When I left Montana to spend a semester studying in Angers, France, I expected to learn a lot about France. I wanted to improve my French, experience another culture firsthand, meet people from around the world, and become more independent. What I did not necessarily expect was how much the experience would teach me about myself and, strangely enough, about home.

For my Beyond the Classroom experience, I studied an intensive French language and culture program at the University of Angers. Before leaving, I knew studying abroad would push me far outside of my comfort zone. I am someone who likes certainty and routine, thus moving across the world to live somewhere I had never been, surrounded by people I did not know, speaking a language I was still learning, was certainly one way to challenge that.

That challenge started almost immediately. After nearly 29 hours of traveling alone from Montana to France, I still had to navigate the French train system in order to actually reach Angers. And as many people may relate, after successfully navigating the train system for the first time, it is hard to not have a feeling that you could take on almost anything else the world throws at you.

Thankfully, I absolutely loved Angers! It was the perfect city for me, large enough that there was always something to explore but small enough that it quickly became familiar. My favorite places included the botanical garden, the river, and the Château d’Angers. I loved simply walking around the city and getting to experience what it was like to actually live in France rather than just visit it.

That distinction became particularly important to my GLI work. My Global Theme is Culture and Politics, which I got to experience extensively through my studies and going to many museums and castles. Furthermore, my Global Challenge asks: How can social media both reinforce and dismantle cultural stereotypes in cross-cultural communication?

Before going to France, I had seen plenty of TikToks and other social media posts describing French people as cold or rude, especially toward foreigners attempting to speak French. I had even heard that people would become impatient with imperfect French or immediately switch to English rather than letting someone practice. I was curious how legitimate those stereotypes actually were.

In my experience, they were almost the exact opposite of reality.

Everyone I spoke with was kind and patient with my imperfect French. Granted, I was living in Angers, which is known for being one of the happiest cities in France, so perhaps I stacked the deck slightly in my favor. However, I had multiple experiences where strangers at parks, stores, or other public places would simply start conversations with me. People would ask where I was from, why I was in France, and all kinds of other questions, never seeming to mind that my French was far from perfect.

Furthermore, I had always seen Americans portrayed online as being unusually chatty with strangers while Europeans were supposedly much more reserved. Yet I cannot think of many times in the United States when a complete stranger has approached me randomly. In Europe, it happened constantly.

Apparently, I also look extremely competent while traveling.

No matter where I went, strangers regularly asked me for directions, help finding something, or even how to connect to the Wi-Fi. Sometimes I had been in a place for approximately five minutes before apparently being promoted to local authority. Considering I was also figuring things out as I went, I am still not entirely sure what gave them that confidence in me.

Experiences like these changed how I think about my Global Challenge. Social media gives us incredible access to other cultures, but it can also turn individual experiences into sweeping cultural truths. Actually living abroad showed me how much more complicated people are than the stereotypes attached to their countries.

My understanding of cross-cultural communication also expanded far beyond France. My program included students from all over the world, and I became especially good friends with classmates from Rwanda and Ukraine. And learning about those cultures and their stories was fascinating and I will cherish these friendships forever.

Perhaps the most surprising thing I learned, though, was just how important home is to me. I have always loved traveling, and studying abroad certainly did not change that. However, I realized that home, for me, is less about a particular place and more about the people who make me feel at home.

Thus, some of my favorite memories abroad were the ones I was lucky enough to share with my favorite people. My parents came to France, and I was able to travel with them throughout Paris and the Loire Valley, and through Italy and Monaco with my mom at the end of my stay. My best friend, Selah, was studying abroad in Sweden at the same time, so I visited her in Sweden, she visited me in France, and we met again in Norway.

I left Montana wanting to experience more of the world, and I absolutely did. I came home more independent, more confident, and even more excited to continue traveling. At the same time, I returned with a much greater appreciation for Montana and, more importantly, for the people waiting for me there. Studying abroad taught me that I am capable of going very far from home. It also taught me exactly why home will always matter so much.

McKenzie Tordale

My name is Imogen Steele, and last year, I had the opportunity to study abroad for a year at Te Herenga Waka—Victoria University of Wellington in New Zealand!

