Talloires Journey
A Tufts European adventure put the accent
on active learning
by Laura Ferguson
photos by Tufts European Center and Laura Ferguson
See also the MacJannet
story. “Here’s a French field at its peak of color.” Biology professor
George
Ellmore pulls his Peugeot to the side of the narrow road. It’s late
June in the Haute-Savoie, a region of southeastern France where usually,
at these
heights, one stops to admire the stunning view of Lake Annecy set against
the rugged backdrop of the French Alps.
But Ellmore has something else on
his mind as he admires this vivid floral canvas. “There
are excellent flowers here,” he says, pointing out golden gentian,
wild foxglove, wild orchids sheltered from the hot sun by meadow grass, profusions
of yellow rattle. He stops and picks off a few leaves of a small herb. “This
is salad burnet,” he says. “Go ahead, try it. The leaves have
a cucumber-like taste and are used in some of the most exclusive restaurants.”
For
Ellmore, the native plants of these alpine slopes are far more than just
part of the scenery. They’re part of his wildflower identification
course, known to undergraduates simply as “Flowers.” His students
will ultimately be asked to identify some 120 species by sight. And as their
field guides become
progressively dog-eared, they’re introduced to the basic tools of botany,
as well as the cultural, traditional, and medicinal significance of local
plants. After several weeks, “they can’t go outside without
looking at a plant growing by a signpost and saying: ‘I know what that
is!’” says Ellmore. “So it’s a class that teaches
them observation and deduction skills while they learn what professional
botanists
do to protect and enhance biodiversity.” And besides, he adds, “Students
enjoy being outdoors and I think they want something that is real. Summer
is no time to be sitting in the classroom looking at PowerPoint presentations.”
Indeed,
the “Flowers” experience in many ways reflects why students
year after year continue to talk in glowing terms about Tufts in Talloires
as a highlight of their Tufts education—awesome, excellent, and one,
at the ripe age of 20, “the best experience of my life.”
Like “Flowers,” courses
offered in the six-week liberal arts program based at the Tufts European
Center put an accent on active learning.
Faculty
capitalize not only on the French Alps, but on the larger European setting,
enriching discussions with field trips to Geneva and Paris, among other
relevant sites.
Cultural awareness and appreciation also grow as students explore the history
of the region and experience daily life with their French host families.
David
Gute, academic director for the Tufts in Talloires program this year
and a civil and environmental engineering professor, says
Tufts in Talloires
appeals
to students highly motivated by challenge and discovery.
“Many Tufts students have a desire to know things in a different context
than
that offered by classes conducted in the United States,” says Gute.
He has come to Talloires for four years, and this year his class, “The
Emerging Global Health Crisis: Epidemics, the Environment, and Public
Policy,” included
trips to the International Museum of the Red Cross and Red Crescent,
the headquarters of the World Health Organization, and the International
Agency for Research on
Cancer in Lyon. “Here we recognize that education does not simply
happen in the classroom. People who value interaction with students and
who are demonstrative
teachers seem to come to Talloires. And students who are open-minded,
curious, and imaginative are bound to thrive.”
Imagination finds fertile ground right from the start. One arrives
at the Tufts European Center through a narrow entrance that leads to
a treasure
of the Middle
Ages. The Prieuré de Talloires, founded in 1018 by Benedictine
monks as a place for contemplation and study, remains evocative of its
spiritual
past,
with massive beamed ceilings, Gothic windows, and twisting stone stairways.
And as a national historic monument mentioned in guidebooks, it sometimes
attracts bands of tourists who can be found looking quizzically at the
front entrance,
no doubt wondering: What is this place called Tufts and what on earth
is it doing
here?
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The story of the Tufts University
European Center is inseparable from the
story of the MacJannets.
For 25 years, the center has nurtured
the
vision
of Donald
MacJannet, A16, H70, and Charlotte Blensdorf MacJannet, H70, who back
in the 1930s started what was then the novel idea of international
summer camps. After
World War II, they returned to France and Talloires to restore and
deepen their commitment to global goodwill, including purchasing
the ruined
11th-century
priory,
which they then lovingly restored. In 1978, they gave the priory to
Tufts, and in 1979 it was dedicated as the Tufts European
Center, now home to
a number of
Tufts summer programs and host to international meetings and conferences.
