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In 1972, 10 �鶹ӰԺ State architecture students accompanied by faculty members traveled to Florence, Italy, to study for a few weeks. They didn’t have a building for classes or a formal academic program to guide them. No �鶹ӰԺ faculty or staff members lived in the city. Yet, the impact of learning in the birthplace of the Renaissance was undeniable. Perhaps without realizing it, these students and their professors set in motion an illustrious �鶹ӰԺ State tradition of studying abroad in Florence that would endure and flourish in the decades to come.

The programming was initially geared toward architecture students, but growth continued as the program began to welcome more disciplines, including interior design, fashion and art history.

By the early 2000s, it was evident that �鶹ӰԺ State needed a dedicated space of its own in Florence. The university acquired the ancient Palazzo dei Cerchi in 2003 and oversaw the renovation of the building, which was built around the end of the 13th century. The interior was updated and the exterior facade was maintained in its original state, offering a glimpse of Florence from the 1200s. Florence programs continued to expand to other majors and increase in popularity. In 2012, the university purchased an additional building, the Palazzo Bartolini Baldelli, to accommodate the growing number of students, and in 2016, the university relocated to its current home, Palazzo Vettori. The 15th century building and its courtyard provide more space for classrooms and social activities.

“Now in Florence we offer more than 90 courses every year,” said Marcello Fantoni, Ph.D., vice president for global education and former director of the �鶹ӰԺ Florence Center (2005-2012). “Our center also serves as an umbrella under which other international universities are joining.”

Studying in Florence with a small group of classmates is a transformative experience that creates special memories and lasting friendships.

Fifty years after those first architecture students studied in the city, �鶹ӰԺ State Florence is the university’s flagship study abroad and international center. Before the pandemic began in 2020, it was home to 800 students per year, and interest in the program continues to rebound. During the 2022-23 academic year, the Florence program hosted approximately 600 students who come from all colleges and campuses within the university system, as well as faculty members who come to Florence to teach.

“Florence continues to give �鶹ӰԺ State students the opportunity to study in an international environment, grow as individuals and professionals, explore alternatives and collect memories they will cherish forever,” said Fabrizio Ricciardelli, Ph.D., who directs the �鶹ӰԺ Florence Center and teaches history courses, mostly on the Renaissance. “Being here in Florence means touching history. I always teach onsite when possible. So wherever we go with the students, we have the chance to discuss works of art, masterpieces and history sources.”

Students majoring in public health, nursing, fashion, education and several other disciplines participated in the 2022 �鶹ӰԺ State Florence Summer Institute and the �鶹ӰԺ Florence Health Institute, each for a term of four weeks. While there, they engage with the community through planned academic opportunities related to their majors, such as student teaching experiences in elementary, middle and high schools; tours of local hospitals; and visits to museums.

Studying in Florence with a small group of classmates is a transformative experience that creates special memories and lasting friendships. The city is rich in culture, history and art and provides a captivating backdrop for their studies. And the dedicated �鶹ӰԺ State faculty and staff who live in Florence provide comprehensive support for the students during their time there.

As the university looks to the future, its focus is on making global education accessible to every student regardless of their financial circumstances through the recently established �鶹ӰԺ State Global Education Endowment. Often, students are unable to participate because of the cost associated with studying abroad. By removing or reducing that hurdle, more students can benefit from these life-changing experiences.