Ian and I swimming in Island Bay

My global theme is Resources and Sustainability, and my global challenge focuses on human impacts on the environment, specifically how these impacts have created a cycle of harm for both people and the Earth. I am particularly interested in how these impacts have become normalized and how Indigenous knowledge, more specifically Māori knowledge, can help address these issues and create a more sustainable future. Before my experience in New Zealand, I understood the importance of sustainability and the need to reduce human impacts on the environment. Still, I primarily viewed these issues through the perspective I had developed in the United States. My time in New Zealand gave me a much deeper understanding of this challenge because I learned about environmental issues in a cultural and geographic context different from what I had experienced at home.

One of the biggest takeaways from the courses I took in New Zealand was learning about how the New Zealand government and Māori communities have worked together to address environmental harm and work toward a more sustainable future. I was especially interested in the Māori concept of kaitiakitanga, or guardianship of the environment, which emphasizes the responsibility people have to care for the land, water, and other natural resources for future generations. Learning about this perspective changed the way I think about sustainability because it showed me that environmental protection is not only about finding new technologies or changing individual behaviors, but also about changing the way we understand our relationship with the environment. Rather than viewing nature as a resource that exists primarily for human use, Māori knowledge emphasizes interconnectedness, responsibility, and reciprocity between people and the natural world.

Little horseshoe I found on a hike near my house Franz Josef Glacier

Before my Beyond the Classroom Experience, my understanding of other cultures and communities was largely shaped by what I had learned in school, through the media, or from the people around me. As an someone who had not traveled much outside of the United States, I realized after arriving in Wellington that I had a limited perspective of what it meant to live in another country and experience a culture different from my own. At first, I often compared my experiences in New Zealand to what I was familiar with in the United States, whether that meant searching for familiar brands at the grocery store or comparing the landscapes to ones I had seen at home. Being an American in a foreign country also presented challenges in some situations, as certain people would make assumptions about me and my experiences based on where I was from. Over time, however, living in Wellington for a year challenged me to move beyond these comparisons and become more open to understanding New Zealand on its own terms. Being surrounded by people from different backgrounds and learning about Māori culture, history, and values helped me recognize that my own cultural perspective was not the default or the only way of understanding the world. Instead, I learned to approach different cultures with greater curiosity and openness and to recognize the importance of understanding a community from its own perspective rather than through the lens of my own experiences.

My experience abroad significantly shaped my leadership skills, particularly my independence and adaptability. One of the best examples of this was my 12-day solo road trip around New Zealand’s North Island. Traveling alone required me to make decisions for myself, navigate unfamiliar places, adapt when plans changed, and become comfortable solving problems independently. Although the trip was exciting, it also pushed me outside of my comfort zone. I had to trust myself in situations where I would normally rely on my travel buddies and family. I learned that leadership is not always about being the person in charge of a group. Sometimes leadership means being able to take responsibility for yourself, make thoughtful decisions, and remain open to new experiences even when you are uncertain. Overall, my Beyond the Classroom Experience changed my understanding of what it means to learn outside of the classroom. I went to New Zealand expecting to gain independence and experience a new culture, but I left with a much deeper understanding of myself, my relationship with the environment, and the importance of learning from perspectives different from my own. Studying abroad made me more confident in my ability to navigate unfamiliar situations while also making me more aware of how much I still have to learn. As I continue my Environmental Studies degree and move toward my future career, I want to carry that curiosity with me. I hope to approach environmental challenges with an open mind, prioritize diverse perspectives, and continue looking for ways to connect people and the environment in more sustainable and meaningful ways.

Hello! My name is Emmary Faerber, and I had the amazing opportunity to study at the University of Granada in Granada, Spain.

I had expectations about studying abroad. In fact, I had my study abroad experience perfectly planned since my junior year of high school. I was going to go to Spain for a year, become fluent in Spanish, eat all the famous Mediterranean food, and travel all around Europe. There would be no room for sleep! Why? Well, I went to Spain one time for two weeks on vacation, but this time, my experience was anything but a vacation. Vacations allow you to bask in the richness and beauty of a culture without understanding or even experiencing the political issues a country endures because we get the privilege to leave. So, thankfully, I got to see more than the Spanish architecture and drink more than the Spanish wine. I indulged in the hidden parts of a beautiful country with a deep, somewhat dark history. Classes took up much of my day, so there was not much time for me to travel on the weekends. Instead, I saw a little glimpse of the everyday political obstacles faced by ordinary Spanish citizens and other migrants who live in the area. Even so, I did not have to experience those obstacles myself for very long.

