Before embarking on my Beyond the Classroom experience in Florence, Italy, I expected an enriching academic opportunity paired with cultural immersion. I imagined learning primarily through lectures, readings, and guided excursions valuable, but structured. What I did not fully anticipate was how profoundly day today interactions, moments of discomfort, and real world observations would shape my learning. This experience not only met my expectations but expanded them, transforming how I understand global issues, leadership, and my role as a globally engaged student at the University of Montana. Before arriving in Florence, I believed I had a solid foundational understanding of Italy’s culture, economy, and history from coursework and prior research and past trips. I expected to observe global concepts from a distance. Instead, the experience demanded active participation navigating a new city, communicating across language barriers, and adapting to different academic and social norms. These challenges quickly shifted me from observer to participant. By the end of the experience, I realized how limited my preconceptions were. Classroom discussions became more meaningful when paired with lived experiences, such as understanding how local businesses operate within Italy’s economic framework or witnessing how historical preservation intersects with modern urban life. The experience exceeded my expectations by pushing me to think critically in real time and reflect more deeply on global interconnectedness. My Beyond the Classroom experience was centered on the Global Theme of Culture and Politics and the Global Challenge of balancing cultural preservation with political and economic decision making in an increasingly globalized world. Being immersed in Florence allowed me to see how these global challenges manifest locally. For example, observing tourism’s impact on local economies highlighted the tension between economic growth and cultural preservation. As a result of this experience, my perspective on my global theme evolved from abstract theory to tangible reality. I gained a stronger appreciation for the diverse viewpoints involved from local residents and business owners to international students and policymakers. Moving forward, I plan to leverage these insights by applying a more globally informed and culturally sensitive approach to my academic work and future career, particularly in finance and international business. Understanding the human impact behind economic decisions is essential to creating lasting, responsible change. One of the most significant outcomes of my experience was the growth of my cross-cultural understanding. Daily interactions whether ordering food, collaborating with peers, or navigating public transportation taught me the importance of patience, humility, and active listening. I became more aware of cultural norms around communication, time, and community, which often differed from my own assumptions. Over time, these interactions helped me move beyond stereotypes and develop a more nuanced understanding of Italian culture. I learned that cultural competence is not about mastering facts, but about remaining open, adaptable, and respectful. This shift will continue to influence how I engage with people from different backgrounds long after this experience. This Beyond the Classroom experience significantly shaped my leadership skills by pushing me outside my comfort zone. Navigating unfamiliar situations required initiative, problem-solving, and self-confidence. For example, coordinating group projects or managing travel logistics demanded clear communication and adaptability skills essential for effective leadership. A particularly memorable moment occurred when struggling to speak the language to the locals. This moment reinforced the importance of empathy and collaboration, reminding me that leadership is not about authority, but about understanding and supporting others. As a result, I will approach future interpersonal interactions with greater intentionality, emphasizing inclusivity, cultural awareness, and mutual respect. Overall, my Beyond the Classroom experience in Florence was transformative. It strengthened my academic interests, clarified my professional goals, and deepened my sense of global responsibility. I return with a renewed commitment to applying what I learned both in and beyond the classroom and to representing the GLI and the University of Montana as a thoughtful, engaged global citizen.

Hi! My name is Paulina Grigsby, and this past semester I studied abroad in Edinburgh, Scotland. I am currently a sophomore studying Integrative Physiology with a minor in Sports Psychology. My Global Theme is Public and Global Health, and my challenge is stopping the spread of infectious diseases and using technology to ensure that all people can access tools and knowledge to prevent disease. This experience has not only exposed me to different healthcare systems but has also deepened my understanding of how culture, accessibility, and policy shape public health outcomes.

Before my Beyond the Classroom Experience, I did not have very specific expectations, but I hoped to meet people from the United Kingdom and other countries, learn about their daily lives, and gain insight into healthcare and education outside the U.S. Overall, this experience met and, in many ways, exceeded my expectations. Through school, I was able to connect with Scottish and international students to learn firsthand how their healthcare system works and how citizens view it. I was struck by how healthcare is often taken for granted in countries around the UK and Europe because it is free. I also noticed the difference in education because classes were less frequent, but encouraged independence and personal time, which allowed for a balance between academics and personal time. 

