulbright's National Geographic Digital Storytelling Fellowship. This fellowship demands an in-depth examination of a globally relevant issue, comparing and contrasting how that issue is experienced across borders. I have modeled my Magellan project with this in mind, for I will use photojournalism as a tool to compare and contrast ecotheology across several international borders. Additionally, by spending a significant amount of time learning about different religions, I will admittedly become more open-minded by engaging with people who hold a different set of belief systems than my own. By taking religion into consideration, I will gain a fresh perspective on differing environmental movements. My past three years have been primarily focused on the science of environmentalism. This proposed Magellan project will afford me the opportunity to apply a sociological approach to environmental issues. Through this perspective, the concept that all knowledge is interrelated will become more relevant in my constantly evolving understanding of the world of which I am a part.   

 

Magellan Alumni Spotlight:   

David Loeffler, Class of 2014   

 

       

 

David Loeffler completed a Magellan in 2013. His project took him to Boston, MA and Hanover, NH, where he conducted literary and historical research on Phillis Wheatley and Samson Occom. After graduation, David will attend the University of Wyoming to complete an MA in American Studies.

 

I walked out of Logan International Airport with bags in hand and was immediately consumed by the humid Boston air. My initial thought wasn't: "Where are the taxis, or how do I get to Emmanuel College?". Instead, it was simply, "What are you doing here?"

 

In that moment, one of extreme excitement and despair, I told myself, "Now is not the time for doubt; you should have done that before getting on the airplane." I was right. Up until I walked out of the airport, I never batted an eyelash. To me this was an adventure, and I was ready. The proposal, writing, budgeting, talking to strangers on the phone trying to negotiate a room, all that seemed tiny compared to the towering city before me. Standing there I felt alone, lost, and nervous, but at the very bottom under all the self-doubt that seemed to be piled on me, I was excited.

 

At first glance my Magellan experience might seem daunting or maybe even melodramatic, depending on how you read it. Everyone has a different experience, and that's the way it should be. But what that first experience did for me, what I learned from it, and how it influenced my Magellan adventure was gigantic. I had to be ok with feeling uncomfortable. I was an outsider.

 

If I had to summarize my trip in one sentence I would choose what I wrote above. On my adventure I had plenty of uncomfortable moments, ranging from getting lost in the city tolocking myself out of my dorm room with just a towel on. After some point, however, feeling uncomfortable was the norm. I wasn't afraid to explore new places or try new things. It felt liberating, and I never realized that this feeling would shape what I would do and feel when I returned to W&J in the fall. Breaking through that wall was just one thing I brought back.

 

My journey was not a vacation by any standard. I was there to do historical and literary research on two people who wrote hundreds of years ago. I spent hours upon hours held up in a library or Starbucks, reading, writing feverishly, drafting, consuming large amounts of coffee, drafting again, and so much more. I was exposed to independent researching and writing. I worked in different libraries, archives, and historical societies. I met all sorts of people; some of whom were supportive and interested in what I was doing, while others didn't seem to care at all.

 

When I came back to W&J in the fall I had, among many other things, two important takeaways. The first was being ok with feeling uncomfortable, and the second was my research, which I submitted as a part of my graduate school applications. With those at my disposal I applied to schools all over the country. My Magellan experience broke down geographic barriers and opened the whole country up to me. I think no matter who you talk to, anyone who applied to graduate school, pre-professional school, or even for a job, will tell you that it feels like the most stressful, demanding thing they've ever done. And for me it was. It was an immense challenge for many reasons, some of which I had no control over.

 

What made it easier was what I had learned on my Magellan. My research experience spoke for itself in my writing sample I submitted, and my newfound understanding for feeling uncomfortable helped me through the graduate school decision-making process. I was able to look at the whole thing in an entirely different way. Obstacles were no longer dead ends, but challenges waiting to be overcome.

 

In the fall, I will attend the University of Wyoming and begin working on an MA in American Studies. Looking back, what has prepared me to move over 1,000 miles away and begin my graduate studies in an entirely new and unfamiliar place was my Magellan experience. What I learned along the way readied me for my next journey, another Magellan, one could say. Without that first experience, the gust of hot air, awkward situations, and research, I would not be where I am today. 