“In all my experience with the MacJannets, it was crystal clear that active
learning
was the only way to learn,” says Rocky Carzo, former Tufts athletic
director who led athletic programming in Talloires for 15 years. “The
MacJannets believed that what you do is more important than what you
say. If you know
what you want to become, you have to do it everyday; you become what
you do.”
This year, the Tufts in Talloires
program has brought together 71 undergraduates from Tufts
and other colleges, nine professors,
one scholar-in-residence,
and two non-credit French teachers, one of whom is also a local hiking
expert. The program draws a wide range of students—most equipped
with but a smattering of French.
“Tufts in Talloires is unique
in that way, attracting students who want an overseas
experience but who don’t have the language skills or the
time in their academic schedules to do a semester or year abroad,” said
Gabriella Goldstein, J84, director of the European Center. “The
fact that we bring Tufts professors who teach Tufts courses in
English gives them an overseas experience and at the
same time the comfort of knowing what to expect. The European Center’s
attentive staff also helps to ensure that the experience is a positive
one for the students who come to the Tufts in Talloires program
each year.”
By way of introduction to the region,
Bernard Martin, a certified alpine mountain guide, leads
twice-weekly hikes.
Students discover
a region
rich in social
and natural history while also being rewarded with a visit to
a remote alpine lake
or perhaps catching sight of an ibex or eagle. Ancient history
can be traced in the Roman roads still etched in the soil or
by stone
shrines and wooden
crosses set out hundreds of years ago to warn travelers of danger.
And
in the popular
hiking areas on the opposite side of the lake, known as Les Bauges
(wild boar’s
den), hikers can see the traditional farming hamlets of the Savoie.
“Some of the students are not really hikers, but they turn up for the
first hike
and they love it,” said Martin. “They like the flora
and fauna and the view—I don’t think you will ever tire
of the view. Many of them will discover something different. I remember
a student standing in the field
for 15 minutes or half an hour stroking a cow; I don’t think
he’d
ever seen one before.”
Faculty encourage active learning
through their own innovative approaches to traditional
subjects. For English professor Virginia
Brereton,
the Alps beckoned
with possibilities for a new literature course, “Imagining the Mountains.” She
combined various readings by writers and explorers with hikes as well as field
trips to Mont Blanc, an hour’s drive away. Mont Blanc’s 15,771-foot
pinnacle towers over the busy city of Chamonix, and it has long inspired poets
and writers who wanted to put into words what they felt in the presence of Western
Europe’s highest peak.
“I wanted them to connect it with what the poets were saying, but also
to make
meaning of their own experience,” said Brereton. “My
larger idea was to treat the literature of the mountains as metaphorical.
Mountains both
implicitly and often explicitly can stand for life, for having a
goal, for how often we use the direction up as something good.”
Maura
Coughlin, G94, a visiting lecturer at Tufts and several other Boston-area
colleges, kept the immediacy of France in mind last year
when she wrote
her course plan for “French Impressionism.” In addition
to presenting coursework, she conducted a weekend trip to Paris
to visit the Musée d’Orsay,
the Rodin Museum, and then onto Monet’s Giverny. A final
project also asked students to contemplate Cézanne’s
perspective for his famous painting of Lake Annecy, created when
he took the
waters at Talloires. “The students
wrote about what they imagined he saw,” said Couglin. “As
they learn to learn, they can relate their experience of being
in rural France to
that of
a painter looking at a landscape and then deciding how to paint
it.”
Political science professor John
Gould, F88, who first came to Talloires as a Tufts adjunct
faculty member, tells his
students “not to let the course
get in the way of learning.” He complemented coursework on
the European Union with a field trip to Brussels, where the students
spoke directly with members
of the European Union Commission. That dialogue contrasted with
an alpine hike to hear the more personal and less optimistic viewpoint
of a cow farmer about
the European Union’s common agricultural and trade policies.