Lots of dancing, café con leche, and festivals.

My ultimate goals were to learn Spanish and immerse myself in another culture. How better to do that than to actually live and experience the environment around me? I befriended people from all over the world with whom I speak all the time. The “grand life-changing adventures” happened all around me. It began small: learning how to order food and asking where the avocados were in the supermarket. Then it turned into informing the doctor of my weird health symptoms to figure out what was wrong, buying a bus ticket at City Hall, and even telling other people how to get from place to place as if I were a local. Learning Spanish was no longer just a fun thing to do. It became my only method of survival. It shaped how I did things, what I learned, with whom I spoke, and my entire lifestyle. On top of that, I was one of the only Americans in every room I entered. People from all over the world became my family, my support system, and my community. Sure, I experienced some prejudice, and sometimes it felt overwhelming and a bit much, but the same people who poked fun at me for my nationality sat and cried with me the night before I left town. There was a lot of love among all of us, which would not have been possible had my experience been any different.

My environment became my classroom. As a Political Science and Spanish student curious about the dynamics of the international community, it is difficult to see how what I learn in my classes develops in everyday life. Yet, that is exactly what I experienced living abroad. At times, when we would have dinner parties, it felt like the United Nations, but instead of just discussing politics, we sat down and learned about each other. We discussed our different accents and how we think in different languages. Some of us would be considered extremely reserved, while others were quite welcoming and friendly upon first impression. All of us, however, expressed our love for each other in one way or another. Not all of us were close, but all of us were able to develop a deep understanding of one another.

A few views I would see on my daily walk to class.

Sitting in those moments, looking around the room, seeing people from all over the world sharing my thoughts, feelings, dreams, and goals, truly convinced me that the world’s problems that are seemingly unsolvable could be solved with a deeper understanding and appreciation for each other. Though it is optimistic of me to believe I will experience the same empathy and understanding from everybody in the world, I think a little bit of optimism can go a long way.

Some of my favorite pictures with my favorite people I met abroad.

The reality of living in a foreign country is this: we cannot run from the problems we face in everyday life; in fact, living abroad forces us to deal with them head-on. Living abroad was difficult, but I grew more in the six months I was gone than in the three years I lived on my own only two hours from my hometown. Learning the language, culture, lifestyle, traditions, and history of a country I didn’t grow up in, nor did I know much about it, has changed how I move through my daily life now. Spain’s transition from dictatorship to democracy offered a model for my own transition adjusting to my new life abroad. I deconstructed my preconceived notions of what living in another country would be like, learned to accept the different opinions, customs, and ways of living of all those around me, and found true connections and friendships that will last a lifetime.

Benvingut a Catalunya

• This is a photo of one of my first Barcelona adventures to visit the recently complete Sagrada Familia church by Antoni Gaudi. This is officially the tallest church in the world, known as the church of light. My first friend from Barcelona, Lara and I visited the church after school our first week of classes and took silly photos looking at its magnificence.

• This was my favorite church to visit with strange architecture from before the Spanish Civil War. My roommate Thor and I would often visit at night and eat gelato while walking around the church after stressful days studying.

• This was a photo my friend took of me overlooking the State of Catalunya. We took two hours of trains, a gondola ride, and a four-hour hike past a Monastery at the top of this mountain, where we had Mozzarella and Tomato Sandwich for lunch.

• This was the view from my favorite sitting spot outside my front door on my last week living in my studio apartment. I lived an hour away from the city of Barcelona and could see the city lights behind the forest-mountains between us.

