Bringing Classroom Lessons Across Disciplines to Life in Italy and Turkey

Over spring break, I had the opportunity to travel on a faculty-led trip to Italy and Turkey as part of my Plagues and Peoples history class. Other students enrolled in five different courses varying from art, history, and chemistry also took the trip. We spent the majority of our time in Italy, exploring Rome, Pompeii, Florence, Ravenna, and ending in Venice. Our last three days took place in Istanbul, Turkey, where we traveled between the European and Asian sides of the city.

Study Abroad & Away

For many students, this was their first time traveling internationally, and for some, their first time on a plane. Faculty prepared students in advance with lectures that tied directly to the destinations. Dr. Noni Brynjolson, an art professor, says, “We wanted to have shared topics we could all relate to during the trip. “My course was looking at art, cities and public spaces, and so before the trip began, we looked at specific examples in the cities we would visit and the history behind public monuments and urban development.”

The professors ensured that the program was accessible for a wide range of students and majors, targeting a variety of LASC/WI goals across several disciplines. “Having these classes go together was a great way to find connections between the different topics we were learning about and to learn from each other,” Noni says.

Biology student, Sophie Schreifels, says, “I like that there are programs offered at Moorhead where I can complete the required credits while taking interesting study abroad courses.”

Dr. Richard Lahti, a chemistry professor, acknowledged the challenge of finding fun and engaging chemistry-related material. “One reality is that no 20-year-old student goes to Italy or Turkey to see a modern hydropower plant,” he says.

His class was able to find learning opportunities by observing the use of renewable energy, transportation, recycling, and waste management. One applied example of learning for students in his class was observing how the economics of a high gas tax shapes behavior to encourage users to keep gas use down, resulting in lowered emissions. 

I had always been interested in experiencing new cultures, and both Italy and Turkey were on my list of places to visit. Traveling through a faculty-led program gave me the opportunity to explore with peers while learning from knowledgeable professors. It also gave me access to historical and cultural context that I likely would not have had on my own.

Social studies and history student, Sam Foust says, “I loved experiencing new cultures that I was not accustomed to,” he says. “Locals were more than willing to share their life stories.”

As expected, traveling with a large group came with challenges. With the trip being faculty-led, I knew I was in good hands because the planning and financial logistics had already been handled.

There were a couple of misplaced passports and phones, bus ticket issues, and scheduling conflicts ––all problems that could occur on any trip. However, the support of faculty and peers made those problems manageable, and everything was quickly resolved.

“When you’re traveling, you learn that things don’t always go as planned,” says Noni. “Making adjustments and problem solving becomes part of the process, and hopefully this became part of the learning experience for students as well.”

History and political science student Elliot Funk says, “I learned that humility is a universal language, and a sense of humor will break any language barriers that you may be facing.”

Each roadblock was a learning lesson for future travel. The faculty encouraged the independence and curiosity of students, with plenty of free time to explore each city. I gained confidence in my independence and learned more about myself through this freedom. I also formed valuable friendships that I would not have had without this shared experience. As someone who plans to solo travel in the future, this trip was a perfect transition toward that goal.