This experience also shaped my leadership skills by fostering independence, resilience, and creative problem-solving. Navigating public transportation, managing daily tasks in a new environment, and quickly adapting to mistakes forced me to think on my feet and trust my own judgment. These experiences strengthened my ability to handle unexpected challenges—an essential skill for leadership. This allowed me to feel more confident in my ability to lead, make decisions under pressure, and quickly problem-solve when necessary

The experience of studying abroad in Edinburgh, Scotland, was impactful on many levels. One of my favorite memories was visiting the Highland cows just outside of Edinburgh. Walking up to the cows with friends I had made during the semester was not only fun but also a reminder of the joy of shared experiences and cultural exploration. Moments like this helped me build lasting friendships, connect with the local environment, and reflect on the importance of community in personal and professional growth.

Overall, my experience studying abroad has given me many new perspectives and allowed me to think of ways I can inspire change within my community. I am grateful to the connections I made, the lessons I have learned and the opportunities I had.

Helo! Sut wyt ti? My name is Morgan Sandau, and this past Spring I studied at Aberystwyth University in Aberystwyth, Wales! I loved my time in Wales so much. I haven’t heard much about it in my life, which is what made me so excited to visit. Aberystwyth is an adorable coastal town in Mid Wales. The Welsh who live there are very proud, and I was always so excited to read and hear about the history. Aberystwyth has beautiful sights and buildings, and is full of so much personality. I met so many kind people who were excited to ask me about the US. It was funny to me and my fellow American roommates how fascinated people were with us being American. “Why would you come all the way to Wales?” was a question I received very frequently.

My GLI theme is Resources and Sustainability, and for the semester, I chose to challenge myself to understand Welsh climate change communication and perception. To ensure I could meet this goal, I took one course called Climate Change: Plants, Animals, and Ecoysystems and another called Environmental Regulation and Consultancy. Inside and out of class, I learned that people and governments in the UK are extremely aware of and invested in addressing climate change. I cannot express how happy it made me to see so many groups of people motivated to make real change. It was also cool to meet people with completely different upbringings from mine who ended up being as passionate about climate change as I am. In Environmental Regulation and Consultancy, I learned that all construction projects in the UK have to undergo an Environmental Impact Assessment. What’s more, I learned how to complete one. Having never lived outside Missoula, this experience was very important for my personal and professional growth. I have more hope for climate resilience, and I have more knowledge of what other places are doing to achieve this goal. I hope I can bring this knowledge into the climate sector in the US. 

At AU, I lived in campus housing with two other Montanans (who also go to UM!), a Coloradan, and a Brit. We had a lot of fun together. Aberystwyth is a long way from other cities, but I left town a couple of times. One of my favorite adventures was when I went to Scotland on a whim with two of my flatmates. It was so cool to have no plan and just spend several days in Edinburgh and Dundee. On a separate occasion, we went to Cardiff, the capital of Wales, and saw Caerphilly Castle and went minigolfing at this really cool little place. 

I am so glad I got to have this opportunity. I will remember it forever. It really is a once-in-a-lifetime experience. I hope I can get back to Aberystwyth at some point, but even if I don’t, I’m incredibly grateful for my time there. Thank you to the GLI for helping me work this process into my degree. It was so worth it!

“If nothing else, you will learn Patience while being here” – University of Ghana’s Study Abroad Leader

Hello! Noah Waltz here. I am a fourth year student in the GLI who has chosen a public and global health theme. Recently, I’ve returned from a Semester Abroad at the University of Ghana in Accra, Ghana where I had the goal of getting to know the emergency response system, the school and university system, as well as the overall culture. Through the volunteering at the local fire station and the ambulance service, enrolling in 15 credits, and engulfing myself in the culture for three and a half months, I achieved these goals! I got sick with Typhoid, got baptized, made great friends, grew in understanding how much of the world lives (as in less developed to America), and grew a whole lot in gratefulness. I’m sure glad I went!

In achieving these goals, I went through trials of various kinds, which I’ve come to understand is how one learns. The University system was less organized, less professional, and often chaotic. Eventually, I saw some good in them, which was that classes were more lively than I am used to, as well as that in West Africa’s history, the university system has come a long way. My health struggled at times due to Typhoid, although this is was simply cured when treated early with antibiotics. Eventually I learned which foods to eat, and I thoroughly enjoyed the foods they have to offer. My time with the fire and ambulance services were often difficult due to the lack of quality care comparatively to what I have seen in America. The key word in this is comparatively…

My heart grew while I was here, as a result of my relationship with God growing. Ghana can not be mentioned without it’s large religious presence. Even the stores have a religious influence to them as shown in the picture below of the beans seller titling her business “FEAR THOU NOT BEANS”. It was a great opportunity to grow in my religious convictions, and one that I am incredibly grateful for. The picture after my baptism is the first picture.