My name is Champ Lawrence Hannon, a current senior at the University of Montana studying Applied Mathematics, with a minor in Spanish. For someone who is constantly unsure of where life might take them, I hope this log lives on, as an example of the greatness this world has to offer for the unknowing. There are doors constantly opening, and this is the door I skipped and danced through. While this log describes the lasting feelings I had internalized, this is merely a summary where the rest lives on as freckles to my character. To any onlooking readers, I wish for you to feel the whimsy and grandeur of your own story.

My sweet friends and I at the Blue Lagoon in Malta during our last week abroad 😦

My global theme is Inequality and Human Rights, and my global challenged focuses on ensuring equitable access to education for women and children displaced my migration or conflict. Through my Sociology of Inequality, Health Illness and Society, and Violence Against Women courses, I was able to explore my challenge from two connected angles: the broader systemic structures that create and sustain inequality, and the specific ways violence, more particularly intimate partner violence can hinder a woman and or her child’s access to education and the resources meant to protect them. For example, in my Violence Against Women course, I learned more about how survivors of intimate partner violence often face compounding barriers such as unstable housing, financial dependence on their abusers, and disrupted routines that make consistent access to education nearly impossible for themselves and their children. This especially heightened if you are a migrant to a new country because one’s vulnerability is increased with instability. It became clear to me that addressing inequality in education can’t be separated from addressing violence itself; the two are deeply connected. And together, these three classes helped me to see clearly where the real gaps exist between the rights people are entitled to and the help that actually reaches them.  

Additionally, my Violence Against Women course instructor was Dr. Marceline Naudi, a leading activist for gender inequality and violence against women in Malta and across Europe. She is one of the co-writers of the Istanbul Convention, an international human rights treaty created by the Council of Europe to prevent and combat violence against women and domestic violence. The treaty is built upon four pillars: Prevention, Protection, Prosecution, and Integrated Policies and has now been signed into law by 45 countries and the European Union. Learning from Dr. Naudi, someone who has spent her entire career shaping international policy and providing resources to women across the world, gave me a far broader perspective that I had previous. I came to understand gender-based violence not just as an issue that varies from person to person, but one that is deeply shaped by the specific legal, cultural, and political systems of each country. This means that solutions must be just as thoughtful and context specific as the problems themselves. In Malta, specifically, I learned how the country’s strong ties to Catholicism have historically influenced family and reproductive policy at the national level. For example, divorce was not legalized in Malta until 2011, and abortion remains illegal in nearly all circumstances. Barriers like these illustrate how deeply religion, politics, and culture are intertwined in shaping the protections or lack thereof that are available to women. 

Dr. Naudi’s class had a profound impact on me and deeply inspired me to continue my hopes of perusing a legal career centered on gender inequality. The knowledge and information I received in her class is something I will take with me for the rest of my life and will be applied directly into the policy and advocacy work I partake in. 

Surfside Beach, Malta. My favorite place in the world.

Mina and I swimming at Tigne Point Beach facing the capital city Valletta, Malta.

Mia, Mina, and I at the International Firework Show in Valletta, Malta.

Festa Frawli or the Strawberry Festival in Mgarr, Malta.

Dingli Cliffs, Malta.

Beyond the classroom, I had the opportunity to travel to fourteen cities and eight countries across Europe which gave me the chance to experience an incredible range of cultures, people, and ways of life. Some of my favorite moments came from hearing stories of shop and café owners, many of whom were genuinely delighted to learn we were from America and from the unplanned discoveries along the way, whether it was a hole in the wall restaurant, a small museum, or getting a little lost with friends and relying on the kindness of strangers to find out way. One of my favorite experiences happened when my friends and I had taken the wrong bus to the middle of Malta. We were sitting on the steps of a small but beautiful church waiting for the next bus to arrive, when an older man approached us and asked us where we were from. After discovering we were from the United States, he informed us he was the first Maltese person to go to school at Yale! It was absolutely incredible, and his kindness and storytelling are something I will never forget. Being surrounded by so many strangers, languages, foods, and traditions made the world feel so much bigger than I had ever understood it to be. 

More than anything, this experience taught me the value of community. Nearly every country I visited (in Italy especially) felt deeply connected in a way I don’t often experience back home in the U.S. It reminded me that you can’t truly understand a place, a culture, or a group of people until you have experienced it for yourself, and that approaching the world with an open mind reveals far more than any assumption ever could. As I move into future leadership roles, I want to carry this same openness with me and work on building the same kind of genuine community I witnessed abroad into whatever spaces I lead in the future. 