  

Magellan Alumni Spotlight:    

Huong Nguyen, Class of 2014  

 

       

 

In 2013, Huong Nguyen received a Magellan Franklin Award to complete a Student Affairs internship at The Ohio State University. After graduation, Huong will attend the University of Connecticut to complete an MA in Higher Education and Student Affairs.

 

I believe that one of the greatest accomplishments that you could have at W&J is being called a Magellanite. I am grateful to have had the opportunity to earn a Magellan Franklin Award, which enabled me to intern at The Ohio State University (OSU) during the summer of 2013. There I was under the Office of the Vice President, interning in the Office of Student Conduct. I was able to sit in on preliminary meetings and hearings, learn about the Code of Student Conduct, and understand the process of conducting a case. I gained multifaceted experience as I was also exposed to other departments within the University, such as the Multicultural Center, Facilities Management & Logistics, and the Office of Off-Campus and Commuter Student Engagement.

 

My internship was a comprehensive experience to say the least, and as I prepare to attend graduate school at the University of Connecticut (UConn) in the fall 2014, I am confident that I am equipped for the challenge. I will be enrolled in the Higher Education & Student Affairs Master's program and entering UConn with nineteen other cohort members, which is a concept that I was already exposed to when interning at OSU. I will be utilizing transferable skills that were integrated within the learning outcomes of my internship, such as public speaking, researching, group facilitating, and cultural competency.

 

Moreover, I am confident in my ability to adapt. After attending a small liberal arts college for four years, moving to a large state university can be daunting; however, I look forward to the change of pace. OSU was a huge adjustment in terms of the size of the student population and the amenities on campus. Having spent two months living and working on campus at one of the largest institutions in the nation, I believe that I will acclimate myself within the UConn community successfully. While I am nervous for the next chapter in my life, I am determined to make my next two years of graduate school exceptional and continue to be a Magellanite regardless of where I end up!


Magellan Alumni Spotlight:     

Bianca Rajan, Class of 2014  
          

 

Bianca Rajan completed a Magellan in 2013. Her project took her to Bali and Thailand where she worked with environmental NGOs and conservation projects.  After graduation, Bianca will travel to Indonesia to work as a Fulbright English Teaching Assistant.    

 

Upon graduation in May, I'm heading straight home to the island of Maui. There I will complete my summer internship with a program called Hawai'i Youth Conservation Corps. I am an alumna of the program, and this year I am beyond excited to be hired for the coveted Team Leader position. The Team Leader is in charge of 5-6 high school-aged youths as they travel and volunteer with various environmental organizations throughout the Hawaiian Islands. This is a rigorous 8-week program, racking up over 300 hours of volunteer work aimed at educating youth about Hawai'i's unique environment, language, and culture. Afterwards, in August I have a flight booked to Indonesia to begin my 9-month assignment as an English Teaching Assistant (ETA) on a Fulbright Grant. As an ETA, I will collaborate with Indonesian English teachers and generally working as an American cultural ambassador.

 

What does this have to do with the Magellan Project? Everything! Through my own Magellan, I formed an idea, I researched, modified, edited, networked, and truly learned the meaning of punctuality and deadlines.  I had been independent for two years before applying for my Magellan Project, but this process demonstrated on paper a W&J student that can plan, implement and carry out projects in a foreign culture. As an International Studies Major, and unlike many students who use the Magellan as a pioneer for independent studies and travel outside of the US, I have had fairly extensive abroad experiences. For this reason the Magellan Project presented to me an opportunity to demonstrate discipline and purpose, narrowing down a region that I hoped to embark on in a future career. I traveled to Bali, Indonesia, and Surin, Thailand in the summer of 2013, interning for an environmental NGO in Bali, and volunteering on an elephant reserve in Thailand.

