This past summer, 20 Bucknell students traded the familiar streets of Lewisburg for the winding, cobblestone alleys of Perugia, Italy, a historic hilltop city steeped in centuries of art, culture and tradition. For five weeks, they immersed themselves in a study abroad program unlike any other, hosted at the Umbra Institute, where classroom learning seamlessly blended with life in the city. Students didn’t just read about Italian childhood, family life and education— they experienced it firsthand, from the laughter of schoolchildren echoing through hallways to quiet moments sitting by the iconic Fontana Maggiore in Perugia’s Old City.
The Bucknell in Italy program grew out of the long-running Bucknell in Denmark program, which psychology professor Chris Boyatzis created and led until its conclusion in 2022. Following that, Boyatzis joined forces with education professors Sue Ellen Henry and Janet VanLone to design a new summer program focused on childhood and education, continuing the Denmark program’s mission in a fresh international setting. With guidance from the Office of Global Education, the team explored multiple countries before selecting Perugia, home to the Umbra Institute, as the perfect site for their vision.
The 2025 program was led by Professors Janet VanLone and Chris Boyatzis. Cross-listed as “EDUC/PSYC 338: Childhood, Family, and Education in Italy”, the course draws many psychology and education majors, but students from all disciplines are encouraged to apply.
Weekdays were filled with interactive lectures and discussions, enriched by local guest speakers ranging from child psychologists to art therapists and school principals. The real magic happened on site visits, where theory leapt off the page and into everyday life. Students explored multiple schools and even visited a summer camp.
“My favorite part of our trip was our visit to a small Italian summer camp called GREST,” said Jamie Koutros ’27. “By being there we were able to interact socially with Italian high school students, who were as interested in learning about our lives as we were in learning about theirs.”
VanLone described the program’s immersive nature: “Our class visits to Italian schools were a fantastic, immersive experience for our Bucknell students in Italy. Students were able to see various Italian methodological approaches in action, such as Montessori and Reggio Emilia, while engaging in activities with Italian schoolchildren. Through these visits and many other experiences, we learned firsthand about the importance of childhood and family in Italy while reflecting on our own cultural values and school experiences here in the U.S.”
During school visits, Bucknell students engaged directly with Italian schoolchildren through hands-on projects, such as completing puzzles and drawing pictures. Italian schools emphasize experiential learning, giving students the chance to observe projects on topics ranging from recreating Renaissance paintings to practicing embroidery with local artisans. Through these experiences, students saw how Italian culture prioritizes emotional richness and social belonging rather than rigid achievement metrics or career preparation.
Beyond the classroom, students’ days were packed with cultural exploration. Field trips took them to historic sites in Perugia and neighboring towns like Panicale and Passignano, each providing a living classroom to connect lessons with Italian life. Evenings often featured class dinners at local restaurants, where students could practice Italian, share reflections on the day and deepen bonds with one another. Ferrari, a cozy restaurant in Perugia’s Old City, quickly became the group’s favorite spot, with its warm atmosphere and delicious pasta dishes creating the perfect setting for camaraderie and conversation. These shared meals, alongside casual gelato breaks and walks through the piazza, strengthened the sense of community within the cohort, making the program not just an academic experience, but a truly personal one, embracing the Italian phrase, la dolce vita, the sweet life.
A key academic component was the reflective journal, where students chronicled lectures, site visits and everyday observations. Journaling encouraged real-time processing, connecting theory to lived experience and noticing subtle differences between Italian and American approaches to childhood, family and education. The journals became spaces for self-reflection, personal growth and an appreciation for the transformative nature of studying abroad.
Professor Boyatzis noted that the lessons extended far beyond academics. “Beyond the program’s academic benefits, students’ greatest benefit might be their dramatic growth in self-confidence and self-reliance as they explore a new land with a different language, currency and customs,” he said.
For many, the bonds formed within the Bucknell cohort were equally significant. “This trip was so special because of the connections we were able to build while we were in Perugia and that we are able to maintain now that we’re back in Lewisburg,” said Erin Wiehn ’27. “So many people who I did not know prior to the trip are now friendly faces around campus and friends that I couldn’t imagine Bucknell without.”
Gavin Kint ’26 agreed: “My favorite part of the trip was being able to meet new people that I normally wouldn’t interact with— aside from being in Italy, of course!”
With two successful summers behind it, Bucknell in Italy has quickly become a cornerstone of the university’s summer study abroad offerings. Planning for the 2026 program is already underway, and interested students will have multiple opportunities this fall to learn more.
Professor VanLone shared, “Professor Sue Ellen Henry, Professor Chris Boyatzis, and I will be holding information sessions for interested students on September 11th, October 3rd, and October 14th. Students from any major are welcome to attend and apply. Follow @BisoninItaly on Instagram for meeting times and locations, and to see many photos of our summer 2025 experiences in Perugia.”