Here I am in the Amalfi Coast, Italy.

Julia, Mallory, and at the Fisherman’s BastionI in Budapest, Hungary at sunrise.

Farro, Portugal.

Vienna, Austria.

Ashlyn (my friend from high school) and I in Dubrovnik, Croatia.

Eiffel Tower at night in Paris, France. My dream come true!!!

Perhaps the most special part of my time abroad were the friendships I made. The nine girls who became my best friends and Maltese “family” are some of the most amazing people I have ever met, and their friendships I will cherish forever. We traveled to so many different countries together, celebrated four birthdays with one another, tried more new foods than I can count, found ourselves in difficult situations, and experienced homesickness alongside some of the best memories of our lives. I don’t think my experience would have been nearly the same without them, and I am endlessly thankful I went into this experience with an open mind. I laughed more than I ever have and did something new almost every day. These girls and memories I will hold close to my heart and think about for the rest of my life. 

Reese and I at the Leaning Tower of Pisa, Italy.

Julia, Mallory and I celebrating St. Patties Day in Malta.

Mia and Mina’s Birthday Celebration in Malta!

Mia, Mallory, Julia, Amelia and I in Sicily, Italy.

Pasta making class in Rome, Italy.

Maddie, Mia, Reese, Mina, Ameila, Julia, Mallory and Mallory’s sister Alyssa celebrating Julia’s birthday in Paceville, Malta.

Mayah, Mia, Mina, Julia, Reece, Mallory and I at Triton’s Fountain in Valletta, Malta.

In the end, studying abroad pushed me far out of my comfort zone. It taught me a level of independence I had never experienced before, forced me to navigate hard situations and find real solutions, and somehow did all of this while having the best time of my life alongside my closest friends. It’s an experience I will carry with me, in who I am, how I lead, and the career I hope to build moving forward with my life. There is a Malta shaped hole in my heart forever.  

Riviera, Beach, Malta. I sure did fall in love with you Malta!

Studying abroad in Florence, Italy was one of the most transformative experiences of my college education. Before leaving, I thought I knew what to expect because I had already been to Europe twice before. I was familiar with the excitement of traveling, seeing historic cities, and experiencing different cultures, but living abroad independently was a completely different experience. I wasn’t just visiting Italy for a few weeks— I was building a life there, navigating a new city on my own, making new friends, going to class, grocery shopping, figuring out transportation, and learning how to feel at home somewhere so far from home. Being able to experience Italy in this way was both challenging and amazing. It pushed me far outside of my comfort zone and gave me a new sense of independence and confidence. Things that initially felt intimidating, like navigating public transportation or figuring out what to do when something didn’t go according to plan (shoutout Trenitalia), eventually became normal. I learned that being independent doesn’t mean always knowing what you’re doing; it means being willing to figure things out along the way.

My global theme is culture and politics. Living and learning in Italy allowed me to fully immerse myself in the cultural landscape of the country, and there is truly so much nuance to Italian culture that I would have missed otherwise. Beyond simply living there, I furthered my understanding through courses like Intercultural Communication, International Relations, Cultural Anthropology, and even Pairing Food and Wine. Across all of these classes, I gained a deeper understanding of the country I was living in. Italian history and culture are some of the richest and most complex in the world, and within that history come both highs and lows. When many people think of Italy, they think of Rome and the great emperors, and while that is certainly an important part of the country’s history and beauty, there are also periods of insecurity, political instability, and dictatorship, particularly under Mussolini in the 20th century. Italy is, in many ways, surprisingly similar to the United States. It experiences housing inequality, significant wage disparities, and major internal cultural differences. One idea that came up repeatedly was just how regional Italians are. People often identify more strongly with their region—for example, being Tuscan if they are from Tuscany—than with a broader national Italian identity. Experiencing these differences firsthand helped me understand how culture and politics are deeply connected to the communities and places people come from.