“Europe now has the world’s
largest internal market—a half
billion people and a gross domestic product (GDP) slightly larger
than that of the United
States,” said Gould, a professor at Colorado College. “The
European Union consequently has a powerful presence on the world
stage. Students need
to acquire the historical background and analytical tools necessary
to make sense of the world’s newest and most idiosyncratic
player. I’m hopeful
that my students, by being here, have a sense that the European
Union is, right now, still more a project than a realization.
My goal is that they understand
why institutions are in place, why they take the forms they do,
and that they’re
often not rational—that it’s a mix of political compromise
and ideals.”
Kit Stanton, A04, has joined her
friends in the walled garden, where one can often find
students relaxing.
When asked about
what she has
discovered here
in Talloires, she recalls “Imagining the Mountains” and
a field trip to Chamonix. The class had set out on what turned
into an adventure when they
went searching for a half hour in the freezing rain for the grave
of early explorer Edward Whymper. “We faced nothing compared
to what he faced in that region,” said
Stanton. “And yet when we finally found his grave, it was
a stone’s
throw from where we had parked the car! We all went nuts, laughing
and hugging for joy—it was really incredible. It’s
great, too, because we all now have this shared memory, and we’ve
decided to have a class “reunion” at
Tufts in the fall.
“If I had visited it without the class,” she added, “I probably
would have just snapped a photo. And if I had just read about
these things, I would have instantly forgotten them. But I now know more about
what Whymper
felt
when
he was there, it brought it home. It makes me remember more
deeply.”
If there is a common note between
students, it is that their knowledge, when combined with
travel, intensified the experience
of their
surroundings, often
raising their awareness of new possibilities.
In particular,
many students spoke movingly about the opportunity to
see Europe for the first time. Gwen Campbell, A04, said
a visit to
the Commonwealth
of
the European Union left her pondering a larger framework
of her life after Tufts
and how to make a wider difference in the world. “The
European Union is about 15 completely different countries
bonding together for one common goal,
and that’s really hard,” she said. “Getting
15 different points of view to agree on anything is hard,
and the fact that they can do
that for
certain issues is amazing. It made me want to be more global
in whatever I choose to do.
Talloires summer classes also
kindled new perspectives for
Elizabeth Buchen, A04, who has been “very focused
on hard science.” She recalled a
visit to the World Health Organization, for instance, and
a presentation by a high-ranking Ugandan woman whose family
has been devastated by AIDS. “It
has got me away from my usual path and thinking about the
Peace Corps, or exploring a different aspect of science,” she
said. “I’ve been studying
drug addiction, but I might want to do more with policy.
That is a possibility now.”
Ben Thayer, E05, has always
had an eye toward bigger things. A civil engineer by
training, he was finishing up a paper
on cholera
in Iraq
for Professor
Gute. He spoke about the kind of knowledge that comes
with travel, but also appreciating
getting to know faculty better. He remembered engaging
Gute in a conversation during a field trip about emerging
opportunities
for
civil engineers
in Third World countries. “All of a sudden, because
of the way classes are taught here, and because I am able
to live with a French family, I realize that being
able to speak passable French is really important and the
slope of a hill . . . maybe less so!”
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Those transformative
experiences that can lead to widening shifts in perspective
describe the highest potential of
the European
Center, says Elaine Feen
Kaufman, J46, a member of the International Boards of
Overseers, who
now lives in
London. Kaufman was entranced by Europe after she and
her husband made her first trip
to Italy in 1969. She first heard about the European
Center seven years ago and she has since become a champion
of
its potential
to awaken
students to
the world
at large.
“The whole idea of students coming to Europe, living with a French family,
and
experiencing a different culture is important,”said
Kauffman. “In
addition, the opportunity to go to Geneva and other places
such as Strasbourg to see world organizations is invaluable.
I would hope students who come to
Talloires will then be able to look at the United States
not solely in the context of America,
but more in the way they connect with the rest of the
world.”
Students agree that host families
are one of the most popular means to forge cross-cultural
friendships
because
they
provide such a
rich opportunity
to
experience French culture and customs and improve language
skills.
