The historical landmarks were not just something from a video. They were the real thing. The “classrooms” had no walls but views of mountains and glaciers, pristine water and cliffs. The artwork was not in a book but right before their eyes, be it in a museum or on the streets.  

School of another kind was in session for the 46 students who experienced the three International Education Program (IEP) trips in June coordinated by the Alvord Center for Global & Environmental Studies. The trips went to Iceland, Marseille, and London. 

Each IEP trip program is unique in what it seeks to achieve, and each takes some paths less traveled. They are not your typical tourist trips, as student blogs from the trips attest. “The leaders of our travels have made sure to underscore one very important lesson: Even though a handful of people on this trip have been to France, we are here to experience the lifestyle we would otherwise not encounter on a typical French vacation,” read one blog post.   

Trip: Marseille, France, June 5–14. Focus: Multiculturalism and world history. Number of students: 16 

The Alvord Center and the Modern & Classical Languages Department partnered on this trip to a port city that worldpopulationview.com describes as a “cosmopolitan melting pot with many immigrants.”   

One day the students toured different neighborhoods in Marseille with a focus on immigration, their guide sharing his family’s immigration story. After the tour, students explored various parts of Marseille through a scavenger hunt with another school. “It was a fun way to immerse ourselves in Marseille and engage with the community,” read a blog post. “Finally, we went to the top of the city, to Notre Dame de la Garde. There, we quickly witnessed the Basilica’s art and interior before reflecting on the day.” 

The IEP trips also are about bonding and reflecting as much as possible. And food, lots of interesting food. On this day the students ate a lunch of Middle Eastern food while debriefing about the immigration tour that morning. At night they had a rooftop dinner, where they talked to locals and reconnected with the students from the other school who were on the scavenger hunt. 

Getting out in nature also is a big part of an IEP trip. Day 5 included a journey to the calanques (a calanque is a narrow, steep-walled inlet with great views). “We hiked through the mountains to be met with amazing views of towering cliffs and crystal-clear water,” read a blog post. “We had a wonderful picnic, where our amazing teachers fed us fruit, cheese, and charcuterie.” 

Trip: Iceland, June 5–14. Focus: Environmental studies. Number of students: 14 

Students and faculty traveled to this environmentally friendly country to engage with local leaders on how Iceland became widely recognized as one of the “greenest” places in the world. 

One day they ventured out to the Hellisheidi Power Plant, one of the largest geothermal power stations in the world and the largest in Iceland. “There, we learned about geothermal energy and how they utilize natural resources to power three-quarters of the country’s population,” a blog post read. “We received an in-depth explanation from an Icelandic power plant employee.” The day also included a six-mile hike in “cold and blustery” conditions up a mountain to an area of hot springs. The closer they got to the springs, the warmer it became. That evening they enjoyed a family-style dinner at a local farm.  

Another day included a visit to a traditional turf house. Their guide, Hannes, had grown up in the house and refurbished it. Turf houses were built of stones, wood, turf, and soil, and were first constructed in Iceland more than 1,000 years ago. Icelanders don’t live in turf houses anymore, but in 1890, close to 90 percent of the population lived in them, according to the website Iceland Tours.  

“Hannes showed us how to harvest the traditional turf used in turf house construction,” the blog post read. “We each tried once to harvest our own turf before being shown how the walls of the turf house would be constructed.” 

Day 8 in Iceland included hiking with views of surrounding mountains and glaciers. Throughout their stay students were welcomed into the homes of Icelandic families.   

“Iceland is a magical place, brimming with stunning vistas, immense geothermal potential, and awe-inspiring volcanic activity,” the final blog post, this one by a faculty member, reflected. “Its endless summer daylight and warm, welcoming people add to the enchantment. Our trip offered us more than just beautiful scenery; it provided a profound exploration of sustainability and a deeper understanding of how we can live in harmony with the Earth and each other.” 

Trip: London, England, June 5–13. Focus: Visual, performing, and culinary arts as well as social justice. Number of students: 16 

The Alvord Center and the Visual Arts and Performing Arts departments partnered on this trip, which took students to various neighborhoods in London to learn from local artists, musicians, and chefs. 

The travelers attended a cricket game, ate fish and chips, and visited Big Ben, the Tower of London, St. Paul’s Cathedral, Buckingham Palace, and other landmarks. All of that gave the students an understanding of England and its culture. Of course, this trip was about much more than just the beauty and history of various places, as memorable as that is. 

“We had the privilege of meeting with some truly inspiring people: the organizers at Counterpoints and Compass Collective in Hoxton. Their dedication to supporting refugees and asylum seekers was truly inspiring,” a blog post read. “In smaller groups, we brainstormed some ways we could get involved in our local communities to create a welcoming environment for refugees.”  

On another day “vibrant art and energy” took center stage. “We met our tour guide, Pete,” the blog read. “He is one of the many guides at Unseen Tours, a company led by people who have been/are affected by homelessness. Pete guided us through Brick Lane and the surrounding area, sharing the names of street artists behind specific works, their backgrounds, and the meanings of some pieces. ... With an increase in street art’s popularity, Pete emphasized the importance of a more balanced gender dynamic of the art scene, street art’s correlation to socio-economic backgrounds, and how deeper, personal messages could be spread through street art.”   

Activities on other days included a culinary cooking class in which the students worked together to prepare a dish; a trip to the Globe Theater, described in a blog post as “an open-air reconstruction of Shakespeare’s playhouse, for a hilarious performance of Much Ado About Nothing. A highlight was the actors’ interaction with the audience”; and a visit to the Tate Modern art museum.  

Students also attended a graffiti workshop at the Leake Street Arches — former railway arches beneath Waterloo Station that the Lakes Street Arches website says form London's longest legal graffiti wall. 

Street art. Museum art. Graffiti art. Art of all kinds. “London,” a blog post read, “is so diverse with an incredible art culture, and we’re very grateful for the opportunity to explore it to the fullest extent we could as well as take our memories back.”