Film Program Give Students First – Hand Look Into Hollywood

A record number of Goshen College students are attending the Los Angeles Film Studies Center.
Last year Goshen sent four students to study for a semester in California, and could potentially
send three more for the 2009 spring semester.

Los Angeles Film Studies Center typically accepts 50 students per semester from colleges all
over the country. Four of the 50 students last year were from Goshen College. This year Goshen
will be sending at least one more student, Chanuk Algama. Algama is a junior communication
major with both film studies and multimedia concentrates and is interested in post-production.

While Algama has already been accepted through an early application process, senior Nathan
Morrow and junior Haven Schrock are also applying to the film center. Morrow and Algama are
required to attend the film center because they have a concentration in film studies, but apart
from being required, the Los Angeles Film Studies Center provides a great opportunity for
students to learn about film. “I believe that any internship will probably be helpful in
understanding the field of film,” Morrow said.

Not only does the program offer a chance to learn about film, but the internships also provide a
great opportunity to build relationships. Algama noted that one of his reasons for attending the
film center is to “make good connections.” Morrow went so far as to time his application with
his up-coming graduation. “I'm attending in the spring semester so if a career opportunity does
arrive, I will be able to work right after graduation,” said Morrow. Doug Hallman, a senior
communication and theater major, attended the Los Angeles Film Studies Center last year and
was offered a job at Mutiny pictures where he completed his internship. Hallman turned it down,
however, to finish school.

Taylor Stansberry, a senior communication and theater major, Sarah Jensen, who graduated in
April, and Dusty Diller, graduated in April, also enrolled at the Los Angeles Film Studies Center
last year. During the semester they took classes as well as completed an internship with different
companies based in Los Angeles and the surrounding areas.

The growing interest in the film center is most likely due to old-fashioned word of mouth.
“Students are coming back from the course and talking to others about their great experiences,”
noted Seth Conley, an assistant profession of communication at Goshen.

Applications for the Los Angeles Film Studies Center are readily available online, the deadline
for the upcoming spring semester is, October 1st. The program requires a G.P.A. of at least 2.75
as well as junior/senior status. Applying to the film requires a $50 application fee.

Having the chance to go to Los Angeles for a semester is very beneficial to a film studies student
in comparison to staying at Goshen. Studying where many films are created is crucial. “You
need to go to where the majority of action is happening,” Conley said. Learning and developing
skills with peers is also important. “I love film and movies so it was heaven for me to be
surrounded by other people who loved movies and films as much as I do,” Stansberry said.
The Los Angeles Film Studies Center focuses not only on teaching students about film, but
emphasizes religion as well. The film center works to teach students about film from a Christian
perspective. “There were a lot of really strong people of faith so that was really nice,” Stansberry
said. “Surrounding yourself with people who have strong faith and passions as you, that’s what I
loved about it.”
←
Conley explained the importance of faith in the program: “What we do in our business life is not
disconnected with our personal life,” he said. Conley also pointed out that Los Angeles is a big
city with a large variety of religions and that it is “important for the students to have a support
system.”

Students at the film center earn 16 credits for a semester. Courses range from analyzing the
culture of Hollywood to creating short films that are written, shot and produced by the students.
The internships that students are placed in are nonpaying positions. While the internships don’t
include positions on the actual filming of movies, they provide an inside look at the
entertainment industry.

← Hallman worked with Mutiny pictures, which concentrates on commercial videos.

Hallman focused mainly on the technical aspect, but he also edited, shot video and helped with
anything his supervisors needed.
←
Stansberry’s internship was at Filmlook, Inc. a post-production house in Burbank, Calif., a
45- minute commute. During her time there she helped promote the company, sat in on meetings
with the editors and even walked her supervisor’s collie named Harley a couple times. While it
was a good opportunity, Stansberry came out with a different perspective on post-production
than she had going into the internship. “I was interested in post-production at the time,” she said.
“[I] Realized it was something that I wouldn’t enjoy in the long run.”

Though Stansberry no longer wishes to work in post-production she did learn that she wants to
produce. In her Motion Production Workshop class, Stansberry was one of the producers for her
group and even wrote the script for their film, “The Third Wheel.”
←
The highlight of the semester for Stansberry was the premieres of the short films at the end of the
semester. “When all your projects are done, your final film is done, you get to go to the premiere
of the film you made on the big screen in a nice theater on Sunset Boulevard,” she said.