Outside of the classroom, I was able to experience this cultural diversity through travel. While Italy itself gave me countless opportunities to explore new cities, foods, traditions, and landscapes, I also had the chance to travel to Morocco, Spain, Poland, Hungary, and the Czech Republic. Each country offered a completely different experience and challenged me to look at the world from a new perspective. Traveling independently also taught me how much I am capable of doing on my own. I learned how to navigate airports and train stations, plan trips, solve problems when things did not go according to plan, and feel comfortable exploring places I had never been before. Some of my favorite memories came from the moments that were completely unplanned—getting lost, finding a small restaurant, meeting someone new, or simply walking around a city with no real destination. Even though I had traveled internationally before, this experience made travel feel completely different because I was responsible for creating the experience myself.

One of the most meaningful parts of studying abroad was the friendships I made. I arrived in Florence not knowing exactly what to expect, and I ended up meeting people who became such an important part of my experience. There was something special about forming friendships while everyone was simultaneously navigating a new country and creating a life together. We explored Italy, traveled to other countries, shared meals, celebrated birthdays, and made memories that I know I will carry with me long after college. Looking back, studying abroad was so much more than simply spending a semester in another country. It challenged me to become more independent, broadened my understanding of culture and politics, and introduced me to people and places I never would have experienced otherwise. I returned home with a deeper appreciation for travel, cultural exchange, and the importance of seeing the world from perspectives other than my own. Most importantly, I came home more confident in my ability to navigate the unknown, and I know the perspective and independence I gained abroad will continue to shape me for years to come. There isn’t a day I don’t think about going back, I truly left a piece of my heart in Florence.

My name is Rachel Ottman, and I am a third-year student majoring in psychology and political science and minoring in English and international development studies. Along with my studies, I am a speech and debate coach for one of the local high schools in Missoula, with an emphasis on teaching political and current-events speaking. 

When I signed up for the Franke Global Leadership Initiative, I knew immediately that I wanted to prioritize the Culture and Politics Global Theme; it tied closely to my majors and was a centerpiece for many of my personal interests. So, when I had the tangible opportunity to intermix my Global Theme with my academic interests and career into my Beyond the Classroom Experience, I hit the ground running to plan out my excursion. After months of organizing, I went on a 2-week trip to Virginia to explore the relationship between adolescent access to civic education and how it can spearhead their involvement in social movements. 

During the first week of my trip, I chaperoned my students at the National Speech and Debate Association’s 101st annual tournament in Richmond, VA. At this tournament, my school brought five students who competed in four different events, ranging from performances of poetry to ethical debates on the morality of governmental policies. Along with coaching my own students, I also judged over a dozen rounds of debate and was selected for the judging panel in the final round of the tournament. 

For the second week of my experience, I stayed in Arlington, VA, and I commuted daily to Washington, DC, to explore a variety of different museums focused on historical movements to gain insight into the interactions that children and adolescents had with these events. Notably, I had the opportunity to visit the National Museum of African American History and Culture, the National Museum of the American Indian, and the National Holocaust Museum. At these museums, I learned about the historic involvement of children in wars, the impact of adolescents in crucial movements like the Civil Rights Movement, public advocacy of teenagers in response to the Holocaust, and a variety of other topics. 

In exploring these issues, I was able to relate them closely to the advocacy done by my students. While my students have greater distance from many of the issues they discussed when related to teenagers during historic social movements and conflicts, the solutions they advocate for are much closer than one may think. In analyzing the topics of their speeches, my students spoke out about the dangers faced by LGBTQ+ youth, the undermining of civil liberties in the United States, and the growing intensity of international conflicts towards minority groups. My students feel passionate about these issues and actively seek out the knowledge to inform older generations. These teenagers care about the world they live in, and they respond in a way that is familiar to them. They speak out. 

The Beyond the Classroom Experience allowed me to explore Culture and Politics in a wider context, encouraging me to understand that, while the environment we live in has changed, the reaction to it has not. Young people continue to be passionate about the issues they and many others face, and they express that passion by speaking out and advocating for themselves. They just need the understanding that outreach is an option, and they need the skills to do so. As a result, there is an institutional obligation to teach young people about civic engagement and their rights to give them the skills needed to be successful in our ever-changing world.