 

My Magellan experience was used as a foundation when applying for the Fulbright ETA position. The project allowed me to demonstrate that I not only can live, but thrive in Indonesian society: from working closely on waste management implementation, involving many ethnically diverse Indonesians-Balinese, Javanese, and Sumbawa-to learning how to place the daily morning Hindu offerings around my homestay. Picking up Bahasa Indonesia quickly, I also worked with Indonesian youth in conservation, with a follow up study done through the Mazingira Fund (environmental grant) for my Intersession independent study class.

 

Opportunities such as the Magellan Project were some of my initial reasons for choosing W&J, which presents individualized learning opportunities on so many levels. Looking back to my first-year self, who was feeling highly unprepared and overwhelmed for W&J academics and the cultural transition, there was a very real transformation throughout my four years, with the Magellan Project culminating as one of the major experiences that created a sense of understanding and purpose to my education. Through the Magellan Project I narrowed my interests, I worked with a diverse population, and most importantly I proved my independence and competency to work in the international realm.  

   


Magellan Alumni Spotlight:     

Candace Woods, Class of 2014  
          

 

In 2013, Candace Woods received a Magellan Award to conduct research on the entertainment industry in Los Angeles. After graduation, Candace will return to LA and begin working as an Associate Producer for Riothouse Productions.

      

As my time at Washington & Jefferson comes to an end, I've noticed that I have been taking more time to reflect on the opportunities that the College has provided for me. Four years ago, I thought that I had my life planned out, down to the last detail. In my first year of college, however, I would realize that I had no clue what I wanted to do with my life or even how to find out what I might be interested in pursuing. That summer, I was able to secure two internships in fields in which I was interested. The first was a follow-up from my January internship with The House of Delegates in Maryland. I was selected as one of the main interns at The House of Representatives in the District of Columbia. The second was with the improv musical group Baby Wants Candy in Edinburgh, Scotland at the Fringe Festival. The summer made me realize that though I love politics, it wasn't a field I could see myself being happy in. It wasn't until after the Baby Wants Candy internship that I realized I needed to be in a field in which I could be creative.

 

The next important step in my journey was the Magellan Project. After spending a lot of time in New York, I decided to find out how the industry differs in Los Angeles. In retrospect, I realize that writing my proposal for the project and budgeting for my research were skills that would be necessary in order to succeed in jobs I'm currently interested in.

 

A goal of mine is to become a producer in the industry. Producers need to be proficient in writing, as well as in keeping themselves within the confines of a budget. While they have a say in the creative side of the project, it is more of a balance of making sure everything is set up properly, as well as that the creativity of the project is not compromised. Through my Magellan project, these are skills that I've been able to experience firsthand and improve. I've also become more accustomed to being on the move constantly, as well as always having a backup plan to ensure that my job is done properly and efficiently.

 

Currently, in my final year at W&J, I am positive in my desire to become a producer in the entertainment industry. Throughout the year, I made it my goal to obtain as much experience as possible. Another Magellan Scholar, Jeff Germak ('14), spoke to Mrs. Easton, a W&J alumna who teaches in our Education Department, about my desire to relocate to Los Angeles. Her son, Matt Easton (also a W&J alum), is currently working in the entertainment industry, and I had the opportunity to intern with him over Intersession. At the end of my time with Matt, I was offered a position to work on his upcoming film. Now, I am proud to announce that I am an Associate Producer for Riothouse Productions, and will be working on the movie The Summer I Died  after graduation; the company will soon head into pre-production. I can with complete honestly say that without the assistance of the Magellan Project, the professors who aided me along the way, my family, my friends and my faith, I would not have been granted the position I now hold.

   
Issue 10  



In This Issue
2014 Magellan Recipients
Swedish Success: An Ethnographic Study of "Greatness"
Comparative Study of Ecotheology in Southeast Asia
Magellan Alumni Spotlight: David Loeffler, Class of 2014
Magellan Alumni Spotlight: Huong Nguyen, Class of 2014
Magellan Alumni Spotlight: Bianca Rajan, Class of 2014
Magellan Alumni Spotlight: Candace Woods, Class of 2014
         
Links to previous issues of the Magellan Messenger:
 
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