The film center is a great opportunity that Goshen enables students interested in film to
participate in. “LAFSC was great,” Stansberry said. “I highly recommend it, you learn so much,
you meet wonderful people and it’s a great experience. It really helps you figure out what you
want to do later on in your career.”
←
Though Stansberry loved the chance to “get fresh air,” she did miss one thing about Indiana.
“After two weeks of straight sunshine with 70 degree weather,” she said, “I missed the rain.”
 Tattoos: A Form of Personal Expression on Campus
Goshen alumnus, Daryl Groff thought about getting a tattoo of the Goshen College seal for 25
years before he permanently marked his skin in honor of the college in 2007.
Groff (Class of 1983) chose to get his tattoo on the outside of his left calf. His tattoo is literally
in illustration of the current Goshen seal, a purple circle with an old-fashioned oil lamp (picture
Aladdin’s lamp) on top of the college’s record book.
“I was bored so I went and got the tattoo,” Groff said.
The tattoo cost Groff $130 and two and a half hours of his time. A small sacrifice in comparison
to his many happy memories at Goshen. “I always felt like well maybe no one else in the world
would show their allegiance to the college [by getting a tattoo] and I could be the first,” Groff
said.
People put tattoos on their bodies for many reasons; to remember a loved one who has passed
away, to portray beliefs or religion, or simply for style. Groff may be an exception with his
Goshen letterhead seal on his calf but tattoos are common at Goshen.
Jordan Miller, a junior, got his tattoo to remember his grandfather, Willard Krabill, who passed
away last January. “I got a tattoo to represent his mark on my life, and to be a constant reminder
of what he did here on earth as well as what he meant for me,” Miller said. Miller’s tattoo depicts
“Willard Krabill” in a black script font laid out in a circle located on his right shoulder blade. On
the inside of the circle is Krabill’s birth date and death date with his middle initial “S” in the
center.
Some people may question the need to mark your skin in order to remember a loved on but
Miller said he felt like he “needed a physical reminder” as well as memories.
In theory tattoos can sound great, especially for personal expression. However, the problem with
a tattoo is that, depending on its location, it can be hard to hide. In college that may be fine but
the workplace is different.
“Whether we want them to or not, hiring managers make assumptions about an applicant as soon
as they meet,” said Anita Yoder, director of Career Services. “Prospective employees can
favorably influence a hiring manager’s initial assumptions during an interview by being
appropriately dressed and groomed. This includes covering one’s tattoos,” Yoder said.
Allison Miller, a junior, said that she runs into professional issues with her tattoos during student
teaching field placements. While she’s teaching she has to cover her simple black cursive script
“Believe” tattoo on her left wrist with a Band-Aid.
“Right now I just have to abide by Goshen College’s policy or covering what my teacher likes to
call the BBPT (boobs, butt-crack, piercings, and tattoos),” Miller said. “It’s not appropriate for
me to be showing tattoos to the young kids that I am working with.” Once she gets a teaching job
it’s up to the school whether or not she has to keep her wrist tattoo covered.
Miller also has a black dove with a tree branch outlined on her left ankle. She covers it simply by
wearing pants and not skirts or dresses while teaching. For her, the dove represents her pacifist
Christianity. “I love using my tattoo to strike up conversations about peace,” Miller said.
Growing up in Atlanta, GA, Miller wasn’t exactly surrounded by fellow Mennonites. During a
history class in high school a girl asked Miller about her tattoo and the Mennonite religion.
Miller said, “This was a way for me to share my faith and my back ground in an area where they
don’t know anything about Mennonites or peace.”
Angelica Lehman, a sophomore, said she would run into problems with a tattoo on her wrist as
an American Sign Language major. Luckily, her tattoo is discretely hidden: on the top of her
right foot. Lehman can easily cover her baby blue and white tattoo of the Greek flag with “I love
you grandpa” scrolled across it in Greek.
Similarly, senior Ashley Janssen got her tattoo on the side of her left foot purposely so it can be
easily hidden. Her purple and black tattoo is a cross, heart, and dove intertwined representing
faith, love and hope with “love” spelled out as the greatest of all. The tattoo symbolizes
Janssen’s favorite bible verse, 1 Corinthians 13.
Tattoos are usually associated with spur of the moment decisions and midnight escapades.
Although for Groff, actually getting his tattoo may have been out of boredom, he didn’t make the
decision lightheartedly, nor did he pick the Goshen seal just because he saw it on a letter. He
chose the seal because of what the college means to him.
“[It] symbolizes a pretty important moment in my life: four years of playing goalkeeper for the
soccer team,” he said. “It symbolizes the dozens of friends I’ve made that I still have. It
symbolizes the fact that the institution had a dramatic affect on how I’m living my life today.”
 John Ingold Profile
John Ingold sits calmly in the driver’s seat as student-athletes pile on the bus. A smiling
Ingold, clad in a purple Goshen College jacket and a black leather flat cap, greets each person by
name. As soon as everyone is packed in, Ingold jams the bus into gear and off they go.
It takes awhile to get used to riding on the bus. It may seem slightly out of control at first