“The families are a huge part
of the program and the cultural experience,” said
Ana Martinez, A05. “It’s being in a French
home where you really become immersed in the new
culture. It’s not something you get sitting
in class. My family has graciously taken it upon
themselves to share everything about their culture
with me. We
talk over dinner and chat about politics. They
have shown me around and included me in their day-to-day
activities. Some evenings we simply converse in the
living room about anything from my reading assignments
for class and their daily newspaper.”
Andre
Bergerat, a former general manager for Boston-based
Digital Equipment, has welcomed Tufts students
to his home for seven
years.
“We think the students get to listen to different views, not just about
global
events, but about our own difficulties in France,” he
said over a glass of lemonade at the Host Family Appreciation
Reception. “It’s been
a key experience. I’ve met many Americans in
my life and some of my most valued experiences are
all about the shock of cultures. I think that this
is
a wonderful opportunity for students when host families
take care to show them that there are other people
who can be happy with different ways of living.”
As
a case in point, take the issue of war. In the spring,
when foreign policy sharply divided the United States
and France
over Iraq, disaffection
for
France was a concern for staff in Medford, particularly
when they saw some applications
withdrawn.
But the Tufts presence in Talloires,
said Goldstein, “is really the face
of America for many people in the village. Integrity,
loyalty, the values you’d
place on any friendship—these are important
here. We have proved to be good citizens and our
neighbors, in turn, are always glad to welcome us
back.
“The French love to talk about
politics; and we told the students to be ready
to talk about it in a way that was honest and
respectful of different viewpoints,” she
adds. “And when you think about it, what
better way for students to understand how important
it is
for them to be here in France right now.”
Jay
Meattle, A04, said his French family did indeed
invite conversations about American politics,
and
he found it
a good test for diplomacy. “They ask
me my opinion; they are very direct,” he
said, “and
the approach is simple. Be frank, but don’t
upset them; show respect.”
Students also saw
clearly how the French culture diverges from their
own in America. Asked what surprised
them
the most, students
unanimously
were
astonished
by a
slower pace—shops shut down at midday for two
hours, several generations of a family linger over
extended Sunday meals, seven-week vacations are the
norm.
“There are different lifestyles out there—and I now realize that
we can
make up our own,” said Caleb Hudak, A04. “The
American dream is to make money—but in Europe
it’s not trying to get ahead so much. They
are very happy doing what they do. I’d say
it’s more family-oriented,
less focused on living life to make money.”
It
would be easy to categorize Tufts in Talloires
as an academic program. But then that would leave
out
what Rocky
Carzo sees
as an indispensable
component of the Talloires journey. Back in 1982,
Carzo helped start the tradition
of the
Saint-Germain Pilgrimage. High above Talloires
sits the Chapel of Saint-Germain, for hundreds
of years
the destination
for
pilgrims honoring the first
prior of Talloires, who lived for 40 years as
a hermit in a grotto just below
the church.
“The students needed a means of personal self-development but also a sense
of
community,” said Carzo. “We needed
a rallying point. The Saint-Germain Pilgrimage
would have a greater impact if we achieved our
goal collectively.
At the same time, it emphasized the importance
of a personal positive attitude and a group spirit.
It embodied the essence of the educational experience.”
This
afternoon, Tufts students and faculty have
come together for the annual run up the mountainside.
The distance is
short—only a mile and a half,
but steep; the trail switchbacks sharply to
2,500 feet.
First across the finish line are
Jon Rosen,
A04, captain of the varsity cross-country
team, and
teammate Ian
Joseph, A04.
They
give a high
five as they tie for
first place, and soon everyone cheers “You’re
almost there!” “You
can do it!” as weary runners and walkers
round the final bend.
Spirits are still high
when everyone comes together for a group
photo. Something about
Carzo’s message must have made a
powerful impression, because a student
breaks into
a song that seems appropriate for the setting,
and soon
everyone
is joining in, a spontaneous chorus.
It’s
undoubtedly the first time “Lean
on Me” has been sung
en masse at the threshold of the little chapel, but not the
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