In conclusion, my experience in Ghana was worth it. Among the roller coaster ride of emotions that come from going from 1st to 2nd world (3rd world depending on what part of Ghana you go to), I am so grateful I went. I would likely not have done it if it wasn’t for the GLI scholarship that comes in year three of the program. Below is a picture right before I went to the airport with an amazing family I got to know well.We had just finished crying so forgive the picture.

Kia Ora! My name is Chris Holstine, and for my Beyond the Classroom Experience I studied for a semester at Victoria University of Wellington in Wellington, Aotearoa (New Zealand). My GLI Global Theme is Resources and Sustainability. I took multiple classes related to Resources and Sustainability, but the one that I found most interesting was called Sustainable Destination Management. In this class, I learned about sustainable tourism development and how New Zealand is attempting to make tourism the most profitable industry in the country (previously dairy production). I was able to draw connections between New Zealand and Montana during class discussions about tourism development, as Montana faces similar environmental challenges to New Zealand. There are seldom wildfires in New Zealand, but the Eastern Canterbury Plains struggle through long drought seasons which makes farming difficult. Canterbury is also having to manage agricultural runoff into rivers as the drinking water of many rural communities is contaminated. I am grateful for the classes that I took at Victoria University of Wellington, because they all involved thoughtful discussions that helped me develop a global perspective on environmental management. 

One of my favorite parts about New Zealand is their effort to include Māori culture and language in everyday life. Māori are the people who are indigenous to New Zealand, and they make up 17% of the country’s population. Nearly every place name, plant and animal species, and community event in New Zealand is named in both English and Māori. By living in New Zealand, I learned a lot about Māori culture and modern indigenous settler relationships. I appreciated Victoria University of Wellington’s emphasis on teaching indigenous knowledge as an institution that was started by white settlers. By living in New Zealand, I feel more prepared to be a leader in Montana with American indigenous perspectives in mind. I believe there are many administrative practices that American universities could be installing to promote indigenous knowledge and culture. As a leader, I want to direct change that emphasizes equity and unity between global perspectives. My Beyond the Classroom Experience has inspired me to further incorporate values of unity in my leadership. 

One of the most fulfilling parts of my Beyond the Classroom experience was travelling the North and South Islands of New Zealand. I took many road trips with new friends and spent a lot of time hiking, camping, and swimming in the ocean. I am so grateful for all the people I met and places I was able to see during my time in New Zealand. A memorable moment during my semester was taking a two-week road trip around the South Island with my parents and meeting up with two friends at Fiordland National Park to drive back to Wellington. I feel so lucky and grateful for my Beyond the Classroom Experience! 

Hi everyone! My name is Allison Webster. For my Beyond the Classroom Experience, I volunteered with the American Red Cross as a Duty Officer. This role put me on the front lines of their Disaster Action Team, where I was often the first person notified when someone was in crisis and needed help. I was able to find volunteers who were local to the event and dispatched them to offer Red Cross assistance in their time of need.

My Global Theme of Inequality and Human Rights and my Global Challenge, “How to offer support and hope to those in need during times of crisis and despair”, have both been deeply shaped by my experience working with the American Red Cross. As a Duty Officer, I had the opportunity to provide support to individuals facing some of the most challenging moments of their lives. My duties ranged from helping someone find emergency shelter, replace lost medications, access mental health services, or obtain financial assistance after a disaster. I was able to witness the real-world impact of compassionate and timely support. This role also helped me grow significantly as a leader, as I was the one behind the computer orchestrating the whole response with my DAT team and the clients.

This role provided me with an understanding of how inequality can impact a person’s ability to recover from a crisis in their specific disaster. This often looks different from client to client. Many of these clients are experiencing the worst days of their lives, and I learned the importance of meeting people where they are. There were many circumstances where the DAT members would call me after speaking to the client and tell me that the client is unsure if they need the Red Cross’s help right now. Many clients need a little bit to process what has happened. In this case, we would leave their case open in our system and let them know that if they decide that they need our help, to just call us and let us know.

Academically, I’ve studied how social systems often fail to support individuals, especially in offering support in times of need. Working with the Red Cross allowed me to witness these systemic gaps that can often be overlooked when not aware of them. It was one thing to read about inequality in textbooks; however, it was a different ball game to see someone without a support system trying to recover from a house fire or struggling to access medication after a disaster. Many of us, even I included, take for granted our support systems. I know if my house caught on fire, I would be able to stay at so many people’s houses until I got back on my feet. I also know I would have the financial support of my family. However, many of these individuals don’t have that luxury that many of us have.

Throughout this experience, I’ve started asking new and important questions that I hope to look at further and take with me as I enter the workforce. How can crisis response systems better serve underserved or rural communities? How can we reduce barriers to accessing emergency support?