but soon it is clear that Ingold is in complete control. After roughly seven years of driving the
large Goshen College bus, Ingold has mastered maneuvering in tight spaces and rounding narrow
corners.
In the past four years alone, Ingold has logged over 100,000 miles and 2,500 hours
driving Goshen College athletes and students all over the country. A regular conference game for
any Goshen athletic team requires an average of four hours of driving for Ingold. Remarkably, he
does all this driving on a volunteer basis. The college pays his expenses, such as meals or a hotel
room, if it’s needed but Ingold doesn’t get reimbursed for his time. “It’s one way to support the
college in general,” Ingold said.
Valerie Hershberger, assistant physical education professor at Goshen explained how
helpful it is for Ingold to drive the bus. “We’ve had a lot of discussion over the years about how
hard it is for coaches to do everything on top of driving, getting up early to teach and driving late
into the night,” Hershberger said. “We’ve relied on John heavily.”
Ingold doesn’t merely drive the bus but he has the directions memorized, for the most
part. Before leaving for a trip he’ll look up directions, not only to the destination college, but also
to the front doors of the gymnasium so he can drop the athletes off as close as possible to the
athletic venue.
For spring break 2009 Ingold drove the softball team to Savanna, Georgia, a 15-hour
drive from Goshen. On long trips such as these Ingold brings Margaret, his wife of 50 years, with
him. During downtime the Ingolds were able to have a small vacation; they toured the city and
played golf.
Athletic teams aren’t the only ones who have the privilege of being driven by Ingold. He
drove many students to Indianapolis this summer to learn more about their heritage and
Mennonite history. Unfortunately, on several of these trips the air conditioning wasn’t working
and the students, along with Ingold, had to suffer through a very hot three hours each way.
Ingold first arrived at Goshen College as a student in 1955. He studied agriculture his
first two years, with the goal of becoming a farmer, before switching to physical education. He
was always involved in sports growing up and decided a career in teaching would enable him to
coach.
It was at Goshen that he met Margaret. She was a physical education minor and he was a
physical education major so they had a few classes together. “Finally the last semester of my
junior year I asked her out,” Ingold said. After graduation Margaret and John were married on
August 23, 1959. It is clear that they are partners in their life together. Ingold rarely uses “I”
when referring to what he has accomplished, he uses “we”: “we traveled here,” and “we did
this.”
For Ingold service to others has always been a large aspect of life. After graduation, he
was interested in alternative military service, even though he was never drafted for the Korean
War, and applied to the Africa-America Institute. The Africa-America Institute is an organization
that aims to help Africans get educated, regardless of whether or not they are living in Africa.
After beginning master’s classes at the University of Illinois in biology, Ingold was
accepted into the Africa-America Institute program. He made the decision to get a master’s
degree in biology because he thought the exclusive Africa-America Institute program, made up
of mostly Ivy League school graduates, would be most impressed with a biology degree. As it
turned out the Institute wanted him for his physical education degree not his biology degree.
After being accepted into the program Ingold and Margaret went through a one-month
orientation with roughly 15 other couples. It was then that they found out they were to be the
very first Peace Corps volunteer group.
After orientation, the Ingold’s were sent to do their service in Ghana, Africa. Ingold
coached and taught at the Accra Academy in Accra, the capital of Ghana. At the time, the Accra
Academy was one of the three best secondary schools in Ghana. Ingold felt very fortunate to be
doing his service with the Accra Academy, especially since his intramural track team held their
meets in the national stadium.
The Ingold’s had their first of five children, twins Jay and Jane, during their two years in
Ghana. In Africa twins are rare occurrences so the Ingold’s twins were treated exceptionally
well. Everywhere the family went they attracted attention. “Everyone wanted to hold them,”
Ingold said. “They even gave them African names, Oko and Aqualy.”
The Ingold’s spent a few weeks traveling on their way back from Ghana. They went to
Egypt, the Holy Land, Athens, Rome and Paris. They also spent one month in Germany with the
International Voluntary Service building concrete blockhouses for refugees.
After returning from Ghana Ingold began his teaching career at Goshen College, where
he stayed for 34 years. It turned out that teaching was the right career for him. “I really liked the
classroom, but I liked everything about teaching,” Ingold said.
Being a professor allowed Ingold to do what he loved, coach. “I coached in the golden
era,” he explains. The “golden era” being the time when student athletes participated in multiple
sports, not simply one sport year round.
Ingold participated in basketball and the first soccer and track and field teams as a student
at Goshen and later went on to coach 74 Goshen athletic teams. He proudly states that he’s
coached all seven men’s teams at least once in his 34 years at Goshen College. He had the most
success coaching soccer, never losing more than four games in any season.
The most important part of sports is the camaraderie that comes with being a part of a
team. “Everyone enjoys a certain amount of competition whether its’ in the classroom or on the
athletic fields. But also you bond with individuals similar to you in age and interests,” he said.
The toughest things about coaching for Ingold were the trips and recruiting. “Each decade
it seemed it took more time, athletes wanted more contact,” Ingold said. One aspect he is very
proud of is Goshen’s reputation for scholar athletes. At one point, Ingold proudly bragged, he
had more scholar athletes on his team when he coached soccer than the whole conference
combined.
It is clear through talking to John that academics are just as important to him as athletics.
“I’m really pleased that Goshen has been really strong in scholar athletes in a proper
perspective,” Ingold said. He happily pointed out that he has coached soccer teams at Goshen
that had the number one grade point average in the nation.
Along with teaching and coaching, Ingold also started the exercise science laboratory in
1993. “I thought we needed it to tie the science knowledge that is out there with actually teaching
it and coaching. Best way to learn is through lab assignments,” Ingold said. There is equipment
in the lab that enables students to go beyond what they learn in the classroom, such as stress
testing using a treadmill.
Aside from driving the Goshen College buses, Ingold can be seen around the Goshen
campus running, which he does regularly. As one of the founders of the GC Joggers, a group
who jogs and records their miles, Ingold has been running for most of his life. At the age of 72
he is running three miles in 24 minutes, roughly eight-minute miles. The group consists of
Goshen College faculty and staff who together have logged over 100,000 miles. “It keeps people
exercising regularly,” Ingold said of why the group is important.
Hershberger adds, “He told me one time that he had run three or four miles everyday for
five days. With 30 days in a month that’s about 1500 miles a year. He’s literally done that for
years!” Hershberger went on to note that Ingold always runs on the track in the Recreation
Fitness Center, a track that most students and almost all athletes complain about because of its
the hard surface.
Ingold is arguably one of the biggest supporters of Goshen College athletics. His
dedication to the college and especially to Goshen athletics has been tremendous. In 2008 he was
awarded the Dr. Ruth Gunden and Dr. Roman Gingerich Champion of Character Award. The
award is given annually to alumni who have done significant service to the college while
demonstrating Goshen’s core values in their lives.
Ingold is very humble by nature and doesn’t spend time talking about any awards he has
received. “He’s contributed so much to Goshen for so many years it was a nice award for him,”
Hershberger said. “Of course he wouldn’t expect something like that or think he was worthy of
an award like that.”
With his quiet, calm and modest personality, Ingold would much rather talk about sports
than himself. Off the top of his head he can tell you what his team records were and even how
many students he had try out for one of his soccer teams more than 30 years ago. Ingold doesn’t
need to spend hours talking about himself though; his actions speak plenty about his dedication
to serving others and his contributions and loyalty to Goshen College.
 Maple Scholars Present at National Women’s Studies Association
Professor Beth Martin Birky along with Rachel Halder and Elizabeth Speigel presented
their Maple Scholar’s project during a conference in Atlanta over the weekend.
The group presented their work at the National Women’s Studies Association’s 30th
Annual Conference in Atlanta that took place from Nov. 12-15. The overall theme of the
conference was “Difficult Dialogues,” while the session Halder, Speigel and Martin Birky’s
presentation was titled “Narrating Collection Action: Chandra Mohanty's Genealogies of
Community and Noncolonized Dialogue.”
Seniors Halder, a communication major, and Speigel, a sociology major, spent their
summer studying the history of the women’s movement in Costa Rica. Martin Birky, an alumni
and english professor at Goshen Colleges, went on SST in Costa Rica and has returned several
times. Through her travels, Martin Birky has collected many hours of film of Costa Rican
women and spent a lot of time studying the women’s movement in Costa Rica.
At the conference, Halder presented her final project, which included a short
documentary about the ethics of the Costa Rican Women’s Movement and the Artisans
Commission of Santa Elena-Monteverde (CASEM), a small cooperative that make and sell crafts
in Monteverde, Costa Rica.
Speigel presented her research on the role of religion in Costa Rican women’s lives. An
important lesson Speigel learned during her research was to recognize her cultural bias and not
let it get in the way of studying women from another culture. “Each individual has a unique
story, but at the same time, everyone is influenced by their own cultural context as well,” Speigel
said.
Senior environmental science major Adie Gerig also presented her Maple Scholar’s
research in late October at the Indiana Academy of Science meeting in Kokomo, Indiana. The
meeting was spread over two days with over 100 presenters in 15 different areas of science.
Gerig researched the effects of deer consumption on prairie flowers along with Jeremy Good and
assistant professor of biology, Ryan Sensenig.
2008 Maple Scholar Kathryn Schlabach, senior molecular biology/biochemistry major,
also presented her research at the Indiana Academy of Science meeting this October. Her
presentation was titled, “Effects of Selective Internal Radiation Treatment (SIRT) on Liver
Ultrastructure.”